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red54;;;;;Keys toThe practical course of English: the fifth year: The textbook for pedagogy higher education  students / edited by V.D. Arakin by Svetlana Diletto, 2011

Ключи к учебнику Аракина, 5 курс: основные и необходимые задания, такие как работа над лексикой и стандартная работа по переводу над текстом словаря и выражений к тексту приведены в виде ключей, то есть в готовом для ответа виде. Преимущественно творческие задания не выполнены главным образом по причине отсутствия стандарта при их выполнении, то есть каждое творческое задание не должно быть повторено.

Автор (СТУДЕНТ филологического факультета) предупреждает, что правильность выполнения всех заданий не является 100% –для этого существуют (???) официально изданные издательством ВЛАДОС ключи к упражнениям. 

Все задания Автор выполнил, используя материалы учебника, словарей ABBYY Lingvo 8.0 и AlphaLex 5.0 English, онлайн словарём Мультитран, ссылка на словарь: http://www.multitran.ru/c/m.exe?a=3&s=exchange%20words&sc=0&l1=1&l2=2

Таким образом, в ключах к упражнениям, выполненных Автором, имеются ошибки и неточности. Однако, Автор стремился максимально точно и добросовестно выполнять задания и надеется, что результат не слишком отличается от уровня требований, заявленных создателями учебника.

INSIGHT INTO PROFESSION

COMMUNICATION: THIS EVER NEW OLD PROBLEM

Talking Points:

  1.  Human relations can safely be said to be a basic human neces sity. In most cases it is regarded as one of the social or spiritual needs of the individual. But how to communicate effectively?
  2.  The profession of a teacher obviously implies the ability to speak in publicto students, parents, etc. Do you think this ability is inborn or one can acquire it through training?

I. a) Read the following text about public speaking.

  1.  Aim of communicator must be clear. If you don't know where you are going, any road will lead thereso says an old saying. But in a world where there are many enticing side-pathsboth to speaker and listen er, to writer and readerwe must be sure just what message we are taking to what people. What responses do we Want? The kind of mes sage  шалфея transported makes a difference. There are messages of information, of persuasion, of suggested action and these are often combined.
    1.  There should be a clear picture of audience. Many communi cators ignore the background and educational level of prospective members of the audience. People are not a mass.
    2.  Communication should not be too long. Brevity is not only the soul of wit, it is also the essence of good communication. While prac tising, time your speech!
    3.  Reinforce the message. Every message that is read, listened to, or viewed has some value. But it is the reinforced message that will be remembered and acted upon.

A key idea must be repeated in varied settings, be exhibited from varied points of view, with different instruments of. communication. The old message in a new setting prevents boredom.

  1.  Since you must hold the attention of your listeners, it is also important that your speech be well organized, so that the listeners can follow the ideas very easily. After an interest-provoking introduc tion, the speaker may even give a short outline of his speech.
    1.  In speaking, as in writing an essay or composition, the most important requirement for success is to have something interesting that you want to say.

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  1.  For most people the best method is to speak from a clear out line, that contains key-words to keep the flow steady, but leaves the actual words of each sentence up to the speaker to form as he or she proceeds, guided by the outline.
    1.  It is very important to look at different people in the audience as you speak.
    2.  Some people use a formal style of speech, others prefer a more casual one. If you're formal, don't be stiff, if you're casual, don't slouch or wander.
    3.  Obviously, to succeed, a speaker must be easy to hearbe audible. Be sure to speak to the back row.
    4.  If you come to the end of the point and need to refer briefly to your notes, simply do it. You don't have to say "uh".
      1.  Add a few more helpful hints if you know any.
      2.  Make a speech on any topic you choose trying to use all the helpful hints given above.
      3.  Answer the following questions:

I. Do you think public speaking is difficult? Can any intelli gent, well-informed person seize  захватить the attention of the audience? 2. What qualities must a good speaker possess? 3. Do you think stage fright is a usual thing for any speaker? 4. Say what interest ed you most in any public speech you have heard. Was it a spirit ed speech, full of enthusiasm, or did it impress you because of its good wording?

II. We often communicate today at meetings and conferences,

a) Read the following text.

Special attention should be paid to the role of the conference leader. His duties are: 1) to plan for the conference, 2) to encourage general participation, 3) to make frequent summaries, 4) to keep the discussion on the subject, 5) to make suggestions by means of questions, 6) to arrange  устраивать for each participant to receive a written summary of the conference as soon as possible after it is over.

Summarizing is extremely important: the summary takes what is worthy  достойное of attention and holds it up for everyone. Failure to listen causes men to get away from the subject, and it is part of the leader's role to get them back again.

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If the object in holding the conference is to get others' thoughts, the leader ought not to declare his own views until he has heard theirs. The conference leader can make suggestions by the method of asking questions. E.g., let's assume that you have a participant who is making generalisations. He makes a lot of them. You can ask, "Can you give us a specific  example of that point? "

To ask questions instead of making declarative statements is conductive to obtaining more participation.

b) Learn the following conversational formulas and phrases which are common at conferences and public meetings:

 

The meeting is declared open.

The floor is open for nominations. 

We are to elect the chair/the president and the secretary of the meeting.

I move (make a motion) (that) nominations (should) be . closed.

I second the motion.

The floor is open for discussion.

Conduct the meeting, please.

N. will keep the minutes.

The following items are on the agenda; Item One... Item Two...

The agenda is carried (adopted, passed).

The floor is given to N. for the report.

There is a motion to fix the time limit at 10 minutes.

Submit questions in writing, please.

Who asks the floor?

May I speak on the point in question?     

Разрешите считать собрание открытым.

Прошу выдвигать кандидатуры.

Мы должны выбрать председателя и секретаря собрания.

Предлагаю прекратить выдвижение кандидатур.

Поддерживаю предложение.

Начинаем прения.

Пожалуйста, ведите собрание.

Н. будет вести протокол.

На повестке дня следующие вопросы: 1.2.

Повестка дня принята.

Слово для доклада предоставляется Н.

Есть предложение установить регламент 10 минут.

Вопросы прошу подавать в письменном виде.

Кто просит слова?

Разрешите высказаться (выступить) по данному вопросу.                                       

 

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May I take the floor?                                                 Прошу слова. 

N. has the floor.                                                        Слово предоставляется Н.           

The motion is carried (adopted).                               Предложение принято.                                    

The motion is voted down (overruled).                     Предложение отклонено.                   

Let's attend to the other items of the agenda.        Есть предложение перейти к другим пунктам                   

повестки.    

I move that the discussion should be stopped           Я предлагаю прекратить прения             

owing to the late hour.                                              в связи с недостатком времени.      

Hear! Hear!                                                               Правильно! Правильно!

I'm putting the matter to the vote.                              Ставлю вопрос на голосование.   

Shall we draw up a resolution on                               Будем ли мы принимать резолюцию по     

the points discussed?                                                обсуждаемым вопросам?

The resolution is passed unanimously                        Резолюция принята единогласно         

(by an overwhelming majority).                                (Подавляющим большинством голосов).

The majority has it.                                                      Принято большинством голосов. 

Who's in favour of(against) it?                                   Кто за (против)?   

Who's Abstained (from voting)?                                 Кто воздержался  (от голосования)?                

The agenda is complete.                                             Повестка дня исчерпана.     

I declare the meeting closed.                                      Объявляю собрание закрытым.  

Some more phrases for less formal occasions

Would you care to comment on               He хотите ли высказаться по

that? этому поводу?

Aren't you losing sight of some                He упускаете ли вы из виду

facts? некоторые факты?

Is that a question or a speech?                  Это вопрос или выступление?

I'm afraid I've put it clumsily.                   Кажется, я неудачно выразился.

It's hard to put it into words.                         Это очень трудно сформулировать.

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He's put it very well. н очень хорошо сказал.

Any questions? Есть вопросы?

Let me be the judge of that.                           Разрешите мне судить об этом.

It's for your information.                                   Это для вашего сведения, 

Let it be a challenge to you. Подумайте над этим (вопросом)

Do I make myself clear?                                   Моя мысль ясна?

Would you mind explaining?                           Объясните, пожалуйста.

Let's go forward, shall we?                              Давайте дальше. 

Keep to the point. He отклоняйтесь.

     с) Use the given expressions in situations of your own.

d) Conduct a conference on* one of the following talking points:

  1.  How to improve teaching practice in the 5th year.
  2.  Should the methods and techniques of foreign-language teach ing be changed at school?
  3.  The pros and cons of school practice in the early stage.

III. a) Read the following text:

Recently I was teaching to a third-grade class. I threw out a number of ideas and asked the students to write something for me without worrying about grades* or spelling. Most of the class got right away, but a few students looked puzzled, almost panicky. One girl said, "I want to write, but I just don't know how to get started."

That wasn't the first time one of my students had made that kind of statement or the first time I had thought about the problem of getting started. Many times during the years right after I graduated from College, I sat staring at blank paper wanting very much to write but unable or afraid to get started.

At that moment I had an idea. I decided that after the rest of the class was through with writing I would talk with all the children about how people get themselves ready to work. This would not be intended as a way of criticising the students having trouble, but rather a way of getting the students to think about the rituals people develop to help themselves concentrate and do serious work.

* AE:

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So that I wouldn't embarrass anybody, I decided to start talking about my own problems with getting started and the rituals I've developed to overcome them. I explained that each morning before I write I go to the phonograph  and decide what record I want to hear. The record I choose sets the tone and rhythm  for my work.

After putting on music, I pace a bit, think about what I'm going to write, sit down slowly at my desk, adjust my pad of yellow lined paper to just the right angle, fiddle with my fountain-pen a bit, look off into space and then begin to write as if I've woken up from a trance. I write for about an hour and a half a day, no more*

I explained that I'm a steady writer,* but that a good friend of mine who's also a writer works in a thoroughly  основательно different manner.

After giving these examples, I asked if any student had ever had problems beginning to work and had come up with нагонять a personal solution. I was greeted with silence, and just when I was beginning to think that-the students didn't understand what I was talking about, one girl raised her hand. She said, "I heard an ice skater on TV the other night. She said she has to sit alone in a corner and think for a while before she can skate. Is that the kind of thing you mean?"

One boy mentioned that he liked to close his eyes and shut everything out before he got to work. The girl who had said she didn't know how to begin writing said that she was a bit like me. She said she liked to walk around and think before getting to work.

It was becoming clear that the students were excited by thinking of work habits as a personal matter. From this discussion I realized that the students had come to think of work as something that had no personal style. For the most part, they considered it something one did because others insisted on it, rather than something that enriched them.

Consequently, the students and I took a detour from writing and spent a lot of time looking at people's working habits.

At this point, I decided the children and I were ready to take the topic of work habits further and develop the whole curriculum around the theme of people working. There is no limit to the possibilities of bringing the real and rewarding world of personal, non- mechanical work into classroom.

b) Answer the following questions:

1. What is the message of the article? 2. Does the author think work habits are a personal matter? What do you think on the point?

The author is both a classroom teacher and a writer.

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3. Do you think the author managed to communicate his ideas to the class effectively? If so, say how he did it.

  1.  Discuss the article in pairs.
    1.  Give suggestions of your own how to conduct an interesting and effective lesson of English (in any stage) that would involve all the members of the class in work. Describe a few techniques that would maintain interest.
      1.  Select a picture or series of pictures that you believe would be essential to teach a specific aspect of English at school to make it both instructive and enter taining. Be ready to tell the class how you would use it.
      2.  Make a round-table talk to discuss the problems raised in this section.

Key Words and Expressions: to get started; to follow through; to get oneself ready to work; to overcome smth.; to come up with нагонять a personal solution; to have a personal style; to have feedback from the class; clear aims and objectives; in (at) the primary/intermediate/ advanced stage; to stimulate thinking; active response on the part of the class, etc.

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UNIT ONE

TEXT ONE

THE PASSIONATE  YEAR

By James Hilton

(Fragments)

James Hilton (1900—) was born in England and educated  at Cambridge where he wrote his first novel, "Catherine Herself". His first big success came with the publication of "Good-bye, Mr. Chips". It was dramatized  and filmed. "Lost Horizon " published in 1933 was awarded the Hawthornden  Prize. Some of his other books are: "We Are Not Alone" (1937), "Random случайная Harvest  жатва" (1941), "Nothing So Strange" (1947), "Time and Time Again" (1953). A resident of the United States since 1935, he died in Long Beach, California.

(Kenneth Speed, B.A., a young Master at Millstead Boarding School for boys, was warned that the first night he takes prep1 подготовку he might be ragged2  над ним могли подшутить as it was a sort of school tradition that they always tried to rag подшучивать над teachers that night.

Preparation for the whole school was held in Millstead Big Hall, a huge vault  склеп, подвал-like chamber  комната in which desks were ranged in long rows ряды and where Master in charge дежурный sat on high at a desk on a raised dais  помосте, кафедре.)

Speed was very nervous as he took his seat on the dais  помосте, кафедре at five to seven and watched the school straggling  двигающуюся вразброд to their places. They came in quietly enough, but there was an atmosphere  of subdued  подавляемого expectancy of which Speed was keenly conscious ; the boys stared  about them, grinned at each other, seemed as if they were waiting for something to happen. Nevertheless, at five past seven all was perfectly quiet and orderly, although it was obvious that little work was being done. Speed felt rather as if he were sitting on a powder-magazine  пороховом погребе, and there was a sense in which he was eager for the storm to break.

At about a quarter past seven a banging громкие удары of desk-lids крышек began at the far end of the hall.

He stood up and said, quietly, but in a voice that carried well: "I don't want to be hard on anybody, so I'd better warn you that I shall punish any disorderliness  very severely ."

There was some tittering  хихикание, and for a moment or so he wondered if he had made a fool of himself.

Then he saw a bright весёлый, rather pleasant-faced boy in one of the back rows deliberately  raise a desk-lid and drop it with a bang громким стуком. Speed consulted the map of the desks that was in front of him and by counting down the rows discovered the boy's name to be Worsley. He wondered

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how the name should be pronounced whether the first syllable should rhyme with "purse" or with "horse". Instinct in him, that uncanny  сверхъестественное feeling for atmosphere , embarked  подвигло him on an outrageously  неистово bold  смелое adventure, nothing less than a piece of facetiousness  шутки, the most dangerous weapon средство in a new Master's armoury  арсенале, and the one most of all likely to recoil  поплатиться on himself. He stood up again and said: "Wawsley or Wurssley however you call yourself you have a hundred lines копирование текста в качестве наказания!"3

The whole assembly  сбор roared with laughter. That frightened him a little. Supposing they did not stop laughing! He remembered an occasion at his own school when a class had ragged  подшутили a certain Master very neatly искусно and subtly  by pretending to go off взорваться into hysterics of laughter at some trifling  лёгкую witticism  остроту of his.

When the laughter subsided  утих, a lean тощий, rather clever-looking boy rose up in the front row but one and said, impudently  нахально: "Please sir, I'm Worsley. I didn't do anything."

Speed replied promptly: "Oh, didn't you? Well, you've got a hundred lines, anyway."

"What for, sir" in hot indignation  возмущении.

"For sitting in your wrong desk."

Again the assembly  сбор laughed, but there was no mistaking the respectfulness that underlay the merriment  оживление. And, as a matter of fact, the rest of the evening passed entirely without incident. After the others had gone, Worsley came up to the dais  помост, кафедру accompanied by the pleasant-faced boy who dropped the desk-lid. Worsley pleaded  попросил for the remission освобождение of his hundred lines, and the other boy supported him urging  настаивая that it was he and not Worsley who had dropped the lid.

"And what's your name?" asked Speed.

"Naylor, sir."

"Very well, Naylor, you and Worsley can share the hundred lines between you." He added smiling: "I've no doubt you're neither of you worse than anybody else but you must pay the penalty  наказание of being pioneers."

They went away laughing.

That night Speed went into Clanwell's room for a chat before bedtime, and Clanwell congratulated him fulsomely  льстиво on his successful passage of the ordeal  суровое испытание.4 "As a matter of fact," Clanwell said, "I happen to know that they'd prepared a star benefit  performance  for you but that you put them off отделался от них, somehow, from the beginning. The

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Prefects  старосты класса5 get to hear узнают of these things and they tell me. Of course, I don't take any official notice of them. It doesn't matter to me what plans people make it's when any are put into execution  исполнение that I wake up. Anyhow, you may be interested to know that the members of School House6 subscribed over fifteen shillings to purchase  купить fireworks  фейерверки which they were going to let off выпалить after the switches had been turned off! Alas for fond hopes ruined!"

Clanwell and Speed leaned back in their armchairs and roared with laughter.

Commentary

  1.  to take prep: to be in charge дежурный of preparation of lessons in a regular period at school.
  2.  to rag (coll): to play practical jokes on; treat roughly.
  3.  You have a hundred lines: Copying text is a common penalty  наказание for misbehaviour in English and American schools.
  4.  Ordeal  суровое испытание: in early times, a method of deciding a person's guilt or in nocence by his capacity  to pass some test such as passing through fire, taking poison, putting his hand in boiling water, or fighting his accuser. It was thought that god would protect the innocent  person (to submit to the ordeal by battle; ordeal by fire, etc.). Now it means any severetest of character or endurance, as to passthrough a terribleordeal.Eg. It was his turn to speak now, so he braced himself up for the ordeal  суровое испытание.
  5.  Prefects  старосты класса: in some English schools senior boys to whom a certain amount of authority is given.
  6.  House: (here) a boarding-house attached to and forming a portion of a public school. Also, the company of boys lodged in such a house. E.g. I'm as proud of the house as any one. I believe it's the best house in the school, out-and-out.

ESSENTIAL VOCABULARY

Vocabulary Notes

    1. subdue  1) а) подчинять, покорять, подавлять (физически) б) подавлять, смирять (чувства, эмоции) 2) смягчать; ослаблять, снижать 3) обрабатывать землю vt 1) conquer; overcome; bring under control, as to subdue nature 2) soften; make quiet or less strong, e.g. The enemy fire was subdued . Lunch was somewhat of an ordeal  суровое испытание, all the present being subdued  by the preceding scene.-He was unusually subdued that night. Also: subdued light, spirits, voices, etc.

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    2. conscious  1) сознательный, осознанный 2) сознающий 3) ощущающий 4) здравый; мыслящий 5) находящийся в сознании, сознательный 6) обладающий самосознанием, самосознающий a 1) aware, knowing, as to be conscious of pain, cold, etc., e.g. I'm conscious of my guilt (i.e. I know I've done wrong). The teacher should be conscious of any subtle change of atmosphere  in his class (i.e. The teacher should feel and realize any change of atmosphere). She was far more politically conscious than her husband (i.e. She knew more about the political life and her estimation of it was more objective). 2) (of actions and feelings) realized by oneself, e.g. He spoke with conscious superiority (i.e. realizing that he was superior), -conscious (in compound words), as self-conscious, class-conscious, dress-conscious, etc., e.g. With a dress-conscious person clothes may become an obsession: he doesn't see even himself as an individual, but as a kind of tailor's dummy to hang the latest trophy on.

Note: Don'i confuse conscious and conscientious [ˏkɒnʃɪ′enʃəs] добросовестный, сознательный, честный (об отношении к чему-л.), e.g. Being a most conscientious worker, she wondered how she should act in this kind of situation. Your paper is a truly conscientious piece of work.

    3. grin скалить зубы; осклабиться; ухмыляться vi/t 1) smile broadly and in such a way that the teeth can be seen (to express amusement, contempt or satisfaction), e.g. The
boy grinned from ear to ear when I gave him the apple. He was grinning with delight, grin and bear it улыбаться и терпеть, скрывать под улыбкой свои переживания; мужественно переносить страдания; ≈ делать хорошую мину при плохой игре endure pain or trouble without complaint 2) express by grinning, e.g. He grinned his delight.

grin оскал зубов; усмешка n, e.g. There was a broad grin on his face. His sardonic grin aroused my anger.

. orderly  1) аккуратный, опрятный 2) правильный, упорядоченный 3) дисциплинированный, организованный 4) спокойный, 5) дежурный a 1) well arranged; in good order; tidy, as an orderly room, e.g. The books were ranged alphabetically on the orderly shelves. 2) peaceful; well behaved, as an orderly crowd (election,
assembly  сбор, etc.) 3) (mil. use) concerned with carrying out orders, as
the orderly officer, the orderly room. Anf. disorderly, e.g. He was
arrested for disorderly conduct.
 The disorderly crowd straggled in
the direction of the Town Hall.

orderliness  1) аккуратность, методичность; порядок 2) подчинение законам n, e.g. She made a mental note of the perfect orderliness and discipline  at the lesson. Ant. disorderliness  n, e.g. Speed said he would punish any disorderliness very severely .

5. outrageous  1) возмутительный; оскорбительный; вопиющий 2) странный, бросающийся в глаза 3) жестокий, неистовый a shocking; beyond all reasonable limits; very cruel, immoral, offensive or insulting, as outrageous behaviour, e.g. This
outrageous remark was followed by shocked silence.

outrageously  неистово adv, e.g. The book was proclaimed to be outrageously indecent and banned in most countries.

outrage 1) грубое нарушение (закона, прав, приличий) ; произвол; акт насилия 2) возмущение, гнев, негодование 3) возмутительный случай, поступок n 1) extreme violence; violent transgression of law or decency, as an act of outrage; never to be safe from outrage 2) (with 

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an ind. art.) a very wrong or cruel act of physical injury to another person's property, or to the person himself, or to his feelings, e.gr.The dropping of bombs on women and children is an outrage against humanity. Coll. Just look at the hat she's wearing; it's an outrage!

outrage 1) оскорблять, шокировать 2) приводить в гнев, в ярость, 3) преступать закон, грубо нарушать права; совершать насилие vt treat violently; injure severely ; treat with scorn, as to outrage public opinion (do smth. that everybody thinks wrong)

6. neat 1) чёткий, ясный, точный 2) лаконичный, отточенный (о стиле, языке) 3) ясный, чистый, очищенный от лишнего; итоговый 4) аккуратный, опрятный, чистый; чистоплотный  5) изящный 6) искусный, ловкий 7) а) хорошо сделанный, аккуратно выполненный l б) искусный, хорошо приготовленный в) такой, какой нужно, подходящий 8) чистый, неразбавленный (обычно о напитках) 9) редкий, редкостный a 1) clean and in good order, as a neat room, to keep smth. as neat as a pin 2) well-formed; pleasing in shape and appearance, e.g. She has a very neat figure. Your handwriting is very neat. 3) in good taste; simply and pleasantly arranged, as a neat dress 4) done with skill and care, as a neat piece of work 5) (of style, language, remarks) short and clever; witty and pointed, e.g. She gave a very neat answer. Detective stories are loved for their tidy problems and neat solution. 6) (use of wine and spirits) without water, as to drink brandy neat; neat juice (syrup)

neatly ) аккуратно, опрятно 2) чётко, ясно 3) ловко, проворно, искусно, умело adv, e.g. I realized that I had been very neatly put in my

place. Word Dіsсrimination: neat, tidy аккуратный, опрятный, чистый, trim аккуратный, опрятный, приведённый в порядок (о предметах), spick-and-span очень аккуратный, опрятный; чистый, без единого пятнышка.

Neat suggests cleanliness, simplicity and a certain orderliness or precision which sometimes becomes the chief implication of the word. In neat person the adjective describes the personal appearance: dress, hairdo. The general effect is that of cleanliness, well-fitting clothes. In tidy person the adjective refers to the person in the habit of putting things in their proper places and of keeping everything around him clean and orderly. Tidy implies habitual neatness, e.g. We liked his tidy habits. He always kept his room tidy (i.e. all the things in the room were in their proper places). Cf. neat room where neat gives the suggestion of cleanliness and pleasing effect. Trim adds the implication of smartness, often of smugness or compactness, as a trim ship (cabin, maid-servant, etc.) Also: trim clothes, trim figure, etc. Spick-and-span stresses the brightness and freshness of that which is new (or made to look like new), as spick-and-span white shoes, e.g. Her mother keeps her spick-and-span every moment of the day. The kitchen was spick-and-span. Anf. disorderly, confused, messy, slovenly.

Neat предполагает чистоту, простоту и определенную упорядоченность и точность, которые иногда становятся главным значением этого слова. В neat person прилагательное описывает внешний вид: платье, прическу. Общий впечатление состоит в чистоте, хорошо облегающей одежде. В tidy person прилагательное относится к человеку привычному складывать всё по своим местам и держать всё вокруг в чистоте и порядке. Tidy подразумевает привычную аккуратность. Например, We liked his tidy habits. He always kept his room tidy (i.e. all the things in the room were in their proper places). Ср. neat room где neat предполагает чистоту и приятное впечатление. Trim применяется для обозначения щегольства, часто самодовольства или лаконичности, как trim ship (cabin, maid-servant, etc.) также: trim clothes, trim figure Spick-and-span подчеркивает яркость и свежесть того, что ново (или выглядит как новое), как spick-and-span white shoes, Her mother keeps her spick-and-span every moment of the day. The kitchen was spick-and-span.

7. witticism  острота n a witty remark: a jest, e.g. I was feverishly searching my mind for some witticism that might make her smile.

wit (wits) разум, ум 2) остроумие 3) остряк n 1) (sing, or pi.) intelligence; understanding; mental power; quickness of mind, e.g. He hadn't the wit(s) (hadn't wit enough) to know what to do in the emergency. He has quick (slow) wits, out of one's wits обезумевший mad; greatly upset or frightened, e.g. He was out of his wits

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when he saw the house was on fire, at one's wits' end ум за разум зашёл not knowing what to do or say; quite at a loss, e.g. He gave her a questioning glance but she was at her wits' end too. to collect one's wits собраться с мыслями gather together, recover control of one's thoughts, e.g. He tried to collect his wits before saying anything, to live by one's wits кое-как выкручиваться, изворачиваться (чтобы раздобыть средства к существованию; обычно нечестным способом) live by clever but haphazard methods, not always honest, e.g. But there were many who declassed by hard social conditions, never worked and lived by their wits, to have (keep) one's wits about one быть начеку, неплохо соображать, понимать что к чему; быть себе на уме be quick to see what is happening, alert and ready to act, e.g. The kid has his wits about him, he will get out of the mess all right. 2) clever and humorous expression of ideas; liveliness of spirit, e.g. Our teacher (or teacher's conversation ) is full of wit.

Witty остроумный a clever and amusing; full of, or marked by wit, as a witty person (remark). Ant. dull,'stupid,

8. impudent  нахальный, дерзкий; бесстыдный a not showing respect; being rude on purpose and in a shameless way, e.g. What an impudent rascal he is! What an
impudent accusation!

impudently  нагло; нахрапом adv, e.g. When charged with the crime of the broken window the boy grinned impudently and said nothing.

impudence  наглость, дерзость; бесстыдство n being impudent, impudent words and actions, e.g. None of your impudence! (i.e. Don't be so impudent!) He had the impudence to say that I was telling lies! His impudence knew no bounds.

9. benefit   1) выгода; польза; прибыль; преимущество 2) ; = benefit performance  бенефис 3) пенсия, (страховое) пособие n 1) help; advantage; profit; improvement, e.g. Did you get much benefit from your holiday? (Did it do you good?) The book wasn't of much benefit to me (didn't help me very much). The money was used for the benefit of (in order to help) the population after the disaster. What benefit would it be to the nation? benefit performance (concert, etc.) a performance  (at a theatre), a concert, etc., when the money is for the benefit of some special cause 2) (often in the pi.) an act of kindness; a favour; an advantage, e.g. He should have been grateful for the benefits he received from his relatives.

benefit 1) помогать, приносить пользу 2) извлекать пользу, выгоду vt/i help or be helped; give or receive benefit, e.g. The sea air will benefit you. He benefited by the medicine the doctor gave him.

Word Combinations and Phrases

to carry well (voice, music, etc.)  хорошо проводить;    (to have) a feeling for atmosphere      
to
 be hard on smb. (coll.)                             чувствовать окружающую обстановку;обращаться с кем-л. жестко; to roar with laughter покатываться со смеху;

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to make a fool of oneself (coll.) поставить себя в                               to pass entirely without incident

 глупое положение, свалять дурака;                      пройти абсолютно без происшествий (bookish)

to consult smth. (a map,                                                   to put smb. off  (coll.) отговаривать, мешать,     

a dictionary, the time-table, etc.) справляться в                                                    привлечь внимание

                                                                                                to take (official) notice of smth. (or smb.) 

                                                                                                    принять официальное уведомление

EXERCISES

  1.  a) Listen to the recording of Text One and mark the stresses and tunes, b) Repeat the text in the intervals after the model.
  2.  Consult a dictionary, transcribe the following words and practise their pronunciation:

Vaultlike  склеп, подвал, dais  помост, кафедра, atmosphere , powder-magazine , disorderliness , pleasant-faced, deliberately , uncanny  сверхъестественное, outrageously  неистово, facetiousness  шутка, armoury  арсенал, assembly  сбор, subtly , clever-looking, impudently  нагло, penalty  наказание, congratulate , fulsomely  льстиво, ordeal  суровое испытание, prefect  староста класса, execution  исполнение

3. Read the following word combinations paying attention to assimilation and the linking "r":

on the dais  помост, кафедру, watched the school straggling  двигающуюся вразброд to their places; but there was an atmosphere  of subdued  подавляемого expectancy; the boys stared  about them; at the far end of the hallpconsulted the map; by counting down the rows discovered the boy' s name; when the laughter subsided  утих; in the front row but one; again the assembly  сбор laughed; who dropped the desk-lid; but that you put them off; and they tell me; in their armchairs

  1.  Read the passage beginning with "Speed was very nervous..." till "...he waseager for the storm to break"; concentrate your attention on weak forms and the rhythm.
  2.  While reading the following dialogues mind the intonation of the stimuli and responses and convey proper attitudes according to the author's directions given in the text:

A. When the laughter subsided  утих, a lean, rather clever-looking boy rese up in the front row but one and said, impudently  нагло: "Please sir, I'm Worsley. I didn't do anything."

Speed replied promptly: "Oh, didn't you? Well, you've got a hundred lines, anyway."

"What for, sir" in hot indignation  возмущении.

"For sitting in your wrong desk."

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В. "And what's your name?" asked Speed.

"Naylor, sir."

"Very well, Naylor, you and Worsley can share the hundred lines between you." He added smiling: "I've no doubt you're neither of you worse than anybody else but you must pay the penalty  наказание of being pioneers.''

They went away laughing.

6. Read the text and consider its following aspects.

a) Comment upon the choice of words in:

watched the school straggling  двигающуюся вразброд to their places (why not "walking, coming"?); the boys stared about them (why not "looked"?); there was some tittering   хихикание (why not "laughter" ?); the whole assembly  сбор roared with laughter (why not "the whole school laughed"?)

b) Explain:

there was a sense in which he was eager for the storm to break: I don't want to be hard on anybody; a class had  подшутили над a certain Master; you put them off

  1.  What stylistic devices are used in the sentences beginning with "Speed felt rather as if..." and "Instinct in him..."? Explain their purpose and effect. Comment on the fitness of the' comparisons.
  2.  Indicate the use of formal (learned) words and colloquialisms. Explain their purpose.
  3.  What words and phrases give atmosphere to the description? Select descriptive details that contribute to the realism of the fragment.
  4.  Point out the climax of the episode. Give reasons for your choice.
  5.  Do you think that there are sentences where the author is over-emphatic? Select them and criticize or justify the emphasis.

  1.  Copy out from Text One the sentences containing the word combinations and phrases and translate them into Russian.
  2.  Paraphrase the following sentences using the word combinations and phrases:

1. Our life in the house followed a quiet pattern. - Our life in the house passed entirely without incident. 2. The scheme was soon put into operation. - The scheme was soon consulted. 3. She turned sharply to meet his glance. Suddenly she felt a pang of pity. No, she could not be cru-

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el to him. - No, she could not be hard on him. 4. It was hard to tell where you stood with Eddy and I was careful not to become a laughing-stock for his pals. - It was hard to tell where you stood with Eddy and I was careful not to make a fool of myself in the eyes of his pals. 5. He was arrested by her face immediately, so gentle it looked in the crowd. He was arrested by her face immediately, so gentle it looked in the crowd. - He was put off by her face immediately, so gentle it looked in the crowd. 6. He looked up in the telephone-directory but there was no telephone listed under his name. - He consulted the telephone-directory but there was no telephone listed under his name. 7. When the white figure emerged at the window, there was a spooky silence, but in a moment we recognized George and burst into laughter. - When the white figure emerged at the window, there was a spooky silence, but in a moment we recognized George and roared with laughter. 8. He tried to get rid of me with more promises but I wouldn't surrender. - He tried to put me off with more promises but I wouldn't surrender. 9. She evidently felt ill at ease and spoke very quietly but everything she said could be heard distinctly. She evidently felt ill at ease and spoke very quietly but everything she said could be carried  well. 10. Nothing happened in the morning, but when the good news came, the next hour was a succession of hand-shakes and laughing comments. Nothing happened in the morning, but when the good news came, the next hour was a succession of hand-shakes and laughing comments. - The morning passed entirely without incident, but when the good news came, the next hour was a succession of hand-shakes and laughing comments.

9. Compose short situations in dialogue form for each of the given word combinations and phrases. Mind their stylistic peculiarities. Use proper intonation means in the stimuli and responses.

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

1. Обстоятельства помешали им привести свой план в исполнение. The circumstances put them off carring their plan into effect. 2. Учитель говорил тихим голосом, но его было хорошо слышно. The teacher spoke in a low voice, but it was carried well. 3. Сказав это, он понял, что поставил себя в глупое положение. Having said this, he realized that he made a fool of himself. 4. Услышав эту шутку, все разразились громким смехом. Everyone roared with laughter when had heard this joke. 5. Какое расстояние отсюда до города? Я не знаю. Посмотри по карте. What is the distance from here to town? - I do not know.  Consult the map. 6. После этого весь судебный процесс проходил без единого происшествия. After this all the trial passed entirely without incident. 7. Спид знал, что молодой учитель должен с самого начала утвердить свой авторитет (to gain a firm standing), и поэтому он сразу поставил мальчиков на место, когда они стали плохо вести себя. Speed ​​knew that the young teacher should gain a firm standing from the very beginning and so he immediately put the boys in their place where they put him off. 8. Она отделалась от него шуткой (with a jest). She put him off with a jest. 9. Я не хочу, чтобы ты поставил себя в глупое положение. I do not want you to make a fool of yourself. 10. Герберт не обращал внимания на то, что она говорила. Herbert put off her words. 11. Все знали, что Фэти пользуется шпаргалками, но никто не обращал на это, внимания. Everyone knew that Fety cribbed, but all put it off. 12. Не будь с ней так сурова, она не виновата. Do not be hard on her, she is not guilty. 13. Узнав о случившемся, отец сурово обошелся с сыном. Having got to know about the incident, the father was hard on his son.  

11. Answer the following questions:

1. What was Speed conscious  of when he took his seat on the dais  помосте, кафедре? How did the boys behave? 2. What was the first breach of discipline  during the prep? 3. Do you think Speed's reaction to the breach of discipline  was correct? 4. Was he conscious  of the risks he ran? What does the author call his act? 5. What did Speed remember when the

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assembly  сбор was roaring with laughter? 6. In what way did Speed put off the mischief-makers? Do you think the way he dealt with the situation was correct? 7. What did Speed learn in the evening? 8. What would you do if you were in similar conditions? Would you do the same?

12. Ask each other questions covering the text. Mind the intonation of inter
rogative sentences to convey proper attitudes.

Models: a) Do you think the boys liked Speed's answer? Who do you think warned him? etc.

b) When was it that tittering  хихикание began? How was it that Speed won the respect of the boys?

  1.  Study the vocabulary notes and translate the examples into Russian.
  2.  Translate the following sentences into Russian paying attention to the words and word combinations in italics:

A. 1. Subduing a wilful child is not an easy task.  Заставить своенравного ребенка подчиняться - не простая задача. 2. Both Hope and the Professor were rather subdued, not quite their customary selves. И Хоуп и профессор оба были довольно подавлены, не совсем привычно для них. 3. In the large dimness of the hall they sat together, for three hours very conscious of each other. В обширном полумраке зала они сидели вместе, в течение трех часов, остро чувствуя друг друга. 4. I've never suspected you to be so dress-conscious. Я никогда и не подозревал, чтобы вы так серьёзно относитесь к одежде. 5. Largs gave them one of his infrequent but disarming grins, which suddenly turned him into an over-size small boy outfor a lark. Ларгс выдал им одну из своих редких, но обезоруживающих усмешек, которая вдруг превратила его в маленького мальчика-переростка, над которым можно подшучивать. 6. Mamma is smiling with all her might. In fact Mr. Newcome says ... "that woman grins like a Cheshire cat." Мама улыбается изо всех сил. На самом делемистер Ньюком говорит… «что женщина улыбается подобно Чеширскому коту». 7. I paid attention to the orderly placing of furniture in the room. Я уделил внимание аккуратной расстановке мебели в комнате. 8. Mrs. ErnestWeldon wandered about the orderly living-room, giving it some of those little feminine touches. Мисс Эрнест Уэлдон бродила по опрятной гостиной, придавая ей немного того налёта женственности. 9. He was a man of unusually conscientious  сознательный, industrious and orderly mind, with little imagination. Он был человеком необычайно здравого, прилежного, усердного и организованного ума, но с небогатым воображением. 10. He thought of it as he contemplated the small orderliness of the cabin against the window background of such frantic natural scenery. Он размышлял об этом, как если бы рассматривал небольшую упорядоченность каюты на фоне таких неистовых природных пейзажей в окне. 11. He came mincing forward, almost swooned at the sight of so many staring faces but bravely recovered himself, and then began hissing at them like an outraged serpent. Он жеманно выступил вперёд, почти упал в обморок при виде стольких пристально смотрящих лиц, но мужественно пришел в себя, а потом принялся шипеть на них как разъярённая змея. 12. And as Lady Foxfield stepped back a pace and appeared  to swell up with outraged dignity, Bessy grabbed half a dozen balls of wool and hurled them straight at her. И, так как леди Фоксфилд отступила на шаг и, казалось, надулась от оскорбленного достоинства, Бесси схватила с полдюжины клубков шерсти и швырнула их прямо в неё. 13. The pictures on the walls of the room were an outrageous challenge to good taste. Картины на стенах комнаты были возмутительными вызовом хорошему вкусу. 14. The fascist invaders committed  numerous outrages on the territories they occupied. Фашистские захватчики совершили многочисленные нарушения закона на территориях, которые они занимали.
B. 1. The words may have been the usual conventional stuff, but they neatly fitted a fine marching tune.  Слова могут быть обычной общепринятой чепухой, но они искусно приспособлены плясать под чью-то дудку. 2. He gave the egg a neat rap on the table and peeled it scrupulously.  Он легонько стукнул яйцом по столу и тщательно его очистил. 3. He was neat in his dress;

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he went to work in quiet grey trousers, a black coat and a bowler hat. Он был опрятен в одежде, он пошел на работу в неброских серых брюках, черном пальто и котелке. 4. Her coat was pretty old, but neat as a new pin. Её пальто было довольно старое, но изящное, как новая заколка.  5. But he would have worried more about all this if he had not been so busy worrying about how to keep his senses, his wits and his manhood intact on the back of that infernal motorcycle. Но он бы больше беспокоился обо всём этом, если бы он не был так занят, беспокоясь о том, как сохранить себя, свой ум и свою мужественность невредимыми позади на этом адском мотоцикле. 6. "I have here the figures of the annual expenditure of the company in wages." "Keep 'em. Don't want figures. No use addling our wits with a lot of nonsensical figures." «У меня здесь данные ежегодных расходов компании на заработную плату.» –«Оставьте их. Не нужно цифр. Нет смысла морочить нам голову с большим количеством бессмысленных цифр...» 7. Throughout all this my lord was like a cold, kind spectator with his wits about him. На протяжении всего этого господин мой был как беспристрастный послушный зритель себе на уме. 8. Nick possessed that ability sometimes found in an unemployed slumdweller to live precariously by his wits. Ник обладал способностью, что иногда можно обнаружить в безработном обитателе трущобного районажить сомнительно, изворачиваясь всеми правдами и неправдами, добывая средства на жизнь. 9. During the whole of this time Scrooge had acted like a man out of his wits. В течение всего этого времени Скрудж действовал как обезумевший человек. 10. He was a man with little wit in conversation. Он был человеком с легким остроумием в общении. 11. There was a celebratory dinner at which Speed accompanied songs and made a nervously witty speech and was vociferously applauded. Был праздничный ужин, на котором Спид аккомпанировал песни и выступал нервно-остроумно и был вознаграждён оглушительными аплодисментами. 12. As Can-dover's conduct was especially noisy and impudent and calculated to lead to a serious breach of the peace, he was taken into custody by Sergeant Pegswood. В виду того, что поведение Кандовера было особенно шумным и наглым и расчитанным на серьёзное нарушение спокойствия, он был взят под стражу сержантом Пегсвудом. 13. He spoke impudently and it steered the conversation  around to the dangerous point. Он говорил дерзко, и это вело разговор к опасной черте. 14. "He will be found," said the Professor calmly. "And when you find him, perhaps you had better keep him." "If you mean what I think you mean," replied Paisy tartly, "then you've got a sauce." "A sauce? " The Professor looked almost startled. "How can I have a sauce?" "I mean a nerve, a cheek —" —"Impudence , eh? A curious idiom. I must remember it for America." "You needn't, 'cos the slang's all different there." «Он будет найден», сказал профессор спокойно. "И когда вы его найдёте, может быть, вам лучше охранять его". –«Если вы имеете в виду то, что я думаю, вы имеете в виду», ответил Пайси едко "У вас есть соус (британское –«нахальства вам не занимать» профессор-американец понимает в прямом значении «соус» - прим. Svetlana S.. -  «Соуспрофессор выглядел почти поражённым. «Как я могу иметь соус- «Я имею в видухладнокровие, наглость»  –«Наглость, да? Занятная идиома, я должен запомнить его для Америки». –«Не стоит, сленг там совершенно отличается». 15. "Fact is, an Afghan or an Afridi or somebody ran off with one of our buses,* and there was the very devil to pay afterwards, as you can imagine. Most impudent thing I ever heard of." «Дело в том, афганец или африди или кто-то смылся с одним из наших самолётов, и было очень дьявольски платить потом, как ты можешь себе представить. Самая наглая вещь, о которой я когда-либо слышал». 16. I didn't think it would benefit  you if you argued with Williston. Я не думаю, что это пойдет вам на пользу, если вы поспорили с Уиллистоном. 17. Who benefits by the death of Simpson?  Кому выгодна смерть Симпсона? 18. Anthony lit a cigarette and braced himself for the ordeal. He wondered what benefit this affair would be to everybody. Энтони закурил сигарету и собрался (подготовился) для сурового испытания. Он задался вопросом, какую пользу это дело принесло бы всем. 19. The traditional suspect of a detective story is a person who benefits by the death of the murdered man. Обычный подозреваемый в детективеэто человек, который выигрывает со смертью убитого.

15. Translate the following sentences to revise the different meanings of the words "order" and "disorder".

a) Translate into Russian:

1. He is under orders to start for India next week. Он получил приказ отправляться в Индию на следующей неделе. 2. The general drew up his troops in order. Генерал выстроил свои войска по порядку.3. You may get these books by money

* here planes (Air Force slang)

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order. Вы можете получить эти книги посредством денежного перевода. 4. He has always been distinguished by intellectual ability of high order. Он всегда отличался интеллектуальными способностями высокого порядка. 5. The disorders in the city detained him long. Беспорядки в городе задержали его надолго. 6. I've come to see you in order that you may be sure everything is all right. Я пришел к вам с тем, чтобы вы были уверены, что всё в порядке. 7. He went on throwing open doors, and peeping in. Everything was in apple-pie order, ready for immediate occupation. Он продолжал распахивать двери и заглядывать внутрь. Все было в образцовом порядке, готовым к немедленной оккупации. 8. The hotel-maid called for orders. Горничная отеля потребовала пропуска.

b) Translate into English:

1. Председатель призвал его к порядку. The chairman called him to order. 2. Он дал указание немедленно приступить к работе. He gave orders to begin work immediately. 3. По приказу судьи его вывели из зала. He was taken out of the courtroom by order of the judge. 4. Мы разложили книги по степени их важности. We put books in order of their importance. 5. Все эти товары в полном порядке All these goods are in perfect order. 6. Он остановился в дверях, чтобы рассмотреть всех получше. He stood in the doorway in order to take a good look at everybody. 7. Машина испортилась, но они думали, что шофёр нарочно тянет время (to play for time). The machine got out of order, but they thought that the driver played for time. 8. После налёта грабителей комната была в большом беспорядке. After the raid of robbers the room was in a great disorder. 9. Вражеские войска в беспорядке отступали. Enemy troops were retreating in disorder. 10. Её одежда и волосы были в беспорядке. Her clothes and hair were in disorder.

    16. Translate the following sentences into English using the active vocabulary and the patterns of the lesson:

1. Спид отчетливо сознавал, что такой шаг опасен, но решил рискнуть. Speed ​​was neatly conscious that such a move is dangerous, but decided to take his chance. 2. Ему удалось установить тишину, но в классе чувствовалось сдержанное волнение. He managed to establish calm in the class, but there was a feel of subdued excitement. 3. Он отлично справляется со своей работой. Это очень добросовестный, опытный рабочий. He handles his job well. He is a very conscientious, skilled worker. 4. Увидев, что все в полном порядке, он выразил улыбкой свое одобрение. Having seen that everything is in apple-pie order, he smiled his approval. 5. Несмотря на шум во время перемены, мы услышали их приглушенные голоса за стеной. In spite of the noise during the break, we heard their muffled voices carried well from behind the wall. 6. Она так устала, что даже не почувствовала боли. She was so tired that was not conscious of pain. 7. Что ты там ухмыляешься? Иди и помоги нам. What are you grinning about? Come here and help us. 8. Я не могу простить ему его наглости. Я хочу, чтобы он немедленно уехал. I can’t forgive his impudence. I want him to leave immediately. 9. Не было сомнения, что за его широкой улыбкой скрывалась обида. Я поняла, что его задели её слова. There was no doubt that resentment was behind his grin. I realized he was wounded by her words. 10. Речь Спида на прощальном обеде так и искрилась остроумными шутками. Speed’s speech scintillated with wit (was full of wit) at the farewell dinner. 11. Его откровенная усмешка вызвала у всех возмущение. His undisguised (impudent) grin outraged everyone. 12. Когда он собрался с мыслями, он понял, что дети хотели подшутить над ним. When he collected his wits, he realized that the kids had been intended to make fun of him.13. Это был спокойный, методичный человек, лет 50. He was a quiet, orderly man of fifty. 14. Она совершенно растерялась и не знала, как поступить в этой сложной обстановке. She was be at her wits' end did not know what to do in this difficult situation. 15. Урок был хорошо организован, и учительнице удалось овладеть вниманием учеников с самого начала. The lesson was well ordered, and the teacher managed to capture the attention of the pupils from the beginning. 16. Его непринужденность и остроумие создавали ту приятную обстановку взаимопонимания, которая

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необходима в любом обществе. His ease and wit created the pleasant atmosphere of mutual understanding, which is necessary in any society. 17. Он был арестован за нарушение общественного порядка. He was arrested for outrage of public order. 18. Как он остроумен! Обратите внимание на его точные ответы и быструю реакцию. How witty he is! Take count of his neat answers and quick response. 19. Его наглость и возмутительное поведение вызвали всеобщий гнев. His arrogance and impudent behaviour outraged everybody. (His arrogance and outrageous behaviour caused general anger). 20. На ней было скромное, но изящное платье, и комната ее была тоже аккуратной и говорила о вкусе хозяйки. She was wearing a simple but neat dress, and her room was also neat and evidenced of taste of the hostess. 21. После Нюрнбергского процесса были преданы гласности многие преступления против человечества, совершенные нацистами. After the Nuremberg trials many outrages on humanity committed by the Nazis were brought into the open. 22. Всё это сделано ради вас. That all is done for your special benefit. 23. А что, если его остроумие не поможет, и атмосфера скуки так и сохранится до конца вечера? What if his wit does not benefit and the atmosphere of boredom holds up until the end of the evening? 24. Статья не принесла никому никакой пользы. The article did not benefit anyone. 25. Отделавшись от мальчиков шуткой, он прошел через испытание успешно, хотя отчетливо сознавал, что это был не лучший выход из положения. Having got rid of the boys with witticism, he passed the probation, although was conscious that it was not the best way out. 26. Все деньги от благотворительного концерта были отданы в помощь пострадавшим от землетрясения. The funds raised by the benefit concert was given to help victims of earthquake. 27. Помогло ли вам новое лекарство? Did the new medicine benefit you? 28. Письмо было написано аккуратным женским почерком, и мы сразу догадались, кто его написал. The letter was written in a neat feminine hand, and we immediately guessed who wrote it.

  1.  Write a one-page precis of Text One.
  2.  Give a summary of Text One.
  3.  Relate the incident that took place during the preps at Millstead from the point of view of: a) Speed who tells it to his colleague Clanwell in a facetious way; convey proper attitudes by using adequate intonation means; b) one of the boys who took part in the ragging of the new teacher; the boy is excited and somewhat frightened; use proper intonation means; c) Clanwell whose attitude to the whole incident is disapproving.
  4.  Write an entry in Speed's imaginary diary describing the episode.
  5.  Reread Text One to answer the following questions on its style.

  1.  How is the atmosphere of uneasiness and suspense created and maintained? Comment on, and illustrate, the methods used for heightening the emotion. What is the author's aim?
  2.  What are the outstanding qualities of the language of the extract?
  3.  Does the extract appeal to you? If so, why? If not, give well-founded criticism.

Topics for Written Composition

  1.  Teaching foreign languages. What should it be like?
  2.  What makes a good language teacher?

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PROFESSION-ORIENTED QUESTIONS AND ACTIVITIES

I. Listen to your fellow-student's reading of Ex. 2; correct the mistakes, if any.

II. Ask your fellow-student to read the word combinations from Ex. 3; analyse his mistakes in assimilation and the linking "r", if any, and correct them.

  1.  Listen to your fellow-students' reading of the passage (Ex. 4), correct their mistakes.
  2.  Answer the following questions:

1. What in your view are specifically English features of school life as can be judged by this extract? 2. What are the most important problems of the current educational system in Great Britain? (Speak of secondary education.) 3. Can you suggest the lines of improvement in the system of Russian secondary education?

V. Prepare a list of specific features of English school system and school life that would be of particular interest to Russian schoolchildren.

VI. Prepare yourself to speak on the points of item 2 of Ex. IV of this section at your class level. Use pictures, charts, slides or filmstrips to illustrate the material. Use the following expressions of classroom English:

1. The slides will be presented at a moderate speed with taped/ live voice sound. 2. I'm going to provide "live" commentary. 3. And now we'll go over it again. That was the first round. 4. I want your attention, please. (May I have your attention, please!) 5. I want absolute silence! 6. Let's go forward, shall we? 7. Will you help me to handle the projector?

Reminder: in the picture/still, in the foreground/background, on the left/right, to the right/left of smth. (also: at left/right).

CONVERSATION AND DISCUSSION

WHAT MAKES A GOOD TEACHER?

Topical Vocabulary

academic  1) академический; педагогический; учебный (связанный с преподаванием, преимущественно в высшей школе) 2) академический, университетский 3) научный; учёный (связанный с научным сообществом) a (- work/achievements достижение, успех/assessments  оценка, оценивание)

assess  оценивать v (to - academic achievements; to be -ed by the students)

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authority  власть n; authoritarian  авторитарный, сторонник авторитаризма, деспот n, а (- basis/approach/posture  отношение, позиция, подход

available a (to be - for personal contact; to be - to children; to be -in a private  личная, персональная capacity )

background связи, окружение n (child's/social/family/home -)

саrе n (- and concern  забота, беспокойство)

caring a (- attitude позиция; отношение)

climate атмосфера, обстановка, настроение n (supportive  ~; - of trust and support; to create -)

development n (academic/social/personal - of a pupil)

distance n (social -)

encouragement n; syn. motivation

function v (to - happily/effectively); syn. operate 

guide вести; руководить, быть чьим-л. проводником v; syn. counsel  давать совет; советовать, рекомендовать, advise

impart сообщать, передавать v (to - one's knowledge)

individual n, а (- approach)

individualize v

individually adv (to approach each student -)

interchange обмен  n

interview  n (- with parents/career  advisers)

peer  ровня, равный (по положению, способностям) n (- group)

pressure n (to operate  under ~; - on teachers)

problem n (to present a -; a - child, to anticipate  ожидать, предвидеть a -; to respond to pupils' -s)

relationship n (teacher-student -; to work on -; to maintain  -; social -; to build up -)

skill n (trade/social/study -s)

status  n (high, low -)

teach v (to - effectively);

teacher n (sympathetic  /exacting/friendly/open/approachable  1) охотно идущий навстречу (предложениям и т. п.) 2) доступный; достижимый / conscientious  сознательный /confident уверенный / knowledgeable хорошо осведомлённый /strict строгий, требовательный /efficient квалифицированный /tactful-)

out-of-class внеклассный (- activities)

patience  n (endless/eternal -)

I. 1. Read the following article:

What makes a good foreign language teacher?

Modem methods of language teaching, with their emphasis  акценте on the teacher as model and the constant interchange between teacher and student, require a more sympathetic  благожелательную relationship between student and teacher than did earlier, more impersonal обезличенный methods. ...

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It seemed to me appropriate  соответствующе to question the students themselves regarding that topic of such vital  жизненно важное concern  to all of us: What makes a good teacher of English as a foreign language? In tallying up подводя итоги the student responses, one salient  выдающийся and somewhat heartening  воодушевляющий factor became apparent  очевиден. The students, speaking from sheer  абсолютного experience on the receiving end принимающей стороны of the classroom situation, tended to put forth использовать advice strikingly поразительно similar to that which most methodology  and educational psychology textbooks and courses offer... The students had had a variety  of teachers. They were not required to sign подписывать the questionnaire  анкету, опросный лист and they responded at length with a complete lack of diffidence  робости, неуверенности в себе. Despite the diversity of the students themselves, the responses were revealingly uniform.

First on the list mentioned by an overwhelming  подавляющими 78 per cent of the students was the teacher's thorough  полное knowledge of his subject. As one student wrote: "It doesn't matter how nice a teacher is if he doesn't know what he's talking about."

Logically, the next most important concern  значение was how the teacher goes about imparting передачи that knowledge in other words, methodology . What the students requested просили most often was variety  within the lesson hour.

"If we just do drills упражнения forever, I fall asleep. Why do we have to do idioms for a whole hour? "

"It's nice when you have a little grammar, and then a dictation, and then some reading or a discussion."

The students also frequently mentioned the need for activity in the classroom. Many of them referred ссылались to language games as being useful and enjoyable. They also seemed to feel that they should be constant participants:

"The teacher shouldn't do all the talking."

"I like it when the students go up to the board."

"Discussions and debates  are my favourite way of learning."

Students complained  vehemently  с негодованием about teachers who use up расходуют precious  class time telling personal anecdotes . On the other hand, the importance of a teacher's sense of humor and his ability to take the tension out of language learning was mentioned repeatedly неоднократно:

"If he can laugh once in a while, you don't get so nervous about making mistakes."

"When the teacher is smiling at you, you want to try."

Also stressed was the teacher's preparation of the lesson and a conscientious  сознательный attitude toward student papers:

"You can tell if he runs out of things  исчерпал все возможности to do before the bell rings."

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"Why should I turn in сдавать my homework? He doesn't grade it ставит оценку for about a week, anyway."

Discipline , although mentioned specifically by only a few, was hinted at by many.

"There are some teachers who just let a class talk all the time. Then you never learn anything."

"He says your homework is due on a certain day and then he lets people turn it in later. Or he forgets."

"I don't think she cares if we're absent or not. I wish she did."

Getting away уклоняясь from actual teaching methods, over half of the students had something to say about the student-teacher relationship. Most often, they expressed a desire for a sympathetic  teacher who "remembers what it was like to be a student.": "He should," as one student with an obvious command  of the colloquial  нелитературной idiom put it, "be on our wavelength быть с нами на одной волне (понимать нас)." They felt that the teacher should "know each student as an individual," and there was a frequent demand for justice:

"She only talks to the best students. Doesn't she know I'm trying?"

A significant number of students expressed a fear of being embarrassed смущены by a teacher's caustic  едким wit остроумием.

"They ought to be polite to us. We're people, too."

"She only became a teacher so she could be powerful and hear her own-voice."

Lastly, just short of менее half of the students had something to say about the character of the teacher himself. A majority  of the responses praised превозносили a teacher who is confident and who obviously enjoys his profession and specialization:

"I liked him right away сразу же. He walked in, wrote his name on the board, and started right in прямо. You could tell he wasn't new at it."

"If he doesn't know the answer, he's not afraid to say so. So you know you can trust him."

"I used to hate compositions , but my teacher likes writing and she just makes you like it. She has a lot of fun."

"He could probably have done a lot of things, but he wanted to be a teacher. It wasn't for money either."

The students also referred ссылались to teachers with endless patience  and amiable  дружелюбным disposition характером that could be provoked to anger only in extreme cases. The teacher's voice was mentioned, too:

"It shouldn't be monotonous ."

"You have to hear him in the back row."

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Finally, a surprising number were concerned about the appearance of their teachers:

"He's always neatly искусно dressed. It makes things business-like."

"She's not really pretty, but I don't mind looking at her all hour. Anyway, she tries to look nice."

The composite ideal teacher, then, with infinite  бесконечным knowledge and energy, impeccable  безупречной teaching techniques, a sense of humor and a talent for discipline , along with personal charm and eternal patience , may seem rather hard to live up to жить согласно принципам on some Monday mornings. But as one understanding student wrote:

"What makes a good teacher is someone who tries to do everything I have listed above. But I understand that teachers are only people like me."

2. Answer the following questions:

  1.  The author claims that "modern methods of language teaching... require a more sympathetic  relationship between student and teacher," Do you think that the language classroom differs fundamentally in character from the science or maths-classroom? If so, in what ways?
  2.  Teachers and learners are subject to social distance. The reasons for this are as follows: different ages and interests, different levels of knowledge of the subject, unequal status, unequal distribution of power. Do you think there is a high or low level of social distance between teacher and student in this country? Does it not contradict the idea of "a more sympathetic  relationship"?
  3.  Do you think that the responses of the students about a good foreign language teacher depend on the age of the students? Would the requirement "teacher's thorough  полное knowledge of the subject" be the first on the list in all the age groups?
  4.  What do you think of the students' assessments  оценивание of a teacher's efficiency? Can it be regarded as objective? Do you think that the students should be questioned regarding this topic? In what way?

  1.  Make up your own list of qualities that make a good foreign language teacher and compare it with the one given in the article.
  2.  Read the following text for obtaining its main idea:

Quite properly, one may argue  спорить, the emphasis in society today is falling upon the need to individualize. The danger that the individual may become lost in the crowd has led in turn to the questioning

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of the very basis of authority by students, and in some cases by Authority itself.

It is for this reason, among others, that schools constantly need to examine  the relationships that exist between teachers and pupils, indeed within the school as a whole, and ask some, or all, the following questions: is it possible in today's climate of opinion to continue operating on an athoritarian basis? Can discipline  be maintained in a situation where there is little day-to-day social commerce общение between students and teachers, and where relationships are based not upon mutual trust and understanding, but upon a "Do as I say and argue  спорю afterwards" approach? How much effort  are we making to understand the pressure under which children are operating (or failing to operate )? What, come to think of it, do we mean by discipline, anyway? How far is it possible to open lines of communication in such a way as to admit the possibility of children being outspokenly открыто and fiercely яростно critical of what is happening in their own school?

Primarily, however, the concern  must be with нужно позаботиться the child and the way or ways in which any child lives and moves within the school.

There is little point in teachers believing that an expressed desire to help, to guide and to advise will be accepted at its face value кажущейся ценности by today's child. The teacher has to prove himself through a period of apprenticeship  cрока обучения, during which time he will be assessed оценен by the children themselves. If, during this time, he reveals a genuine искренен , as opposed to an expressed interest, he will eventually be accepted in both a tutorial and perhaps a counselling role.

I admit to a personal doubt as to whether any teacher will be accepted in a counselling role if he has not at some time or other joined regularly in some activity involving prolonged  contact with children in a social setting социальных условиях. Once a child has committed  his trust был вверен его попечению there is a further need to create situations where, if necessary, the teacher may make himself available to children in a private  capacity  статус частного лица, as a friend, when he may be talked to alone and in confidence.

But the pressures on teachers today are considerable, especially since their sphere of operations has increased to include the individual welfare благосостояние of all children in form по форме or tutor groups. Unfortunately it is hard to see how tutors can become tutors in the real sense of the word unless they are prepared to become deeply involved (though not so involved as to be unable to be dispassionate  беспристрастный and clear-sighted проницательный) in the interest and preoccupations of the children. To fill the position satisfactorily implies a desire to know the child's background and his

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family history, and it implies also a respect for the child as he is, and not as we would like him to be.

(From: Stuart-Jervis C. Pastoral care. L., 1974. P. 15-19.)

5. Answer the following questions:

  1.  Why does the need to individualize become so urgent in our society in its present stage of development? What is your idea of the basic requirement of our educational system: "The child is not an object but a subject of education" ?
  2.  Do you think we can say that the "climate of opinion" has been created in our country? What does it mean? In what way does it affect the atmosphere  in school and the teacher-student relationship?
  3.  What does the author of the article mean by "operating on an
    authoritarian basis" ? Is this manner still characteristic of modern schools in our country?
  4.  What are the pressures under which children nowadays are operating? Are the schoolchildren of today different in anyway from what you used to be at school?
  5.  What personal qualities of a teacher can help him to pass "a period of apprenticeship" with his pupils successfully?
  6.  How can you create situations where you can be available to children as a friend? What do you think of teachers who, for example, invite students to their places for a get-together?
  7.  Do you agree with the author's recommendation to respect the child as he is, and not as we would like him to be? Does it not contradict the basic idea of educating the child?
  8.  It is clear that the pressures on teachers very often prevent them from becoming a tutor in the real sense of the word. Do you see any practical ways of improving the situation?

6. Very often the form tutor's role lies somewhere between the extremes of the tutor as "register clerk" and the tutor as the "key person" at school. Enlarge on the list of his duties and obligations to his pupils. Which of them are the most important ones?

  1.  to have all the necessary information on his pupils;
  2.  to have interviews  with parents;
  3.  to be informed by subject teachers about problems or worries of a pupil;
  4.  to make written records of the assessment  оценивание of his pupils;
  5.  to see pupils in times of crisis or when they are in trouble, etc.

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II. Social skills in meeting people, listening and conversation are very impor
tant for a teacher.

1. Act as a teacher in the situations given below. Make dialogues based on the following:

1. Father to Teacher

The conflict is my relationship with my son. On the one hand, I want to be a good father and give him the advice he is asking for. He is in the tenth form, not sure where he wants to go, what he wants to do. But on the other hand, he reacts like crazy to me. I know that he needs to make his own choices about where he goes and what he does ' and so I am kind of torn between saying, "This is what I think you ought to do," and saying, "Stay with the moment and focus on each day and your studies and the next day will take care of itself."

2. Pupil to Form Tutor

I' d like to tell you something in confidence. Do you know why our boys missed the chemistry class? It's because we hate the chemistry teacher.

3. Headmistress to Teacher

Frankly speaking, your manner of dressing and your hair style seem a little bit bizarre for a school teacher. Don't you think that a teacher has some special obligations to his pupils in setting a certain example?

2. Figure out the problems raised in the dialogues. Give your opinion of them in class.

III. 1. There are many different approaches to teaching and upbringing.

  1.  Study the extracts given below and single out the main idea of the author.
  2.  If you agree with the author, expand on his idea. If you don't, give your
    counter-arguments.
  3.  Discuss the problems in class giving your own "for and against".

There are, of course, truly artful teachers and brilliant students. Perhaps some day we will understand their skills and talents and how they acquired them, so that we can systematically produce more of

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them. At present, however, they are true exceptions that defy specification. We simply do not know what makes an artful teacher.

  1.  Most students spend most of their school days doing or avoiding things they don't want to do. Though we've abandoned the cane, education is still based largely on punishment.
  2.  If a student's work is regularly followed by praise, recognition for improvement and persistence, advancement and good marks for each piece of work, chances are the rate and quality of his work will continue to improve.
  3.  A glaring example of the irresponsible use of punishment is the struggle carried on in certain schools against different fashions  hairstyles, maxi- and mini-skirts, and so on. This question should be approached in the context of instilling good taste by such means as displays of the most suitable models, debates, honest arguments, discussions and others.
  4.  Children are unconscious reflections of what goes on in the parent underneath. A man and a woman can seem to be nice, calm, sweet people and then they get married and have children who be come monsters and you wonder, "How did they deserve that?" But if you probe very deep inside you'll find that the calm exterior is wrapped around a very deep problem of non-recognition of self and that deeper self gets mirrored in the child.

2. Now after your teaching practice you have some first-hand experience which you may use doing the tasks below.

a) Answer the following questions about certain aspects of the teaching-learning process:

1. What do you think about the penalty  наказание of copying the text ("a hundred lines") practised in English and American schools? 2. What would you do at the lesson if there were any attempts to rag the teacher by banging громкие удары desk-lids, tittering  хихикание or some other kind of rowdyism? 3. Do you think that feeling for atmosphere  is important for a teacher? 4. What do you think is the best way to achieve the ideal situation at the lesson-genuine enthusiasm and attention on the part of the pupils? 5. Do you think complete silence at the lesson agrees with enthusiasm of the pupils? 6. What do you think should be done if the interest of the group flags? Have you ever experienced  that kind of situation? 7. Does it make any difference to you when your lesson is being observed by a visitor? Does it seriously affect the pupils? The teacher? 8. Do you approve of teach-

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ers who prefer to ask only top pupils in the presence of visitors? 9. Which forms did you prefer during your teaching practice? Was the discipline  better in senior or in junior forms? 10. On the whole, what are the main pitfalls that may await a young teacher at school? 11. Do you think teaching is an art, or merely  a skilled occupation depending on experience?

b) Make up situations using the words and word combinations in brackets:

1. Imagine that you are speaking about a lesson of English you have just observed. Your opinion is rather favourable, (genuine enthusiasm, to maintain  discipline , orderly, to drill готовить pupils in smth., to capture attention, to catch words on the fly, to feel the time, with unflagging interest, one's feeling for atmosphere , quietly but in a voice that carried well, to take attendance)

  1.  Speak about a lesson of English you did not like. Give your criticism  of the methods used at the lesson and of the discipline , (to parade the best students to perform before the visitor, a text-bookish language "yes no" questions, to rap one's knuckles on, to undermine discipline, not to demand active response from, the interest flagged, to struggle through passages, a complete and utter failure, to be glued to one's notebook, tittering, to impose silence)
  2.  Speak about the pitfalls that may await a young inexperienced teacher at the first lessons, (to be tongue-tied, peals of laughter, to impose silence, to undermine discipline , to follow the well-beaten path of, interest flags, crowded curriculum, defective memory for names, traces of fatigue on the part of, formidable exercises, not to feel the time, recess, rowdyism)
  3.  Speak about your last teaching practice, (basic school, to be allotted (to), grade (form), an instructor on teaching practice, to observe a lesson, a definite clear-cut aim for each lesson, genuine enthusiasm, various types of approaches, for the presentation (or drill упражнения) functions, to split the class into subgroups, out-of-class activities)
  4.  Speak about any lesson you observed or your own lesson where audio-visual  aids were used, (to capture attention, to black-out the classroom, film-strip projector, slides, to create situations, to develop speech habits, to describe stills, tape-recorder, tape, to play the tape back)

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с) Make up situations using the following conversational formulas of threat or warning and act the dialogues in class.

Don't you dare! If I catch you. Do that again! You'd better not... I won't have that sort of thing again! Look sharp! Look out! I won't hear it again! ...did you hear me? Mark my words! I'll give it hot to you! You'll get it hot! I won't have it. Take care (not to...). Be sure (you don't...). You've been warned.

Suggested circumstances:

\. You don't like the idea of your younger brother having mixed up with some rough boys you disapprove of.

  1.  Your pupil is a bully and he has just been naughty in spite of your numerous warnings.
  2.  Some boys and girls badly treat a newcomer to the class and consider him to be an absolute outsider.
  3.  You've found out that a pupil of yours while on vacation from school was guilty of some misbehaviour.
  4.  In spite of your numerous attempts you can't impose silence at the lesson and you catch somebody who is making much noise.
  5.  One of your pupils does not fulfil his allotted role of the monitor.
  6.  You try to put your foot down on account of your pupils' misbehaviour during the recess.
  7.  You reprimand a lazybones who is lagging behind the group in your subject.

IV. Discuss the following points:

1. The role and place of a teacher in our society
Note: Consider the following:

The social role of a person in the society depends upon the amount of esteem, admiration and approval we get from our immediate social group, as well as society in general. It also depends on such criteria as well-being and intelligence. In the course of the discussion try and answer the following questions:

  1.  Is the social status of a teacher high in our society?
  2.  Do you think that the ability to speak a foreign language confers a high status on an individual in our society? What do you think of your own status as a language teacher?
  3.  What is the role of a teacher in the upbringing of the younger generation?

2. The personality of a teacher

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Note: Consider the following:

Our personality fundamentally affects our reactions under different circumstances. Some individuals tend to be attracted by certain roles which they hope will satisfy their personal needs, such as a desire for.power or caring for others. A typical description of personality types might include the following:

Authoritarian: shows tendency for liking authority and exercising power

Affiliative: shows tendency for preferring to form close relationships with others

Conformist: shows tendency for wanting to think and act as others do

Aggressive: shows tendency towards aggressive behaviour in order to achieve aims

Co-operative: shows tendency to work closely with others in performing tasks

Achieving: shows tendency towards wanting to achieve status, power, success

In the course of the discussion try and answer the following questions:

  1.  Do you think that only certain types of personality make ideal teachers?
  2.  What do you think is the best explanation of personality: that it is basically fixed, or that it develops and changes?
  3.  What do you think of the view that we exhibit different aspects of our personalities in different situations, e.g. teaching different age groups?
  4.  Do you think that a good teacher is the one who has an inborn gift for teaching or can the skill of teaching be taught?

INSIGHT INTO PROFESSION KEEPING ORDER IN CLASS

Talking Points:

1. What do you think is the best approach to keeping order in class? Do you think this skill is an inherent ability? Or is it acquired through training and practice?

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  1.  Do you think you kept order well during your recent teaching practice? If so, what is it that helped you to maintain  discipline ?
  2.  Do you regard any of your experience as a pupil valuable? If so, what is it?
  3.  Have you any exemplar, e.g. a teacher of your school-days who is a model to you in this respect?

I. a) Read the following text:

Naughty or Inquisitive?

The inherent naughtiness of children! Heavens above, do teachers really believe such rubbish? Evidently so, for the phrase comes from a letter you print and Mr. Tomkins, a head, no less, writing a two-page article, says it is "in the nature of children to be mischievous." Do they really think that the child is already naughty or mischievous as it emerges from the womb? I doubt it. What they probably mean is the inherent inquisitiveness of children which provides the fundamental drive to learning. Part of this learning is derived from the testing-out of adults with whom the child comes into contact, and unfortunately the pressures of society often make adults impatient or selfish or even, occasionally, sadistic in their responses. Inquisitiveness becomes frustrated or distorted into naughtiness (in the eyes of adults, though not necessarily those of the child), The prime function of school should be to nurture, and where necessary, restore inquisitiveness to its fullest vigour; but how can we achieve that with woolly formulations about "naughtiness" ?

Actually, I think that such woolliness is often the product of teachers' refusal to face up squarely to the basic question relevent to discipline  in London schools: namely, "to cane or not to cane? " So long as the cane is available, even if only as a last resort, to extract obedience through fear, discussion of alternative policies must remain hamstrung. The learning of complex skills, leadership and the ability to use initiative is not taught through the cane. Caning has ceased  перестал even in the Navy's boy training establishments they found that corporal punishment did not work. Yet some teachers including correspondents to "Contact" want it restored in London's junior schools. Maybe someone would explain to me why London teachers lag some years behind our military men in this matter, and 190 years behind the Poles, who abolished corporal punishment in schools in 1783.

Charles Gibson

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  1.  Give the message of the article.
  2.  Answer the following questions:

I. What is the author's argument against corporal punishment?
2. Judging by this letter, what are the arguments of some British educatiopists in favour of "caning" ? 3. What is the approach of Russian educationists to the problem of corporal punishment in general?
What are the reasons for it?

d) Write a paragraph to state your point of view on the problem.

II. a) Give a summary of the following article in English:

С самого первого урока

Нина Сергеевна чувствовала, что терпит поражение. Сначала она старалась, как умела, ничем не выдавать себя. Первой выходила из класса: быстрой, независимой походкой направлялась к учительской. А дома долго не могла заснуть, мучительно искала причину...

Она недавно окончила педагогический институт. Предмет свой знала отлично. Всегда считалась первой в группе по методике преподавания. И теперь вот... не справлялась с классом.

Бывали у нее на уроках, конечно, и завуч школы, и директор, но в их присутствии ребята сидели тихо. Внешне все выглядело благополучно.

Молодой учительнице казалось, что она любит детей. А ребята ее не приняли. В первые дни как будто все было хорошо, а потом классы стали похожими на муравейники. На учительницу ребята просто не обращали внимания, и она ничего не могла поделать. Попытки овладеть классом приводили лишь к большему обострению отношений с учениками. Росло взаимное отчуждение, то и дело вспыхивали конфликты. В сердце учительницы поселилось отчаяние. А потом пришел день, когда ей стало как-то все безразлично...

Случай с учительницей К. далеко не единичен. Многие преподаватели, хорошо знающие свой предмет, не находят правильного тона в общении с детьми, а потому и не испытывают радости от своей работы. Вина это их или беда?

Иной учитель считает, что самое главное для него это добиться в классе дисциплины и порядка. И забывает о том, что методы, с помощью которых они устанавливаются, имеют не

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меньшее воспитательное значение, чем сама дисциплина. Можно достичь видимости относительного благополучия окриком, угрозой. Некоторые учителя при этом самодовольно приговаривают; "У меня не пикнут!". Но вряд ли такой педагог пользуется искренним уважением и любовью ребят.

Хочется заранее отвести возможные обвинения в том, что противопоставляется опора на интерес и вдохновение учителя требованию. Ничуть. Нужно и то и другое. Начни Нина Сергеевна с продуманных, четких инструктивных требований, направленных на создание работоспособного коллектива в классе, и очень скоро рабочая атмосфера на уроке стала бы привычной. Вот тогда-то она смогла бы развернуть и свое дарование, увлечь ребят творческим порывом и пробудить интерес к знанию...

  1.  Discuss the text in pairs. (The talking point: "How important is the teacher's understanding of his relationships with the class?")
  2.  Answer the following questions:

1. Do you think Nina Sergeyevna's main fault was her failure to keep order in class? Or was it something else? 2. What do you think about different ways of maintaining discipline  in class, such as rapping knuckles on the table, shouting, etc. ? Do they have any effect? 3. Was it difficult for you to maintain  good discipline at your lessons during your teaching practice? 4. What measures did you take if somebody tried to undermine the discipline ?

d) Make up short monologues dealing with discipline problems in a second ary school. Say how you think the teacher should fight against truancy, tardiness, rowdyism, "I-don't-care attitude", etc.

III. Make a round-table discussion based on the talking points of this section.

KeyWords and Expressions: to have discipline  problems; to keep order (said of teachers); to come to order (said of pupils); to play truant; to mark the register (to take attendance); to cope with difficult students; to maintain  discipline in class; to establish communication; to undermine discipline; a feeling for atmosphere ; to rap one's knuckles on the desk; to impose silence; to send smb. to the head's office, etc.

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UNIT TWO

TEXT TWO

THE ESCAPE

By Somerset Maugham

W. Somerset Maugham, a famous English writer, was born in 1874 in Paris. He received his medical degree, but he never practised medicine; the ambition to write dominated his entire life. In 1897 "Liza of Lambeth", Maugham's first novel, appeared . It had no success. For the next ten years Maugham wrote and starved умирал от голода. He turned out выпустил a steady равномерный stream of plays and novels none of which excited much attention. His luck changed in 1907. In that year "Lady Frederic", a comedy of manners, was produced in London. It had a bright, fashionable success. By and by вскоре, Maugham became internationally celebrated; his plays were performed all over the world. Now independent and well able to enjoy life Maugham began to travel. He came to know Europe thoroughly  основательно and spent long periods in the United States, the South Seas and China. His favourite country was Spain ("The Land of the Blessed Virgin" and "Don Fernando"). In 1915 Maugham published a novel that had been in preparation for many years. Called "Of Human Bondage" it was received by critics with great respect. Over the years, it has become a modern classic. Many popular successes followed its publication: "Ashenden", "Moon and Sixpence", "Cakes and Ale", etc. He died in 1965.

I have always been convinced that if a woman Once made up her mind to marry a man nothing but instant flight отступление, побег could save him. Not always that; for once a friend of mine, seeing the inevitable неизбежный loom тень menacingly  угрожающе before him, took ship from a certain port (with a toothbrush for all his luggage, so conscious  was he of his danger and the necessity for immediate action) and spent a year travelling round the world; but when, thinking himself safe (women are fickle  непостоянны, he said, and in twelve months she will have forgotten all about me), he landed at the selfsame тот же самый port the first person he saw gaily waving to him from the quay  причала was the little lady from whom he had fled спасался бегством. I have only once known a man who in such circumstances managed to extricate  выпутаться himself. His name was Roger Charing. He was no longer young when he   fell in love with Ruth Barlow and he had had sufficient  достаточный experience to make him careful; but Ruth Barlow had a gift (or should I call it a quality?) that renders приводит most men defenceless безоружный, and it was this that dispossessed  лишило Roger of his common sense, his prudence  осмотрительности and his worldy wisdom. He went down like побеждён a row of ninepins  кегли.1 This was the gift of pathos  вызывания жалости. Mrs. Barlow, for she was twice a widow, had splendid dark eyes and they were the most moving I ever saw; they seemed to be

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ever on the point of filling with tears; they suggested that the world was too much for her, and you felt that, poor  dear, her sufferings had been more than anyone should be asked to bear. If, like Roger Charing, you were a strong, hefty дюжий fellow with plenty of money, it was almost inevitable неизбежный that you should say to yourself: I must stand between the hazards  опасностей of life and this helpless little thing, or, how wonderful it would be to take the sadness out of those big and lovely eyes! I gathered сделал вывод from Roger that everyone had treated Mrs. Barlow very badly. She was apparently  очевидно one of those unfortunate  persons with whom nothing by any chance goes right. If she married a husband he beat her; if she employed a broker посредник he cheated her; if she engaged a cook she drank. She never had a little lamb  but it was sure to die.2

When Roger told me that he had at last persuaded  убедил her to marry him, I wished him joy.

"I hope you'll be good friends," he said. "She's a little afraid of you, you know; she thinks you're callous  чёрствый."

"Upon my word честное слово I don't know why she should think that."

"You do like her, don't you?"

"Very much."

"She's had a rotten time нелёгкие времена, poor  dear. I feel so dreadfully sorry for her."

"Yes, "I said.

I couldn't say less. I knew she was stupid and I thought she was scheming  интригующий. My own belief was that she was as hard as nails  гвозди.

The first time I met her we had played bridge together and when she was my partner she twice trumped била козырями my best card. I behaved like an angel, but I confess признаю that I thought if the tears were going to well up расти into anybody's eyes they should have been mine rather than hers. And when, having by the end of the evening lost a good deal of money to me, she said she would send me a cheque and never did, I could not but think that I and not she should have worn a pathetic expression when next we met.

Roger introduced her to his friends. He gave her lovely jewels . He took her here, there, and everywhere. Their marriage was announced for the immediate  future. Roger was very happy. He was committing   совершал a good action and at the same time doing something he had very much a mind to имел твёрдое намерение. It is an uncommon situation and it is not surprising if he was a trifle  немного more pleased with himself than was altogether всецело becoming.

Then, on a sudden вдруг,' he fell out of love разлюбил. I do not know why. It could hardly have been that he grew tired of her conversation , for she had never had any conversation. Perhaps it was merely  that this pathetic

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look of hers ceased  перестал to wring  терзать his heart-strings  глубочайшие чувства. His eyes were opened and he was once more the shrewd  трезвый man of the world he had been. He became acutely  остро conscious  that Ruth Barlow had made up her mind решилась to marry him and he swore  поклялся a solemn  торжественный oath  клятвой that nothing would induce  заставит him to marry Ruth Barlow. But he was in a quandary  затруднительном положении. Now that he was in possession of his senses he saw with clearness the sort of woman he had to deal with and he was aware that, if he asked her to release  освободить him, she would (in her appealing трогательной way) assess  оценивать her wounded  раненые feelings at an immoderately  чрезмерно high figure цену.3 Besides, it is always awkward  щекотливо for a man to jilt  бросить a woman. People are apt  склонны to think he has behaved badly.

Roger kept his own counsel держал свои мысли в тайне. He gave neither by word nor gesture an indication that his feelings towards Ruth Barlow had changed. He remained attentive to all her wishes; he took her to dine at restaurants , they went to the play together, he sent her flowers; he was sympathetic  and charming. They had made up their minds that they would be married as soon as they found a house that suited them, for he lived in chambers  комнатах and she in furnished  rooms; and they set about приступили looking at desirable  подходящее residences. The agents  sent Roger orders to view and he took Ruth to see a number of houses. It was very hard to find anything that was quite satisfactory. Roger applied to more agents. They visited house after house. They went over them thoroughly  основательно, examining  them from the cellars  погребов in the basement подвале to the attics  чердак under the roof. Sometimes they were too large and sometimes they were too small, sometimes they were too far from the centre  of things центра событий and sometimes they were too close; sometimes they were too expensive and sometimes they wanted too many repairs ; sometimes they were too stuffy душный and sometimes they were too airy; sometimes they were too dark and sometimes they were too bleak  блеклый. Roger always found a fault that made the house unsuitable. Of course he was hard to please; he could not bear to ask his dear Ruth to live in any but the perfect house, and the perfect house wanted finding. House-hunting is a tiring  изнурительный and a tiresome  business and presently Ruth began to grow peevish  раздражительный. Roger begged her to have patience ; somewhere, surely, existed the very house they were looking for, and it only needed a little perseverance  настойчивость and they would find it. They looked at hundreds of houses; they climbed thousands of stairs; they inspected innumerable  kitchens. Ruth was exhausted and more than once lost her temper.

"If you don't find a house soon," she said, "I shall have to reconsider   my position. Why, if you go on like this we shan't be married for years."

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"Don't say that," he answered. "I beseech умоляю you to have patience . I've just received some entirely new lists from agents  I've only just heard of. There must be at least sixty houses on them."

They set out on направились the chase охоту again. They looked at more houses and more houses. For two years they looked at houses. Ruth grew silent and scornful  презрительной: her pathetic, beautiful eyes acquired an expression that was almost sullen  угрюмый. There are limits to human endurance  выносливость. Mrs. Barlow had the patience  of an angel, but at last she revolted  восстала.

"Do you want to marry me or do you not?" she asked him.

There was an unaccustomed  непривычная hardness in her voice, but it did not affect  затронуло the gentleness of his reply.

"Of course I do. We'll be married the very moment we find a house. By the way I've just heard of something that might suit us."

"I don't feel well enough to look at any more houses just yet." .     "Poor  dear, I was afraid you were looking rather tired."

Ruth Barlow took to her bed слегла в постель. She would not see Roger and he had to content himself with calling at her lodgings  жилище to enquire  справляться and sending her flowers. He was as ever assiduous  неутомимый and gallant . Every day he wrote and told her that he had heard of another house for them to look at. A week passed and then he received the following letter:

Roger,

I do not think you really love me. I have found someone who is anxious  to take care of me and I am going to be married to him today.

Ruth.

He sent back his reply by special messenger  курьер:

Ruth,

Your news shatters  расстроили me. I shall never get over the blow оправиться от удара, but of course your happiness must be my first consideration  внимание. I send you here with seven orders to view; they arrived by this morning's post and I am quite sure you will find among them a house that will exactly suit you.

Roger.

Commentary

  1.  He went down like a row of ninepins, (fig.) here: He was defeated at once and surrendered without resisting.
  2.  She never had a little lamb but it was sure to die: There was never anything dear to her that she wouldn't lose. "A little lamb" is

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somebody that one loves dearly; an allusion to the well-known nursery rhyme:

Mary had a little lamb. Its fleece was white as snow, And everywhere that Mary went, The lamb was sure to go.

3. she would assess  оценивать her wounded  раненые feelings at an immoderately  чрезмерно  high figure цену: she would make him pay much for jilting  бросил her.

ESSENTIAL VOCABULARY

Vocabulary Notes

1. hazard  1) риск, опасность 2) вид азартной игры в кости 3) шанс; случай, случайность 4) ставка, заклад (в азартных играх) n a chance, risk or danger, as a life full of hazards; the hazards of one's life; at all hazards at all risks; whatever dangers there may be, e.g. You should do it at all hazards, to take hazards to run risks, e.g. He was aware that he was taking hazards but there was no way back.

hazard 1) рисковать, ставить на карту 2) делать ставку 3) отважиться, решиться (предпринять что-л.) vt 1) trust to chance; take the risk of, e.g. Rock-climbers sometimes hazard their lives. 2) offer or venture, as to hazard a remark (guess), battle

hazardous  опасный, рискованный a risky; dependent on chance, as a hazardous climb. Ant. safe, secure, sheltered укрытый; защищённый.

2. persuade  1) убеждать (в чём-л.) ; урезонивать; пенять 2) а) склонить (к чему-л.) , уговорить (на что-л.) 3) (persuade from, persuade out of) отговорить от (чего-л.) vt I) convince; lead (a person) by argument to believe something or to think in a certain way, as to persuade a person of the truth of a report, e.g. I persuaded  убедил myself that all was well. 2) cause (a person) by argument to do something, e.g. His friends could never persuade him to go to a hockey-match: he said the absurdity of the game made him feel too sorry'for the players.

persuaded  убеждённый p.p. (predic. only) certain; convinced, e.g. I am almost persuaded of his honesty.

persuasion 1) а) убеждение (процесс) б) убедительный аргумент 2) обоснованность, убедительность 3) убеждённость (в чём-л.) 4) а) система взглядов, убеждений (часто религиозных) б) группа, секта, 5) род, сорт n, e.g. No persuasion on my part could make him do it. He agreed to stay in bed only after much persuasion.

Word Discrimination: to convince а) убеждать, уверять (в чём-л.), доводить до чьего-л. сознания б) убеждать сделать что-л., побуждать, склонять, to persuade.

Both are rendered in Russian as «убеждать». То persuade may be translated into Russian by «склонять, уговаривать»; this shade of meaning does not apply to convince, which will help to distinguish the difference between the two words.

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To convince a person means to satisfy his understanding as to the truth of something by proof, evidence or arguments, e.g. Nothing will convince me that lies and falsehoods can be justified. Adjectives: convinced, convincing, as convinced bachelor; convincing proof, evidence, statement, reason.

To persuade a person is to influence him in some way, either by argument, proof or otherwise. Conviction or the process of convincing leads to belief. Persuasion leads to action. A stubborn person may be convinced of the necessity of doing something, but nothing may be able to persuade him to do it, e.g. You have persuaded  убедил me that I must apologize.

To convince a person is to prove the truth to him. To persuade a person is more than that: it implies not only convincing, but also influencing a person to act, to do something on the basis of his conviction.

Persuade may refer to the process itself of arguing with a person whereas convince is never used in this sense, but implies rather the final result of argument. E.g. We were persuading him to give up that dangerous plan, but failed to convince him.

И convince и persuade в русском языке переводятся как «убеждать». Persuade может переводиться на русский язык как «склонять, уговаривать»; этот оттенок смысла не применяется к convince, что поможет выявить разницу между двумя словами.
convince a personпривести его к пониманию, путём доказательств, свидетельств или аргументов, например, Nothing will convince me that lies and falsehoods can be justified. 

Persuade a person значит влиять на него в некотором роде, либо с помощью аргументов, доказательств или иным образом. Conviction или process of convincing приводят к вере. Persuasion приводит к действию. Упрямый человек может быть convinced убежден в необходимости что-то сделать, но ничего не может быть в состоянии persuade убедить его сделать это, например, You have persuaded me that I must apologize.

   Convince a person –доказать ему правду. Persuade a person –больше, чем это: оно подразумевает не только убеждение, но также оказывает влияние на человека действовать, что-то сделать на основе его убеждений.
   Persuade может относиться к самому процессу спора с человеком, в то время как convince никогда не используется в этом смысле, но предполагает конечный результат спора. Например,  We were persuading him to give up that dangerous plan, but failed to convince him.

3. scheme  замышлять (недоброе) ; плести интриги, интриговать  vt/i plan or form a plan, esp. a secret or dishonest one, e.g. They schemed to overthrow their rivals.

scheme 1) а) план, проект; программа; схема б) интрига, махинация; козни, происки nefarious 2) система, структура, устройство 3) а) рисунок, схема; диаграмма, чертёж б) конспект; набросок; общая картина (чего-л.) n 1) a plan, e.g. The designer acquainted us with the scheme. 2) an arrangement in which each part fits the other parts perfectly, as a colour (furnishing) scheme (i.e. an arrangement chosen so that the effect is pleasing) 3) a secret, esp. dishonest, plan, e.g. Their scheme was exposed  разоблачена and the criminals were soon put on trial  испытание. 4) a carefully arranged statement of a plan, e.g. In the first lesson the teacher gave the students a scheme of work for the year.

  1.  commit  1) совершать (обычно что-л. дурное 2) (commit to) предавать (суду, земле, огню) 3) направлять (ресурсы) на какие-л. цели 4) помещать, заключать (в сумасшедший дом, в тюрьму) 5) (commit to) вверять, поручать 6) передавать законопроект в парламентскую 7) вводить в дело 8) фиксировать (где-л.) 9) компрометировать, пятнать 10) связывать себя обязательствами, словом 11) (be committed) быть преданным (кому-л. / чему-л.) vt 1) (usu.) to do a bad or foolish act, as to commit a crime, suicide , an error, e.g. He committed a grave error and he was conscious  of it. I wonder what made him commit suicide. 2) hand over or give up for safe keeping; entrust; place, as to commit smth. to paper (to writing); to write it down, e.g. If you are very ill, you have to commit yourself to doctors and nurses. The prisoner was commit ted for trial  испытание (i.e. sent before the judges to be tried). The body was committed to the flames, (i.e. burnt). 3) to speak or act in such a way that one will be compelled to do smth., e.g. He has committed himself to support his brother's children (i.e. said or done smth. that makes it necessary for him to support them).
  2.  acute 1) остроконечный, острый 2) острый, сильный 3) сильный, резкий; крайний, критический  4) проницательный; сообразительный 5) пронзительный, высокий (о звуке) 6) острый (о болезни; больных) a 1) (of the mind and the senses) sharp; quick, e.g. Dogs have an acute sense of smell. A man with an acute mind soon knows

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whether a book is valuable or not. 2) severe, sharp and sudden, e.g. A bad tooth may cause acute pain. 3) very strong; deeply felt, e.g. His son's success in the examinations gave him acute pleasure. 4) (of an illness) serious and causing great suffering; coming sharply to a crisis. (Cf. chronic), as acute gastritis 5) sharp, pointed, as an acute angle (one that is less than a right angle)

acutely  остро, резко, сильно adv, e.g. He was acutely conscious  of her presence, and it made him unusually silent.

6. appeal 1) апеллировать, обращаться, прибегать, взывать (к кому-л.) 2) взывать, просить, умолять, упрашивать (о чём-л.) 3) (appeal to) привлекать, притягивать; влечь, манить, нравиться 4) (against) а) подавать апелляционную жалобу, обжаловать б) жаловаться vi 1) ask someone to decide a question; (esp.) ask someone to say that one is right; ask earnestly for something, e.g. The prisoner appealed to the judge for mercy. She appealed to me to protect her. 2) move the feelings; interest; attract, e.g. Do these paintings appeal to you? (Do you like them?) Bright colours appeal to small children. The sea voyage does not appeal to me.

appealing  1) трогательный, умоляющий 2) обаятельный, привлекательный, притягательный pr. p., a imploring  умоляя, e.g. The girl said it with such an appealing smile that Mr. Fowler, to his own surprise, granted the request, though but half a minute before he meant to refuse it.

appeal 1) призыв, обращение, воззвание (к кому-л.) 2) просьба, мольба (о чём-л.) 3) привлекательность, притягательность 4) апелляция; право апелляции n І) an earnest call for help, as to collect signatures to an appeal, e.g. An appeal is being made for help for those who lost their homes in the earthquake. 2) a call to smth. or smb. to make a decision, e.g. So powerful seemed his appeal that the people were deeply moved. 3) interest or attraction , e.g. That sort of music hasn't much appeal for me. (I'm not much attracted by it.) The novel has general appeal, to make an appeal to smb. to attract smb., e.g. This type of romantic hero is sure to make an appeal to feminine hearts.

Word Discrimination: to address обращаться (называя по имени, титулу; используя тот или иной способ обращения), to apply to обращаться с просьбой, (письменным) заявлением, to appeal to, to turn to прибегать к (помощи) , обращаться за (помощью, информацией и т. п.), to consult обращаться за справкой (к какому-л. документу), to go to обращаться (к чему-л., на кого-л.);.

The Russian word «обращаться» has a number of equivalents in English:

To address, which is a formal word, means to speak to smb., to make a speech, as to address a person, audience, meeting. It is not followed by a preposition, but in the expression "to address oneself to smb." the preposition "to" is used. E.g. It is to you, sir, I address myself. Also: That remark was addressed to his neighbour.

To apply (to smb. for smth.) is more limited in use than to address and is even more formal. We say: to apply to an authority, to apply for work, information, permission, a certificate, etc. E.g. Carrie decided to apply to the foreman of the shoe factory for work.

    To appeal (to smb. for smth.) to ask earnestly for smth. (usu. for help or moral support), to appeal to someone's feelings.

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To turn (to smb. for smth.) to go to someone for help (less formal and less emotional), e.g. The child turned to its mother for help.

To consult to go for advice or information, as to consult a lawyer, a doctor, a map, a dictionary. E.g. Nobody ever thought of consulting him. I must consult the doctor.

To see and to go to may be used in the meaning of "to consult" (coll.), as to see a doctor, a lawyer.

Русское слово «обращаться» имеет ряд эквивалентов на английском языке:
Address является формальным словом, означает говорить с кем-л., выступить с речью, to address a person, audience, meeting. Не используется с предлогом, но в выражении "to address oneself to smb." используется предлог "to". Например, It is to you, sir, I address myself. Also: That remark was addressed to his neighbour.

Apply (to smb. for smth.) более ограничен в использовании, чем address и еще более формальным. Говорим to apply to an authority, to apply for work, information, permission, a certificate. Например, Carrie decided to apply to the foreman of the shoe factory for work.
     Appeal (to smb. for smth.) просить убедительно чего-л. (обыч. за помощью или моральной поддержкой), чтобы обратиться к чувствам другого человека.
     Turn (to smb. for smth.)  обращаться за помощью (менее формально и менее эмоционально), например, The child turned to its mother for help.

Consult обратиться за советом или информацией, как to consult a lawyer, a doctor, a map, a dictionary. Например, Nobody ever thought of consulting him. I must consult the doctor.

To see и to go to быть использовано в значении "проконсультироваться", как to see a doctor, a lawyer.

. endurance  1) а) выносливость, способность переносить (боль, страдание и т. п.) б) прочность, стойкость; сопротивляемость изнашиванию 2) длительность, продолжительность n ability to endure, e.g. He showed remarkable powers of endurance. There are limits to human endurance.

endure  1) вынести, вытерпеть; выдержать 2) длиться; продолжаться, тянуться 3) терпеть, сносить vt/i 1) bear bravely; remain firm or unmoved; suffer without complaining  жалуясь, as to endure suffering (pain, torture, etc.), e.g. If help does not come, they will endure to the end, 2) suffer; bear; put up with (esp. in the negative with 'can, could, be able'), e.g. I can't endure that man. 3) last; continue in existence, as as long as life endures.

enduring  1) выносливый, терпеливый; устойчивый Syn: patient , sturdy 2) длительный, долгий, продолжительный 3) прочный; постоянный, стойкий 4) живучий; бессмертный (о произведении искусства) pr. p., a, as an enduring peace (i.e. one that will last a long time)

8. content  1) удовлетворённость, довольство 2) голос "за" (в Палате лордов) vt satisfy, e.g. There were no roses at the florist's, and we had to content ourselves with big, red carnations. There is no contenting some people (i.e. it's impossible to satisfy them).

contented  довольный, удовлетворённый a satisfied, as a contented look (smile, laugh, etc.) content  довольный a (predic. only) I) satisfied with what one has or has had; not wishing for any more, e.g. He is content with very little. 2) willing, e.g. I am content to remain where I am now.

content удовлетворённость, довольство n the condition of being satisfied; feeling easy in one's mind, as to live in peace and content (i. e. peacefully and happily, with no worry or anxiety); to one's heart's content сколько душе угодно, вволю, всласть, вдосталь as much as one wants, e.g. And now you may enjoy yourself to your heart's content.

Word Combinations and Phrases

to be as hard as nails  быть выносливым, закаленным; to be apt  склонным to do  

to have (very much) a mind to do smth.                                                                             smth.;

быть не прочь сделать..;                                           to want finding (washing, a good beating, etc.)  to fall out of love разлюбить;                                                                                нуждаться в …;   

to keep one's own counsel                                                to take to one's bed слечь в постель                                                                                                                         

держать в секрете свои планы [намерения];                                to be one's first consideration 

                                                                                                                быть на главном месте у

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EXERCISES

  1.  a) Listen to the recording of Text Two and mark the stresses and tunes, b) Repeat the text in the intervals after the model.
  2.  Consult a dictionary, transcribe the following words and practise their pronunciation:

Inevitable неизбежный, menacingly  угрожающе, necessity , quay  причал, набережная стоянка, extricate  выпутаться, experience, dispossess   выселять, лишить собственности, prudence [pru:dns] осмотрительность, pathos , hazard [hæzəd] опасность, apparently [ə′pærəntlɪ], persuade  убеждать, callous  чёрствый, dreadfully, scheming  интригующий, angel, cheque, pathetic , jewel , acutely  остро, solemn  торжественный, oath  клятвой, quandary  затруднительное положение, release  освободить, assess  оценивать, immoderately  чрезмерно, gesture , restaurant , sympathetic , chamber  [′tʃeɪmbə] комната, agent , basement  подвал, основание, attic  классический, tiring  изнурительный, patience , perseverance  настойчивость, innumerable , reconsider  переменить, endurance  выносливость, revolt  восстание, мятеж, content суть, сущность, assiduous  усердный, прилежный, messenger  курьер, herewith настояним, посредством этого

3. Read the following word combinations paying attention to different types of assimilation and the linking "r": 

and the necessity for immediate  action; round the world; at the selfsame port; that dispossessed  лишило Roger of his common sense; on the point of filling with tears; between the hazards  опасностей of life and this help-: less little thing; she twice trumped my best card; his eyes were opened; he swore  поклялся a solemn  торжественный  oath  клятвой; in her appealing  way; people are apt  склонны to think; in the basement; made the house unsuitable; they climbed thousands of stairs; but it did not affect the gentleness of his reply; we'll be married the very moment we find a house

  1.  Read the following sentences: beginning with "I have always been con vinced...", "Not always that..." and "Mrs. Barlow, for she was twice a widow....". Divide them into intonation groups; read them using proper intonation patterns
    and beating the time; mind strong and weak forms of form words and all the phonetic phenomena of connected speech.
  2.  Read the following extracts: from "When Roger told me,..." up to "...as hard as nails", from "If you don't find a house soon,..." up to "...sixty houses on them", and from "Mrs. Barlow had the patience  of an angel..." up to "...Ruth Barlow took to her bed" paying attention to the intonation of the stimuli and responses in the dialogues. Convey proper attitudes by using adequate intonation patterns.
  3.  Read the text and consider its following aspects:

a) What is the relation of the opening passage of the story (ending "... from whom he had fled") to the main plot? Comment on the syntax of the second sentence ("Not always that;..."); justify its length.

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  1.  What would be lost if the sentence "but Ruth Barlow had a 'gift' (or should I call it a 'quality1?) that renders most men defenceless" were written "but Ruth Barlow had a 'quality1 that renders most men defenceless..."? What does the device of contrasting 'quality' to 'gift' aim at?
  2.  Select from the first paragraph words and phrases characterizing Ruth Barlow. What is the attitude implied? What method of characterization is used here? Point out cliches. Why does the author use them? How do they colour Roger's attachment to Ruth?
  3.  Analyse the rhythm in the sentence beginning "If she married a husband..." and the effect achieved. Indicate the stylistic devices in "She never had a little lamb  but it was sure to die".
  4.  What method (or methods) of characterization is used in the fragment beginning "I couldn't say less...", ending "...when next we met"? Is this description of Ruth in full accord with the one givea in the first paragraph? If not, what is the reason? Explain "as hard as nails ".
  5.  Exemplify the author's use of vivid epithets in the character of Ruth Barlow. Which features of hers do they accentuate?

g) Point out instances of irony. (Is it irony or humour? Prove your point.)

h) What is the purpose of the parenthesis in "...she would (in her appealing way) assess  оценивать her wounded  раненые feelings..."?

i) Comment on the sentence structure in "Sometimes they were too large...". What is the effect achieved?

j) Exemplify the use of metaphors, similes and repetition. Comment on their effect.

k) Indicate the variety of the sentences and the rhythmic effects achieved.

1) Point out the climax of the story. Comment on the methods used for heightening the tension in the passages leading to the climax.

  1.  Copy out from Text Two the sentences containing the word combinations and phrases given above and translate them into Russian.
  2.  Paraphrase the following sentences using the word combinations and phrases:

1. Conflict almost tore her apartShe almost took to her bed over the conflict. She was not sure whether she should have the heart to talk with them or keep her plans secret. –She was not sure whether she should have the heart to talk with them or keep her own counsel. 2. Before she has a special check on her heart and general condition we must take care of her. –Before she has a special check on her heart and general condition she wants our caring. We should think about her health in the first place.Her health should be our first consideration. 3. He had drive and energy...He is as hard as nailsBesides, he could be pitiless, so

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Johnson thought he was the right man to run his business.Besides, he could be pitiless, so

Johnson thought he is apt to do his business. 4. I doubt if my opinion will have enough weight.I think my opinion want a reasoning. As a rule youngsters disregard the advice of adults. As a rule youngsters are apt to disregard the advice of adults. 5. She could hardly hold her temper in check.She wanted bridling her temper. She wished to say very unladylike things to him.She have very much a mind to say very unladylike things to him. 6. For some reasons of his own he held back some information and kept his plans secret. –For some reasons of his own he kept his own counsel. 7. Your dress is stained. It needs to be cleaned.It wants a cleaning.

9. Write sentences of your own using the given list of word combinations and phrases (3 sentences on each item).

  1.  Compose short situations in dialogue form using the word combinations and phrases. Pay attention to the intonation of the stimuli and responses.
  2.  Translate the following sentences into English using the word combinations and phrases:

1. Она обратилась к врачу, но ей не стало лучше, и она слегла. She consulted a doctor, but she didn’t feel better, and she took to her bed. 2. Его новый метод, вероятно, будет иметь успех. His new method is apt to be successful. 3. Большинство взрослых склонно изучать иностранный язык по учебникам.  Most adults are apt to foreign languages from textbooks. 4. Я прежде всего забочусь о твоем благополучии. Your well-being is my first consideration. 5. Он был скромным человеком и молчал о своих делах. He was a humble man, and kept his own counsel. 6. Я прошу вас держать наш разговор в секрете. I ask you to keep our own counsel. 7. Я склонна думать, что работа для него самое главное. I am apt to think that the work is the most important thing for him. 8. Твое платье необходимо погладить. Оно выглядит неопрятно. Your dress wants ironing. It looks slovenly. 9. За такие проказы его нужно хорошенько наказать. He wants a good lashing for such tricks. 10. Я очень хочу посетить ее урок. Говорят, что она очень интересно объясняет материал. I have very much a mind to visit one of her lessons. They say that her explanation of the matter is very interesting. 11. Тебе не мешало бы постричься, уж очень неряшливый у тебя вид. You want haircutting - you look so slovenly. 12. У него было сильное желание повидаться с семьёй, но прежде всего он думал об эксперименте и его исходе. He had very much a mind to see his family, but the experiment and its result were his first consideration. 13. Людям свойственно забывать своё горе. People are apt to forget their grief. 14. Он производил на всех впечатление мягкого и доброго человека, но на самом деле был черств и сух и умел добиться своего любыми средствами. He made impression of a gentle and kind person on everybody, but in fact was as hard as nails, and was able to get his own way by any means. 15. Человека, который бы умел держать язык за зубами, не так-то легко найти. It’s not so easy to find a person, who is able to keep his own counsel. 16. Я очень хочу побывать этим летом в своем родном городе. I have a mind to visit my home town this summer.

    12. Answer the following questions:

1. What kind of woman was Ruth Barlow? Was she really in love with Roger? Why did she make up her mind to marry him? 2. Was Roger in love with Ruth? Was it a serious and a profound feeling?

3. What kind of man was Roger? How do his flat-chase tactics characterize him? How should he have behaved? 4. Whose side

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do you take in the conflict: Ruth's or Roger's? 5. Isn't there anything to be said in Ruth's defence? 6. What is the social significance of the story?

  1.  Study the vocabulary notes and translate the examples into Russian.
  2.  Translate the following sentences into Russian paying attention to the words and word combinations in italics:

A. 1. "There are certain hazards in looking too attractive  in the classroom," Bester said. «Есть определенный риск выглядеть слишком привлекательной(ым) в классе», сказал Бестер. 2. When he saw the lovely Sofie, the youth could not help admitting that the captive possessed a treasure which would fully reward his toil and hazard. Когда он увидел прекрасную Софи, юноша не мог не признать, что пленник обладал сокровище, которое в полной мере вознаградит его труды и риски. 3. Travel on the thoroughfares of Manila was not without its hazards. Путешествие по улицам Манилы не обошлось без опасностей. 4. The hazards of radioactive waste are receiving as much attention as the hazards of radioactive fallout. Опасность радиоактивных отходов получила столько же внимания как угроза радиоактивных осадков. 5. He had endeavoured to persuade   his father to permit him to accompany me, but in vain. Он пытался убедить своего отца разрешить ему сопровождать меня, но безрезультатно. 6. Mrs. Brooke foresaw that the task of persuading Rosa to this marriage would be the fiercest and most important of all the engagements they had taken part in. Миссис Брук предвидела, что задача уговорить Розу на этот брак будет неприятной и наиболее важной из всех дел, в которых они принимали участие. 7. We could not tear ourselves away from each other, nor persuade ourselves to say the word "Farewell".  Мы не могли ни оторваться друг от друга, ни убедить себя произнести слово «прощай». 8. My persuasions have restrained my uncle from undertaking a journey to Ingolstadt. Мои аргументы удержали моего дядю от путешествия в Ингольштадт. 9. I could not persuade myself to confide to him that event which was so often present to my recollections. Я не мог убедить себя поведать ему о событии, которое я так часто вспоминал. 10. There is something in your words which persuades me that you are sincere. Есть что-то в ваших словах, что убеждает меня в вашей искренности. 11. I avoided explanation for I had a persuasion that I should be supposed mad. Я избегал объяснений, так как был убеждён, что меня примут за сумасшедшего. 12. We decided to put the scheme into operation as soon as possible. Мы решили привести план в действие как можно скорее.
B. 1. I shall commit  my thoughts to paper, it is true; but that is a poor medium for the communication of feeling.  Я вверю свои мысли бумаге, это верно, но это жалкое средство для передачи чувств. 2. I wandered like an evil spirit, for I had committed deeds of mischief beyond description horrible. Я бродил, словно злой дух, потому что я совершил неописуемо ужасные злодейства. 3. He refused to commit himself by talking about the crime. Он отказался компрометировать себя, говоря о преступлении. 4. The article appealed to patriotism and called for immediate action. Статья взывала к патриотизму и призвала к немедленным действиям. 5. He appealed to her reason but in vain. She would not listen to him. Он воззвал к её разуму, но тщетно. Она не хотела его слушать.  6. My passionate and indignant appeals were lost upon them. Мой пылкий и негодующий призыв не достиг их. 7. Intellectual pleasure is the most satisfying and the most enduring. Интеллектуальное удовольствие наиболее удовлетворяющее и самое длительное. 8. He could not endure seeing animals treated cruelly. Он не мог видеть жестокого обращения с животными. 9. I can't endure the thought that he will have to content himself with such a poor job. Я не могу вынести мысли, что ему придётся довольствоваться такой плохой работой. 10. Exhaustion succeeded to the extreme fatigue both of body and of mind which I had endured. Истощение пришло на смену крайней усталости и тела и ума, которые я перенес. 11. I was better fitted by my constitution for the endurance of cold than heat. Я был лучше приспособлен с моим телосложением переносить холод, нежели жару. 12. I have endured toil and misery. I have endured incalculable fatigue, and cold, and hunger. Я перетерпел тяжёлый труд и нищету. Я пережил неисчислимые усталость, и холод, и голод. 13. I had not been content with the results promised by the modern professors of natural

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science. Я не довольствовался результатами обещанными новыми профессорами естествознания. 14. The blue lake, and snow-clad mountains, they never change; and I think our placid home and our contented hearts are regulated by the same immutable laws. Голубое озеро, и одетые снегом горы, они никогда не меняются, и я думаю, что наш мирный дом и наши удовлетворённые сердца регулируется теми же неизменными законами. 15. They did not appear rich, but they were contented and happy; their feelings were serene and peaceful. Они не производили впечатление богачей, но они были удовлетворёнными и счастливыми, их чувства были ясными и мирными.16. "You are in the wrong," he replied; "and instead of threatening, I am content to reason with you." «Вы не правы», - ответил он, - «и вместо угроз, я согласен поспорить с вами». 17. During my youthful days discontent never visited my mind. Пока я был юн, недовольство никогда не посещало мой разум. 18. In spite of the intense labour and wonderful discoveries of modern philosophers, I always came from my studies discontented and unsatisfied. Несмотря на интенсивный труд и удивительные открытия современных философов, я всегда приходил с занятий недовольным и неудовлетворённым.

15. Fill in the blanks with "to persuade" or "to convince" in the required form.
Give reasons for your choice:

persuade 1) убеждать (в чём-л.) ; урезонивать; пенять 2) а) склонить (к чему-л.) , уговорить (на что-л.) б) понуждать, подстрекать (к чему-л.) 3) (persuade from, persuade out of) отговорить от (чего-л.) convince а) убеждать, уверять (в чём-л.) , доводить до чьего-л. сознания б) убеждать сделать что-л., побуждать, склонять

    Мнения участников англоязычного форума (перевод с оригинала мойSvetlana S.) to convince значит изменить чьё-л. мнение по поводу...  To persuade значит побудить кого-л. СДЕЛАТЬ что-л. следуя аргументации или логике.
    Выбирая между этими 2 глаголами, решите, в какой форме Вам нужна требуемая ответная реакция - как перемена мнения или как действие. Я могу convince кого-л. что они проголосовали неправильно. Я обязан persuade их голосовать за кандидата, в выигрыше которого я заинтересован.
    Чтобы запомнит различие, я придумал предложение, сказанное отцом 16-летней дочери:
"My daughter persuaded me to give her the car keys, but I'm not convinced she's a very good driver." Моя дочь уговорила (persuaded) мне дать ей ключи от машины, хотя я не уверен (not convinced), что она хорошо водит.
    Если тебе нужно, чтобы малыш сделал  что-л. ты должен to persuade to him do it.
    Носитель языка  2 понимает различие между persuade и convince как:
    A conviction это крепко удерживаемое убеждение.  To be convinced of something это убеждение с уверенностью (заметьте, вы не можете быть persuaded в чём-то ). A convincing argument ведёт Вас к убеждению. 
    Persuasion - это другое в моём понимании. Один может persuade другого сделать что-л., чего бы он в ином случае не сделал бы. Кто-л. может представить persuasive довод который может или не может переменить чьё-то убеждение.
    Мнение3 и завершу им, так как вроде всё уже понятно.
    "Convince" для меня подразумевает логический или рациональный довод. Persuade подразумевает эмоциональное или риторическое воззвание. 
    Если Ваша дочь-тинейджер сказала "Папа, я хочу мобильник. Я могу использовать его в случае крайней необходимости и ты можешь использовать его, чтобы звонить мне, когда я выхожу  с друзьями", она может быть convincing you (убедить Вас) предоставляя обоснования. Если она сказала "Папа, я хочу мобильник. Все мои друзья уже с мобильниками, я уже достаточно взрослая и я буду мыть всю посуду целый месяц, если ты мне купишь мобильник. Пожалуйста" в этом случае она будет persuading you.

    1. The conclusion of this speech convinced my father that my ideas were deranged. 2. I was firmly convinced in my own mind that she was guiltless of this murder. 3. During Elizabeth's illness many arguments had been urged to persuade my mother to refrain from attending upon her. 4. Who would believe, unless his sense convince him, in the existence of such a monster? 5. We convince him that his method was inefficient but we could not persuade him to try our method. 6. Martin Eden could not convince Ruth that he would become a writer. 7. Ruth could not persuade Martin to take a job as clerk and give up writing. 8. Atticus could not convince the jury that Robinson was not guity. 9. The members of the Digamma Pi Society persuade Fatty to use cribs at the exams. 10. For centuries Outer Space seemed as unattainable as the Moon. Now everybody is convinced that Space will be conquered. 11. It took a great deal of persuade on his part to get her agree to publish excerpts from her account of her daily life. 12. He persuaded her to let him take one of the notebooks to his newspaper.

16. Translate into English using "to persuade" and "to convince":

1. Убедить его, что это очень опасный шаг, было невозможно. It was impossible to persuade him that it was a very dangerous step. 2. Факты убедили его в том, что подсудимый невиновен The facts convinced him that the accused is innocent. 3. Мне удалось убедить его, что на случай чрезвычайного положения все должно быть в порядке. I managed to convince him that everything should be all right in case of emergency. 4. Пришлось убеждать его в том, что это не помешает нам подготовиться к зачету. We had to persuade him that it would not prevent us from preparing for the test. 5. Все были убеждены, что присяжные осудят преступника. All were convinced that the jury would convict the criminal. 6. Рудольф был убежден, что судьба хранит для него про запас какую-нибудь романтическую историю. Rudolf was convinced that fate kept for him in store some kind of romance. 7. Мартину долго пришлось убеждать работников редакции, что у него нет денег на обратный путь. It took long to Martin to persuade the editorial staff that he had no money for return. 8. Рудольф вначале был убежден, что девушка специально придумала всю эту историю с карточками, чтобы привлечь к себе внимание. At first Rudolph was convinced that the girl invented the card story on purpose to call to his notice.

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17. Translate the following sentences into English using the active vocabulary:

1. Миссис Чивли пыталась упрочить своё положение в обществе путём рискованных интриг. Mrs. Cheveley tried to improve her position in society through the hazardous schemes. 2. Он был настолько упрям, что не было никакой возможности убедить его покинуть старую квартиру. He was so stubborn that there was no chance to persuade him to leave the old apartment. 3. Защищая Робинсона, Аттикус шел на риск, но он не мог поступить иначе. Defending Robinson, Atticus took hazards, but he could not do any different. 4. Только после долгих уговоров он согласился подписать эту бумагу. Only after enduring persuasions, he agreed to sign this paper. 5. Он осмелился возразить, и Браун с удивлением взглянул на него. He hazarded to object, and Brown looked at him in surprise. 6. Тело погибшего было предано земле, и отряд без промедления тронулся в дальнейший путь. The body of the dead was committed to the ground, and the detachment set immediately out. 7. Он совершил ошибку и теперь должен заплатить за это. He committed a blunder and now must pay for it. 8. Его острый ум и быстрая реакция вызвали всеобщее восхищение. His acute mind and response aroused general admiration. 9. Его раздражало то, что он связал себя обязательством. He got irritated being committed with liability. 10. Я очень остро чувствовала, как изменилось их отношение ко мне после этого случая. I felt acutely how much changed their attitude to me after this incident. 11. Его выносливость была совершенно необыкновенной, и мы обращались к нему, когда нужно было сделать особенно трудную работу. He had extraordinary endurance, and we turned to him when particularly difficult work should have been done. 12. Вы должны понять всю безнадежность вашего плана. You have to understand your scheme is perfectly hopeless. 13. Он не выносит джаза, поэтому не стоит уговаривать его идти на концерт. He cannot endure jazz, so do not try to persuade him to go to the concert. 14. Ее мольба о помощи не осталась без внимания. Her appeal for help was not left without attention. 15. Его совершенно не привлекают танцы, поэтому не старайтесь убедить его пойти на этот вечер. Dancing does not appeal him, so do not try to persuade him to go to the party. 16. Он был очень молод и думал, что его любовь будет длиться вечно. He was very young and thought that his love would endure forever. 17. Экспедиция была несомненно очень рискованной, но вы блестяще справились со всеми задачами. The expedition was acutely hazard, but you coped brilliantly with all tasks. 18. Вам придется удовольствоваться этим скромным ужином, так как больше ничего нет. You will have to content yourself with this modest temperate supper, since there is nothing else. 19. Его довольная улыбка в такой неподходящий момент вызвала у всех возмущение. His content smile at a such wrong moment caused general indignation. 20. Дружба всегда помогает переносить все жизненные невзгоды. Friendship always helps to endure all wear and tear of life.

18. Write a one-page summary of Text Two.

  1.  Retell the story of Roger's "narrow escape" using your active vocabulary, word combinations, phrases and patterns: a) as Ruth Barlow sees it: she is, certainly, bewildered and even indignant; use proper intonation means to convey her attitude to Roger and his conduct; b) as Roger tells it to a friend of his in a confidential way; he is greatly relieved; express his attitude by using proper intonation means; c) from the point of view of the lady next door to Ruth Barlow's who pretends to sympathize with Ruth and disapprove of Roger's behaviour, but, in fact, hugely enjoys the situation; use adequate intonation patterns to convey her attitudes.
  2.  Discuss the events of the story in dialogues as they would be treated by: a) Ruth Barlow and a lady friend of hers: b) Roger and the narrator of the story. Use proper intonation means in the stimuli and responses to convey proper attitudes.

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21. Reread Text Two to answer the following questions on its style and composition.

  1.  In what way does the story begin? Is the reader's interest awakened at once? If so, how does the author achieve it?
  2.  What is gained by telling-the story in the first person? From whose point of view is it told? Point out the passages reflecting the narrator's attitude, Roger's and the author's. Is the author detached in his attitude to Ruth? Prove your point.
  3.  Is the plot an important feature of the story? Indicate briefly the stages by which the narrative is unfolded.
  4.  Does the story end as the reader expects? Point out passages aiming at suspense.
  5.  Is the title appropriate? Does it reflect the point of the story?
  6.  What words and phrases give atmosphere to the story in descriptions of human appearance, characters, human relations? (Make up lists.)

g) Do you regard "The Escape" as a typical specimen of Somerset Maugham's prose? Read the following to answer the question:

The qualities of Somerset Maugham are not at all elusive. An innate dramatic sense enables him to write sound, solidly constructed novels that never fail to interest the reader. His prose is clean and hard and is always marked by a precision that is rare in contemporary  writing. Passion and lyricism are not evident but in their place the reader will find a superbly controlled irony and a brilliant wit. Transforming the commonplace into art, he produced a long, distinguished list of plays, short stories and novels that will never cease  перестать to give the greatest of pleasure.

PROFESSION-ORIENTED QUESTIONS AND ACTIVITIES

I. Listen to your fellow-student's reading of the words given in Ex. 2. Correct\ the mistakes, should he make them.

II. As your fellow-students read out Ex. 3, write down their mistakes, analyse them and make all the necessary corrections.

III. Listen attentively to your fellow-students' reading of Ex. 5 and write down their mistakes. What recommendations will you give them if they make mistakes in assimilation, strong and weak forms and intonation-group division?

IV. Obviously the short story can be regarded as a most suitable literary genre for foreign-language learning. Brevity is a significant point, because it allows the

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class to focus on the story even within a single class period and within the limits of one textbook unit, a) List the requirements to the short story to be used as subject matter for study at your level, b) Say what you consider to have been the best technique of working with a short story during your course of study.

V. a) Adapt any short story you like for the 9th/10th form. (Be sure it introduces some "culture element"), b) Make it suitable for reading after some particular lesson, c) Make a list of essential vocabulary, d) Write questions covering the story to be asked in class.

VI. Prepare yourself to conduct a micro-lesson on oral and written reproduction. Prepare a suitable story and write comprehension questions covering it. The story should be read over to the class twice. Don't forget to write the proper nouns and place names on the board. The following classroom expressions may come in handy:

1. I'm going to read it over again. 2. And now you'll have to do some writing. 3. Try to assemble your thoughts first. 4. These idioms will add a little colour to your work. 5. Don't write in the margin. 6. Be sure your paper has a name on it. 7. Form the letters clearly. 8. Indent the line which begins a paragraph . 9. High time to hand in your papers! 10. Your time is up. 11. I'm going to mark them this week.

CONVERSATION AND DISCUSSION

BOOKS AND READERS

Topical Vocabulary

acquire v (to - an idea/knowledge/a habit)

anticipate  ожидать, предвидеть, ускорять, приближать v

binding n 1) связывание, скрепление, замыкание, соединение (действие), locking 2) соединение (любой предмет, с помощью которого что-л. связывается, соединяется) 3) переплёт (книги) 4) обшивка, обвязка 

book  n (a - to open anywhere)

book plate книжный знак

book jacket (супер)обложка

brevity сжатость, краткость n 

character n (to depict -, to unmasks срывать маску; разоблачать,portrayal  изображение, представление)

clarity  of presentation ясность изложения

climax n

comprehension (reading -)

conclusion n

cover  1) крышка, колпак, колпачок 2) обложка, переплёт; одна сторона обложки

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digest 1) справочник, компендиум; список, каталог 2) дайджест, обзор прессы, другой периодической литературы 3) реферативный журнал 4) сборник (каких-л. материалов, в частности, юридических) n (book -s; a thesaurus  1) а) идеографический словарь, тезаурус б) словарь синонимов и антонимов в) справочник; энциклопедия of book -s)

enrichment  n

explore v 1) а) исследовать, рассматривать, изучать, анализировать б) пробовать, экспериментировать  2) выяснять, устанавливать

fiction n ) выдумка, домысел, фантазия 2) байка, сказка, россказни 3) беллетристика; художественная литература

genre  n (literary -)

handicap 1) а) соревнования, в которых шансы участников с разными возможностями предварительно уравниваются б) фора , преимущество, предоставляемое более слабому сопернику 2) физический или умственный недостаток; увечье; расстройство 3) помеха; препятствие; барьер, преграда n (a - in study)

judgement приговор, решение, заключение суда n (a sense of -)

line n (a space between the -s; to read between the -s)

literary литературный a (~ work; - materials; - critic)

mark 1) ставить знак, ставить метку; применять обозначение 2) а) штамповать, штемпелевать б) ставить фабричную марку, торговую марку в) ставить цену (на товаре) 3) а) отмечать, обозначать, размечать; ставить метки, вехи; очерчивать границы б) составлять карту, строить план 4) а) оставить след, пятно 5) а) ставить балл, отметку, оценивать I 2. б) записывать (очки в игре) 6) а) отмечать, характеризовать, показывать б) отличать, служить отличительным признаком; ознаменовывать 7) обращать внимание, замечать, запоминать 8) а) = mark down кратко зафиксировать, занести (куда-л.) ; делать памятку 2. б) бирж. регистрировать биржевую сделку (с включением её в официальную котировку) 9) предназначать (для чего-л.) , предполагать; предопределять, предрешать v (to - (up) a book)

master v 1) а) одолевать; справляться; преодолевать б) приручать (животного) , приучать; подчинять себе 2) а) овладевать, усваивать б) достичь вершин мастерства (в чём-л.) 3) руководить, управлять 4) видоизменять, трансформировать, модифицировать; умерять 5) записывать мастер-диск (о видеозаписи, звукозаписи, программном обеспечении) (to - information and content)

matter n   (reading/printed -)

message n (to convey выражать a -; the - is lost upon не достигло the reader)

non-fiction n документальная литература

observation 1) а) наблюдение б) наблюдательность 2) наблюдение, замечание, высказывание n (to call for ~; power of ~)

plot сюжет, фабула n

proof-reading  чтение корректуры n

rate  темп; скорость n (- of reading)

read v (to - slowly/labouriously  трудоёмкое/from cover  to cover от корки до корки)

reader n (intelligent/sophisticated /fast/slow/bad -)

reading n (slow/repeated/critical/exploratory  исследовательское -; revision -; - for enjoyment)

release  выпуск в свет n 

scribble  писать быстро и небрежно v (to in a book)

selection сборник избранных произведений n 

sequence n (the - of events)

skim (skim over / through) поверхностно знакомиться (с чем-л.) , бегло просматривать (что-л.) v 

skip перескакивать v 

suspense интерес, напряжение (которое испытывает читатель) n (to hold the reader in -; full of -)

title заглавие, название, наименование n

I. 1. Have you ever considered how different reading can be? a) Read the following text.

    Reading is the most important single skill in study: in the Humanities  гуманитарных науках perhaps 90 per cent of private  персонального study time is taken up занято in reading. It is known that there are big differences between individuals in their rates of reading and comprehension. Clearly if you can speed up увеличить your rate of reading you will save much time. Books and articles, of course, differ in difficulty and in clarity  of presentation ясности изложения. Rate of

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reading depends on the difficulty of the material and on the purpose of reading.

We can distinguish:

  1.  Reading to master основной information, usually necessarily  обязательно careful, slow and repeated;
  2.  Exploratory  исследовательское reading, as in skimming through беглый просмотр a book in order to get a general view of it;
  3.  Revision reading, as in reading rapidly through a book with which you are already familiar, in order to confirm knowledge;
  4.  Reading in order to search for specific  information or to answer a specific question;
  5.  Critical reading, as in reading a book for review  рецензии;
  6.  Reading for enjoyment, as a novel;
  7.  Proof-reading  читка корректуры, when meticulous  тщательное attention is paid to spelling, punctuation  and sentence structure.

A good reader will vary  his rate of reading according to his purpose. A novel may be read very quickly, perhaps at 750 words per minute or more, if the reader has no intent  намерение to remember, but merely  wants to know the fate of the hero or heroine . A single paragraph  or diagram  диаграмма, схема, график in a textbook, on the other hand, may have to be read through very slowly four or five times before it is fully comprehended. 

(From: Maddox H. How to Study. L, 1967.)

b) Tell the class with what purpose you usually read. Do you think you read fast enough? What kind of reading is most essential to a school teacher?

2. a) Read the following text dealing with comprehension of literature on school level.

What does the reader bring to the study of his first literary work литературного произведения in a foreign language? Acquaintance  знакомых in the mother tongue with the plot, characters, atmosphere , and general significance of a story may well be an excellent preliminary  подготовительный step to the study of that story in the new language. This is comparable to the clarification  прояснением of what the words stand for означают in an expression in the mother tongue before giving its equivalent in the language being learned. The relating of the two takes place at a psychological level that is for the most part preverbal, and is in no sense the same as translating, or matching one word with another.

By what steps may the language student gain what can be called knowledge on a literary level of a work of literature? By the same

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steps he presumably  предположительно uses in reading a literary work in English. Reading between the lines and this is most important in literary study presupposes an accurate and comprehending reading of the lines themselves. In any story there will be first of all a plot in which something happens to someone, at some time and in some place. If answers to the simple questions "where" and "when" are not immediately obvious, that is good reason for the teacher to bring them up поднять вопрос. If nothing happens, but all is atmosphere , mood, introspection самоанализ, or background detail, this too is important and calls for observation and comment. Who are the characters? In what terms does the author present and describe them? What do they do or say? What is the manner of their speech and dress, their conduct toward people and affairs? What is the problem with which the characters are to deal, and how soon and in what terms is it made explicit прямо выражен (заключён)? How does the sequence of events move on переходят to a climax and a conclusion? How does the character reveal открывает itself or change as events proceed? In all this the author will naturally leave much to be inferred воображаемым, but at the beginning it is of first importance to comprehend and restate формулировать по-другому, with whatever brevity and simplification seem appropriate подходящи, what the author says.

But there is a second step of even greater importance. The literary artists's words and statements will of course be disappointing разочаровывающи to the reader who takes them merely  at their face value видимой, кажущейся ценности. The author wishes not only to demonstrate and to prove доказывать, but to impress and persuade  убедить, and he counts upon рассчитывает на the power of metaphor to make his words convey much more than they actually say. It is this quality that distinguishes literary writing from scientific writing, and it is in this area, where conceptions осмысление are woven сплетено by the reader about the concepts понятии which the words convey, that the reader plays a challenging стимулирующую and delicate  role, one which calls for his full adherence  приверженность to the author's intent  намерение and the student's need. His success is in no small measure dependent upon the care and thoroughness основательности with which he has fulfilled his obligations обязательствах in step one.

As a third step we may ask the question, "How well has the author accomplished довёл до конца what he set out начал to do? " No reader who has taken the first step and who has been encouraged and guided through the second is likely to remain entirely neutral when this question is asked. He will have enjoyed the experience of following the author's presentation or he will not, he will agree with the ideas set forth in the story or disagree, and he will have value judgements суждение to give of the author's performance  as an artist. Of course it is a prime respon-

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sibility of the teacher to provide обеспечивать the student with the means of making these criticisms IN THE FOREIGN LANGUAGE.

(From: Brooks N. Language and Language Learning. N.Y., 1960.)

  1.  Put down the main points raised by the author.
  2.  Make a list of questions that are suggested by the author to help the students to read between the lines. What other questions would you suggest on the plot and the situation, the characters, etc.?

II. 1. The author of the following text is trying to persuade the reader "to mark up a book", i.e. "to write between the lines".

a) Read it and pay attention to his argument.

I contend утверждаю, quite bluntly прямо, that marking up аннотация a book is not an act of mutilation искажения but of love.

You shouldn't mark up a book which isn't yours. Librarians  (or your friends) who lend you books expect you to keep them clean, and you should. If you decide that I am right about the usefulness of marking books, you will have to buy them.

There are two ways in which one can own a book. The first is the property right право собственности you establish by paying for it, just as you pay for clothes and furniture. But this act of purchase  покупки is only the prelude  to possession. Full ownership comes only when you have made it a part of yourself, and the best way to make yourself a part of it is by writing in it.

Confusion  путаница about what it means to own a book leads people to a false reverence  благоговение for paper, binding переплёту and type a respect for the physical thing the craft профессия of the printer rather than the genius  of the author. They forget that it is possible for a man to acquire овладевать the idea, to possess the beauty, which a great book contains, without stating his claim  требования by pasting  приклеивая his book-plate книжный знак inside the cover . Having a fine library doesn't prove that its owner has a mind enriched by books; it proves nothing more than he, his father, or his wife, was rich enough to buy them.

There are three kinds of book owners. The first has all the standard sets and best-sellers unread, untouched. (This deluded individual owns woodpulp целлюлозы and ink, not books.) The second has a great many books a few of them read through, most of them dipped into, but all of them as clean and shiny сияющие as the day they were bought. (This person would probably like to make books his own, but is restrained by a false respect for their physical appearance.) The third has a few

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books or many every one of them dog-eared  с загнутыми уголками страниц and dilapidated  неопрятный, shaken потрескавшаяся and loosened с оторвавшимися листами by continual use, marked and scribbled исписанная in from front to back. (This man owns books.)

Why is marking up a book indispensable необходимо to reading? First, it keeps you awake чётко сознающий; понимающий. (And I don't mean merely  conscious ; I mean wide awake.) In the second place, reading, if it is active, is thinking, and thinking tends to express itself in words, spoken or written. The marked book is usually the thought-through book. Finally, writing helps you remember the thoughts you had, or the thoughts the author expressed. You can pick up the book the following week or year, and there are all your points of agreement, disagreement, doubt, and inquiry наведения справок. It's like resuming возобновление an interrupted conversation  with the advantage of being able to pick up where you left off.

And that is exactly what reading a book should be: a conversation between you and the author. Don't let anybody tell you that a reader is supposed to be solely on the receiving end принимающей стороне. Understanding is a two-way operation; learning doesn't consist in being an empty receptacle резервуар. He even has to argue  спорить with the teacher, once he understands what the teacher is saying. And marking a book is literally буквально  an expression of your differences, or agreements of opinion, with the author.

If you're a die-hard твердолобый anti-book-marker, you may object that the margins  поле (страницы), the space between the lines, and the end papers don't give you room enough. All right. How about using a scratch pad блокнот slightly smaller than the page size of the book so that the edges of the sheets won't protrude выдаваться? Make your index указатели, outlines конспекты, and even your notes on the pad блокноте, and then insert these sheets permanently inside the front and back covers  of the book.

Or you may say that this business of marking books is going to slow up замедлять your reading. It probably will. That's one of the reasons for doing it. Most of us have been taken in by the notion that speed of reading is a measure of our intelligence. There is no such thing as the right speed for intelligent reading. Some things should be read quickly and effortlessly, and some should be read slowly and even laboriously .

(From: "Reading in English", N. Y., 1963. Abridged.)

b) Here are some means that can be used in persuading others:

  1.  citing facts to support your view;
  2.  relating relevant incidents or experiences in which you or oth
    ers have been involved;
  3.  citing authorities who support your view;

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  1.  making a direct appeal by expressing your conviction with
    sincerity or feeling;
  2.  appealing  to emotions.

Which of the given above has the author used to persuade  the reader "to mark up a book"?

c) Make dialogues to persuade your partner to read a certain book, or to do something you consider important. Follow the tactic suggestions given above. (Dissuasion dialogues are also suggested.)

2. Speak on the points given below with the aim of advising your partner on the choice of books or writers. Use the following conversational formulas of advice:

You'dbetter... If I were you, I shouldn't... Whynot... It'shightime to ... I'll tell you what... Make sure ... Make the best of it. I'll tell you what...

a) Speak on the literary merit of your favourite book to arouse your party's interest. Use the following words and expressions:

plot development; climax; to depict characters; to unmask char
acters; an observer of human nature; character portrayal  изображение; illustration
of; instances of humour; to give the impression of; difference in emo
tion; to be employed by the author; to awaken interest; traces of; an
exciting (interesting, intriguing, etc.) story to read; brilliance of the
language
; etc. '

b) Speak about your favourite modern English or American writer, and/or one
of the novels. Use the following:

a landmark in the history of modern fiction; it holds you with a firm grip; psychological insight into; a book to open anywhere; to bring into sharp focus the problems of the twentieth-century man; a great master of ironic style; full of critical spirit; beautiful descriptions of, based on actual facts; challenges of life; etc.

c) Speak about the kind of books you prefer to read in your spare time. Use the following:

a favourite pastime; fiction by the greats; to excite the mind; a true picture of life; (not) to be fascinated by the blood-and-bones atmosphere  of detective stories; unflagging interest; tidy problems; neat solution; an entertaining puzzle element; a briskly developing plot; to hold the reader in suspense.

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III. It is common knowledge that the present-day flow of information, the ever-increasing bulk of reading matter is very great. Let us consider some ways to manage the situation.

1. One of the ways is regular reading of digests, i. e. short condensed accounts and summaries of the most important books.

a) Read a few book digests taken from "Thesaurus of Book Digests" and "Book Review Digest". See if you can get a good idea of the books under consideration.

THE DIDACTICA  (1631) by Comenius. Jan Amos Komensky, better known under his Latin name of Comenius (1592-1670), last bishop епископ of the Czech Church of the Unitas Fratrum Моравских братьев, has been called the father of modern education.

In his "Didactica", Comenius sharply challenged оспаривал most of the principles of medieval  средневековое education; he continued in a second edition in the "The Great Didactica" of 1638, which was literally a volume to describe the means of educating almost everyone. He demanded потребовал that education be made universal, without regard to age, country or sex. It was to be based upon instruction in the student's native language; memorizing of rules was to be replaced by object lessons наглядными уроками and general practical experience.

Gilda Berger. SMOKING NOT ALLOWED; THE DEBATE. N. Y., 1987. In the first part of this book the author aims to provide background information дополнительную информацию on the controversy  дискуссии over legislation  законопроекта restricting tobacco smoking. She discusses the history of smoking, early opposition to smoking, snuff нюхательного табака, cigars  and chewing tobacco жевательного табака and cigarettes, Part II examines  health effects of active and passive smoking and "the legal , economic , and social aspects of banning smoking. Grade seven and up."

CHARLEY'S AUNT (1892), by Brandon Thomas. This is one of the most popular farces  in the English language. The action takes place in Oxford, where Jack Chesney and Charley Wykeham wish to ask their girls, Amy and Kitty, to lunch in order to propose marriage before the girls' guardian опекунша, Mr. Spettigue, hustles them отправит off to Scotland. Charley's aunt, Dona Lucia, from Brazil , is coming to visit him; they think she would be a suitable chaperon  дуэнья. When she wires she cannot come, the boys are desperate and press Lord Fancourt Babberly, who has been practising amateur  theatricals спектакли, into service в услужении as Charley's aunt. He acts a very robust  здравомыслящая aunt and flirts outrageously  неистово with Amy and Kitty, who think him a dear old lady. When the real Dona Lucia turns up with Lord Fancourfs girl, Ela Delahay, the complications запутанность increase rapidly, but there is a happy ending.

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HARD TIMES (1854), by Charles Dickens. This novel is a protest against educators who think only of material things. "Facts, facts, facts," is Thomas Gradgrind's motto. His children, Louisa and Thomas, suffer from his materialistic teachings. Acting on her father's principles, in order to help her weak brother, Tom, whom she loves dearly, Louisa enters into a loveless marriage with Josiah Bounderby, an elderly, and extremely practical banker. Tom, who is in the employ  of the banker, robs him. He casts suspicion on an innocent  weaver вязальщика, Stephen Blackpool. James Harthouse, a heartless young politician, loves Louisa. To escape an affair with him, she goes to her father, who, shocked by the results of his teaching, protects her. She separates permanently from Bounderby. Tom flees спасается бегством the country; Blackpool is cleared of all accusations. Other characters are: M'Choakumchild, the exacting schoolmaster; Mr. Sleary of the circus; Sissy Jupe, daughter of one of the circus performers; Mr. Sparsit, Bounderby's housekeeper.

MODERN ARABIC  POETRY: AN ANTHOLOGY . N. Y., 1987. In this collection of twentieth-century poetry, selections from the work of "93 poets from 15 middle east countries are rendered by 28 English language poets, who worked with copy образцами from bilingual translators."

  1.  Speak to your group members giving your opinion of taking up digests as reading matter in the target language. Consider both the pros and cons of this kind of approach.
  2.  Discuss the idea of thesaurus of book digests in terms of computer information banks.

2. Another obvious way is to read faster just as simple as that! What do you think of learning how to do it?

a) Here are some helpful hints how to read better and faster. (Certainly it is not a course of speed reading.)

  1.  Approach the printed page with an active mind. Ask questions of your author and search for the answers.
  2.  Ask yourself how the material that you are reading relates to what you knew before, and how it compares with what you thought before.
  3.  Make use of the various clues provided to suggest the main ideas. These include the table of contents, the chapter headings, paragraph  headings, topic sentences, words and phrases in italics or heavy type, and similar devices.

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4. You can train yourself, with practice, to "skim" what you read; that is to move your eye rapidly down the lines to pick up the key words. You are really reading, not while your eyes are moving, but while they "fix" upon a word or group of words. In order to read rapidly, you must get as much meaning as possible from every "stop".

  1.  Write a few more helpful hints to improve one's reading skill if you know any.
  2.  Discuss the effect of such techniques with the group members.

3. Answer the following questions. Think up some more to raise a little discussion in class.

  1.  To some people reading is a relaxation as to other people a game of cards, for example. Do you belong to such kind of readers? If so, what authors and books do you prefer for this sort of easy reading?
  2.  Do you read all books from cover  to cover? In general, are you a good or a poor "skipper", that is, are you a fast or a-slow reader? How fast do you read?
  3.  Are there books that you can read twice, that would remain a source of permanent enrichment  to you? If so, what books could you name among them?
  4.  Though the habit of reading is justly called "the most delight ful habit in the world", there are people who buy books with jackets to match their wallpaper or draperies. Do you think such people really own books? What kind of person do you think can be called a true owner of books?
  5.  What is reading after all? A source of information? A refuge  убежище for the lonely? A pastime? Say what reading is to you after all.

IV. 1. Discuss a few professional problems on reading at a school level.

2. Read the following text and make a round-table talk on the point raised by the author.

Часто приходится слышать: «Когда читать? Работа непростая. Прихожу поздно. Телевизор и то не всегда смотрю. Раньше еще пытался кое-как связать концы с концами, а потом махнул рукой за всем не поспеешь».

Действительно, поймаешь и себя иной раз при общем разговоре это ты не видел, это не слышал, это не читал...

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Не случайно говорят о поразительном информационном взрыве, сопутствующем нашему веку. Если пересчитать на счетной машине, без чего человеческая жизнь была бы неполной и обедненной, то машина выдала бы нам, наверное, столько информации, что вряд ли ее смог освоить простой смертный.

Однако не замечали ли вы такого парадокса что больше всего знают как раз те люди, которые, казалось бы, больше всего заняты, закручены, загружены. Но из-за того, что время ставит их в жесткие рамки, они и умеют им распорядиться с наилучшей пользой. Как говорится в житейской шутке: «В его сутках двадцать пять часов, потому, что он встает на час раньше». Понятно, я не призываю вставать на час раньше или ложиться на час позже, чтобы все успеть, хотя иногда кажется, что иные люди отмахиваются от многого в жизни не в силу объективных причин, а от лености, какой-то самоуспокоенности.

...Когда читать? Такого вопроса не должно существовать для современного человека. Так же, как и вопросов: когда смотреть? когда слушать? А если они возникают значит, уже утрачено нечто такое, что надо торопиться вернуть. Вернуть обязательно, чтобы не понять вдруг в какой-то момент, что ты безнадежно отстал, остановился, замкнулся в придуманном тобой мире, таком узком и маленьком в сравнении с безграничной жизнью.

For Role-play

Situation: Readers' Conference on Television

Characters: Author

Chairman  председатель

A few televiewers invited to the studio 

Televiewers asking questions by phone

Talking Point:     Discussing any book you choose

Topics for Oral and Written Composition

  1.  The more you do the more you can do.
  2.  Reading is to the mind what exercise is to the body.
  3.  You must run very fast to stay where you are.
  4.  "No reading is worthwhile unless you enjoy it." (S. Maugham)
  5.  "Some books are to be tasted, others to be swallowed, and some few to be chewed and digested." (F. Bacon)

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INSIGHT INTO PROFESSION

INCREASING THE STUDENTS VOCABULARY

Talking Points:

  1.  How can the student improve his vocabulary when working on his own? What are the techniques that can be recommended by the teacher for the purpose?
  2.  How is the dictionary to be used for the purpose of increasing one's vocabulary? Should we just look up the necessary meaning or make a thorough  полное study of the word?
  3.  What is the role of voluntary reading in improving the student's knowledge of the language?

I. a) Read the following article:

For most of us, the great source of new words is the printed page. Therefore anyone who wishes to increase his recognition vocabulary must do a good deal of reading. Your college assignments* in all courses will probably require you to read more extensively and more critically than you have done before, but if you wish to make significant increases in your vocabulary you should supplement required reading by a program  of voluntary reading. This reading should follow your personal interest and needs. It should be regarded as pleasure, not a chore, because what is required is to develop a liking for reading. A student who likes to read will find the things that are most valuable for him, and as his reading experience widens, his taste in books will grow.

Once a student has the desire to learn through reading, he will discover the techniques of increasing his vocabulary perhaps even without recognizing that they are techniques -in his efforts  to understand what he is studying.

...Here are the three principal techniques for recognizing the meanings of new words: recognition by context, discovery by dictionary reference  ссылки, and recognition by word analysis. Let us consider these techniques.

Recognition by Context. For a number of reasons, the best way to improve your recognition vocabulary is by watching context. First, it is the method you must use in understanding spoken communica-

A.E. for homework

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tions, since you cannot usually stop a speaker to look up his words in a dictionary. Second, it is the method used by lexicographers (makers of dictionaries), and far from being a "lazy" or "guessing" method, it is the only way to become sensitive to educated  usage.

As you acquire skill and confidence in interpreting words from context, you will learn to spot the ways in which a speaker or writer helps to make clear the meanings of unusual words. Sometimes he will actually define the new word, as we did.with 'lexicographers' above. Sometimes he will explain the word showing it in operation, as when we are told that a scribe makes and preserves books. Sometimes he will repeat the meaning in other words of similar meaning, as in 'profound change and momentous alterations'. By learning to look for such aids you will not only become a better reader and listener, but you will begin to use these explanatory techniques yourself and so become a better speaker and writer.

Discovery by Dictionary Reference  ссылки. When you look up a word in your dictionary you should try to find out as much as you can about it. The more you find out about new words from your dictionary, the better you will remember them; and the better you remember them, the more likely you are to transfer them to your active vocabulary. The things you most need to know about a new word are its pronunciation, etymology, and meanings. The pronunciation not only helps you to pronounce it conventionally in reading aloud or in speech, but also helps you fix the word in your memory. Since the appearance of a word is often no safe clue to its sound, we have all had the embarrassing experience of making a very obvious mispronunciation when called upon to read an unfamiliar word aloud. The habit of checking pronunciation as you look up a new word greatly reduces the chances of mispronunciation.

The etymology of a word gives you its family history and thus makes your knowledge of it more complete. When you learn, for example, that 'critical' comes from a Greek phrase meaning "able to discern" and was originally used for one who was able to discern the implications of a work or a policy and thus to judge it, you will better understand how word can be used today in such different senses as: "It is an excellent critical discussion of the problem", "He is a critical user of the dictionary", and "His condition is now critical". Apart from its usefulness in making you a more discerning or more critical user of words, the study of etymology can be a pleasant hobby. It may not make the study of the 'calculus' any easier to know that its name came from the Latin word for a pebble and goes back to the

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days when the Romans used pebbles to help them with their arithmetic; but it is interesting to be reminded from what primitive origins modern calculating machines have come. It is a testimony to human intolerance that 'sinister' originally meant 'left-handed' and a 'barbarian' was once a 'stranger'. And it is amusing to discover that our slang phrase 'in the coop' perpetuates the original meaning of 'jail', a cage or coop. It is not surprising that some people find it as much fun to collect etymologies as to collect stamps, and much less expensive.

Recognition by Word Analysis. Looking up an etymology inevitably  неизбежно leads to word analysis, the breaking down of a word into its parts and the recognition of the original meaning of each part. Thus we are analysing 'preliterate' when we recognize that it is a compound of the prefix рте- (meaning "before", or "not yet") and the root litera, "a letter"; and we are analysing 'docile' when we see that it is made up of the root docere, "to teach", and the suffix -He, "capable of", so that a docile person is literally one who is capable of being taught.

Because so many Latin and Greek words have been borrowed and assimilated by English, a knowledge of the most common Latin and Greek prefixes and roots (the suffixes are less important for our purposes) helps us to recognize, at least in a general way, the meanings of many words. For example, the ability to recognize -cede (-ceed) and -cess as forms of the Latin cedere, "to yield" or "go", gives us a partial clue to the meanings of the English words 'cede, cessation, cession, accede, access, accession, accessory, antecedent, ancestor, concede, concession, concessionaire, exceed превосходить, excess, incessant, intercede, intercessor, precede, precedence, predecessor, procedure, proceed, process, procession, recede, recess, recessive, secede, succeed, succession,' and their inflectional forms. One writer has estimated that a knowledge of fourteen Latin and Greek roots will help us to recognize over 14,000 words.

(From: Beringause A., Lowenthal D. The Range  of College Reading. N.Y., 1967. Abridged.)

b) Answer the following questions:

1. What is meant by 'recognition' vocabulary? by 'reguired reading and Voluntary' reading? (Explain, don't translate). 2. What is the role of the active vocabulary and of the recognition vocabulary in the process of language learning? Which of the language skills and habits does each of the types support? 3. What method of increasing

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one's recognition vocabulary does the author suggest? What do you think about the method? 4. What are the three principal techniques for recognizing the meanings of new words? Which of the three do you consider especially (least) effective? Give your reasons. 5. How do you understand the words referring to the recognition-by-context method: "...far from being a 'lazy' or 'guessing' method..."? 6. What is the procedure recommended by the author for discovering the meanings of new words by dictionary reference  ссылки? Do you think it is a sound recommendation? Is your usual procedure to make a thorough  полное study of a new word or just to look up the meaning you need? 7. Why does the author include etymology in the things the student most needs to know about a new word ? What is your opinion on this point ? For what study levels may it be accepted? 8. What other methods of increasing one's recognition vocabulary can you suggest, besides the one of extensive reading recommended in the article? 9. What kind of procedure would you recommend your pupils of different levels for discovering meaning of new words by dictionary reference?

c) Discuss the article in pairs. One of the speakers is to support the author's views, the other shall try and argue the disputable points of the article.

II. a) Explain in a well-developed paragraph what a student ought to do to enlarge and improve his vocabulary.

b) Express your opinion on the role of voluntary reading in improving the student's knowledge of the language and enlarging his scope.

III. Make a round-table debate with your classmates on the following topics (refer to foreign-language learning):

  1.  Reading with a purpose.
  2.  Collecting words.

'   3. Speed reading: fact or fancy? 4. Reading for fun.

Key Words and Expressions: to increase (improve) one's vocabulary; the printed page; recognition vocabulary; active (functional) vocabulary; required reading; voluntary reading; recognition by context/by word analysis; discovery by dictionary reference  ссылки

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UNIT THREE

TEXT THREE

ONE STAIR UP

Campbell Nairne [nεən]

(Fragment)

Nairne, Campbell, a Scottish novelist, the author of two books "One Stair Up" (1932) and "Stony Ground" (1934). "One Stair Up" deals with the life of an Edinburgh working-class family and is characterized by realism, a fine style and a sense of humour.

    They went up a short marble  мраморную staircase  лестницу, treading  ступая without sound on a rich carpet of some green material that yielded  пружинил like springing пружинистый turf  дёрн, and moved across a salon  гостиную hung украшенную everywhere with the coloured and signed подписанными portraits of film stars. Back in this dim тусклом region  царстве of luxury , quite still except for the soft whirring  жужжания of fans  вентиляторов they could hear a tea-spoon chink звяканье, a cup grate скрежет on a saucer блюдце, a voice rise above another voice and sink again into voluptuous  чувственную stillness неподвижность. Out of a door marked "Circle" амфитеатр over the bull's-eye  круглое слуховое окно in each of its two folding  складных partitions  перегородок, a trim нарядная girl in a chocolate uniform with blue pipings  кантами silently emerged, glanced at the tickets, and admitted them, flashing her torch  фонарик into a hot darkness lit освещённую here and there by red lamps and speared diagonally  by a shaft  лучом of white light falling on the rounded oblong  продолговатость of the screen. "Gee вот здорово baby, you're a swell отличный kid."1 There was a murmur приглушённый шум голосов in the audience, and a man's face came surprisingly out of shadow  as he struck зажёг a match in the lower part of the gallery. Still flashing her torch  фонарик, the girl hopped  прыгнула in front of them down the steps of the circle амфитеатра, picked out выбрала a couple of vacant  seats, and stood back to let them squeeze протиснуться past her into the row. "Thank you," Andrew said huskily  сипло. Several faces glared свирепо глянули at them as they sat down. "This a comedy?" Rosa  took off her gloves and surveyed  осмотрела the dim amphitheatre  in the hope of recognizing some of her acquaintances  знакомых. It pleased her to be seen in the dress circle бельэтаж, even with Andrew. But her eyes were still unaccustomed  непривычный to the obscurity  темноте. She noted that the cinema, as usual, was nearly full, and looked for the first time at the screen. Two shadowy неясных faces, enormous on the white background, moved together and kissed.

"It isn't the big picture широкоэкранный фильм,"2 Andrew said. "That doesn't come on расти (увеличиваться) till eight-forty. You see all right?"

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She nodded. He risked no further inquiries, knowing how often she had forbidden him to talk to her in a cinema. He promised himself that to-night he would resist сопротивляться that awful temptation соблазну to explain the story in a whisper when he fancied предполагал he saw the end of it. Nor также не would he even say: "Liking it, Rosa ?" "No bored, are you? 'Cos3 if you are we'll go out." "It's hot stuff прекрасное исполнение, isn't it?" No, he would say nothing and enjoy himself... Ah, this was better. Nice and warm in a cinema, and dark; you couldn't see anybody else, and they couldn't see you. Prefer cinemas to theatres any day.

The film ended a few minutes after they had come in. Down swung качнулась a looped петельная (спиральная) curtain , pot-plants and palms leapt up подпрыгнули under the stage apron  авансценой, one row of lights and then another shed излучали a pink radiance  сияние over the exits, in the domed  куполообразной roof a shower of small stars twinkled мерцающих and glittered сверкающих and three bowls вазы flushed вспыхнули suddenly to ruby colour. A dozen or so of the audience got up and pushed out выдавалась вперёд to the exits. Swiftly скоро the light dimmed потускнел again. The curtain  rattled затрещали back and the white oblong  продолговатость emerged from folds already caught by lines линиями of flickering колеблющихся grey print букв. A draped girl swam вплыла into view and began to blow bubbles out of a long pipe. One of these expanded  увеличивался and expanded until it filled the whole screen. It then burst into the letters "All Next Week", which in turn dissolved and announced a film called "Mothers of Broadway" as a forthcoming предстоящий attraction  показ.4 The film seemed to have smashed all records побил рекорд по кассовым сборам. It drew tears from the hardest hearts. It sent thrills трепет down the spine позвоночника. It was a rapid-fire короткометражная (?) drama . It was a heart-searing   душераздирающая tale of studio  parties, million-dollar prize fights, and supercharged automobiles гоночных автомобилях. It was, according to other statements that rushed out слетали of the screen, packed with heart-throbs сердечными ритмами, tingling звеня with от reality, vibrant  вибрирующий  with от love and hate and what a story it had! "You will love it," the screen confidently уверенно  asserted  утверждал. "You must see it: the film you'll never forget." Beautiful blondes evidently abounded изобилующие in this tale рассказе of thrill-thirsty трепещуще-жаждущей young bloods.5 One of them, it seemed, was to find after rushing through стремительного натиска "gaiety  весёлости, temptation соблазна, and sorrow печали" that motherhood is the greatest of all careers. "A film that plucks собирает the heart-strings  глубочайшие чувства. Bewitching  очаровательный Minnie Haha in the mightiest мощнейшая drama  of Broadway."

"Not much good, I expect," Andrew said, "Hullo" the lights dimmed and a chorus  of metallic  jazz broke out разразился "I think that's the big picture on now."

He had now a pleasant feeling that he was going to enjoy himself.

There was some rare fun in this picture. That fat man with the beard  бородой you had to laugh! First of all you saw a shelf with a basket of eggs on it, then a cat moved along, then the eggs tumbled падает one by

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one on the man's head. Oh dear! the way he squeezed выжал that yolk  желток out of his eyes and staggered  пошатнулся forward and plumped бухнулся headfirst вперёд головой into a water-butt бочку для дождевой воды. And then the lean тощий chap, coming into the corridor, didn't look where he was going and hit a cook who was marching out выходящий of the kitchen with a tray of custards  заварного крема. What a mix-up неразбериха. Custards  all over the place. Holding his seat tight to control his laughter, Andrew wondered whether these chaps really allowed themselves to be knocked down сбит с ног and swamped  залит with custards  заварным кремом. No wonder they got big salaries if they had to put up терпеть with that kind of thing every day of their lives. Perhaps they faked  симулировали some of it. Anyhow it was too funny for' words. And now here was that dog must be a hard-worked dog, for you saw it, or another like it, in dozens of these comic films and of course it was carrying something in its mouth. Oh yes, a stick of dynamite . Where was it going to put that? Under the fat man's bed. Andrew wriggled ёрзал with enjoyment, then started and laughed gleefully радостно the dialogue was cut short by a sudden loud explosion взрыв. Haha! There was the fat man with a black eye, no beard  бороды, half a collar, and no trousers. Oh, this was good! Rosa [′rəuze] must be liking this.

What a baby he is, Rosa  was thinking. You can't really be angry with him. He doesn't seem to have grown up at all. Talk about Peter Pan.6 He's just a big hulking  неуклюжий kid. Faintly  слегка  contemptuous  презрительно, she watched his blunt притупленный nose and chin подбородок silhouetted  вырисовывающиеся in the darkness. Is he really so stupid, she wondered. Yes, I suppose he is. Oh, for heaven's sake stop that cackling  хихикание! The explosion shattered  разбил its way into the half. She started вздрогнула.

"Good, isn't it?" he broke out  разразился, forgetful забывчивый in his excitement.

She tossed резко мотнула her head.

"I don't see anything funny in that."

"Och [ɒkh],7Rosa !"

His hands dropped; all the joy died out of his face and eyes. He looked so abject  жалким that she was sorry for him against her will воли.

"I thought it was quite funny, you know I mean, people laughed. I wasn't the only one. But if you don't like it —"

She tried hard, still moved by pity, to reply with gentleness, but the retort  возражение shaped itself and was uttered произнесено before she had command  власть of it.

"I haven't your sense of humour, that's all."

Commentary

1. Gee baby, you're a swell отличный  kid: These words are coming from the screen. Gee [dgi:] is an interjection which in American English expresses approval.

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  1.  By "the big picture" Andrew means the main film on the programme  (a film-show in Britain as a rule consists of the main film usually called "the main feature" and a so-called "support film" which usually precedes the main feature).
  2.  'cos: (coll.) because
  3.  a forthcoming attraction: a film to be released in the near future.
  4.  young bloods: here society youths
  5.  Peter Pan: the main character of "Peter and Wendy", a book written by J.M. Barrie in 1911 and extremely popular in English-speaking countries. Peter Pan was a boy who never grew up and is a symbol of the sincerity and ingenuousness of childhood.
  6.  Och [ɒkh]: interjection used in Scotland and Ireland for "oh, ah"

ESSENTIAL VOCABULARY

Vocabulary Notes

1. dim 1) тусклый, неяркий; слабый (о светящихся объектах) 2) полутёмный 3) неясный, неотчётливый, смутный 4) матовый, тусклый (о цвете) 5) слабый (о зрении) 6) плохо соображающий, недалёкий (о человеке) 7) унылый, ничем не выделяющийся, непримечательный (о событии, предмете) 8) скептический, пессимистический 9) слабый, приглушённый (о звуке, о голосе) a 1) not bright, clear or distinct, shadowy неясных; as the dim light of a candle; the dim outline of buildings in a dark night; a dim memory of what happened in childhood, e.g. The hall was dim in the light of a single electric-light bulb which hung down in its centre . He had a dim recollection of the stranger flinging himself upon him. 2) (of the eyes and the eyesight) not seeing clearly, e.g. The old man's sight was getting dim. Her eyes were dim with tears.

dim 1) тускнеть, терять яркость 2) затемнять, затуманивать; притуплять vt/i become dim, make dim, e.g. The stars in the sky dimmed; it was getting cloudy. The light of a candle is dimmed by the sun. dimly adv, e.g. He dimly saw figures near him.

2. fold  1) а) сгибать, складывать, сворачивать; перегибать, б) складываться, сгибаться 2) (fold in) 3) (fold around) обёртывать 4) прекращать существование 5) = fold about, = fold around обнимать, обхватывать 6) окутывать 7) фальцевать 8) добавлять какой-л. ингредиент, медленно вливая его и помешивая ложкой vt/i 1) bend or double one part of a thing over on itself, as to fold a letter, a newspaper, etc. 2) bend close to the body, as to fold one's arms. (i.e. cross them closely together across the chest); to fold one's hands (i.e. put them together with the fingers locking), e.g. The bird folded its wings, to fold one's arms and to fold one's hands сложить руки, бездействовать are also used figuratively meaning to be idle. Ant. unfold  1) а) развертывать; раскрывать to б) развертываться; раскрываться 2) (unfold before) постепенно появляться перед (глазами) 3) а) пускать (ростки) б) распускаться (о почках) 4) а) раскрывать, открывать, обнаруживать б) развиваться, раскрываться, обрастать подробностями vt/i 1) (of some thing that is folded) open, as to unfold a newspaper, e.g. Buds un fold in the summer. 2) reveal, disclose, as to unfold one's intentions

folding  складной a able to be folded, as a folding screen, bed, chair, boat; a folding door (a door consisting of two parts)

fold ) сгиб, изгиб, складка 2) складка местности, впадина 3) лист в книге 4) планка в складной двери n a part of smth. that is folded, as a dress hanging in loose folds.

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folder 1) а) папка, дело, скоросшиватель б) папка, директория 2) предмет, в составе которого имеются складки, который сложен а) несшитая брошюрка б) рекламный проспект в) расписание (книжечка с расписанием движения какого-л. транспорта) г) книжечка картонных спичек (выдается бесплатно в барах) 3) складной предмет (очки, раскладушка, зонт и т. п.) 4) (тот или то, что делает складки) а) фальцевальная машина б) фальцовщик в) листовёртка (и другие подобные насекомые) n a holder made of stiff paper or cardboard for loose papers

-fold1 n-кратный", "n-кратно" suff. of a 1) two, three, etc. times as much or as many, e.g. He pushed with tenfold force. 2) combining two or more qualities that are different, e.g. The reasons for our going to town were threefold.

-fold2 suff. of adv two, three, etc. times as much, e.g. The production of steel increased fourfold.

3. flash 1) набегать и разбиваться о что-л. (о волнах) 2) а) сверкать, вспыхивать; искрить, рассыпаться искрами б) давать отблески, отражать 3) а) быстро промелькнуть, пронестись, пробежать б) = flash up показать что-л. на одно мгновение 4) мгновенно появиться, вспомниться; осенить, прийти в голову, блеснуть (о догадке) 5) передавать срочное сообщение (обычно в газету) 6) flash about, flash around красоваться, хвалиться, рисоваться, выставлять себя напоказ vt/i 1) send or give out a sudden bright light; (of the eyes) become brilliant or sparkling, e.g. The lightning flashed across the sky. He smiled and his fine eyes flashed in his dark face-. Syn. Glitter 1) блестеть, сверкать 2) блистать, twinkle блестеть, сверкать,мигать, flicker мерцать ; сверкать; мигать 2) come suddenly into the mind, e.g. The idea flashed into (through) his mind. 3) appear suddenly; move past at great speed, e.g. The express train flashed past. 4) send (light, etc.) suddenly and quickly, as to flash a light in a person's face; to flash a smile (a glance, etc.) at someone; to flash a signal (e.g. with a lamp), e.g. His eyes flashed fire. His eyes flashed back defiance.

flash  1) вспышка, 2) внешний, показной блеск 3) миг, мгновение - in a flash 4) = newsflash экстренное (информационное) сообщение, "молния" - bulletin flash 5) кадр, который показывают очень короткое время 6) быстрое размахивание флагом (тип сигнала) 7) кайф (у ряда наркотиков, наступающий мгновенно после их принятия) 8) нарукавная нашивка (указывающая род войск) n 1) a sudden burst of light or flame, as a flash of light, a flash of lightning 2) "a short, sudden feeling or an outburst of mental brilliance, as a flash of hope (merriment  оживление, wit, inspiration, etc.) 3) a moment; an instant, as in a flash

flash-light сигнальный огонь; проблесковый свет, мигающий свет n 1) a light that flashes (e.g. as in a lighthouse) 2) a small electric light or torch  фонарик.

Flashback короткий ретроспективный эпизод, "обратный кадр" (прерывание хронологического повествования серией кадров, относящихся к более ранним событиям) n (cinemat.) recapitulation of an earlier scene, e.g. His character emerges through a set of flashbacks that show him as a boy and then as a young man.

flashy вульгарный, крикливый; бросающийся в глаза a brilliant or smart on the surface but really poor  or worthless, as flashy jewelry, clothes, etc.

Word Discrimination: to flash, to glitter, to twinkle, to flicker.

Flash implies a sudden outburst of light or a sudden display of something that brilliantly reflects light.

Glitter refers to an unsteady emission of light caused by the reflection on transparent or bright bodies, thus a diamond glitters by the reflection of the light on it. A person's eyes may be said to glitter with fever, wickedness, greed, cunning, etc.

Twinkle suggests soft, faint and intermittent flashing, as the twinkling of the stars. A person's eyes may be said to twinkle with amusement.

Flicker suggests a light moving with an unsteady and swift motion, swaying шатаясь because of a sudden disturbance in the air, as the flicker of a candle.

      Flash подразумевает вспышки света или внезапное проявление того, что ярко отражает свет.
    Glitter относится к нерегулярному излучению света, вызванного отражением на прозрачных или ярких телах, так, бриллиант блестит, отражая падающий на него свет. Глаза человека, можно сказать, блестят в лихорадке,  сверкают от злобы, жадности, хитрости и т.д.
    Twinkle предполагает свет мягкий, слабый и прерывистый мигающий, как мерцание звёзд. Глаза человека, можно сказать, сверкают от изумления.
    Flicker предполагает свет, движущихся с неравномерным и стремительным движением, колеблясь из-за внезапного дуновения воздуха, например, мерцание свечи.

squeeze 1) а) сжимать; сдавливать; стискивать б) = squeeze out выжимать; выдавливать 2) = squeeze out (squeeze out of / from) вымогать, выжимать (что-л. из кого-л 3) вызывать экономические или финансовые трудности 4) = squeeze in а) втискивать; впихивать; пропихивать б) втискиваться; протискиваться; пропихиваться 5) делать оттиск (монеты и т. п.) 6) приближаться к какому-л. возрасту vt/i 1) press hard, as to squeeze a person's hand 2) press in order to get the liquid out; get out by pressing, as to squeeze

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a lemon dry 3) pack tightly, e.g. He squeezed a lot of things into his suitcase. 4) press, push or force (one's way), as to squeeze (one's way) through a crowd, past somebody, e.g. Can I squeeze in?

squeeze 1) а) сжатие; прессование; сдавливание б) пожатие в) объятие г) теснота, давка 2) то, что получается в результате надавливания, сдавливания а) выдавленный сок б) оттиск (статьи, монеты и т. п.) в) толпа, толчея (людей) 3) давление, принуждение; вымогательство; шантаж 4) а) ; = tight squeeze тяжёлое положение; затруднение n the state of being close together as in a crowd, e.g. We all got in, but it was a (tight) squeeze, a close (narrow, tight) squeeze опасное, рискованное положение, опасность, которую едва удалось избежать, почти неизбежная гибель; ≈ на волосок от гибели; a difficult or dangerous position

5. obscure  1) непонятный; невразумительный, неясный 2) неизвестный; малоизвестный 3) тёмный, слабо освещённый, тусклый; мрачный 4) неопределённый, неотчётливый, неясный, смутный 5) глухой, уединённый, удалённый 6) тусклый, выцветший (о красках) 1) not easily seen; not clear or distinct; dark or dim; as an obscure view 2) difficult to understand; not clear to the mind, as an obscure poem 3) not well known, as an obscure village. Syn. dim, vague.

obscurely  1) темно, мрачно 2) с тёмным оттенком, тёмного цвета; тускло 3) неясно, неотчётливо 4) непонятно; смутно, неясно 5) незаметно, неприметно adv. e.g. She realized obscurely that he had told her the story to annoy her.

obscurity  1) а) неизвестность, безвестность; незаметность б) неизвестный человек, тёмная лошадка 2) непонятность, неясность (выражения) 3) мрак; темнота, тьма темнота n the state or quality of being obscure, e.g. He is content to live in obscurity.

obscure  1) непонятный; невразумительный, неясный 2) неизвестный; малоизвестный 3) тёмный, слабо освещённый, тусклый; мрачный 4) неопределённый, неотчётливый, неясный, смутный vt darken; hide from view, e.g. The moon was obscured by the clouds.

Word Discrimination: dim 1) тусклый, неяркий; слабый 2) полутёмный dim roomполутёмная комната 3) неясный, неотчётливый, смутный 4) матовый, тусклый (о цвете), obscure, vague, obscure тёмный, слабо освещённый, тусклый; мрачный, неопределённый, неотчётливый, неясный, смутный, vague неопределённый, неясный, смутный; неуловимый.

Dim expresses a degree of darkness, it suggests just so much darkness that the things before one cannot be seen clearly.

Obscure is now more often used in its figurative sense (denoting something the true meaning of which is not understandable) than in its literal sense, but it is still employed when there is a suggestion of darkening by covering, concealment, overshadowing, e.g. The strange object looked obscure through the deep water.

Vague in its physical application denotes smth. which is lacking in distinct outlines, as the vague shape of a building or a tree in the distance.

Vague in its non-physical sense means knowledge, an idea, statement, answer, feeling, etc. lacking in clear definition either because it is too general or because it is not formulated clearly enough, e.g. He had got used to connecting her with a vague sense of the future.

We may have only a dim recollection of the appearance of a house, and only a vague idea of the district in which it is situated. A writer's ideas may be so vague as to tend to become obscure to most of the readers.

    Dim выражает степень неясности: подразумевается так много неясности,  что сущность не может быть понята.

   Obscure в настоящее время более часто используется в переносном смысле (обозначая что-то, истинное значение которого не понятно), чем в его буквальном смысле, но оно всё ещё используется, когда есть намёк на неясность, прикрытие, сокрытие, затенение, например, The strange object looked obscure through the deep water.

    Vague в нематериальном смысле обозначает  знание, идею, утверждение, ответ, чувство, и т.д. которым не хватает чёткого определения потому, что они являются слишком общими или поскольку они не сформулированы достаточно чётко, например, He had got used to connecting her with a vague sense of the future.
У нас могут быть только смутные dim воспоминания о том, как дом выглядит, и только смутное vague представление о местности, в которой он находится. Идеи писателя могут быть настолько нечёткими vague, что становятся неясными для большинства читателей.

6. risk 1) рисковать (чем-л.) 2) отваживаться (на что-л.) vt 1) expose  подвергать to the possibility of injury, loss, etc., as to risk one's neck (head, life), health, fortune, etc. 2) take the chances of, be in danger of; be willing to accept the result of (+ noun or gerund), as to risk failure, to risk being caught

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risk 1) а) опасность, угроза б) риск 2) объект риска (о человеке) n possibility or likelihood of meeting danger or injury, suffering, loss, etc.; an instance of this, e.g. There is no risk of your catching cold if you wear warm clothes, ran risks идти на определенный риск, a risk, the risk (often of + gerund) expose  oneself or be exposed to bad consequences, loss, etc., e.g. He didn't realize that he was running the risk of being captured by the enemy. If she fails one more exam, she runs the risk of being expelled, take risks брать на себя риск, a risk, the risk of deliberately  expose oneself to danger, etc., e.g. He was a man who had made decisions and taken risks, at one's own risk на свой страх и риск accepting responsibility, e.g. Remember, if you join the expedition, you do it at your own risk.

risky a containing risk, dangerous, e.g. It was risky for the boys to go straight into the swamp  болото.

Note. Bear it in mind that unlike the Russian verb «рисковать» the verb to risk is never used without an object. Thus, when speaking of a definite situation, as «Было трудно, но я решил рискнуть» we shall say either "I decided to risk it" or "I decided to take the risk". In a more general situation as «Я люблю рисковать» we shall say "I like taking risks".

        Имейте в виду, что в отличие от русского глагола «рисковать» глагола to risk никогда не используется без объекта. Таким образом, когда речь идет о конкретной ситуации, как «Было трудно, но я решил рискнуть» мы скажем, либо "I decided to risk it", или "I decided to take the risk". В более общей ситуации, как «Я люблю рисковать» мы скажем "I like taking risks".

7. tempt 1) соблазнять, искушать; прельщать, привлекать, притягивать 2) уговаривать, склонять; соблазнять, убеждать, увещевать vt 1) persuade  to do smth. wrong, e. g. No matter what you promise the boy, you'll hardly tempt him to betray his friends. 2) attract so as to make smb. do smth., e.g. It was no use offering him the book: nothing would tempt him to read poetry.

temptation 1) искушение, соблазн 2) приманка n (both in good and bad senses), e. g. Clever advertisements are temptations to spend money. The sight of the purse on the table was a strong temptation to the thief. He could hardly resist the temptation of going there again.

tempting 1) заманчивый, привлекательный, соблазнительный 2) искушающий, соблазняющий a attractive , as a tempting offer, a tempting apple, etc.

8. fancy 1) очень хотеть, страстно желать 2) воображать, представлять себе 3) думать, считать, предполагать 4) а) воображать, видеть себя (кем-л., в каком-л. положении) б) (fancy oneself) быть о себе (неоправданно) высокого мнения, воображать 5) ставить на какую-л. лошадь, считать какую-л. лошадь фаворитом (на скачках) 6) испытывать симпатию, любить 7) заниматься селекцией, улучшать породу vt 1) imagine, suppose, e.g. Can you fancy me as a teacher? 2) be under the impression that; be inclined to suppose (though not feeling certain), e.g. He fancied (that) he heard footsteps behind him. 3) like (+ поил or gerund), e.g. I don't fancy going there. 4) be lieve without sufficient  достаточный reason, e.g. He fancies that he can succeed without working hard. 5) expressing surprise (in exclamatory sentences), e.g. Fancy doing that! Fancy her saying such a thing! Just fancy! Fancy that, now!

fancy 1) иллюзия; галлюцинация 2) воображение, фантазия; мысленный образ 3) каприз, прихоть, причуда 4) фантазия, чушь, заблуждение, наваждение 5) склонность, вкус к чему-л., пристрастие; любимая тема, область, "конёк"; вкус; понимание тонкостей 6) (the fancy) коллекционеры, любители, энтузиасты; болельщики 7) (the fancy) бокс, искусство кулачного боя 8) изобретение, придумка n 1) the power of calling up things to the mind, e.g. He has a lively fancy. 2) smth. imagined, e.g. I have a fancy (a vague idea) that he will arrive late. 3) a liking; take a fancy to (a person or thing) 1) полюбить, влюбиться, увлечься, привязаться 2) ≈ взбрести в голову become fond of, e.g. The child took quite a fancy to her. take (catch) a person's fancy прийтись во вкусу please or attract him, e.g. The new comedy took the fancy of the public.

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9. turn 1) а) вращение, вращательное движение, круговое движение 2) поворачивание, изменение направления 3) отклонение (от предыдущего курса) 4) а) поворот, вираж б) разворот в) изгиб (дороги) ; излучина (реки) 5) поворотный пункт 6) (рабочая) смена 7) короткий период деятельности 8) короткая прогулка, поездка 9) перемена; изменение (состояния) 10) начало нового этапа 11) очередь, хвост 12) очередной номер программы, выход; интермедия, сценка 13) а) склад (характера) б) склонность (к чему-л.) в) стиль, манера, отличительная черта 14) а) нервное потрясение, шок б) приступ, припадок turn of angerприпадок гнева 15) а) строение, форма б) оборот, построение (фразы) 16) а) ценуроз, вертячка овец б) овца, больная ценурозом 17) механизм, совершающий вращательные движения а) лебёдка, ворот в) токарный станок 18) (turns) менструации 19) марашка n 1) the act of turning; a turning movement, as a few turns of the handle; a turn to the right; done to a turn зажаренный, поджаренный как раз в меру (of food) cooked just enough, neither underdone nor overdone 2) a change in condition, e.g. The weather took a turn for the better (worse). 3) a time, occasion or opportunity for doing something, esp. something done by a number of people one after the other, e.g. It's your turn to read now. in turn по очереди one after another; out of turn вне очереди out of turn not in the usual order; before or after the time appointed or usual, e.g. You mustn't speak out of (your) turn. There was a long queue at the box-office but he cut out of turn, take turns делать что-л. поочерёдно, чередоваться, сменяться work alternatively, e.g. We shall take turns at looking after the child, 4) an action re garded as affecting someone, e.g. He once did me a good (bad) turn (i.e. a service, disservice). One good turn deserves another (i.e. if you help me I should help you in return). 5) a tendency or disposition; a cast of mind; an aptitude, e.g. He is of a mechanical turn (i.e. interested in, clever at using machinery). He has a gloomy turn of mind. 6) (coll.) a shock; an unpleasant surprise, e.g. The news gave me quite a turn.

10. dissolve [di'zolv] 1) растворять, таять 2) растворяться, исчезать 3) разлагать 4) разлагаться 5) ликвидировать (дело, предприятие) ; распускать (партию, парламент 6) аннулировать, отменять 7) разрушать, уничтожать 8) растворяться, тонуть (в слезах, горе) 9) наплывать, давать наплывом vt/i 1) change or cause to change from a solid to a liquid state (c/. melt плавиться which implies the use of heat), e.g. Sugar dissolves in water. Dissolve the salt in water. Note: The mixture that results from such a process is called solution (as a so lution of salt and water). 2) break up, put an end to, as to dissolve a marriage, a business partnership, parliament (before a general election) 3) fade away; vanish gradually from sight, e.g. The view dissolved in mist.

dissoluble [di'soljubl] 1) разложимый, разлагаемый (на элементы, атомы) 2) растворимый (в жидкости) 3) расчленимый 4) развязываемый, открепляемый, разъединяемый (о цепи, узле и пр. связанных вещах) 5) расторжимый (о договоре, браке, союзе) a that maybe dissolved, e.g. The Catholic Church says that no marriage is dissoluble. Ant. Indissoluble  нерастворимый, неразрушимый.

dissolution [disa'lujn] 1) таяние снега, льда; переход из твёрдого в жидкое (любых других веществ) 2) растворение, разложение на составляющие 3) распад, разложение 4) распад (государства, империи) 5) конец, смерть; исчезновение, вымирание; увядание 6) распад, моральное разложение; развязность, вседозволенность 7) роспуск (парламента, партии) ; расформирование (воинской части) 8) ; дисфункция, дегенерация 9) отмена, аннулирование; расторжение (договора, брака) 10) ; ликвидация (предприятия) 11) ; раствор 1) the resolution or separation into component parts; ...>> dissolution , ликвидация (юридическое прекращение деятельности компании, товарищества или иного ...>> n breaking up or separating, as the dissolution of marriage (of a partnership)

11. smash 1) = smash up а) разбивать; крушить; б) разбиваться; крушиться; ломаться 2) а) наносить сильный удар, ударять (чем-л. по чему-л б) ударяться; врезаться 3) обанкротиться 4) разбить, разгромить (врага, теорию) Syn: defeat , destroy 5) ударять по мячу сверху вниз, гасить (в теннисе) 1) break something to pieces with noise, e.g. The boy smashed a window with a stone. 2) be broken to pieces, e.g. The dishes smashed as the tray upset. 3) defeat поражение utterly as to smash an enemy's attack 4) rush violently-into, e.g. The car smashed into a wall.

smash 1) шум, грохот (при падении) 2) а) = smash-up крушение; столкновение б) банкротство 3) а) огромный успех, триумф б) = smash hit пьеса, фильм, песня, пользующиеся большим кассовым успехом 4) а) сокрушительный удар, сильный удар б) удар по мячу сверху вниз, смэш (в теннисе) 5) алкогольный напиток, изготовляющийся из воды, сахара, мяты с добавлением льда n 1) the act and noise of something breaking to pieces, e.g. We heard a smash as the other motor-car hit ours. 2) crushing defeat, disaster, destruction, e.g. A big bank failed and many businesses were ruined in the smash that followed.

12. fake 1) (fake up) подделывать, фальсифицировать, фабриковать 2) прикидываться, притворяться 3) финтить 4) импровизировать (о джазовых музыкантах) 5) грабить, убивать (often with 'up') vt to make up, to seem right or true, e.g. The whole story had been faked  up. Syn. forge.

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Word Discrimination: fake, forge фальсифицировать, обманывать, подделывать (документы, печати, подписи и т. д.).

Fake differs from forge in not necessarily implying a criminal purpose, e.g. He faked  a story to amuse his friends. But He faked an old manuscript to sell it for a large sum of money.

Forge always implies a criminal purpose (to forge a cheque, a signature, a banknote, etc.).

Fake отличается от forge тем, что оно не обязательно подразумевает преступные цели, например, He faked a story to amuse his friends. НоHe faked an old manuscript to sell it for a large sum of money.

Forge всегда подразумевает преступную цель (подделать чек, подпись, банкноты и др.).

forgery  подделка, подлог, фальсификация, фальшивка n, forger а) фальшивомонетчик Syn: coiner , counterfeiter б) тот, кто подделывает документы, подписи и т. п. в) выдумщик (выдумывающий разные небылицы, сказки) n

fake 1) хитрость, обман, мошенничество 2) подделка; подлог, фальшивка 3) обманщик, мошенник, шарлатан n 1) a worthless thing that is represented as being smth. it is not; maybe used attributively, as a fake picture 2) a person that represents himself as someone he is not. Syn. fraud.

Fake differs from fraud притворщик; обманщик, мошенник, плут, жулик in not necessarily implying dishonesty, for a fake may be a joke, or a theatrical device (e.g. Actors use fakes instead of real swords ), or it maybe dishonesty (e.g. This testimony is clearly a fake).

Fraud always refers to wilful deception and dishonesty (e.g. He got money by fraud) or to a person who cheats or a thing that deceives (e.g. This hair-restorer is a fraud, I'm as bald as ever I was!).

Fake отличается от fraud в том, что не обязательно подразумевает мошенничество, поэтому fake может быть шуткой, или театральным приёмом (например, актеры используют fakes, а не настоящими мечами), или это может быть мошенничество (например Это свидетельство явно поддельной).
Мошенничество всегда относится к умышленным обманом и нечестностью (например, он получил деньги, мошенничество) или лицу, который обманывает или вещь, которая вводит в заблуждение (например, This testimony is clearly a fake).

Word Combinations and Phrases

to (be) hung with portraits (pictures, photos, etc.) быть обвешанным…; to be too funny for  sink into stillness (silence)           words (coll.) быть необычайно смешным (приятным и т. п.); погрузиться в тишину                                                           to be cut short быть прерванным

to be (un)accustomed to smth.                            (be) moved by pity движимый состраданием;

(to doing smth., to do smth.)                                                 to put up with smth примиряться с

быть (не) приученным к…;                          to have command  of smth. (a feeling, a

                                                                 reply, a subject, etc.)  иметь власть надовладеть

EXERCISES

  1.  a) Listen to the recording of Text Three and mark the stresses and tunes.
    b| Repeat the text in the intervals after the model.
  2.  Consult a dictionary, transcribe the following words and practise their pronunciation:

Marble  мраморный, luxury , voluptuous  чувственное, obscurity  темнота, inquiry  расследование, следствие, apron  авансцена, confidently  уверенно, доверительно, gaiety  dtc`kjcnm, chorus , partition  раздел, разделение, chocolate, uniform , diagonally  по диагонали, oblong  продолговатость, gallery, amphitheatre , radiance  сияние, exit , bowl, dissolve  наплыв, record , automobile , vibrant  вибрирующий, metallic , yolk  желток, dynamite , dialogue, contemptuous  презрительный, silhouetted  вырисовывающиеся, abject  жалкий

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3. Practise the pronunciation of the following compound words paying attention to stresses:

'tea-spoon, 'bull's-eye, 'dress .circle, 'background, 'pot-plants, 'stage ,apron  авансцена, 'rapid-'fire, 'heart-.searing, 'heart-throbs, 'thrill-'thirsty, 'heart-string(s), 'water-butt, 'mix-'up, 'hard-'worked, a 'hard-worked 'dog, 'black 'eye

4. Read the following word combinations paying attention to the phonetic phenomena of connected speech (assimilation, linking "r", lateral and nasal plosions, loss of plosion):

a short marble  мраморная staircase  лестница; in the dim region  в тусклом царстве; here and there; you're a swell отличный kid; a murmur приглушённый шум голосов in the audience; stood back to let them squeeze протиснуться; surveyed  осмотрела the dim amphitheater; in the hope of; some of their acquaintances  знакомых; in the dress circle бельэтаж; she noted that the cinema; on the white background; it isn't the big picture; no further inquiries; a shower of small stars; filled the whole screen; sent thrills down the spine; packed with heart-throbs; in this tale of thrill-thirsty young bloods; in the mightiest drama ; then the eggs tumbled; he squeezed протиснулся that yolk  желток; and then the lean chap

  1.  Read the following sentences out loud; beginning with "Back in this dim region of luxury...", "Out of a door marked "Circle"..." and "Down swung a looped curtain...". Beat the time and observe all phonetic phenomena of connected speech. Use proper intonation patterns.
  2.   Study the following proverbs, a) Translate them into Russian or supply their Russian equivalents, b) Practise their reading paying attention to the sound .{ai] and the intonation; beat the time:

1. Beauty lies in lover's eyes. Не красивая красива, а любимая. Не по-хорошу мил, а по-милу хорош. 2. A stitch in time saves nine. То, что делается своевременно, экономит много труда впоследствии. 3. Once bitten, twice shy. Пуганая ворона куста боится. 4. Let bygones be bygones. Кто старое помянет, тому глаз вон. 5. Out of sight, out of mind. С глаз долой - из сердца вон. 6. Velvet paws hide velvet claws. Бархатные лапки скрывают острые когти. 7. Salt water and absence wash away love. Любовь пропадает во время долгого плавания. 8. Time and tide wait for no man. Время не ждёт. 9. Idleness rusts the mind. Труд человека кормит, а лень портит. 

7. Read the text and consider its following aspects, a) Comment upon the choice of words:

in this dim region of luxury  (why not "dark"?); a trim girl... silently emerged, glanced at the tickets, and admitted them (why not "silently appeared , looked at the tickets, and let them in"); several faces glared at them (whynot "looked"?).

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  1.  Point out formal (learned) words and colloquialisms in the first three paragraphs. Explain how their use is motivated by the nature of the context in which they occur.
  2.  Explain:

treading  ступая without sound on a rich carpet... that yielded  пружинил like springing пружинистый turf  дёрн; a hot darkness... speared diagonally  by a shaft  лучом of white light; in this dim region  of luxury , quite still except for the soft whirring  жужжания of fans  вентиляторов; a draped girl swam into view; the curtain  rattled back; it was a rapid-fire drama ; it was a heart-searing tale; supercharged automobiles; it was... packed with heart-throbs, tingling with reality, vibrant  вибрирующий  with от love and hate; thrill-thirsty young bloods; what a mix-up; perhaps they faked  симулировали some of it; talk about Peter Pan; the retort  возражение shaped itself and was uttered before she had command  власть of it

  1.  Select from the first three paragraphs sentences through which the author, by implication, introduces the reader into the relations between Rosa and Andrew. What can be deduced about their relations?
  2.  Make a thorough stylistic analysis of the extract describing the advertise ment film. Which elements strike you as particularly effective and why? Exemplify the author's use of vivid stylistic devices. Comment on the syntax of the extract. How is the description arranged from the point of view of tempo? What is the author's attitude to the described film? (Prove your point.)

f) Comment on Andrew's words "Not much good, I expect" in relation to the preceding paragraph. What change in the atmosphere is created by the words?

g) Make a thorough stylistic analysis of the description of the "big" picture. Compare it with the description of the advertisement film. What is the difference in the treatment and style?

h) Point out passages given in non-personal direct speech. What is the effect achieved?

  1.  Copy out from Text Three the sentences containing the word combinations and phrases given above and translate them into Russian.
  2.  Paraphrase the following sentences using the word combinations and phrases:

1. His words were interrupted by a strange noise coming from the next room. –His words were cut short by a strange noise coming from the next room. 2. She knows French pretty well.She has command French pretty well. 3. Coloured photos hung on the walls.The walls were hung with coloured photos. 4. We found the film indescribably funny.We found the film too funny for words. 5. I resent this state of things and am going to put an end to it. –I resent this state of things and am going to cut it short. (I resent this state of things and am not going to put up with it). 6. They were used to seeing a lot of him. They put up with him. 7. The noise in the room ceased перестал. The room sank into stillness. 8. She was sorry for Tom and decided to help him. She was moved by pity for Tom and decided to help him.

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  1.  Compose two dialogues using the word combinations and phrases. Mind the intonation patterns in the stimuli and responses to convey proper attitudes.
  2.  Translate the following sentences into English using the word combinations and phrases:

1. До чего смешной рассказ, правда?К сожалению, я не разделяю твоего мнения. This story is too funny for words, isn’t it? Unfortunately, I do not share your opinion. 2. Ваш сын в совершенстве владеет немецким языком. Мне приятно это слышать. Your son has command with of German. - I am pleased to hear that. 3. Фасад театра был увешан афишами. The front of the theater was hung with playbills. 4. Оратора прервали, и следующего оратора тоже никто не захотел слушать. The speaker was cut short, and nobody wanted to listen to the next speaker. 5. Я больше не намерен мириться с этим! I'm not going to put up with it anymore! 6. Он не привык к этому климату, не мог приспособиться к нестерпимому зною. He was not accustomed to this climate, could not adapt to the unbearable heat. 7. Он кончил говорить, и в зале воцарилась тишина. He had finished speaking, and the hall sank into silence. 8. Движимый жалостью, он взял ребенка на руки и стал ему что-то рассказывать в надежде успокоить его. Moved by pity, he took the child in his arms and began to talk him something to in the hope to calm him.

    12. Answer the following questions:

1. What was the salon  гостиная like? 2. In what part of the hall did Andrew and Rosa  have seats and how did they reach them? 3. What did Andrew promise himself? 4. Describe in detail the way the film "Mothers of Broadway" was advertized. 5. Describe "the big picture" and the impression it made on Andrew and on Rosa. Which of them do you think was right? Motivate  your opinion. 6. What did Rosa  think of Andrew? 7. How did Andrew react to Rosa not liking the film? 8. Why did Rosa fail to reply with gentleness?

  1.  Study the vocabulary notes and translate the examples into Russian.
  2.  Translate the following sentences paying attention to the words and word combinations in italics:

A. 1. The room had changed as if something sinister had been removed from it; something which dimmed the lights, something which threatened him. Комната изменилась, как если бы что-то зловещее было удалено из неё; то, что делало освещение тусклым, то, что угрожало ему. 2. The centre of the lake was glittering, but along the edge the green banks could be seen reflected and the blue sky, the colours clear yet strangely altered into the colours of a dimmer and more obscure world. Центр озера сверкал, но по кромке было видно отражение зелёных берегов и голубого неба, краски, ещё светлые, странно переменялись в цвета тусклого и более тёмного мира. 3. The folds around his mouth seemed to express eternal disgust. Складки вокруг рта, казалось, выражали вечное отвращение. 4. The author unfolded all the historic events of which his hero could have been a witness. Автор раскрыл все исторические события, свидетелем которых мог быть его герой. 5. The instant flashed and was gone. Момент мелькнул и прошёл. 6. Ever so carefully he placed his hands on the table, fingers interlaced, an artificial diamond flashing on his little finger. С неизменной тщательностью он положил руки на стол, с переплетёнными пальцами, и с мерцающим искусственным алмазом на мизинце. 7. Bending forward,

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Ernest turned round and flashed his spectacles at Bob who was studying the programme. Наклонясь вперёд, Эрнест обернулся и сверкнул очками на Боба, который изучал программу. 8. The pitch darkness squeezed Bart from all sides. "You promised...," whispered Charley, giving him a slight squeeze on the elbow. Кромешная тьма сжимала Барта со всех сторон. «Ты обещал ...», прошептал Чарли, слегка сжав ему локоть. 9. "Well, in eight hours or so we shall be there," he said, squeezing shut the lid of his watch. «Ну, в восемь часов или около того мы будем там», сказал он, и, надавив на крышку часов, закрыл её. 10. The measures taken to ease the money squeeze in the USA have not been successful so far. Меры, принимаемые, чтобы решить проблему недостатка денег в США не увенчались успехом до сих пор. 11. The lorry would have been better for the trip, as the load would have a tight squeeze in the small car. Грузовик сгодился бы лучше для поездки, так как груз пришлось бы плотно сжать в небольшом автомобиле. 12. She looked at the stage with a furrow between her brows, seeing nothing, her hands squeezed together in her lap. Она смотрела на сцену, морщиня брови, не видя ничего, с руками, сжатыми  на коленях. 13. An old lady who has for some obscure reason begged me not to divulge her name, happened to show me the diary she had kept in the past. Случилось так, что старушка которая по непонятным причинам просила не разглашать её имя, показала мне дневник, который она вела в прошлом. 14. He was a noisy robust little man with a gleam of real talent concealed in the obscurit ot his verse. Он был шумливым крепким маленьким человечком с проблеском настоящего таланта, таившегося в неизвестности скрывавшегося в тени его стихов. 15. The curtains were drawn back and the window-pane behind her displayed a huge frost picture which obscured the dim morning light, so that it was quite dark in the room. Занавески были одёрнуты назад и оконное стекло позади неё отображало огромную морозную картину, затемнённое в тусклом свете утра, так что в комнате было совсем темно. 16. The learning we received only tended to obscure our vision. Познания, полученные нами, лишь затуманили наши представления. 17. The children took the risk of getting into old Mr. Radley's garden.  Дети рискнули забраться в сад старого мистера Рэдли. 18. By concealing the truth you are running a serious risk of being suspected. Утаивая правду вы серьезно рискуете попасть под подозрение. 19. He took off his gasmask, sniffed and decided to risk leaving the mask off. 19. Он снял противогаз, вдохнул носом и решил рискнуть остаться без маски.
B. 1. The boat had the tempting look that small rowing boats have, but Dora resisted the temptation to get into it and glide upon the glittering lake. Лодка имела тот заманчивый вид, что имеют небольшие гребные лодки, но Дора не поддалась искушению залезть в неё и скользить по сверкающему озеру. 2. His sister ran away from home with an actor who happened to be playing in Kansas City and who took a passing fancy to her. Его сестра сбежала из дома с актером, который, так случилось, играл в Канзас-Сити и мимолетно увлёкся ею. 3. The old quartet has broken up but sometimes they come together again for TV, records, concerts and anything that takes their fancy. Старый квартет распался, но иногда они снова объединяются вместе для телевидения, записей, концертов и всего, что им нравится. 4. The turn of the conversation had upset Mark; he did not like to hear Pete talking like this. То, как повернулся разговор, расстроило Марка, он не хотел слышать Пита, говорящего подобные вещи. 5. She said she would leave him for a while and earn her own living. When things took a turn for the better she would join him again. Она сказала, что она уйдет от него на некоторое время, чтобы заработать себе на жизнь. Когда дело примет поворот к лучшему, она вернётся к нему снова. 6. He is an old chum of mine, and feels my pulse, and looks at my tongue, and talks about the weather, all for nothing, when I fancy I'm ill; so I thought I would do him a good turn by going to him now. Онодин из моих старых приятелей, и щупает мой пульс, и проверяет мой язык, и говорит о погоде, всё впустую, когда я воображаю, что я больна, поэтому я подумала, я оказала бы ему  хорошую услугу, пойдя к нему сейчас. 7. Haven't you a turn for something? What about literature, art and so forth? У Вас есть какие-то способности? Как насчет литературы, искусства и так далее? 8. What was she afraid of here which made her dream vaguely of an escape, rescue, a shock which would dissolve barriers? Что её тут страшило, заставляя смутно мечтать о побеге, о спасении, о шоке, который растворил бы барьеры? 9. The president called for the student union to be dissolved. Председатель призвал к роспуску студенческого союза. 10. Though scrupulously clean, the room appeared dusty, as if the walls were dissolving into powder. Хотя и досконально вычищенная, комната казалась пыльной, как будто стены обращались в порошок. 11. There was trouble here at the time of the dissolution of the monasteries and that bridge was destroyed. Здесь были беспорядки, во время, когда ликвидировали монастыри, и этот мост был разрушен. 12. Girls of her type do not smash a man's life, they build it. Девушки её типа не разрушают жизнь мужчины, они её создают.13. He smashed the ball into the net through the goalkeeper's

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upflung hands. Он забил мяч в сетку ударом сверху вниз через брошенные вверх руки вратаря. 14. Most of the wall and the towers of the city are faked поддельные, but the restoration is wonderful. Большинство стены и башен города поддельные, но реконструкция - прекрасна. 15. The innocence of their converse had been a fake. Невинность их беседы была обманом 16. This play and other Shakespearean discoveries were soon revealed to be fakes. Эта пьеса и другие шекспировские открытия вскоре были разоблачены, как фальсификация.17. A town councillor was charged with forging votes in his favour. Член городского совета был обвинён в  фальсификации голосования в его пользу. 18. A wealthy banker, a man respected by all, he was arrested one day on a charge of fraud. Состоятельный банкир, человек, уважаемый всеми, он был арестован однажды по обвинению в мошенничестве.

15. Paraphrase the following sentences using your active vocabulary:

1. By doing this he put his health at stake. By doing this he risks his health. 2. He embraced his little daughter and his eyes became brilliant with joy.He squeezed his little daughter and joy flashed in his eyes. 3. He has let me down. –He has done me a bad turn. 4. The literary critic found that the young poet's verses lacked clarity.The literary critic found that the young poet's verses were vague. 5. I have written to him twice, now you should do it.I have written to him twofold, now you should do it. 6. He was sitting with his arms crossed on his chest.He set folding his arms on his chest. 7. The motorbike moved past at great speed. –The motorbike flashed at great speed. 8. I don't believe his story, he is lying.I don't believe his vague story. 9. What you intend to do is rather dangerous. What you intend to do is rather risky. 10. The attraction was too strong for him to resist it. The temptation was too strong for him to resist it. 11. I'm rather to suppose that he has told her all about it.I rather fancy to suppose that he has told her all about it. 12. He smiled warmly and pressed my hand hard, which rather surprised me as I knew he didn't like me.He smiled warmly and gave me a squeeze of the hand, which rather surprised me as I knew he didn't like me. 13. Kindness ought to be repaid by kindness. –One shall take turns at doing good. 14. The doctor didn't allow her to eat tomatoes, but this one looked so attractive that she decided to have it. –The doctor didn't allow her to eat tomatoes, but this one looked so tempting that she decided to have it. 15. How many dresses can you stuff into this small suitcase? You must, at least, double them carefully, or they'll be in a mess! –How many dresses can you squeeze into this small suitcase? You must, at least, fold them carefully, or they'll be in a mess! 16. They defeated the enemy forces utterly.They smashed the enemy forces utterly. 17. How could she have said such a thing? –How could she risk to say such a thing?  18. They are going to be divorced.They risked to be divorced 19. The lights in the hall went down.The lights in the hall dimmed. 20. I can't say I have a clear idea about it.I have a vague idea about it.

    16. Fill in the blanks with the right word:

flash, glitter, twinkle, flicker

flash а) сверкать, вспыхивать; искрить, рассыпаться искрами б) давать отблески, отражать; мгновенно появиться, вспомниться; осенить, прийти в голову, блеснуть (о догадке) Glitter 1) блестеть, сверкать 2) блистать, twinkle блестеть, сверкать,мигать, flicker мерцать ; сверкать; мигать

    Flash подразумевает вспышки света или внезапное проявление того, что ярко отражает свет.
    Glitter относится к нерегулярному излучению света, вызванного отражением на прозрачных или ярких телах, так, бриллиант блестит, отражая падающий на него свет. Глаза человека, можно сказать, блестят в лихорадке,  сверкают от злобы, жадности, хитрости и т.д.
    Twinkle предполагает свет мягкий, слабый и прерывистый мигающий, как мерцание звёзд. Глаза человека, можно сказать, сверкают от изумления.
    Flicker предполагает свет, движущихся с неравномерным и стремительным движением, колеблясь из-за внезапного дуновения воздуха, например, мерцание свечи.

1. There were a lot of skaters on the flashing ice of the rink. 2. The lightning flashed and a clap of thunder followed. 3. He could hardly see her face in the flickering light of the candle. 4. There was no moon, the stars were twinkling. 5. She was dressed in her tweed overcoat, upon which snow glittered here and there. 6. The spires of the city flashed a little in the light as if faintly visible stars had alighted upon them. 7. He struck a match and held it up; his hand trembled and the flickering light went out. 8. He sped past a shrubbery, a lighted window flashed somewhere.

dim, vague, obscure

dim 1) тусклый, неяркий; слабый 2) полутёмный dim roomполутёмная комната 3) неясный, неотчётливый, смутный 4) матовый, тусклый (о цвете), obscure, vague, obscure тёмный, слабо освещённый, тусклый; мрачный, неопределённый, неотчётливый, неясный, смутный, vague неопределённый, неясный, смутный; неуловимый.

    Dim выражает степень неясности: подразумевается так много неясности,  что сущность не может быть понята.

   Obscure в настоящее время более часто используется в переносном смысле (обозначая что-то, истинное значение которого не понятно), чем в его буквальном смысле, но оно всё ещё используется, когда есть намёк на неясность, прикрытие, сокрытие, затенение, например, The strange object looked obscure through the deep water.

    Vague в нематериальном смысле обозначает  знание, идею, утверждение, ответ, чувство, и т.д. которым не хватает чёткого определения потому, что они являются слишком общими или поскольку они не сформулированы достаточно чётко, например, He had got used to connecting her with a vague sense of the future.
У нас могут быть только смутные dim воспоминания о том, как дом выглядит, и только смутное vague представление о местности, в которой он находится. Идеи писателя могут быть настолько нечёткими vague, что становятся неясными для большинства читателей.

    1. I can't say I know the play well, I have rather a vague idea about it. 2. In the dim light of an oil-lamp the contours of the things seemed obscure.

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3. "His verses lack clarity." "Yes, they are quite vague." 4. It happened such a long time ago, my recollections of the event are rather dim. 5. Muriel felt a vague uneasiness, but she had seen her father in such moods before. 6. Pattie was born in an obscure town in the centre of England.

17. Use your active vocabulary to make up a sentence in such a way as to provoke the given remark.

Model: "She was cut short in the middle of her speech!" "Fancy that, now!"

1. “He decided not to put up with the boss’new initiative."Risky, isn't it?" 2. “Peter is hung with  fandangles."Just fancy!" 3. “My father has command of Polish."Fancy him doing a thing like that!" 4. “She forged the signature of her father on the testament. "Why run unnecessary risks?" 5. “The wife proposed him turn to the court to dissolve their marriage."He was there in a flash!" 6. “He flashed past Olga without any salut."Nor did he give her as much as a nod!" 7. “Look at Jim. He folded the baby around. "Oh, he seems to have taken quite a fancy to little Pete." 8. “She squeezed her mother  to death. —"A tight squeeze, indeed!" 9. “Her wedding gown was glittering with artificial diamonds. —"Fancy that, now!" 10. “It is a very tempting story. —"Yes, it caught my fancy, you know."

    18. Translate the following sentences into English using the active vocabulary:

1. Он привык к славе, и ему тяжело было жить в безвестности, однако приходилось мириться с этим. He was accustomed to glory, and it was hard for him to live in obscurity, but had to put up with it. 2. Он усиленно старался вспомнить, куда он положил письмо, и, наконец, достал папку в надежде найти его там. He tried hard to remember where he put the letter, and finally took a folder in the hope of finding him there. 3. Автобус переполнен, вряд ли мы сможем в него втиснуться. The bus is crowded, it is doubtful whether we manage to squeeze into it. 4. Кажется, эта книга увлекла тебя. It seems that you take a fancy to this book. 5. Мне не нравятся эти складки. Они, кажется, вышли из моды. I do not like these folds. They seem to be out of date. 6. После одного оборота ключ застрял в замке. After one turn the key stuck in the lock. 7. Он кивнул мне и улыбнулся; его глаза весело блеснули. He gave me nod and smiled, his eyes glittered merrily. 8. «Твоя квартира мне не нравится, да и улица тоже», сказал я. Он, в свою очередь, заявил, что ему не нравится моя квартира. "I do like no your flat nor street" - I said. He said in turn that he did not like my flat. 9. Мне приятно слышать, что я понравился вашим родителям. Nice to hear that your parents took a fancy to me. 10. Он воображает, что сможет написать статью по-английски, но я сомневаюсь в этом, он не владеет языком. He fancies that he can write an article in English, but I have doubts about it, he hasn’t command of the language. 11. Я вдребезги разбила свою любимую чашку. Подумать только! I smashed up my favorite cup. - Just fancy! 12. Я признаю, что трудно было не поддаться искушению. I admit that it was hard to overcome temptations. 13. Он презрительно пожал плечами, словно говоря: «Ваше предложение не кажется мне соблазнительным. Я не желаю рисковать быть схваченным полицией». He shrugged his shoulders contemptuously, as if was saying: "Your offer does not tempt me. I do not want to run risks of being caught by the police." 14. Ему было приятно думать, что в этой глухой деревне он в безопасности; он устал рисковать. It was pleasant to him to think that he was safe in this remote village, he was tired of the risk. 15. Вчера я рассказал ему эту новость, а он, в свою очередь, решил рассказать ее Дику. Yesterday I told him the news, and he, in turn, decided to tell it to Dick. 16. Он не мог дать таких показаний! Это фальшивка! He could not give such evidences! This is a fake! 17. Когда она снова повернула к нему лицо, в ее глазах светилась радость. When she again turned her face to him, her eyes glittered with joy. 18. Эта

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поэма представляется мне малопонятной. This poem seems vague to me. 19. Вспыхнула спичка, осветив на мгновение белые стены комнаты и испуганные побледневшие лица. Match flashed, illuminating for a moment the white walls of the room and startled pale faces.20. Парламент был распущен, и новые выборы были назначены на сентябрь. Parliament was dissolved and new elections were scheduled for September. 21. В конце длинного темного коридора появился мерцающий огонек свечи. At the end of a long dim corridor flickering flame of a candle appeared 22. Что ты сидишь, сложа руки? Не пора ли взяться за дело? Why did you fold your hands? Isn’t it about time to get down to business? 23. Ты будешь это делать один? Нет, мы будем чередоваться. Are you going to do it by yourself? - No, we take turns. 24. Я не желаю рисковать своей головой ради человека, которого презираю. I do not want to risk my head for the sake of the man despised by me. 25. Я позвал его, и он тут же появился. I called him and he flashed. 26. Он не захотел рисковать, и она не испытывала к нему ничего, кроме презрения. He did not want to risk and she felt nothing for him but scorn. 27. Он оказался в тяжелом положении, и ему было приятно видеть, что мы хотим помочь ему, хотя это и значило идти на риск. He faced severe problems, and he was pleased to see that we want to help him, even though it meant to run risks. 28. Он промчался мимо на своем мотоцикле и даже не взглянул в мою сторону. Подумать только! He flashed past me on his motorcycle and even did not cast a glance at me. - Just fancy! 29. У кассы толпилось много народу, но он сумел получить билет без очереди. There was a squeeze round the box-office, but he managed to get a ticket out of turn. 30. Я никогда не забуду услугу, которую он мне оказал! I never forget the good turn he has done for me! 31. Погода меняется к лучшему. Да что ты! Мне кажется, вдали только что блеснула молния. Не выходи без плаща, а то ты рискуешь промокнуть. The weather is turning for the better. - Just fancy! It seems to me there was a flash of lightning far away just now. Do not go out without a coat, or you risk getting wet.32. Он улыбнулся ей ослепительной улыбкой. He smiled at her his flashing smile. 33. Множество звезд мерцало на небе, а луны не было видно: ее закрыло большое облако. A lot of stars twinkled in the sky and the moon was not visible: it was covered with a large cloud. 34. Ребятам было приятно кататься по гладкому сверкающему льду, они и понятия не имели, что рискуют провалиться в воду. The boys enjoyed gliding on the smooth glittering ice; they had no idea that they ran risk of sinking into the water.

  1.  Give the gist of Text Three.
  2.  Compose dialogues in the course of which:

  1.  Rosa and Andrew discuss the film. Rosa's impression of the film is not favourable, therefore she sounds categoric, irritated and impatient; to convey her attitudes use the intonation pattern "High Head + Lpw Fall". Andrew tries to soothe her, some times he is puzzled; make use of the intonation pattern "High Head + Low Rise".
  2.  Rosa describes her evening at the cinema to a friend of hers in a cool, reserved and dispassionate way; use the intonation pattern "(Low Head +) Low Fall" and "High Head + Low Fall"; her friend, on the contrary, is genuinely interested and encourages further conversation: the intonation pattern "High Fall" with preceding "Low Head" or "High Head" or "High Head + Low Rise" could be used.
  3.  Andrew shares his impressions with a friend of his. The former is deeply impressed by the film, therefore he sounds enthusiastic and lively; make use of theintonation patterns "Low Head + High Fall" or "High Head + High Fall". The latter is genuinely interested in Andrew's narration, and encourages further conversation; to convey his attitudes the intonation pattern "(Low Head +) Low Rise" and "High Head + Low Rise" should be used.

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21. Reread Text Three to discuss the following points of its style.

  1.  Into what distinct parts does the text fall? Give an appropriate and effective heading to each part. Comment on the variety  of stylistic treatments used for each part.
  2.  Is the author's attitude charged with humour or irony? Prove and illustrate your point.
  3.  What method of characterization does the author use? Give examples.
  4.  What is your opinion about the extract? Give it in a few well-motivated  sentences.

PROFESSION-ORIENTED QUESTIONS AND ACTIVITIES

I. Listen to your fellow-student's reading of Ex. 2, correct his mistakes.

II. Ask your fellow-student to read the compound words given in Ex. 3; ask him to beat the time if he makes mistakes in stresses.

  1.  Listen to your fellow-student's reading of Ex. 4: analyse his mistakes and ask him to correct them.
  2.  a) Make up a list of essential vocabulary and phrases to talk films, b) Prepare a "micro-lesson" to practise the vocabulary in dialogues and monologues. Use the following expressions of classroom English:

1. Don't be hasty! Think it over! 2. This is probably a good place to stop. 3. You don't seem to know anything except your Fes and No. 4. It sounds ambiguous. 5. Did you spot the difference in pronunciation? 6. That's it! 7. Yes, that sounds like English. 8. You shouldn't monologue on the subject. 9. You have done a good job of work-10.1 see you can't phrase it. 11. You speak too haltingly.

V. a) Define the value of good feature films in bringing up children, b) Make up a list of recent feature films of educational value that you would like to use for class discussions in senior forms, c) Suggest a few questions you might use to stimulate the discussion on some of them.

VI. Take up problem-solving situations 1-5 (See the Appendix). Discuss them in class.

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CONVERSATION AND DISCUSSION

CINEMA: ITS PAST, PRESENT AND FUTURE

Topical Vocabulary

accelerated  ускоренный a (- motion)

actor n (leading/character/supporting  второго состава-)

adventure film

animated cartoon 

audience n

camera n

cameraman  кинооператор n

cast распределять (роли) v (~ a film; - an actor for the part; to type/ - an actor)

close-up крупный план n

comedy n (satirical/lyrical -)

credits состав исполнителей n

crime film

crowd scene массовая сцена

dialogue n

direct ставить пьесу, спектакль, сцену, мизансцену, фильм v (to - a film/an actor)

director режиссёр, кинорежиссёр, постановщик n (film -)

documentary  n

dub дублировать v (dubbed film)

educational film учебный фильм

feature film художественный фильм (features coll.)

film n (syn. movies, pictures, flickers coll.)

film v (to - a book)

film-goer киноман, (заядлый) кинолюбитель, завсегдатай кинозалов n (syn. movie-goer)

flashback "стоп-кадр" n

make отснять фильм v (to - a film; syn. to release a film; film -ing; film -er)

message основная тема, идея n

montage  n

newsreel  кинохроника n (- footage ) длина плёнки или фильма в футах, метраж 2) отснятый материал)

part n (- of the film; two—film; syn. role; to play the - of)

performance  n (give a wonderful -; get a good ~ from the actors)

photograph  v

photography  фотографирование; фотография n (syn. camerawork)

producer  n

role n

science fiction film научная фантастика

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screen version экранизация, киноверсия (syn. screen adaptation)

screen test проба на роль, кинопроба

script сценарий n (~ writer)

serial сериал n

shoot фотографировать, снимать фильм v (to - a film/a scene; to - in sequence последовательно; to - on location)

short-length film короткометражный (кино)фильм (shorts coll.)

silent film немой фильм (silents coll. syn. mute film)

slow-motion замедленное воспроизведение n

slow-moving a (ant. fast-moving)

sound n (- track)

special effects (fire/sound/light effects)

star n (~dom а) положение звезды (особенно театра или кино) б) собир. звёзды (театра, кино и т. п.)n);

star играть главные роли, выступать в главных ролях v

thriller  n (socio-political -)

translate транслировать (передавать сигнал) v (to - to the screen; syn. to adapt for the screen)

video видео, видеофильм n

video-recorder видеомагнитофон n

I. Cinematography made its first public appearance at the beginning of the century and since that time has been rapidly developing, thus turning into one of the most popular mass media, the so-called "face" of the society. The influence of cinema, its responsibilities and role in the society have always been discussed.

1. a) Read the following text about the first silent films.

Silent Movies

Talk to people who saw films for the first time when they were silent, and they will tell you the experience was magic. The silent film, with music, had extraordinary  powers to draw an audience into the story, and an equally potent  могущественную capacity  to make their imagination work игру воображения. They had to supply the voices and the sound effects, and because their minds души were engaged увлечены, they appreciated the experience all the more тем более. The audience was the final creative творческий contributor  помощник to the process of making a film.

The films have gained a charm and other worldliness обмирщение (упадок духовности) with age but, inevitably  неизбежно, they have also lost something. The impression they made when there was no rival  не было равных to the moving picture was more profound, more intense насыщенное; compared to the easily accessible общедоступному pictures of today, it was the blow of a two-handed axe удару топора о двух рукоятках, against the blunt притупленный scraping  царапание of a tableknife.

The silent period may be known as "The Age of Innocence  простодушия" but it included years unrivalled  не имеющих равных for their dedicated  преданной viciousness  порочность. In Eu-

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rope, between 1914 and 1918 more men were killed to less purpose than at any other time in history.

In publications of the time, one reads horrified  reactions against films showing "life as it is". You did not leave the problems at home merely  to encounter сталкиваться them again at the movies. You paid your money initially, for forgetfulness.

Gradually мало-помалу movie-going altered превратилось from relaxation to ritual . In the big cities, you went to massive picture palaces, floating through incense-laden  окуренный ладаном air to the strains напряжению of organ  music, to worship благоговеть at the Cathedral  of Light. You paid homage  почтение to your favourite star; you dutifully послушно communed пообщались with the fan magazines. You wore the clothes they wore in the movies; you bought the furniture you saw on the screen. You joined a congregation сходку composed of every strata  уровни of society. And you shared your adulation низкопоклонство with Shanghaiʃæƞ′haɪ], Sydney [′sɪdnɪ] and Santiagosæntɪ′ɑ:gəu]. For your favourite pastime времяпрепровождение had become the most powerful cultural influence in the world exceeding превышая even that of the Press. The silent film was not only a vigorous  сильное popular art; it was a universal language Esperanto  for the eyes.

(From: "Hollywood, The Pioneers" by Kevin Brownlow. Abridged.)

b) Answer the following questions:

1. Why did the audiences of silent movies appreciate them so much? 2. What makes the author think that the first movies provided the audiences with a sort of escape from reality? Do you agree with this point of view? 3. Why does the author call the first cinema-houses "Cathedrals of Light" ? Do you think that this comparison can be applied to modern cinema-houses? 4. Are there many people nowadays for whom cinema is a favourite pastime? Can we claim that cinema is still the most powerful cultural influence exceeding even the press? 5. Do you think that the advent of sound killed the silent movies?

c) Explain what the author means by the following:

1. The films have gained a charm and other worldliness with age but, inevitably  неизбежно, they have also lost something.

What have the films gained? Are their achievements mainly associated with the progress  of science and technology? What have they lost?

2. The impression they made when there was no rival  не было равных to the moving picture was more profound, more intense compared to the easily accessible pictures of today.

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d) There are three main functions of the first silent movies singled out by the author in this extract. Pick them out and enlarge on them. Do you think that these functions are performed by modern films as well?

2. In the text below the author illustrates a very important statement: the interdependence between the development of the society and cinema.

a) Read the text for obtaining information.

Room at the Top (1959) is commonly spoken of as a turning point поворотный пункт in British cinema and a forerunner предвестником of the new realism.

The first signs of change are already seen in the Free Cinema movement pioneered by Lindsay Anderson, Tony Richardson and Karel Reiz. They laid emphasis подчёркивают on the individual and his environment and dealt with the pressures давлением, corruptions  развращённостью and frustrations  чувством разочарования of everyday life.

Room at the Top, directed by Jay Clayton, still clung удерживаутся to some of the old box-office коммерческую values. It was based on a best seller, it relied зависело on stars (Laurence Harney and Simone Signoret). But at its core сущности was a concern  with human values and an honesty in expressing them which sharply differentiated it from its contemporaries. The attention given to the film by the critics measured its importance. It was the big talking point тема для разговора. The clamour  шум of mixed opinion led, in England at any rate во всяком случае, to a great box-office success коммерческому успеху.

The large social and economic changes that had shaken the 1950s echoed отдалось эхом into the 1960s. Pop art flourished. The Beatles sang and were compared with Beethoven. Affluence  изобилие was everywhere, but so were poverty and crime.

For the cinema the permissive  cult потворствующий pushed back the frontiers  границы to territory ever more violent  интенсивное and erotic  and compelled  подчинён a revision пересмотру of cinema censorship . The 1960s carried screen permissiveness  вседозволенность about as far as it could go. The new films explored the hew moralities  and attitudes of the younger generations, and at the same time alienated  охладило numbers of older people whose minds were rusted up заржавели in the past.

In 1967 the Federation of Films Unions produced a report  отчёт in which they repeated the charge обвинение that British Production was dominated by the USA, and that 70 percent of screen time in 1967 was occupied by foreign films.

In 1970, because of trade коммерческой uncertainty and the smaller number of films being made, the most promising film projects went "automatically" to the major American companies.

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During the time of economic vacuum  when so much of promise перспектив in film-making фильмопроизводства had been brought to nothing, British Lion национальная эмблема Великобритании passed into other hands.

(From: Belts E. The Film Business. L., 1973. Abridged.)

  1.  In this text the author singles out several periods in the development of British cinema. What are they? What are the basic characteristics of each period?
  2.  Can the development of cinematography in this country illustrate the connection between film and society?

  1.  Are you familiar with the Soviet films of the 30s, 40s and 50s? What was characteristic of them?
  2.  Were all these films realistic or did some of them idealize, romanticize and glorify reality?
  3.  In what way can the films reflect the values of the society?
  4.  Do you think that most of the films carry an ideological message? Should they serve as an instrument of shaping public opinion?
  5.  What is characteristic of the latest Russian films? Don't you find them sometimes shocking in their portrayal  изображение of reality?

II. 1. Read the following dialogue which presents an interview with a famous American character actor Tom Buchanan. Pay special attention to the phrases in bold type used for expressing opinion.

/.: How did you get into movies in the first place?

Buchanan: I first became interested in acting when I was in college. I had a sister, and she told me about a class in play interpretation. So the old instructor who also directed  the little theater in college, let me sit there and listen to him while they were reading Shakespeare's  Two Gentlemen of Verona. I was particularly intrigued  with Shakespeare's fools. Two weeks later I was playing with the regular company on the stage. I was really stagestruck увлечённый театром. It took about ten years to realize that people were laughing with me and not at me. I thought I was God's gift to the world as a dramatic heavy роль злодея,1 but the more sincere I'd play a heavy, the louder they'd laugh.

/.: And what kind of parts did you usually play?

В.: Heavies and old men. I was playing old men when I was in my twenties, when I started. My voice put me in the character class характерный тип; I've always had that voice. I had a seven-year contract in pictures because of my voice,

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/.: Did the director give you any special consideration соображения in your first picture?

В.: You're supposed to know what you're doing in this business. The second day we were shooting on this very first picture, the director came to me and said "Would you like to see the rushes текущий съёмочный материал? "2 and I said "What's that? " He said "That's the work we shot yesterday." I went in and saw it, and I saw myself... I saw what was wrong. I was playing for the back row играл в кино так, как актёр в театре,3 and I was mugging гримасничал.4

/.: Did you enjoy doing Penny Serenade (мелодрама 1941)?

В.: That was a big thrill глубокое волнение for me, a big thrill. I learned a lot on that picture. George Stevens, in my opinion, is the greatest director we've ever had. He's a wonderful director for an actor. Once I asked him: "George, what do you credit your success to чему вы приписываете свой успех? Is it your knowledge of the camera? I know you used to be a cameraman." He said "It's two things. The camera is one of them... I know what I can do with a camera. The other one is that I've always wanted to be an actor. I come from an acting family, but I never could make it. And I think I know what actors want." And he really does. You'll have a scene to do two weeks later, and he'll come and be talking to you about something, just getting you in the mood приводя тебя в нужное настроение, making you think correctly for that particular scene. A wonderful guy... he listens, doesn't do a lot of talking.

/.: Would you improvise  different things in such a situation?

В.: Most directors will allow that... but don't tell them you've discovered something, or you should do this. Go ahead действуй and do it, let them see it, then they'll come and tell you to do it. Then they've thought of it.

/.: It's been said that the character actor актёр, играющий характерные роли doesn't get directed as much as the lead.

В.: Well, as a rule, he's had more experience than the lead and doesn't need the direction. They hesitate не решаются to tell him what to do; he's probably been on the stage, or on the screen for fifty years, and if he doesn't know it by now he'll never know it. But they can always suggest, believe me. I think the director should watch every actor. It was a great thrill working with young people. They all looked up to смотрели почтительно me, they didn't know it, but I was looking up to them, and learning a lot from these kids.

/.: Did you find yourself getting stale выдохнувшимся at all?

B.: Yes, you do. You have to watch it constantly. You become careless, your work becomes slovenly сделанной кое-как. Some days you don't feel up быть в состоянии to it. It's the same character year after year, day after day. It's not good, it's not healthy.

/.: What do you do to avoid it?

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В.: Just keep alert будь начеку, if you can. Be alert, and when you start out собираешься сделать to do a scene, be thinking about it. The minute you're not sincere you're licked разгромлен. And if you don't enjoy doing it, the audience won't enjoy watching it.

/.: Did you feel that you were typecast занят в однотипных ролях?5

B>: Yes, in a way в некоторой степени. I had a variety  of roles, but they principally typed me as a "lovable rogue милый негодяй". He'd be a heavy, but everyone would be on his side.

I/ Then you got into TV in a big way с энтузиазмом? ...Has the TV series done much to change your public status?

В.: Oh sure; I can go anywhere in the country to foreign countries, in fact and the kids will holler "Hi, Uncle Joe!" More people can see you in one night than used to see you in a whole career . The only thing is просто надо, they may get tired of you, which I don't think is good. I think there are more bad things against TV than good, as far as the actor is concerned имеет отношение.

/.: Do you have a favorite film?

B.:Yes, Texas . Because I knew what I was doing. I'd only practised ten years for that part, as a dentist. I never realized before how important your "business" is, until that picture. I bet I received about a hundred letters on that picture, some of them from dentists. You know, the greatest compliment you can get, when somebody sees you in a picture, is for somebody to say "Anybody could do." It's a great compliment when you're portraying изображаете a part so it looks natural. That means you're doing well.

(From: The Real Stars/Ed, by L. Maltin. N.Y., 1973.) Commentary

  1.  a heavy: theat. a villainous part or character
  2.  a rush: a print of a motion picture scene processed directly after the shooting
  3.  to play for the back row here: to exaggerate; to act the way one acts on the stage
  4.  to mug: to make faces to attract the attention of an audience
  5.  to typecast: to cast an actor repeatedly in the same type of role calling for the same characteristics possessed by the actor

2. Here are some more phrases for expressing opinion and responding to it.

From my point of view... As I see it. Personally I think... As far as I'm concerned... It would seem to me that... As far as I'm able to

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judge... I am of the same opinion. That's it (right). That's just what I was going to say! Right you are! I disagree with you on that point! But... Do you mean to say... I'm afraid I don't follow...

3. Work in pairs. Discuss the problems given below using the phrases for expressing opinions and responding to them. Use the material of the interview .

  1.  Character actor. Do you think it is always some peculiarities, like figure, features of the face, voice that put an actor into a character class? Is a character actor who is typecast as a villain or a fool confined for ever to these roles? If so, how to avoid getting stale?
  2.  Character actor the lead. Can character actors display an acting which overshadows many a "star" and transforms a poor  film into a work of art? Should they act at all, or should they merely  be natural and "play themselves" ?
  3.  Actor professional training. Do you think that professional training, including such things as a voice production or bodily control, is a must for an actor? Is it possible to come into this profession by some other way than drama  school?
  4.  Acting its popularity. What is it to your mind that makes this profession so popular? Is it viewed as the surest road to fame or is it that "everyone wants to be somebody else" ?
  5.  Actor: stage cinema television. Is it true that nowadays no actor is confined to only one medium? Do you think that working for television is good for the actor?
  6.  Actor director. What-makes a good director? Is it true that we live in an age of director's cinema and actors are merely  puppets in his hands? Are there any ways to achieve a fruitful collaboration between the talents of writer, director and actor?

4. Role-playing. Get ready for an interview . One part of the group is asked to make an actor's character sketch for themselves in written form. The other part is getting ready with the questions putting the spotlight on the main events of the actor's career  and his views on the problems of modern cinema. Act the interview  in class. By the end of it the interviewer is supposed to make a character sketch of : the actor and compare it to the original one made by his partner.

III. Many famous directors expressed their ideas about the role of cinema and its task to reflect life as it is, to pose problems and discuss them. The question emerges: Should cinema preserve its function as an entertainment?

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1. Read the essay by J.B. Priestley and single out the author's main idea on the function of art. 

Disturbing?

What has been puzzling me for some time now is this. Why does everything worth reading, hearing, looking at, have to be disturbing? That is according to all reviewers  обозревателям and critics. Among the men and women who count считают, the pacesetters  задающий тон in taste вкусе, the highest term выражения of praise восхваления is disturbing.

But now I must ask a question that will show how far out of touch потерял связь I am. Why do I have to be disturbed all the time? Why do the newer novelists  романисты and playwrights (sometimes on TV too) and their critics and admirers think it is necessary I should be disturbed? Why should disturbing be the term of highest praise now? Why am I supposed to regard иметь this as the strongest recommendation ? What do they think I ought to be disturbed out of? Where the devil do they imagine I've been all my life lolling сидел развалившись; in a rose-garden? However, let's forget me and consider рассмотреть the public in general. Why do they have to be disturbed all the time? For my part I can't believe it is necessary.

There are of course a certain number of stupidly complacent  самодовольных people in this country who would be better after a jolt  удара or two. Oh yes, such people exist and no doubt they ought to be disturbed.

They ought to be, but they won't be. Not for them the "disturbing" novels, plays, films, painting, sculpture, music. They keep well away избегают from such things. They take care to guard their complacency  самодовольстве.

When we move away from these people to the population at large ко всему населению, the very notion сама идея of a general complacency  that needs a shock потрясение is laughable. Never have the English felt more disturbed. They wonder интересуются day and night where the money's to come from and where it goes to. Crime increases and the prisons are overcrowded. Mental homes психиатрические лечебницы are packed out and psychiatrists desperately безнадёжно overworked. People take barbiturates  and pep pills таблетки для повышения тонуса as they took acid drops леденцы (с кисло-сладким вкусом) when I was young. They spend not hundreds but thousands of millions on gambling азартные игры, amusements, cigarettes and booze спиртное, not out of из-за confidence or any excess чрезмерности of joy but largely out of an attempt  попыток to cope with worry, anxiety страха, deep-seated укоренившихся feelings of unease тревоги.

What they don't spend their money on is all that work, so fashionable among the intelligentsia , which is praised восхваляется because it's disturbing. They want, as they say, to be taken out of themselves, not further into themselves. They don't want to pass their evenings being told what life's like, they've had that all day, thank you. And yet, being the chil-

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dren of their ancestors  предков, not some race род newly created, when they watch their favourite television series or go to the pictures, they are really groping for what our age has deprived лишил them ofmythology, the timeless world of gods and heroes, unchanging and shining выдающиеся immortals.

Now we come to the inner circle узкому кругу of the educated , the sensitive, the cultured, the people to whom these reviews and notices of novels, plays, films, the visual arts изобразительные искусства, are being addressed. It is for their sake, to attract their attention, that disturbing is trotted out излагаются over and over again, with an occasional change to deeply disquieting беспокойства.

The truth is of course that these are the very people who have been feeling disturbed for years. Disturbing these people seems to me like watering наполнение водой  the Thames . I shall be told of course that the really significant writers and artists of our time are expressing what such people feel. It is their duty to keep right on disturbing the disturbed, just as it is the duty of the intelligent and conscientious  сознательной critic to single out выделять and recommend  предлагать whatever will best disturb the disturbed. And to show them what they may not have noticed, that what they thought was still dark grey in fact now a deep black.

If the universe  вселенная were absurd , we'd never realize it, having nothing to compare it with. Life can be disturbing of course, but it can't be all disturbance, without any point of reference  отношение outside it; and I feel it's about time we kept this in mind запомнить while we still have minds.

(From: "Essays of Five Decades" by J.B. Priestley. Abridged.)

  1.  Comment on the title of the essay. What does the author mean by the word "disturbing"?
  2.  Single out the main arguments given by the author against art being "disturbing". Do you agree with them? If you do, enlarge on his reasoning, giving illustrations from your firsthand experience. If you don't, give your counter arguments.
  3.  Make a round-table talk to discuss the points raised by the author in reference to cinema as art and its function in the society.

IV. Group Discussion. The Future of Cinematography.

Topic 1. Video: is it a blessing or a curse?

a) Read the text that can serve as a starting point for your discussion.

Video  Comes Home

Home video successfully arrived in 1972 when Sony devised its ¾ (three-fourths) inch U-Matic аналоговый формат видеозаписи system. Using a cassette that slipped easily into the

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recorder, it was no longer necessary for the user to touch the tape at all. A few months later, 1/2 (half) inch cassette systems were available at reasonable prices приемлемую цену, and the home video  soon began.

One of the main uses of home video  cassette recorder is "time-shift viewing просмотр записанных на видеомагнитофон телепрограмм". People can record a programme  which they want to watch, but which is on at an inconvenient time, and watch it later on. If there are two programmes which they want to watch being transmitted at the same time, they can simply record one while watching the other. And most video  cassette recorders have a timer device which allows people to record their favourite programmes if they go away for several days.

To begin with прежде всего, the only type of material available on videograms were full-length feature films полнометражные художественные фильмы. Films can go on offer предлагаться вниманию on video  within a year of their cinema release.

The range  ассортимент has now broadened, however, and there are other types of videogram that can be rented взяты на прокат or bought. These are mainly how-to-do-it tapes. For sports fans, there are tapes about diving, tennis, board-sailing виндсёрфинге, squash игра в мяч с ракеткой, cricket , badminton  and many others.

Other tapes include Chinese cooking, learning a foreign language, keep-fit регулярные физические упражнения, self-defence самооборона, yoga , passing a driving test, training dogs, exam revision and growing vegetables.

(From: Film and Video. 1986.)

b) Consider the following talking points. Choose one of them, express your opinion and make practical suggestions for the effective use of video.

Talking points:

  1.  Video and cinema. The effect of the future availability of videoproductions on the cinema.
  2.  Video and television.
  3.  Video and book-reading.
  4.  The problem of controlling video production, the ways of preventing children from seeing scenes of depravity, filth and horror .
  5.  Video as a force for social interaction, education and propaganda.

Topic 2. What films do we need?

a) Make a round-table talk on the state of film-making in this country. Be ready to make suggestions about the possible improvements in film-making.

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b) Choose the necessary adjectives from the ones given below to describe films |hat should satisfy your requirements:

appealing , strong, powerful, intelligent, humane, sensational, gripping, poignant, memorable; touching, moving, quiet, slow-Spaced, entertaining, satirical, pleasing, undemanding, rewarding

INSIGHT INTO PROFESSION

TEACHING FILMS: FOR AND AGAINST

Talking Points:

  1. Teaching films have been with us for a few decades already but Still teachers do not seem to be on friendly terms with them. What are the reasons for this kind of situation?

  1.  What are the advantages and disadvantages of teaching films in foreign-language teaching as compared with other audio-visual  aids?
  2.  Are you familiar with film-segments and loop-films included in the complex set of teaching materials for our schools?

I. a) Read the following text:

Teaching Films: A Necessity Or ... A Nuisance?

For various reasons many foreign-language teachers are not quite on friendly terms with films. Even the filmstrip and slide that are less difficult to handle in the classroom have met with more acceptance outside language teaching than within it.

Meanwhile film is certainly acknowledged as one of the most effective visual aids that exist. From good films students learn faster and remember a body of subject matter longer than when the same subject matter is presented only verbally; films have been used successfully to facilitate thinking and problem solving.

Foreign-language films can bring to the students activities that they could not otherwise observe or become involved with. They are indispensable for teaching the "culture element". The tendency of those who view films to identify themselves with the actors and the .situations makes films highly valuable for image forming and language learning.

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I have used English films with considerable success in quite varied situations. In addition to their value for actual language learning, they break the monotony of classroom and laboratory work and provide variety  to the curriculum.

Creative teachers use professional feature and science-popular films at the advanced stage of language learning as subject matter for class discussions and debates, for evaluating their artistic value.

Let's be honest: the main stumbling block lies in the lack of professional competence of the teacher himself. Contrary to the good old blackboard he cannot handle it on his own which creates embarrassing moments in front of the pupils.

Very often it is the lack of methodological competence. And the HOW is as important as the WHAT! For example, some teachers take feature films and show them to pupils in the hope that exposure would result in learning. More often than not this procedure has the opposite effect, incomprehension leading to discouragement. Or they expect the students to identify themselves with the film actors on second showing without any preparation with taped sound track or the ancillary film-strip.

And finally, the quality of both software and hardware* should be excellent! A bad sound track may lead to incomprehension and further to irritation and disillusionment of the students.

b) List the arguments and counter-arguments on using films in foreign-language teaching.

II. Answer the following questions:

1. Can you name the films that are in common use at our secondary schools? 2. What do you think of the cartoon  loop-films for the junior forms ? 3. Did you use any audio-visual  aids during your school practice? If so, describe the techniques you used.

  1.  Tell a visiting school teacher from Great Britain/the United States how teaching films and audio-visual aids in general are used in foreign-language teaching in this country.
  2.  Design a language lesson for the 9th-10th form that could be efficiently taught by film.

* hardware technical equipment such as tape- and cassette-recorders, film- and slide-projectors, record players, television and videotape recorders, computers, etc.; software slides, films, records and other materials used with the equipment.

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UNIT FOUR

TEXT FOUR

DANGEROUS CORNER опасный поворот

By John Boynton Priestley

(Three fragments from the play)

 John Boynton Priestley (1894 - 1984) is one of the outstanding English authors of today. His early books (1922-26) were of a critical nature. It was the success of his novel "The Good Companions " (1929) which brought him world fame. In early thirties Priestley began his work as a dramatist  драматург. "Dangerous Corner" (1932) —one of the series of Seven Time Plays was his first effort  in dramatic art.    Priestley's other most famous novels are "They Walk in the City", "Angel Pavement  мостовая", "Wonder Hero", "Far Away". "Let the People Sing". "Bright Day" and many others.

I

The scene is laid in a cosy drawing-room гостиной. Several men and women some of them members of the same family, others their intimate friends are idly  праздно discussing a wireless play they have just heard. The host  and hostess  of the party are Robert Caplan and his wife Freda.

Gordon: What did you hear?

Freda: The last half of a play.

Olwen: It was called "The Sleeping Dog".

Stanton: Why?

Miss M.: We're not sure something to do with lies, and a gentleman shooting himself-

Stanton: What fun they have at the B.B.C.!

Olwen (who has been thinking): You know I believe I understand that play now. The sleeping dog was the truth, do you see, and that man the husband insisted настоял upon на disturbing it.

Robert: He was quite right to disturb it.

Stanton: Was he? I wonder. I think it a very sound сильная ideathe truth as a sleeping dog.

Miss M. (who doesn't care): Of course, we do spend too much of pur  time telling lies and acting them.

Betty (in her best childish  manner): Oh, but one has to. I'm always fibbing привираю. I do it all day long.

Gordon (still fiddling вертя в руках with the wireless): You do, darling, you do.

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    Betty: It's the secret of my charm.

Miss M. (rather grimly сурово): Very likely. But we meant something much more serious.

Robert: Serious or not, I'm all for it coming не скрываю. It's healthy полезно.

Stanton: I think telling the truth is about as healthy as skidding занос round a corner at sixty.

Freda (who is being either malicious  злобной or enigmatic): And life's got a lot of dangerous cornershasn't it, Charles?

Stanton (a match for her or anybody else present): It can haveif you don't choose your route маршрут well. To lie or not to liewhat do you think, Olwen? You're looking terribly wise...

Olwen (thoughtfully): Wellthe real truththat is, every single little thing, with nothing missing at all, wouldn't be dangerous. I suppose that's God's truth. But what most people mean by truth, what that man meant in the wireless play, is only half the real truth. It doesn't tell you all that went on inside everybody. It simply gives you a lot of facts that happened to have been hidden away припрятаны and were perhaps a lot better hidden away. It's rather treacherous  ненадёжная stuff. ...

II

The conversation  drifts to Martin Caplan, Robert's brother, who committed   suicide  six months ago. Robert insists on knowing certain trifling  незначительных facts relating to the day of the suicide . Yet, what looks trifling and innocent  enough at first, leads to graver and still graver discoveries. Finally Robert is confronted  столкнулся with facts whose ugliness he finds himself unable to bear.

In the beginning of the fragment that follows Olwen, a friend of the Caplans, argues  спорит with Robert pointing out to him once more that half truth is dangerous.

Olwen: The real truth is something so deep you can't get at it this way, and all this half truth does is to blow преувеличивает everything up. It isn't civilised  культурно.

Stanton: I agree.

Robert (after another drink, cynically): You agree!

Stanton: You'll get no sympathy  from me, Caplan.

Robert: Sympathy from you! I never want to set eyes on видеть you again, Stanton. You're a thief вор, a cheat мошенник, a liar , and a dirty cheap seducer  обольститель.

Stanton: And you're a fool, Caplan. You look solid, but you're not. You've a good deal in common with that cracked  выживших из ума brother of yours. You won't face up to real things. You've been living in a fool's paradise, and now, having got yourself out of it извлечённым by to-night's efforts —all your doingyou're busy building yourself a fool's hell to live in. ...

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III

Freda: I'm sure it's not at all the proper thing to say at such a moment, but the fact remains that I feel rather hungry. What about you, Olwen? You, Robert? Or have you been drinking too much?

Robert: Yes, I've been drinking too much.

Freda: Well, it's very silly of you.

Robert (wearily): Yes. (Buries  прячет his face in his hands.)

Freda: And you did ask for all this.

Robert (half looking up): I asked for it. And I got it.

Freda: Though I doubt if you minded беспокоился very much until it came to дошло до Betty.

Robert: That's not true. But I can understand you're thinking so. You see, as more and more of this rotten stuff came out обнаруживается, so more and more I came to depend on уповаю my secret thoughts of Bettyas someone who seemed to me to represent some lovely quality of life.

Freda: I've known some time, of course, that you were getting very sentimental and noble великодушный about her. And I've known some time, too, all about Betty, and I've often thought of telling you.

Robert: I'm not sorry you didn't.

Freda: You ought to be.

Robert: Why?

Freda: That kind of self-deception's  самообмана rather stupid.

Robert: What about you and Martin?

Freda: I didn't deceive myself. I knew everythingor nearly everythingabout him. I wasn't in love with somebody who really wasn't there, somebody I'd made up выдумал.

Robert: I think you were. Probably we always are.

Olwen: Then it's not so bad then. You can always build up строить another image for yourself to fall in love with.

Robert: No, you can't. That's the trouble. You lose the capacity  for building. You run short of у тебя кончаются the stuff that creates beautiful illusions, just as if a gland had stopped working.

Olwen: Then you have to learn to live without illusions.

Robert: Can't be done. Not for us. We started life too early for that, possibly they're breeding воспитывают people now who can live without illusions. I hope so. But I can't do it. I've lived among illusions

Freda (grimly сурово): You have.

Robert (with growing excitement): Well, what if I have? They've given me hope and courage. They've helped me to live. I suppose we, ought to get all that from faith  in life. But I haven't got any. No reli-

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gion or anything. Just this damned  farmyard двор фермы to live in. That's all. And just a few bloody glands and secretions  and nerves to do it with. But it didn't look too bad. I'd my little illusions, you see.

Freda (bitterly): Then why didn't you leave them alone, instead of clamouring  требуя for the truth all night like a fool?

Robert (terribly excited now): Because I am a fool. Stanton was right. That's the only answer. I had to meddle  вмешаться, like a child with a fire. I began this evening with something to keep me going хватило бы мне. I'd good memories of Martin. I'd a wife who didn't love me, but at least seemed too good for me. I'd two partners I liked and respected. There was a girl I could idealise. And now

Olwen (distressed  страдающий): No, Robertplease. We know.

Robert (in a frenzy в бешенстве): But you don't know, you can't knownot as I knowor you wouldn't stand there like that, as if we'd only just had some damned  silly little squabble  перебранку about a hand at bridge игре в бридж.

Olwen: Freda, can't you —?

Robert: Don't you see, we're not living in the same world now. Everything's gone всё пропало. My brother was an obscene  грязный lunatic  сумасшедший

Freda (very sharply): Stop that.

Robert: And my wife doted on не могла надышаться him and pestered  докучала him. One of my partners is a liar  and a cheat and a thief. The otherGod knows what he issome sort of hysterical young pervert  извращенец —(Both women try to check сдерживать and calm him.) And the girl's a greedy ненасытные little cat on the tiles трубах

Olwen (half screaming): No, Robert, no. This is horrible, mad. Please, please don't go on. (Quieter.) It won't seem like this tomorrow.

Robert (crazy now): Tomorrow! Tomorrow! I tell you, I’m through устал. I’m through. There can't be a tomorrow. (He goes swaying  шатаясь to the door.)

Freda (screaming moves to Olwen and grips her arm): He's got a revolver  in his bedroom.

Olwen (screaming and running to the door): Stop, Robert! Stop! Stop!

For the last few seconds the light has been fading постепенно затухает, now it is completely dark. There is a revolver  shot, a woman's scream, a moment's silence, then the sound of a woman sobbing рыдания.

ESSENTIAL VOCABULARY

Vocabulary Notes

    1. malicious  1) злобный, злой 2) злоумышленный, злонамеренный, совершённый со злым умыслом a feeling, showing or caused by, ill-will or spite, as a malicious person (remark, tone, face, etc.), e.g. How can 

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you set the child against his parents? It's a malicious thing to do. Why do you always speak ill about all your comrades? Don't be so malicious.

malice  злоба, злой умысел n active ill-will; spite; desire to harm others-; bear smb. malice wish smb. harm, e.g. I bear you no malice.

2. match 1) равный по силам противник, достойный соперник 2) вещь или предмет, подходящие к другой или составляющие с ней пару 3) пара (предметов, людей) 4) а) партия; пара (при женитьбе) б) брак; бракосочетание 5) сочетание 6) матч, соревнование, состязание 7) а) сговор б) пари n 1) a game; a contest of skill, strength, etc. 2) a person who is able to meet another as an equal (in skill, strength, intellect, etc.), e.g. He has met his match. Soon it became clear that the younger boy was quite a match for the big one. 3) a person or thing that is exactly like another, or that agrees or corresponds perfectly, e.g. The coat and the hat are a good match (i.e. agree in colour and style), 4) a marriage, e.g. I'm told they are going to make a match of it (i.e. they are going to get married). 5) a person considered from the point of view of marriage, e.g. He is a very good match.

3. treacherous  1) вероломный, изменнический, предательский 2) ненадёжный; непрочный (о поверхности) a 1) false; untrustworthy; disloyal, as a treacher ous friend 2) betraying smb.'s trust; involving disloyalty, as a treach erous action 3) appearing good, but not to be depended on, as treach erous weather, a treacherous smile, e.g. The mountain roads were enveloped in such a treacherous fog that driving at night involved a serious risk.

treachery  вероломство, измена, предательство n treacherous action; act of betraying smb., e.g. No one knew yet by whose treachery it was that the deepest secrets of the family had become public property. Syn. betrayal, e.g. This act of his was a betrayal of all that they both had held sacred.

treacherousness  вероломство; предательство; измена; ненадёжность n quality of being treacherous, e.g. Before that incident I hadn't been aware of the latent treacherousness in his nature. Note: An act of treachery is described by the verb betray, e. g. You may be confident that I'll never betray your secret. A person guilty of treachery is described by the noun traitor, e.g. Mrs. Cheveley knew that Sir Robert Chiltern had begun his political career  as a traitor, by selling a Cabinet secret for a considerable sum of money.

. deceive 1) а) обманывать; сознательно вводить в заблуждение б) обманывать, вводить в заблуждение, сбивать с толку 2) (deceive oneself) обманываться, вводить себя в заблуждение 3) изменять vt cause smb. to believe what is not true, e.g. Don't try to deceive me, I know what really happened.

deception обман, жульничество; ложь; измышления, неправда, хитрость n the act of deceiving or being deceived, e.g. There are few things as difficult to forgive as deception; self-deception  самообман believing something not because it is true but because one wants to believe it, e.g. With a shock I realized that she didn't lie when she told everybody about her coming marriage; she half-believed it herself: it was a pitiful case of self-deception  самообмана. Syn. deceit n Word Discrimination: deception, deceit  1) обман 2) хитрость; лживость. 

Deception and deceit are closest when used in the meaning of act of deceiving. Yet, even in this case there is a difference. Cf. The boy’s

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deceit made his mother very unhappy. (Deceit here implies telling lies.) As a politician he often practised deception. (Deception implies making false promises, producing a false impression, treacherous tricks, cheating, etc.) Deceit maybe also used as a characteristic of a person, e.g. Deceit is quite foreign to her nature.

Deception и deceit близки, когда употребляется в значении действия введения в заблуждение. Однако даже в этом случае есть разница. Ср. The boys deceit made his mother very unhappy (Deceit здесь, подразумевает ложь.) As a politician he often practised deception. (Deception подразумевает ложные обещания, произведение ложного впечатления, коварные уловки, обман и т.д.) Deceit может быть также использован в качестве характеристики человека, например Deceit is quite foreign to her nature.

deceitful  1) неискренний, лживый; предательский, коварный; изменнический 2) вводящий в заблуждение; обманчивый, ложный 

deceptive  обманчивый, вводящий в заблуждение a deceiving, producing a false impression, e.g. Appearances are deceptive. The evidence against him was rather deceptive.

5. breed (bred, bred) 1) вынашивать (детёнышей) ; высиживать (птенцов) 2) размножаться, плодиться 3) порождать, вызывать 4) выводить, разводить (животных) ; вскармливать 5) воспитывать, обучать 6) возникать, появляться vt\) give birth to young, e.g. Rabbits breed quickly. Birds breed in spring. 2) cause animals, birds, etc. to have young by choosing pairs (male and female) and bringing them to gether, e.g. He makes a living by breeding horses. 3) bring up, look after, teach, educate, e.g. It is a heroic country indeed that breeds such sons. He's an Englishman born and bred (i.e. by birth and edu cation). 4) be the cause of, e.g. War breeds misery and ruin. Famil iarity breeds contempt. Syn. bring up (соrr. noun upbringing воспитание).

breeding 1) разведение, выращивание (животных, растений) 2) размножение 3) происхождение, родословная; предки 4) хорошие манеры, воспитанность; образованность 5) расширенное воспроизводство ядерного топлива n good manners and behaviour; knowledge given by training and education, e.g. He's a man of fine breeding. Word Discrimination: upbringing, breeding. 

Upbringing denotes process, breeding denotes result, 

well-bred 1) благовоспитанный; обходительный, любезный; имеющий хорошие манеры 2) породистый, чистокровный (о животном) a having or showing good manners 

ill-bred грубый, невоспитанный a badly brought up, rude, e.g. A well-bred person is always mindful of others, an ill-bred one is so absorbed in himself, that the rest of the world might as well not exist.

6. faith  1) вера, доверие 2) вера, вероисповедание 3) честность; верность, лояльность 4) обещание, ручательство, слово n 1) trust, confidence, reliance, e.g. Faith means believing something without proof. Have you any faith in what he tells you? Robert shot himself because he had lost faith in the people surrounding him. put one's faith in smth. (smb.) trust; feel confidence in smth. (smb.), e.g. I advise you not to put your faith in such a remedy. 2) a system of religious belief, as the Christian or Mohammedan faiths

faithful  1) верный, преданный; стойкий 2) верующий, правоверный 3) добросовестный, сознательный, честный 4) обязывающий 5) точный, совпадающий a loyal; keeping faith; deserving trust, as a faithful friend, a faithful wife

unfaithful  1) а) вероломный, изменнический, предательский б) неверный, изменяющий (в любви, супружестве) 2) неточный; недостоверный 3) неверующий; неверный a treacherous; be (un)faithful to smb. (often applied to husband or wife)

faithfulness  ) верность, преданность; лояльность 2) достоверность, точность 3) добросовестность n loyalty, the quality of being true to smb. or smth., e.g. His faithfulness to duty was never doubted.

     7. check 1) проверять, контролировать 2) останавливать(ся); сдерживать; препятствовать 3) делать выговор; давать нагоняй 4) объявлять шах 5) амер. отмечать галочкой 6) амер. сдавать (в гардероб, в камеру хранения, в багаж и т. п.)  vt 1) examine  a thing to find out whether it is accurate, usually by comparing it with something else, e.g. Will you check these figures (see that they are right) ? check on smb. (smth.) начинать работу; приступать к работе try and find out whether the previous information or knowledge about

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smb. or smth. is true to fact, e.g. "Here are some names and addresses of people who were witnesses," said the police inspector. "Of course, they'll have to be checked on." 2) hold back, control, stop, e.g. We have checked the advance of the enemy. He couldn't check his anger.

check 1) контроль, проверка 2) обследование, исследование 3) критерий (оценки и проверки) 4) контрольный штемпель; отметка, галочка (знак проверки) 5) ярлык; багажная квитанция 6) номерок (в гардеробе) 7) счёт в ресторане 8) контрамарка; корешок (билета) 9) фишка, марка 10)  = cheque 11) шах (в шахматах) 12) задержка; пауза, перерыв; внезапная остановка 13) отпор, отражение нападения 14) ограничение, сдерживание; контроль 15) клетка (на ткани) ; клетчатая ткань 16) делянка 17) трещина, щель (в дереве) 18)  = check-rein мартингал (в верховой езде) n 1) a control; a person or thing that keeps back or makes it impossible to do things, e.g. Wind acts as a check on speed, keep (hold) in check control, e.g. Human emotions are held in check by social convention. 2) a sudden stop or delay, e.g. Tom's illness gave a check to our plans. His ambitions received a sharp check. 3) an examination of the accuracy of a thing, e.g. If we both add up the figures, your result will be a check on mine. 4) a ticket or a piece of paper, wood or metal with a number on it given in return for smth. (for hats and coats in a theatre, for bags, luggage, etc.)

Word Combinations and Phrases

 


get at smth. (coll.) добраться до;       run short of smth. испытывать недостаток в чем-либо;

set eyes on увидеть (заметить, что-л.);   clamour  for smth. smb. (smth.) (coll.)  

face up to things (coll.) быть готовым (к чему-л.);                                                  требовать;                                                                                                                                                                                      

fool's paradise призрачное счастье;       keep smb. going поддерживать кого-л. материально;           

make up smth. (smb.) (as in "smb. I'd made up") выдумать;  dote on smb. сдувать пылинки c;         поддерживать жизнь в (ком-л.);                                                everything's gone всё пропало;                                                                                                       помогать кому-л.  деньгами; сохранить жизнь; come out (about facts, truth, etc.)

                                                             обнаруживаться, проявляться, становиться известным                               

                      

EXERCISES

1.  a) Listen to the recording of Text Four and mark the stresses and tunes, b) Repeat the text in the intervals after the model.

2.  Consulting a dictionary, transcribe the following words and practise their pronunciation:

Intimate  близкий, hostess , wireless, serious, discovery, cynical , dissipated  1) рассеянный, рассредоточенный; распространённый 2) растраченный (понапрасну), промотанный 3) распущенный; разгульный, распутный, addict  наркоман, noble  благородный, capacity , illusion  иллюзия, gland  железа, malicious  злобный, enigmatic  загадочный, таинственный, dangerous , route  маршрут, treacherous  ненадёжный, suicide , innocent , civilized , sympathy , seducer  обольститель, paradise  рай, wearily  1) утомительно; скучно 2) устало, represent  изображать; представлять, sentimental  сентиментальный, courage  бесстрашие, мужество, religion , clamour  шум, idealise  идеализировать 2) придерживаться идеалистических взглядов, squabble  перебранку, obscene  грязный, pervert  извращенец

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3. Read the following paying attention to the phonetic phenomena of connected speech (assimilation, linking "r", all kinds of plosions, etc.):

their intimate friends; called "The Sleeping Dog"; what fun they have at the B.B.C.; who has been thinking; I understood that play; was quite right to disturb it; who doesn't care; I'm all for it coming out; every single little thing; what most people mean by truth; what that man meant in the wireless play; that happened to have been hidden away; certain trifling  пустячных facts; you can't get at it this way; after another drink; and you're a fool; with that cracked  выживших из ума brother of yours; I asked for it; that's not true; as more and more of this rotten stuff came out; my secret thoughts; another image; I had to meddle  вмешаться; a greedy ненасытные little cat on the tiles; please, don't go on; and grips her arm

4. Read the following word combinations out loud paying attention to the pro nunciation of the nasal sonorant [rj] in the intervocalic position:

are idly  праздно discussing a wireless play; upon disturbing it; I'm all for it coming out; with nothing missing at all; trifling  пустячный and innocent ; in the beginning of the fragment; pointing out to him; to blow everything up; living in a fool's paradise; half looking up; with growing excitement; not living in the same world; screaming and running to the door

5.  Read the text and consider its following aspects.

a)  Comment upon the choice of words in:

I'm always fibbing привираю (why not "lying" ?); I never want to set eyes on видеть you again (why not "I never want to see you again"?); you've a good deal in common with that cracked  выживших из ума brother of yours (why not "you've much in common with that mad brother of yours?"); some damned  silly little squabble  перебранку (why not "quarrel"?)

b)  Explain a considerable number of abbreviations occurring in the text (we're, it's, that's, you'll, you're, I've, etc.).

c)  Indicate the figure of speech in "What fun they have at the B.B.C.!".

d) Explain the allusion in:

1. The sleeping dog was the truth, do you see, and that man insisted upon disturbing it. 2. To lie or not to liewhat do you think, Olwen?

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e) Express in your own words:

I think telling the truth is about as healthy as skidding round the corner at sixty.What stylistic device is used in the sentence? Comment upon its effectiveness. How does the statement characterize the speaker?

f) Indicate the stylistic devices in:

1. And life's got a lot of dangerous cornershasn't it, Charles? 2. It can haveif you don't choose your route маршрут well.

g)  Explain:

a match for her or anybody else present; you won't face up to real things; that cracked  выживших из ума brother of yours; fool's paradise; you're busy building yourself a fool's hell to live in; someone who seemed to me to represent some lovely quality of life; you were getting very sentimental and noble about her; in love with somebody who really wasn't there; I began this evening with something to keep me going; we'd ... had some silly little squabble  перебранку; a hand at bridge; on the tiles

h)    Comment on the methods used for heightening the emotion in the concluding episode.

6.   Copy out from Text Four the sentences containing the word combinations and phrases and translate them into Russian.

7.   Paraphrase the following sentences using the word combinations and phrases:

1. We've very little sugar left. You'll have to go out and get some.We are run short of sugar. You'll have to get at some. 2. There was a certain weakness in him which prevented him from accepting things as they were. He ran short of strengths of accepting things as they were. 3. Before that day.I had never seen the man. I had never set eyes on him before that day. 4. It was obvious that the facts he had given were not real: he had invented them.It was obvious that the facts he had given were not real: he had made them up. 5. Her child was all her world, the only thing that supported and encouraged her.She doted on her child. 6. The real truth is sure to be revealed sooner or later.The real truth is sure to come out sooner or later. 7. He had been living in a secret happy world of his own which had nothing to do with reality. Now it was all over. - He had been living in fool's paradise. Now everything's gone. 8. He found he had little petrol left and stopped to fill in.He found he ran short of petrol and stopped to fill in. 9. The flower grew so high on the steep bank that the child couldn't get hold of it.The flower grew so high on the steep bank that the child couldn't get at it. 10. The infuriated crowd shouted angrily demanding their money back.The infuriated crowd shouted angrily demanding their money back.The infuriated crowd clamoured for their money back.11. Hope and courage alone helped them to survive.Hope and courage alone kept them going.

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8.Compose two dialogues using the word combinations and phrases. Mind the intonation patterns in the stimuli and responses to convey proper attitudes.

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

1. Ричард Стэнли был из тех людей, которые не умеют и не хотят взглянуть в лицо реальности. Richard Stanley was the sort of person who runs short of sense of reality. Стараясь забыть о своей унылой безрадостной жизни, он выдумывал красивые сказки, в которых он сам был главным действующим лицом. Trying to forget about his cheerless joyless dull life, he made up beautiful fairy tales, wherein he was the protagonist himself. Эти мечты помогали ему жить. These dreams kept him going. Он был по-своему счастлив в этом выдуманном раю. He was happy in his own way in this fool’s paradise. 2. Теперь, когда мы добрались до некоторых фактов, остававшихся до сих пор неизвестными, можно надеяться, что в скором времени истинные обстоятельства дела будут выяснены. Now, when we got at some of the facts, which remained obscure so far, it is hoped that the fair facts of the matter come out soon. 3. У тебя нет лишней ручки? Have you got an extra pen? I run short of ink. 4. У ворот роскошной виллы губернатора грязные оборванные люди шумели и кричали, требуя работы. At the gates of the Governor’s luxury villa dirty shabby people clamoured for work. 5. Не понимаю, как это можно так сходить с ума по кому-то, кого и в глаза не видел до прошлого месяца. I do not understand how one can dote on somebody, whom he had never seen until last month. 6. Чтобы смотреть правде в глаза, требуется определенная сила характера. It requires certain strength of mind not to live in fool's paradise. 7. Я слышал, вы потеряли работу. У вас, наверное, кончились деньги? —Да, почти. Yes, its nearly truth. Но дело не в этом. Я любил свою работу и жил только ею. I loved my job, it kept me going. Теперь, когда у меня её отняли, все погибло. Now when they took it from me, everything is gone.

    10. Answer the following questions:

1. How do you understand the words: "The truth, like a sleeping, dog, is not to be disturbed"? 2. What was Robert Caplan's view on Truth? 3. What was Stanton's opinion on the same point? Explain his words and comment on them. 4. What was Olwen's view on Truth? Comment on it. 5. Why did Stanton think Robert a fool? Was he right? 6. What was Robert's attitude to Betty? 7. What discoveries did Robert make during the evening which distressed  him so much? 8. Why did he shoot himself? 9. What type of man is represented in the character of Robert?

11. Study the vocabulary notes and translate the examples into Russian.

12 Translate the following sentences into Russian paying attention to the words and word combinations in italics:

A. 1. He heard Mrs. Baines's voice like a voice in a nightmare; it was sharp and shrill резкая and full of malice, louder than people ought to

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speak. Он слышал, голос миссис Бейнс, похожий на голос в ночных кошмарах, он был резким и пронзительным и полным злобы, более громким, чем должны говорить люди. 2. "Same tidy creature," he said. "A place for everything and everything in its place." He laughed with a faint malicious note in the laugh. «Какое-то опрятное создание», сказал он. «Всему своё место и всё на своём месте». Он засмеялся со злобной ноткой. 3. She is the gentlest creature living; not at all the type to bear malice or nurse grievances. Она самое благородное существо из живущих, вовсе не из тех, кто таит злобу или носится с обидой. 4. "So glad to hear your girl's going to get marriedat last," she went on sweetly. "He's a charming boy; a good match and a fine catch, as they put it." The malicious words made her wince; the ill-bred hint sent an indignant flush to her cheeks. «Так приятно слышать, что ваша девочка собирается выйти замуж - в конце концов», - продолжала она сладко. "Он очаровательный молодой человек, хорошая пара и достойный улов, так сказать». Злость в её словах, заставила её поморщиться, грубый намёк придал её щёкам румянец негодования. 5. I've an elder brother who's a match for two like you... Я старший брат, который стоит вас двоих... 6. "This skirt and that blouse? Do you call it a march? " —"Why, they are both blue, aren't they? " —"These shades of blue don't harmonize; the bright one completely kills the other one. This electric blue is a treacherous colour..." «Это юбку и блузку ты называешь парой- «Ну, они обе голубые, не так ли- «Эти оттенки голубого не гармонируют, яркость одного полностью убивает другой. Этот голубой электрик- это изменчивый цвет... » 7. Mrs. Lawson, accustomed to dominate and to bully, had little dreamt that in the young daughter-in-law she was meeting her match. Миссис Лоусон, привыкшая доминировать, и угрожать, не сильно мечтала встретить в невестке достойного соперника. 8. The deceitful people, the treacherous climate,how she hated it all. Лживые люди, переменчивый климат, - как она ненавидела всё это. 9. Forests have ears,/And fields have eyes;/Often treachery lurking lies./ Underneath the fairest hair. (Longfellow) У лесов есть уши, / И у полей есть глаза; / Часто предательство скрывает ложь / за белокурыми волосами... (Лонгфелло) 10. Gives not the hawthorn bush a sweeter shade/To shepherds, looking on their silly* sleep/ Than doth a rich embroidered canopy/To kings that fear their subjects' treachery! ". (Shakespeare. "Henry VI") Куст боярышника не даёт более приятную тень / Пастухам, смотрящим их благословенные сны / Чем богатые вышитые палантины / Царям, которые боятся предательства своих поданных! » (Шекспир «Генрих VI») 11. Sensing the treacherousness of the ground they were treading, he checked himself in embarrassment. Чувствуя ненадёжность земли по которой он ступали, онудерживал себя от замешательства. 12. Unfaithfulness was hard to bear, but deceit was even harder. Неверность было тяжело перенести, но обман был ещё тяжелее. The treacherous warmth of her smile, the deceptive frankness of her eyes... Коварное тепло её улыбки, обманчивая откровенность глаз. 13. There can be no genuine relationship which involves deceit. Не может быть искренних отношений, которых коснулся обман. The very essence and beauty and joy of our relation depend upon its being honest and frank. Самая суть и красота и радость наших отношений зависят от того, насколько они честные и откровенные. 14. The deceptive friendliness of his manner misled people into expecting sympathy and understanding where there were none of these excellent qualities. Обманчивое дружелюбие его манер обманчиво вводило людей в ожидаемое сочувствие и понимание, где не было ни одного из этих прекрасных качеств.

    В. 1. ...two people who don't understand each other, breeding children whom they don't understand and who will never understand them... Два человека, которые не понимают друг друга, растят детей, которых они не понимают и которые никогда не поймут их ... 2. Her upbringing was rather conventional. Её воспитание было скорее традиционным. She was taught that it was wicked to hurt others if you knew you were hurting them. Она усвоила, что нехорошо обижать других, если вы знаете, что вы обижаете их. 3. Of course, the best solution would have been to kick the fellow out, but unfortunately his breeding cut off that simple and beautiful way of dealing with the painful situation. Конечно, лучшим решением было бы прогнать парня, но, к сожалению, его воспитание не позволило ему воспользоваться этим простым и красивым способом разрешения этой трудной ситуации. 4. Martin had faith in himself, but he was alone in that faith. У Мартина была вера в себя, но он был одинок в этой вере. 5. Love should be absolute love. /Faith is in fullness or nought... (R. Browning) Любовь должна быть абсолютной любвью. / Вера должна быть полной или не должна быть .. (Р. Браунинг). 6. Friends meet to part; love laughs at faith; /True foes once met, are join'd till death. (G. Byron) Друзья встречаются, чтобы разбежаться, любовь смеется над верой; / Истинные враги однажды встретившись, не расстаются уж до самой смерти. (Г. Байрон) 7. Even Mr. Jaggers started when I said those words. Даже мистер Джаггерс вздрогнул, когда я сказал эти слова. It was the slightest start that could escape a man, the most carefully repressed and the soonest checked, but he did start. Это было мельчайшее вздрагивание, которое только мог сделать человек, наиболее тщательно незамедлительно подавленное и тщательно скрытое, но он (всё равно) вздрогнул. 8. There were times when she would come to a sudden check in this tone of mockery and would seem to pity me. Были моменты, когда она внезапно обрывала этот насмешливый тон, и казалось, жалела меня. 9. This extravagant spending must be checked. Эти неумеренные траты должны быть проверены. 10. I tried very hard to keep my silly self in check, but felt the treacherous blush spread all over my face and neck. Я очень старался взять себя глупого под контроль, но чувствовал, как предательский румянец залил всё моё лицо и шею.

13. Translate the following sentences into English using your active vocabulary:

1. Я не желаю ему зла, но и сочувствовать ему я тоже не могу. Нужно смотреть правде в глаза: его поведение по отношению к товарищам было предательским. I do not bear him malice nor can feel for him. It is necessary to face up to real things: his  behaviour towards his friends was treacherous. 2. Тяжелее всего было видеть злорадные лица тех, кого ещё вчера он считал верными друзьями. He had the hardest time when seeing the malicious faces of those whom he considered to be faithful friends yesterday. 3. Он попытался поднять её на смех, но оказалось, что она ничуть не уступает ему в злом остроумии. He tried to make a laughing-stock of her, but it turned out that she matched him in malicious wit. 4. У меня есть чудесный сюрприз для тебя. Я нашла пару для твоей голубой китайской вазы. I have a wonderful surprise for you. I found a match for your Chinese blue vase. 5. В предательском тумане очертания знакомых предметов казались пугающе необычными. In the treacherous mist the lines of familiar objects seemed frighteningly deceptive. 6. То обстоятельство, что она была без ума от своих двух девочек, не очень помогало ей в их воспитании. Они росли лживыми и невоспитанными детьми. The fact that she doted on her two girls, did not assist her in their upbringing. They grew up deceitful and ill-bred children. 7. Я из полиции. Мне нужно проверить некоторые данные показаний свидетелей. I'm from the police. I have to check some of these statements of witnesses. 8. Её спокойствие было обманчивым. Однако никто не понял бы этого, если бы не предательская слеза, которая вдруг скатилась по её щеке. Her calm was deceptive. However, no one would realize it but that a treacherous tear that suddenly stole down her cheek. 9. Если мы говорим о ком-то, что он невоспитанный человек, мы имеем в виду его грубость, бестактность и, главное, неспособность и нежелание считаться с окружающими. If we're talking about someone that he is an ill-bred man, we mean his ill-breeding, tactless, and above all, the inability and disinclination to consider others. 10. Миссис Финни еще ни разу не встречала девушку, которую она могла бы счесть подходящей партией для своего сына. Mrs. Finney had never met a girl who could be suitable match for her son in her sight. 11. Под оболочкой воспитанности и хороших манер скрывалась лживая и злобная душа. Deceitful and malicious heart was covered under the ostentatious politeness and good manners. 12. Что же это было, что остановило его на полпути в задуманном им предательстве? Мы не знаем. Да и не все ли равно? Намерение предатьсамо по себе уже предательство. What was it that stopped him halfway to his planned treachery? We do not know. And does it matter? The intention to betray is a treachery of itself. 13. Легче всего обмануть того, кто хочет, чтобы его обманули. The one is most easily deceived who wants to be deceived. (He is easiest deceived who wants to be deceived). 14.  Первые впечатления часто обманчивы. First impressions are often deceptive. 15. Его спокойная верность долгу вызывала уважение. His quiet faithfulness to duty inspired respect. 16. «Я всецело за то, что бы вы высказались»,сказал он с вежливой улыбкой. “I stand for you to put your faith in me,- he said with a polite smile.17. Полностью довериться такому человеку, как он, также опасно, как довериться бушующему морю. To put fully faith in trust such a man is as dangerous as to put faith in the raging sea. 18. Только хорошее воспитание сдерживало эту необузданную натуру. Only good breeding checked (kept in check) this unchecked (unruly) nature. 

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14.  Give brief situations in which you will say the following (may be done in pairs). Convey proper attitudes:

1. you are being malicious  злобный; 2. a good match (in both meanings);

3.  a match for; 4. faith  in; 5. be unfaithful to; 6. a check on; 7. check smb.; 8. deceitfuldeceptive; 9. treacherous  изменчивый (wind, climate, weath er, fog, etc.)

15. Render Text Four in detail (use indirect speech).

16. Give the gist of Text Four.

17. Answer in detail and discuss the following questions:

1. Why is the play called "Dangerous Corner" ? What is meant by "dangerous corner"? 2. What is the point of the play (so far as you can judge by the given fragments)? 3. Would it be correct to state that the author, is against the truth and warns people against it?

4.  What is generally understood by 'illusions'? 5. Is it good or bad for people to have illusions? Give your reasons. 6. Do you agree with Robert that people are always in love with somebody "who really isn't there", somebody they have made up?

18. Reread Text Four to speak on the following points of style.

a)  Exemplify the use of colloquialisms. How can you explain their compara tively limited number in a dramatic text?

b)  Is the speech of the characters individualized? Illustrate your point.

c)  Analyse the language of the extracts in a few well-motivated sentences. Compare the language of the text with that of "The Escape". Account for the differences.

19. a) Study the following proverbs and explain their meaning, b) Give brief situations to illustrate them:

1. Trust is the mother of deceit. Доверие порождает обман. 2. All fails where faith fails. Всё умирает, где вера умирает. 3. Love asks faith, and faith firmness. Любовь требует веры, а вера - непоколебимости. 4. A faithful enemy is better than a treacherous friend. Верный враг лучше, чем неверный друг. 5. He is easiest deceived who wants to be deceived. Легче всего обмануть того, кто хочет, чтобы его обманули. 6. Deceit breeds deceit. Обман порождает обман. 7. Familiarity breeds contempt. Близкое знакомство чревато взаимной потерей уважения, чем больше знаешь, тем меньше ценишь. 8. Appearances are deceptive. Внешность обманчива 9. Let the sleeping dog lie. Не буди лихо, пока оно тихо. 10. Those who live in glass houses shouldn't throw stones. "Живущий в стеклянном доме не должен бросать в других камни", т. е. не следует осуждать других тому, кто сам небезупречен.

c) Make up dialogues on proverbs 8,9,10 in which one of the speakers will support the idea conveyed by the proverb, and the other will argue  спорить it.

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20. Complete the following dialogues. Give a brief preface pointing out who is talking arid under what circumstances. Then continue the dialogue. Use your active vocabulary and convey proper attitudes:

1.  "Now, I want to know exactly what really happened. Can you give me all the details with nothing missing at all? "

"I could try. But what's the use?"

"We must get at the truth somehow. I'm not at all satisfied with what I know."

"Well, you ought to be."...

2.  "Having got himself out of the trouble, he is simply asking for another. Couldn't you do something?"

"Could you? Can anyone?"

"Oh, it's a silly way to talk. Of course, we can. I'm all for us doing something." ...

3.  "You are meddling like a child with a fire."

"Well, people do sometimes, you know."

"I'm sure I never do."

"I'm sorry you don't. It's pure  lack of imagination that makes you so sensible. And, after all, what am I to be blamed for?" ...

4.  "You are their teacher. You ought to know what's going on inside the heads of those pupils of yours."

"It's more difficult than you think."

"But what about that girl of yours who wrote the letter? Do you know her well?"

"I've always thought so." ...

5.  "I still think him a fully reliable and faithful person."

" Don't you remember that famous quotationis it Shakespeare ? —something about a villain faithful only to his own treachery? " "Now, I don't quite see what you mean by it." ...

31. Render the following text in English. The italicized parts should be reproduced close to the text:

«Опасный поворот» —первая пьеса Джона Пристли, и сам автор склонен был рассматривать ее скорее как «техническое упражнение в драматическом искусстве, чем подлинное исследование (study) человеческих характеров».

Однако, как показало время, автор, по-видимому, недооценил художественных достоинств своей пьесы: иначе трудно было бы объяснить тот неизменный успех, с которым она шла на сценах чуть ли не всех стран Европы и Америки.

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Несомненно, если рассматривать пьесу с чисто «технической» стороны, можно с уверенностью сказать, что это блестяще написанная пьеса. Особенно это относится к композициик этому знаменитому «трюку со временем» (time trick), к которому теперь мы уже привыкли по множеству подражанийособенно в кино,но который во время написания пьесы (1932 г.) был ошеломляющим новшеством, повергавшим в изумление зрителей, читателей и критиков.

«Трюк» заключается в том, что в третьем действии, после того как прозвучал роковой выстрел Роберта, на сцене гаснет свет, после паузы зажигается снова, и мы, вместе с героями пьесы, возвращаемся в ту точку времени, в которой мы были в начале первого действия. Иначе говоря, начало первого действия повторяется почти слово в словос некоторыми сокращениями. Думаете это скучно? Нет! Это настолько захватывающе, что у вас мороз пробегает по коже. Мы снова видим этих людей, таких спокойных и счастливых: дружная любящая семья и их близкие друзья. Но мы теперь уже знаем, что это обман, что под маской дружелюбия и воспитанности скрываются ложь, предательство и измена. Каждая фраза пустой светской беседы звучит теперь двусмысленно, ибо за ней стоит та правда, которую мы знаем об этих людях и которую они хотят скрыть. Получается так, как будто мы видим одновременно эту уютную сцену в гостиной и сквозь нее те подлинные факты, которые вышли наружу на протяжении пьесы. Вот каков этот «технический трюк». Он подчеркивает и углубляет основную мысль пьесы. В этой концовке окончательно спадают маски. Мы больше не верим любезным улыбкам и лживым словам, и если вся пьеса разоблачает моральное падение большинства этих людей, то концовка мастерски подчеркивает еще и их лживое лицемерие. Вот таким образом «чисто технический трюк», блестяще задуманный и выполненный, способствует углублению и раскрытию характеров и идейного содержания пьесы.

22. Additional topics for students' talks, discussion and written composition:

A.   1. Priestley's play "Dangerous Corner".

2. Priestley as a playwright.

. A novel by Priestley.

B. The character of Louka and his theory of "consoling deceit" (Maxim Gorky. "At the Bottom of Life").

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С. The difference between the writer's optimism and the writer's "fool's paradise". Speak on concrete books and authors.

PROFESSION-ORIENTED QUESTIONS AND ACTIVITIES

I Listen attentively to your fellow-students' reading of Ex. 2; correct their mis takes in the pronunciation of the sounds and stresses.

П. Listen to your fellow-students' reading of the word combinations from Ex. 3. What advice will you give them if they fail to pronounce them correctly?

Ш. Ask your fellow-student to read Ex. 4. In what way would you correct his mistake, should he intrude the [g] sound after [rj]? What recommendation would you give schoolchildren if they made a similar mistake?

IV.   There is no denying the fact that appropriate reading matter in the target language can effectively be used for educational objectives as well. Try to recol lect an interesting class discussion you had in the course of teacher training that was both entertaining and instructive. Describe the discussion in terms of teach ing methods.

V. Think up a list of topics that could raise debates in your class. Select the best one and prepare yourself to conduct a class discussion on it. Use the following phrases (for the discussion leader):

1. Avoid elliptical, loaded or vague questions. 2. First arrange  in your mind all you are going to say. 3. Don't monopolize the discussion! 4. You are too subdued  подавлен. 5. What do you think on the point? 6. Do you share her view? 7. Give your reasons, etc.

VI    It has been acknowledged by educationists that drama can help the devel opment of children in a number of specific ways. What are the implications of that view for teacher training in general/foreign-language teaching in particular?

VII   Take up problem-solving situations 6-10 (See the Appendix). Discuss them in class.

CONVERSATION AND DISCUSSION

THE THEATRE

Topical Vocabulary

appeal привлекательность, притягательность n (the - of the theatre; visual -; auditory  -)

audience n (also: public n)

co-actor партнёр по роли n

costume  n

dialogue n (here: the spoken text of the play)

drama  n

dramatist  драматург n (also: playwright)

dramaturgy  драматургия n 

effects n (light -; sound -)

entertainment увеселительное мероприятие, эстрадный концерт n 

graphic изобразительный, наглядный a (- elements of the theatrical production)

house n (also: theatre -)

inflection модуляция, интонация n 

make up грим, косметика n

perform представлять; играть, исполнять (пьесу, роль) v (also: act, play)

performance  n (also: production а) постановка (пьесы, кинокартины) б) художественное произведение, произведение искусства)

part партия, голос n (also: role)

plastic искусственный, надуманный; фальшивый; поверхностный; творческий, созидающий, креативный a (- elements of acting)

play for the gallery играть таким образом, чтобы получить большое одобрение аудитории (a/so: to play for the house)

play-acting игра в пьесе n (also: acting; playing; performance )

play-writing n

presentation показ; представление n (also: production)

fep., Fair Employment Practices (амер. "приём на работу без дискриминации") ??? n (i.e. repertory theatre  театр с постоянной труппой и подготовленным для сезона репертуаром)

rhythm  n (i.e. the rhythm of the production)

scene n

scenery (театральные) декорации сцены n (also: setting(s)) spectator n

stage a play представлять, ставить, показывать пьесу (to produce/to present a play)

stage-direction 1) сценическая ремарка (в письменном или печатном варианте пьесы) 2) режиссура, работа режиссёра, режиссёрское искусство n (i/e/ 1/ the art and technique of a stage director постановщик, режиссёр 2. pi. intructions as to actors' movements written into the script of the play)

synthetic неестественный, ненатуральный a

technique технические приёмы n (the - of acting)

theatre-goer театрал n "the fourth wall Четвертая стена, - воображаемая стена, через которую аудитория смотрит на действие, происходящее в театре. "

upstage 1) отойти вглубь сцены, чтобы заставить другого (актера) отвернуться от зала 2) переиграть (другого актера) , привлечь внимание публики к себе v (i.e move upstage of a co-actor, forcing him to act with his back to the audience and thus spoiling his perfomance)

The Main Genres  of the Theatre

drama , tragedy , comedy, farce , melodrama , opera , musical comedy, musical, ballet , variety -show варьете

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I The theatre Is one of the greatest kinds of art. Its appeal is immense. What is its place among other arts? What is the secret of its appeal? What are the main problems of play-writing and of play-acting?

1. a) Read the. following.

What is a Play?

A play is a story devised придуманная to be presented by actors on a stage before an audience.

This plain statement of fact presents an exceedingly очень simple definition of the drama ,a definition so simple indeed as to seem at the first glance easily obvious and therefore scarcely  едва worthy  достойное of expression. But if we examine  the statement thoroughly  основательно, phrase by phrase, we shall see that it sums up within itself the entire theory of the theatre, and that from this primary axiom  we may deduce делать вывод  the whole practical philosophy of dramatic criticism .

It is unnecessary to linger задерживаться long over an explanation of the word story. A story is a representation of a series of events linked связанных together by the law of cause закону причинности and effect and marching forward маршируя вперёд toward a predestined culmination ,each event exhibiting imagined characters героев performing imagined acts действия in an appropriate  соответствующих imagined setting декорациях.

The phrase 'devised придуманная to be presented' distinguishes the drama  sharply from all other forms of narrative . In particular it must be noted that a play is not a story that is written to be read. By no means никоим образом must the drama  be considered primarily as a department of literature,like the epic  эпической поэме or the novel, for example. Rather точнее, from the standpoint of the theatre, should literary method be considered as only one of a multitude of means which the dramatist  драматург must employ to convey передать his story effectively to the audience. The great Greek dramatists needed a sense чувство of sculpture as well as a sense of poetry; and in the contemporary  theatre the playwright драматург must manifest  ясно показывать the imagination фантазию of the painter as well as the imagination of the man of letters литератора. The appeal of a play is primarily visual rather than auditory. On the contemporary  stage, characters properly должным образом costumed must be exhibited within a carefully designed and painted setting костюмы illuminated with appropriate соответствующими effects of light and shadow ; and the art of music is often called upon призывается to render исполнять incidental aid побочную поддержку to the general impression. The dramatist  драматург, therefore, must be endowed  одарённым not only with the literary sense, but also with a clear eye for the graphic and plastic elements of pictorial графического effect, a sense of rhythm  and of music, and a thorough  полное knowledge 

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of the art of acting. Since the dramatist  драматург must, at the same time and in the same work, harness  использовать and harmonise  the methods of so many of the arts, it would be uncritical to centre  studious  старательное consideration рассмотрение solely исключительно on his dialogue and to praise хвалить him or condemn осуждать him on the literary ground alone единственно.

It is, of course, true that the very greatest plays have always been great literature as well as great drama . The purely  чисто literary elementthe final touch of style малая толика in dialogueis the only sure antidote  противоядие against the opium  of time. Now that Aeschylus [i:skɪləs] Эсхил (древнегреческий поэт, родоначальник классической трагедии; 525-456 до н.э.) is no longer performed regularly as a playwright, we read him as a poet. But on the other hand it must be granted предпологать that many plays that stand very high as drama do not fall within the range  направление of literature.

(From: Hamilton C. The Theory of the Theatre. N. Y., 1939.)

b)  Answer the following questions:

1. Why is the theatre sometimes alluded to as a "synthetic" art? 2. What arts are involved in the production of a play? Which of them do you consider especially important for a successful presentation of a play? 3. Do you share the author's opinion that the dramatist  драматург must manifest  ясно показывать the imagination of the painter as well as the imagination of the man of letters and that he should possess a sense of music and a thorough  полное knowledge of the art of acting? One might say that these aspects of the play are rather the concern  of the director producing the play than of the author, aren't they? 4. Does drama  belong to literature? What is the author's opinion? What is your opinion?

c)   Summarize in one paragraph the main ideas of the extract.

d)  Confirm or refute:

1.The appeal of the play is primarily visual rather than auditory.

2. The dramatist  драматург must be endowed  одарённым... with a clear eye for the graph ic and plastic elements of pictorial effect... .

3.  ...many plays that stand very high as drama  do not fall within the range  of literature.

e)  Define in a few well-founded sentences the role and place of music in the drama production. What do you think about the modern tendency of using music in the theatre to the extent when the drama turns into a kind of variety show?

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f) Read the following text and summarize it in English.

В. Дмитриевэто воистину художник для театра, божьей милостью театральный художник, он не просто «оформляет пьесу», он раскрывает ее, раскрывает так же, как и режиссер.

Сад, созданный им в первом актеДяди Вани»),это жизнь в цвету, хлынувшее счастье, радость в зените,запах сада заполняет весь зрительный зал, и мы вдыхаем полной грудью этот аромат надежды, и вот уже аплодируем, ибо «сад» есть тончайший символ не только этой чеховской пьесы, это символ красоты. Садом этим театр сразу же, с места , берет сильный и смелый аккордблестящая мысль театра.

(Из рецензии Ю. Юзовского на постановку «Дяди Вани» во МХАТе в 1947 г.)

Define the role and place of the scenery in the theatrical performance. Comment on the modern tendency of the "minimum scenery". The text above shows that the scenery can become an essential element of the drama production enhancing the idea of the play and creating a mood. As you see from the extract, the mood created by the scenery can present a kind of contrast to the general mood of the play. How else can the scenery be used? Give examples describing the scenery of a play you have seen.

2. a) Read the following extract from an essay by V. Belinsky and summarize it in English.

...Любите ли вы театр так, как я люблю его, т.е. всеми силами души вашей, со всем энтузиазмом, со всем исступлением, к которому только способна пылкая молодость, жадная и страстная до впечатлений изящного?... Не есть ли он исключительно самовластный властелин наших чувств, готовый во всякое время и при всяких обстоятельствах возбуждать и волновать их, как воздымает ураган песчаные метели в безбрежных степях Аравии? Какое из всех искусств владеет такими могущественными средствами поражать душу впечатлениями и играть ею самовластно? ... Итак, положим, что драма есть если не лучший, то ближайший к нам род поэзии. Что же такое театр, где эта могущественная драма облекается с головы до ног в новое могущество, где она вступает в союз со всеми искусствами, призывает их на свою помощь и берет у них все средства, все оружия, из коих каждое, отдельно взятое, слишком сильно для того, чтобы вырвать вас из тесного мира сует и ринуть в безбрежный мир высокого и прекрасного. Что же такое, спрашиваю вас, этот театр?

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О, это истинный храм искусства, при входе в который вы мгновенно отделяетесь от земли, освобождаетесь от житейских отношений! Эти звуки настраиваемых в оркестре инструментов томят вашу душу ожиданием чего-то чудесного, сжимают ваше сердце предчувствием какого-то неизъяснимо-сладостного блаженства; этот народ, наполняющий огромный амфитеатр, разделяет ваше нетерпеливое ожидание, вы сливаетесь с ним в одном чувстве; этот роскошный и великолепный занавес, это море огней намекает вам о чудесах и дивах, рассеянных по прекрасному Божию творению и сосредоточенных на тесном пространстве сцены! И вот грянул оркестри душа ваша предощущает в его звуках те впечатления, которые готовятся поразить ее; и вот поднялся занавеси перед взорами вашими разливается бесконечный мир страстей и судеб человеческих! ...

...Вы здесь живете не своей жизнью, страдаете не своими скорбями, радуетесь не своим блаженством, трепещете не за свою опасность; здесь ваше холодное я исчезает в пламенном эфире любви. Если вас мучит тягостная мысль о трудном подвиге вашей жизни, вы здесь забудете ее; если душа ваша алкала когда-нибудь любви и упоения, если в вашем воображении мелькал когда-нибудь, подобно легкому видению ночи, какой-то пленительный образ, давно вами забытый,здесь эта жажда вспыхнет в вас с новою, неукротимой силой; здесь этот образ снова явится вам, и вы увидите его очи, устремленные на вас с тоскою и любовью, упьетесь его обаятельным дыханьем, содрогнетесь от огненного прикосновения его руки... Но возможно ли описать все очарования театра, всю его магическую силу над душою человеческою?... О, ступайте, ступайте в театр, живите и умрите в нем, если можете!...

b) Answer the following questions:

1. What is the author's attitude to the theatre? 2. How does he define the drama ? What is the difference between his point of view and that of C. Hamilton? 3. What, in the author's opinion, is the appeal of the theatre? Do you share his opinion?

c)  Explain the following:

Что же такое театр, где эта могущественная драма... вступает в союз со всеми искусствами, призывает их на свою помощь и берету них все средства, все оружия... .

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...Вы здесь живете не своей жизнью, страдаете не своими скорбями, радуетесь не своим блаженством, ...здесь ваше холодное я исчезает в пламенном эфире любви.

d) Tell the class what is the role of the theatre in the lives of people and in your own life.

II. 1. Different people have different opinions about the theatre. The short monologues that follow will acquaint you with seven persons expressing their views on theatrical problems. Enact the monologues in the form of interviews.

Use the following conversational formulas of encouraging people to speak and avoiding being misunderstood.

(a)  Do tell us what you think about it, will you? Really! So, what do you suggest? You don't care for it, you mean. And what is wrong with it? What about...? It's very interesting indeed. But don't you think...? Explain it, please. You mean to say that...

(b) Please, don't misunderstand me. I mean... Don't get me wrong. You haven't got the point, I think. Now, I didn't say that. No, I mean something different. No ... just let me finish. I was about to say that... I'm not implying that... Well/1 didn't really mean that...

David Stone, 42, artist

I am quite fond of the theatre, even though I don't go there too often. In my opinion, the value of the theatre is rather the same as of art in the broad sense of the word: it is the focus of the spiritual life of the nation. As for the contemporary  theatre, I think that it sadly lacks genuine  настоящей poetry , harmony and heroic  spirit. The prevailing tendency of today is to stage ставить the tragedy  in such a way that it loses its noble spirit and lofty возвышенные passions. I don't think that is the appropriate way to bridge перекрывать the gap between, let us say, Shakespeare  and the contemporary audiences. Somehow, Shakespearean  atmosphere  should be preserved. I am all for high tragedy .

Charles Sanders, 30, musician

The theatre is a splendid art. It is also a very difficult art, and a defenceless уязвимый one, because everyone sees only the tip of the iceberg  but is quite sure that he sees it all, and has something to say about it.

Personally I am not a passionate  theatre-goer. I prefer to sit at home and read the play. The theatre dictates навязывают to me: they put their 

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dish before me and insist on my swallowing глотание it. I won't have it. I prefer to have my own vision of the play.

Of course, one mustn't lose sight of the educational role of the theatre. But education should by no means become the primary aim, it shouldn't be too obvious, too didactic. The educational aim is best achieved when suddenly some secret spring пружина is touched, and the spectator feels: here is the moment of Truth. It is for this precious  moment of Truth that people go to the theatre.

Eugene Morris, 25, worker

I've never given a thought to the reason why I go to the theatre. My parents took me when I was a child, and the habit stuck осталась.

With me, the theatre is rest, work and a festive occasion. A good play makes one think: is it true to life? what should I have done in his place?

What I don't like in our contemporary  theatre is the prevailing insistence on настаивание на the character who is a hopeless failure безнадёжный провал. What is the purpose of such plays? I want to see a hero on the stage, a man whom I could admire and try to imitate. Of course, I don't mean an "ideal" hero: no one is likely to believe in him. I mean a strong, honest man, but also kind and tolerant. It is difficult for me to dictate to dramatists  драматург, but I hope you see what I mean.

Peter Wyndham, 35, film producer 

When a child I didn't go to the theatre. Once or twice my grandmother took me to the opera . One day we were late and arrived at the moment when a terrible thunderstorm had just broken out on the stage. Certainly an imitation thunderstorm, but I was so terrified  that I screamed and ran away. After that I refused pointblank категорически to go to the theatre, and I grew up absolutely outside its influence.

I don't want you to think that I reject the theatre like so many film people. It's not that. I am simply indifferent. A friend of mine has produced "Macbeth" in Birmingham [′bə:mɪƞəm], and I can't make myself go and see it, though everyone says it is a tremendous   success .

Irene Finch, 50, teacher

Today the theatre means nothing to me. Yet, there was a time when I was a passionate  theatre-goer. I remember going home once,

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after the first night of "Othello" with Laurence Olivier. I was actually crying. The emotional impact воздействие was immense. I still remember every detail of that performance .

Of course, I was young then. Probably, that is the reason. But no: I don't think so. Ask the young people today: are there plays that affect them so? I don't think so. The houses are certainly full, and one can't get a ticket for love or money. But, to my mind, the theatrical passions of today do not spring from a genuine love of the theatre but from other, less pure  sources: fashion, prestige , idle праздное curiosity.

Helen Green, 16, schoolgirl

I don't understand why people go to the theatre. All these talks on the stage make me sick меня тошнит от этих разговоров. I prefer films, variety  shows and, of course, rock concerts.

As to the theatre, it is not so bad when the scenery looks real. I mean, when the forest looks like a forest and not like the inside of a garage . I also like gorgeous  великолепные costumes . In general, I must have something to look at and, of course, to listen to. I don't mean talks, but a really good song or two would make even a boring play endurable  терпимой.

Elisabeth Allen, 20, student

The theatre is not only my favourite pastime. It occupies  an immense part of my life. I think it is the greatest of the arts, I believe it to be the school of life, and the happiest moments of my own life have certainly been lived in theatres.

Sometimes one hears that the days of the theatre are over because it cannot successfully compete  with the films and TV. I think that is nonsense. How can the theatre be compared with the cinema! In the latter в последнем случае you just stare  таращите глаза at flat dead shades on the screen . In the theatre you communicate with living breathing people who share with you their joys and sorrows, andwhat is moretheir joys and sorrows are also your joys and sorrows. In their problems you recognize your own, and you are no longer alone. The drama  properly staged and acted is not only communication but communion  общение.

    2. Look through the monologues and select the main problems raised by the speakers. Give your own view of each problem confirming or refuting the speaker's opinion.

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III. In the extract that follows several actors are discussing their trade.

1. Read the text carefully making notes of the main problems raised in the conversation:

When they had finished with parts and personalities, they started off on начали с the theory of acting. They were talking, this time, about that ancient  problem of whether one should, while acting, be more aware of the audience or the person or persons with whom one is playing the scene . David, of course, was taking the line направление that one should concentrate wholly on one's co-actor, on what is going on between two people on the stage: he was being opposed principally by Michael Fenwick, who was an avowed  признанный believer in technique.

"It's all a question of truth," David was saying, "you can't tell the truth if you have one eye on приглядеть how it's being taken all the time, can you? You have to narrow your circle of concentration down to the situation you're playing, you can't keep listening for reactions."

"But the whole art of acting," said Michael Fenwick (and who else but actors ever claim  заявляли that acting is an art?) "consists заключаются in communication. You have to convey your ideas to the public, you have to adjust подгонять your performance  to what they can take."

"That's just dishonesty мошенничество," said David, "that sail плавание that is. You mean that if you're playing Tennessee Williams in Cheltenham you gloss over затушёвываешь  all the punch lines кульминационные моменты, for fear of offending the old ladies. What good does that do anyone? They don't get a performance , they don't even get the play. You might as well give them what you believe to be true, not what you believe they believe to be true, mightn't you?"

"You seem to forget," said Michael, forgetting in an instant his last statement about art, "that acting is basically entertainment развлечение, the actor isn't there to instruct, he's there to amuse, and you can't amuse people unless you pay attention to their reactions."

"That's just nonsense," said David, "you must be talking about pantomime  or something. What I was talking about was acting. I must say I've no particular desire to amuse anyone, I just want to get on with it поладить, that's all."

"It's easy to tell," said Michael, "that you're not used to playing for live audiences. You've spent all your life in front of cameras, that's what's the trouble with you. That's what's the trouble with the theatre these days, people like Wyndham Farrar keep importing all these great stars of screen and telly, and expect them to be able to turn out производить a good stage performance , just like that. Stage acting is an

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art, a lost art, it's been ruined  разрушен by all you lot who think it's just an easy way of earning a lot of money."

"What in Christ's name do you think you are talking about?" said David belligerently  воинственно. I've played in just about every bloody rep. репертуарном театре in this bloody country, I'd been at it three years before I ever saw the inside of a television studio ."

"Three years," said Michael, who had been on the stage for twenty-three years; "Do you think you can learn anything in three years? "

"Of course you can," said David, "if you've got your wits about узнал you. And what I learned was that you must always, always be yourself. Whether you're playing to fifty in Oldham or five million or fifty million, there is nothing else you have to offer but yourself, so that's what you have to give. And to hell with к чёрту inflections интонации and upstaging переигрывание and all that bloody moronic  идиотская nonsense, that's all a bloody waste of time if you ask me."

Michael was too annoyed раздражён to reply immediately, and Julian took up this bristly колючий challenge вызов in a reedy тонким, girlish девическим voice.

"I don't see why," he said, "you should think that yourself is so wonderful? After all, the public pays to see a play, doesn't it, not to see David Evans orerLaurence Olivier."

"They may not pay to see David Evans," said David, ignoring as well he might the other example offered, "but that's what they see when they get there just the same, isn't it? And if I can't believe in myself as myself, I don't see what else there is to believe in. I don't want to spend my life covering myself прячась up in wigs париках and muck грязи. I don't believe acting has anything to do with imitation."

"I can't imagine what you're an actor for then," said Michael. "If you don't have any interest in the parts you're playing, or the people who are watching you, then what are you doing it for?"

"Oh, for myself," said David. "For myself. To discover about me. With each new part I play, I find out more about me. And if people will pay to see it, that's their outlook точка зрения, not mine."

(From: The Garrick Year by Margaret Drabble. Abridged.)

2.Find in the extract the main points of argument. State with which of the speakers you agree. Motivate your opinion.

3.Debate the following. Keep it in mind that some of the statements are disputable.

1. The actor, when on the stage, should wholly concentrate on his part and on his co-actors. He should act as if the audience didn't exist.

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Note. It is actually the problem of "the fourth wall" raised in his time by Stanislavsky. There is a pronounced tendency in the contemporary  stage-direction to try and destroy "the fourth wall", i.e. "to play for the house".

2.  The actor should convey to the audience his own vision of his part and not what he thinks they expect from him.

3.  Acting is an art.

4.  Acting consists in communication.

Note. The important point here is whether communication can be achieved only through "playing for the gallery".

5. Acting is basically entertainment, the actor isn't there to in struct, he's there to amuse.

6.  The actor must always be himself. Acting has nothing to do with imitation. The actor is not supposed to adjust himself to every new role.

7.  Stage acting is a lost art, it has been ruined by films and TV.

IV. Arrange discussions and round-table talks on the following.

1.Why do people go to the theatre?

2. What is a play? Amusement? Instruction? Just a story enacted on the stage?

3. The educational role of the theatre.

4. The theatre versus films and TV.

5. The actor and the problems of play-acting.

6. Dialogue. Its role in the play.

7.  Scenery and music. Their role in the play.

INSIGHT INTO PROFESSION

THE TEACHING OF MEANING

Talking Points:

1.  How are meanings of new words to be taught in class? Can the teacher resort to translating the new words into the students' moth er tongue or is it an error in method?

2. Which ways of meaning presentation are especially effective at different study levels?

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I. a) Read the following article:

The meaning of words can be communicated or taught in many different ways. The following list includes most of the possibilities.

1. By demonstration: using an object, using a cut-out figure, us ing gesture, performing an action.

2. By pictures: photographs , blackboard drawings, pictures from books.

. By verbal explanation: description, giving a word with the same meaning, giving a word with opposite meaning, putting the new word in a defining context, translating into another language.

Some people often criticise translation into the mother tongue as a way of communicating or teaching meaning. Their objections are generally like this:

1.  There is usually no exact correspondence between one lan guage and another.

2. Translation into the mother tongue is indirect.

3. The use of the mother tongue takes time which could better be spent in using English.

All of these criticisms are true. But they can also be applied to the use of pictures, drawings, demonstration, and the use of real objects. For example, a picture for one group of learners does not always have the same meaning as it does for the teacher. The use of a picture to convey meaning is indirect because it requires decoding. Time spent using pictures could be better spent in using English.

Translation into the mother tongue, however, has certain features that can be used by the teacher to the learners' advantage. Here is a list of the main advantages.

(a)  Translation can be done quickly. This is a disadvantage if the teacher wants to spend time on a word so that the learners will be sure to remember it. The speed of translation is an advantage, however, if the teacher wants to pass quickly over an unimportant word in a reading text. By giving the meaning quickly, using translation, the teacher has satisfied the learners and has avoided spending too much time on an unimportant word.

(b) Translation is not limited like pictures and objects to nouns, adjectives, and verbs. It can be used to explain many different types of words.

(c)  The teacher can ask the learners to respond by using transla tion to see if they have understood something he presented in anoth er way. Except where the teacher provides a multiple-choice list of

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definitions or pictures, there is not really any other way in which the learners can respond freely, quickly, and easily to show they have understood something.

It is true that the use of translation as a way of teaching meaning has its drawbacks  препятствия. It is usually too quick, it takes away time that could have been used to expose the learners to English, often there are not exact equivalents of English words in the mother tongue. However, translation shares these drawbacks with other ways of conveying meaning. By careful use of translation in suitable teaching techniques many of these drawbacks can be avoided.

The exclusion of the mother tongue from the classroom as a way of communicating meaning robs the teacher of one useful technique of encoding. It also leaves the learners to make their own uncontrolled and often incorrect translations.

(From: English Language Teaching Journal. L., 1978. Abridged.)

b) Answer the following questions:

I. What ways of teaching the meaning of words does the author suggest? 2. Which of the suggested ways do you consider more ef fective for different study levels? (Give your reasons.) 3. What kind of meanings cannot be conveyed in any other way but by verbal ex planation? What are the subtypes of this method? (Illustrate each subtype by examples showing how it is possible to convey this or that meaning.) 4. What are the usual objections against using translation as a way of teaching meaning? 5. What are the author's arguments in favour of using translation? 6. What is your opinion? 7. What are the drawbacks  помеха of the demonstration method of teaching meanings? 8. What are the drawbacks of using pictures? 9. Does verbal expla nation in the target language always achieve the aim? Why can it sometimes fail? What should be done to prevent the failure? 10. How can translation be used to check the students' understanding? What do you think of the recommendation? 11. Do you think that the mother tongue should be absolutely excluded from a foreign lan guage class? Give sound reasons for whatever you say.

П. Which way of presenting meanings would you choose for the italicized words in the following fragment? Explain your choice for each case:

Alice was beginning to get very tired of sitting by her sister on the hank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversa-

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tions in it, "and what is the use of a book," thought Alice, "without pictures or conversations ?"

So she was considering in her own mind whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a white rabbit with pink eyes ran close by her.

There was nothing so very remarkable in that; nor did Alice think it so very much out of the way to hear the Rabbit say to itself, "Oh dear! Oh dear! I shall be too late!" (when she thought it over afterwards, it occurred to her that she ought to have wondered at this, but at the time it all seemed quite natural); but when the Rabbit actually took a watch out of its waistcoat-pocket, and looked at it, and then hurried on, Alice started to her feet, for it Hashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it, and was just in time to see it pop down a large rab- bit-hole under the hedge.

(From: "Alice in Wonderland" by Lewis Carroll)

Ш. a) Choose a text from the 5th- or 6th-form textbook and prepare a micro- lesson at which you will present the meanings of new words. Try to vary your methods of presentation.

b) Prepare a similar micro-lesson based on a text of the 9th- or lOth-form textbook.

Key Words and Expressions: to communicate (teach) meanings of words by demonstration, pictures, verbal explanation; to convey the meaning; exclusion of the mother tongue; encoding; decoding

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UNIT FIVE

TEXT FIVE 

UP THE DOWN STAIRCASE  лестница

By Bel Kaufman

(Fragment)

Bel Kaufman, an American writer. She worked as a teacher of the English language and literature in a New York high school for 15 years. "Up the Down Staircase  лестница " (1964) is her first prominent work. The book deals with the experiences of a young high-school teacher.

Sept. 25

Dear Ellen,2[2] -

It's FTG (Friday Thank God конец рабочей недели), which means I need not set the alarm  for 6:30 tomorrow morning; I can wash a blouse, think a thought, write a letter.

Congratulations on the baby's new tooth. Soon there is bound непременно to be another tooth and another and another, and before you know it, little Suzie will start going to school, and her troubles will just begin.

Though I hope that by the time she gets into the public high school system, things will be different. At least, they keep promising that things will be different. I'm told that since the recent strike threats  угрозы забастовки, negotiations  переговоры with the United Federation of Teachers, and greater public interest, we are enjoying "improved conditions". But in the two weeks that I have been here, conditions seem greatly unimproved  неулучшенными.

You ask what I am teaching. Hard to say. Professor Winters advised teaching "not the subject but the whole child". The English Syllabus программа куса urges  настаивает "individualization and enrichment " —which means giving individual attention to each student to bring out выявить the best in him and enlarge his scope beyond the prescribed work. Bester says "to motivate  стимулировать and distribute" booksthat is, to get students ready and eager to read. All this is easier said than done. In fact, all this is plain impossible.

Many of our kidsthough physically mature  —can't read beyond 4th and 5th grade level. Their background consists of the sim-

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plest comics and thrillers . They've been exposed  подвергнуты to some ten years of schooling, yet they don't know what a sentence is.

The books we are required to teach frequently have nothing to do with anything except the fact that they have always been taught, or that there'is an oversupply слишком большое количество of them, or that some committee  комиссия or other was asked to come up with нагонять some titles званий.

I've been trying to teach without books. There was one heady  опьяняющий moment when I was able to excite the class by an idea: I had put on the blackboard Browning's1 "A man's reach кругозор should exceed превосходить his grasp возможности, or what's a heaven for ради Бога?" and we got involved in a spirited  горячий discussion of aspiration  стремление vs.  против2 reality. Is it wise, I asked, to aim higher than one's capacity ? Does it not doom обрекает one to failure? No, no, some said, that's ambition and progress ! No, no, others cried, that's frustration  крушение and defeat поражение! What about hope? What about despair отчаяния? —You've got to be practical! —You've got to have a dream! They said this in their own words, you understand, startled  into побужденные к discovery. To the young, clichés  клише seem freshly minted выдуманные. Hitch подцепляй your wagon  to a star судьбе! And when the dismissal  выпускной bell rang, they paid me the highest compliment: they groaned  тяжело вздыхали! They crowded in the doorway, chirping  чирикая like agitated sparrows, pecking клюя at the seeds семена I had strewn  рассыпалаwhen who should materialize but Admiral Ass.3

"What is the meaning of this noise? "

"It's the sound of thinking, Mr. McHabe," I said.

The cardinal  основной sin, strange as it may seem in an institution of learning учебном заведении, is talking. There are others, of coursesins, I mean, and I seem to have committed   a good number. Yesterday I was playing my record of Gielgud4 reading Shakespeare . I had brought my own phonograph  to school (no one could find the Requisition Forms бланки заявки for "Audio-Visual  Aids" —that's the name for the school record player) and I had succeeded достигла цели, I thought, in establishing a mood наклонение. I mean, I got them to be quiet, whenenter Admiral Ass,5 in full regalia , epaulettes  эполеты quivering  колышутся with indignation  возмущении. He snapped щелкнул his fingers for me to stop the phonograph , waited for the turntable диск патефона to stop turning, and pronounced:

"There will be a series of three bells rung three times indicating Emergency Shelter бомбоубежищную Drill строевую подготовку. Playing records does not encourage the orderly evacuation  of the class."

I mention McHabe because he has crystallized  вылился into The Enemy...

Chaos , waste, cries for helpstrident  скрипучие, yet unheard. Or am I romanticizing  идеализирую? That's what Paul says; he only shrugs пожимает плечами and makes up funny verses about everyone. That's Paul Barringera writer who 

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teaches English on one foot, as it were, just waiting to be published. He's very attractive : a tan загар crew cut короткая стрижка "ёжик", a white smile with lots of teeth; one eyebrow  higher than the other. All the girls are in love with him.

There are a few good, hard-working, patient people... who manage to teach against insuperable  odds в исключительно неблагоприятных условиях; a few brilliantly endowed  одарённые teachers whounknown and unsung невоспетаяwork their magic in the classroom; a few who truly love young people. The rest, it seems to me, have either given up сдались, or are taking it out отыгрываются on the kids. "Those who can, do, those who can't, teach." Like most sayings, this is only half true. Those who can, teach; those who can'tthe bitter ожесточённый, the misguided введённый в заблуждение, the failures from other fieldsfind in the school system an excuse or a refuge  убежище....

And Dr. Bester, my immediate  supervisor  инспектор, Chairman  председатель of the English Department, I can't figure out постичь at all. He is a dour  суровый, desiccated   высохший little man, remote равнодушный and prissy  ханжеский.6 Like most chairmen , he teaches only one class of Seniors  выпускников; the most experienced  опытные teachers are frequently promoted right out of the classroom! Kids respect him; teachers dislike himpossibly because he is given склонны to popping up выделяться, unexpectedly, to observe them. "The ghost walks" is the grape-vine  тайный signal for his visits. Bea7 told me he started out начала as a great teacher, but he's been soured  ожесточена by the trivla-in-triplicate8 which his administrative duties impose налагают. I hope he doesn't come to observe me until I get my bearings терпение.

Commentary

1.Browning, Robert: an English poet and playwright (1812-1889)

2. vs.: short for versus (Lot.) against

3. Admiral Ass: the nickname given to James J. McHabe, the ad ministrative assistant  помощник, because he signed his innumerable  circulars "James J. McHabe, Adm. Asst."

4.  Gielgud, John: an outstanding English actor and producer 

5.   ...enter Admiral Ass: the verb: "to enter" is used like this (the form of the Subjunctive I) in stage directions in a printed play fe.gr. Enter Hamlet = Let Hamlet enter)

6. prissy: a blend of precise and sissy; prim and precise (coll., USA)

7.Bea: short for Beatrice, one of the teachers

8. trivla-in-triplicate: from trivia, a Latin noun in the plural, which means trifles  пустяки; triplicate a threefold (e.g. to draw up a document in triplicateto write a document together with three copies of it). The author of the letter wants to say that Bester is overburdened  перегружен with his administrative duties.

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ESSENTIAL VOCABULARY

Vocabulary Notes

1.  negotiate  1) а) вести переговоры, договариваться; обсуждать условия б) торговать (чем-л.) 2) а) продать, реализовать (вексель, ценную бумагу) б) осуществлять денежные операции 3) а) вести дело б) устраивать, улаживать; преодолевать (что-л. при помощи переговоров) 4) а) преодолеть препятствие; перепрыгнуть, пересечь б) достичь самого высокого результата (в чём-л.) vi/t 1) discuss matters in order to come to an agree ment; negotiate with smb. for, on, over smth. (for peace, truce, cease  перестать fire, etc.) 2) bring about (a desired object), by preliminary discussion, arrange  устраивать (a business affair), e.g. The Ministers negotiated a top-level meeting.

negotiations  переговоры; обсуждение условий n the act of negotiating, making arrangements, as to enter into (conduct, carry on, hold, resume) negotiations with smb.; break-down of negotiations; negotiations on an issue переговоры на предмет, e.g. The negotiations on the oil issue are in progress .

negotiating parties стороны, участвующие в переговорах groups of persons discussing political or business matters

negotiator  1) лицо, ведущее переговоры; сторона в переговорах; сторона в договоре; уполномоченный по заключению договора 2) посредник n one who negotiates

2.  distribute 1) распределять, раздавать 2) распространять 3) заниматься дистрибуцией (товаров) 4) распределять по поверхности; разбрасывать; рассредоточивать 5) разделять, распределять 6) классифицировать 7) лог. использовать термин в его полном значении 8) разбирать шрифт и раскладывать его по кассам vt hand, give or send out among a number of persons, e.g. The teacher distributed the examination papers to the class (among the pupils).

distribution 1) распределение; раздача 2) распространение 3) дистрибуция, распределение 4) разбор шрифта и распределение его по кассам n distributing or being distributed

distributor 1) распределитель 2) дистрибутор, распространитель, агент по продаже 3) оптовый торговец 4) распределитель зажигания 5) гудронатор n a person or thing that distributes

3.  exceed 1) превышать; переступать пределы, границы; выходить за пределы 2) превосходить (кого-л. в чём-л.) ; иметь перевес 3) превалировать, доминировать; преобладать 4) преувеличивать; утрировать vt 1) go beyond what is allowed or necessary, as to exceed one's authority, the limits of decency; e.g. The driver was fined for exceeding the speed-limit. You have exceeded your instructions (i.e. done more than you had authority to do). 2) be greater than, e.g. 30 exceeds 13 by 17.

exceedingly весьма, очень, сильно, чрезвычайно adv extremely, to an unusual degree, as an exceedingly difficult book

Word Discrimination: exceed, surpass  1) превосходить, превышать 2) обгонять, опережать, перегонять.

Exceed is applied mostly to things in the sense of going beyond in measure, degree, quantity, and quality; one thing exceeds another in magnitude, height, or any other dimensions. It is usually taken in an indifferent or in a bad sense, particularly in regard to persons, as a person exceeds his instructions or exceeds the due measure.

Surpass signifies to exceed or be superior in that which is good. E.g. His playing now surpasses his teacher's. His record was surpassed the other day.

Either of the verbs may be used in reference  отношении to expectations. E.g. His success exceeded (or surpassed) his expectations.

Exceed применяется главным образом к вещам в том смысле, превышать меру, степень, количество и качество; одно превосходит другое по величине, высоте, или любым другим размерам. Это, как правило, берётся в в плохом смысле, особенно в отношении лиц, превышающим предписания  или превышает  грани.
Surpass означает превышать или быть лучше в том, чём-то хорошем. Например, His playing now surpasses his teacher's. His record was surpassed the other day.
Любой из глаголов может быть использован в отношении ожиданий. Например, His success exceeded (or surpassed) his expectations.

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4.   involve 1) а) привлекать, вовлекать, втягивать б) касаться, затрагивать 2) запутывать 3) вызывать; приводить (к чему-л.) 4) а) погружаться (в размышление, решение задачи) , увлекаться (чем-л.) б) увлекаться (кем-л.) 5) окутывать, покрывать 6) включать в себя, содержать 7) возводить в степень vt 1) mix up in, as involve smb. in war, crime, debt, scan dal, mystery, etc., e.g. He is deeply involved in debt. 2) have as a necessary consequence, as involve great expenses, difficulties, com plications, serious trouble, much work, an increase in, etc., e.g. The war has involved an enormous increase in the national debt. 3) be (get, become) mixed up with smb., e.g. It was clear he didn't want to get involved with us.

involved a complicated in thought or form, as involved reasoning, an involved mechanism, sentence, etc. involvement  1) а) путаница, запутанность б) затруднительное положение 2) вовлечённость; участие 3) условность n the state of being involved

5.   aspire  стремиться к (достижению чего-л.) vi desire earnestly (to, after, at or infin.), e.g. We aspire after what is great and unusual.

aspiration  1) стремление; сильное желание (к достижению чего-л.) 2) придыхание 3) аспирация, отсасывание (жидкости из полости) n (for, after), as the aspirations of the people for freedom

6.   ambition  1) честолюбие; тщеславие 2) цель, предмет желаний; честолюбивый замысел 3) трудолюбие; активность n strong desire to be or do smth., or for success, fame, honour, e.g. His ambition is to be a great scientist.

ambitious 1) честолюбивый An ambitious mind wants success.Честолюбивый ум жаждет успеха. 2) стремящийся к (чему-л.) ; жаждущий (чего-л.) 3) претенциозный a 1) full of ambition, e.g. He is an ambitious boy; he wants to become famous. 2) needing great efforts  in order to succeed, showing ambition; e.g. His plans are very ambitious, he wants to master the language in a year.

Word Discrimination: aspiration, ambition.

Both nouns express strong desire to achieve something but there is a subtle difference between them. Aspiration usually expresses an ardent desire for what is elevated, noble, spiritual or pure , the striving after which is uplifting or ennobling.

Ambition usually expresses an ardent desire for distinction. E.g. Pete was full of ambition, worked hard and became top boy of the class.

Оба существительных выражают сильное желание чего-то добиться, но есть тонкое различие между ними.

Aspiration обычно выражает горячее желание для того, что возвышенно, благородно, духовно или чисто, стремление к которому поднимает или облагораживает.
Ambition обычно выражает горячее желание отличиться. Например, Pete was full of ambition, worked hard and became top boy of the class.

7.   frustrate  1) расстраивать, срывать (планы) ; препятствовать, мешать 2) разочаровывать; обманывать (надежды, ожидания) vl 1) to prevent smb. from doing smth., as to frustrate the plans of one's enemies, to frustrate one's enemies in their plans, to be frustrated in an attempt to do smth. 2) to bring to nothing, e.g. His hopes were frustrated.

frustration  1) срыв (планов) , крушение (надежд) 2) чувство разочарования, неудовлетворенности (из-за невозможности каким-л. образом повлиять на ситуацию) n 1), frustrating or being frustrated, e.g. The frustration of all the dreams aged her before her time. 2) a defeat поражение or disappointment разочарование, e.g. His frustration strengthened his opposition.

8.   observe  1) а) наблюдать, следить (за чем-л.) б) замечать, обращать внимание (на что-л.) 2) (observe (up)on) сделать замечание, высказаться (по какому-л. поводу) 3) соблюдать (законы, правила, обычаи) ; твёрдо придерживаться (чего-л.) , следовать (чему-л.) 4) праздновать, отмечать 5) проводить научные наблюдения vt 1) take notice of; see and notice; watch closely and carefully, study; e.g. We observed that it had turned cloudy. The head teach er observed several lessons. 2) keep or celebrate; pay attention to (laws, customs, festivals), as to observe a person's birthday, an anniversary, etc., e.g. This rule is strictly observed by everyone. 3) say by way of com ment, e.g. He observed that we should probably have rain,

observation  1) а) наблюдение б) наблюдательность 2) наблюдение, замечание, высказывание 3) наблюдение, результат научных и личных наблюдений 4) = observance соблюдение, следование 5) (ближняя) разведка, наблюдение 6) обсервация (определение географических координат судна по береговым предметам или по местоположению небесных светил) n, as to carry on, maintain  observation; to be (keep a person) under observation, powers of observation; an observation post

observance  1) соблюдение (закона, обычая, религиозного обряда, праздника) 2) а) обряд, ритуал, церемония б) предписание религии 3) устав монашеского ордена (в католицизме) 4) почтение; внимание, любезность, услужливость n the keeping of law, custom, duty, etc. observant a quick to pay attention to; in the habit of noticing things, as an observant boy

observer  1) а) наблюдатель, эксперт б) слушатель (на конференции, симпозиуме) 2) человек, следующий каким-л. нормам, соблюдающий что-л. 3) обозреватель (в СМИ) 4) ; рекогносцировщик n 1) one who observes, as an observer of nature 2) one who keeps rules, customs, etc., as an observer of old traditions

9. impose 1) класть, помещать, фиксировать в определённом положении 2) возлагать (руки при благословении) ; рукополагать 3) облагать (налогом) ; налагать (ограничения, штраф) 4) (impose on) навязываться (кому-л.) 5) (impose on / upon) всучить, подсунуть 6) спускать (полосу) ; заключать (печатную форму) vt 1) put or lay (a duty, tax, punishment, obligation, curfew, etc.), e.g. A fine was imposed on him for careless driving. 2) force or persuade  a person to do or take smth. by using unfair methods, tricks, etc., e.g. He imposed his will on his family.

imposition  1) обложение (налого) , наложение (запрета, штрафа, наказания) 2) а) налог, пошлина, сбор; б) штраф 3) штрафное задание, дополнительное упражнение (задается в качестве наказания в школах и колледжах) 4) обман, жульничество 5) благословение, возложение рук 6) спуск (полосы набора, формы) n the act of putting or laying a tax, burden, punishment, etc. on smb., as the imposition of new taxes

imposing  грандиозный; впечатляющий, внушительный; импозантный a making a strong impression because of striking character or appearance; causing admiration, as an imposing lady, an imposing building

Word Combinations and Phrases

to set the alarm  (-clock) for поставить будильник на; to work magic творить чудеса

to bring out something выявить ; to take (it) out on smth. (coll) отыграться, вымесить злобу на…;

to enlarge (widen) one's scope расширить чей-л. кругозор; to doom one (or: be doomed) to failure

обречь на провал;

easier said than done легче сказать, чем сделать; to pay somebody a compliment as it were

сделать кому-л. комплимент так сказать;                 

to fight (teach, etc.) against бороться (учить) против;  to figure (smb., smth.) out (coll.)

постигнуть;        

great (fearful, insuperable , etc) odds     to get (find, take) one's bearings осмотреться,

исключительно неблагоприятные условия;                    ориентироваться (в обстановке), 

определить своё место, положение                        

 EXERCISES

1.  a) Listen to the recording of Text Five and mark the stresses and tunes, b) Repeat the text in the intervals after the model.

2.  Consult a dictionary, transcribe the following words and practise their pro nunciation:

Blouse , syllabus , individual , mature , background , frequently, oversupply слишком большое количество, reality, capacity , failure, progress , frustration  крушение, cliché , 

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sparrow, phonograph , record player  граммофон; патефон, regalia , epaulette , emergency , chaos , romanticize  идеализировать, insuperable  непреодолимый, endowed  одарённый, refuge  убежище, dour  суровый, senior , experienced  опытный, ghost , soured  скисший, administrative 

3.  Read the following words;

a)  observing the principal and secondary stresses:

congratulation, ne,goti'ation, .fede'ration, ,individualization, .aspi'ration, .insti'tution, .requisition, ,indig'nation, e,vacu'ation

b)  observing the principal stress:

'motivate  стимулировать, dis'tribute, 'agitate, materialize, 'indicate, 'crystallize  вылиться в форму, 'desiccate

4. Read out the following words and word combinations paying attention to the phonetic phenomena of connected speech.

1) Assimilation: a) The alveolar consonants [t, d, n, 1] become dental before [ð, ε]:

set the alarm ; congratulations on the baby's new tooth; not the subject but the whole child; to bring out the best in him; beyond the prescribed work; all this is easier said than done; and thrillers ; except the fact that they have always been taught; to excite the class; on the blackboard; when the dismissal  выпускной bell rang; find the Requisition Forms бланки заявки; I got them to be quiet; in the classroom; in the school system

b)  The alveolar consonants [t, d] become post-alveolar under the influence of [r]:

her troubles; the recent strike threats  угрозы забастовки; I've been trying; that's frustration  крушение; to have a dream; I had strewn  рассыпала; strange as it may seem; drill строевая подготовка; strident  скрипучий; attractive ; truly; trivia-in-triplicate; administrative

c)  The backlingual consonants [k, g] become labialized before [w]:

require, quit, frequently, quiet, quivering  колышутся, bilingual, language

2)  The linking "r"

there is bound непременно to be; there is an oversupply  переизбыток of them; or other; (in) their own words; enter Admiral Ass; are in love; there are a few good; or a refuge  убежище

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5. Read the following extracts out loud: from "Is it wise. I asked..." up to "...cli ches seem freshly minted" and from "There are a few good, hard-working, patient people..." up to "...an excuse or a refuge". Beat the time. Remember that parenthe ses as a rule should be unstressed and constitute the tail of the intonation group they belong to. Use proper intonation patterns to convey appropriate attitudes.

6. Study the following proverbs, a) Translate them into Russian or supply their Russian equivalents, b) Practise their reading paying attention to the vowels [з:, v, и:], the phonetic phenomena of connected speech and the intonation:

1. A bird in the hand is worth two in the bush. Лучше синица в руках, чем журавль в небе. 2. Between two stools one goes to the ground. Хотел сесть на два стула, да и очутился на полу. 3. Choose an author as you choose a friend. Выбирай книгу так, как выбираешь друга. 4. Don't halloo until you are out of the wood. Не говори "гоп", пока не перескочишь. 5. He who would search for pearls must dive below. Без труда нет плода. 6. Many words hurt more than swords. Cлово пуще стрелы разит 7. No news is good news. Отсутствие вестей - (само по себе) неплохая весть. 8. Of two evils choose the least. Из двух зол выбирай меньшее. 9. The early bird catches the worm. Кто рано встаёт, того удача ждёт. 10. The work shows the workman. Мастера видно по работе; ≈ дело мастера боится.

7. Read the text and consider its following aspects.

a)  Comment on the syntax and the rhythmic effect achieved in "I can wash a blouse, think a thought, write a letter."

b)  Explain:

teaching not the subject but the whole child; individualization and enrichment ; enlarge his scope; to motivate  стимулировать and distribute books; their background consists of the simplest comics and thrillers ; some committee  комиссия was asked to come up with нагонять some titles; a man's reach should exceed превосходить his grasp возможности; to the young, cliches seem freshly minted выдуманные; hitch подцепляй your wagon  to a star судьбе; ...who teaches English on one foot; to teach against insuperable  непреодолимые odds

c)  Indicate the stylistic devices in the following sentences. Comment upon the fitness of the comparison with sparrows in the first sentence. What is the speak er's attitude conveyed by the last sentence?

1. They crowded in the doorway, chirping  чирикая like agitated sparrows, pecking клюя at the seeds семена I had strewn  рассыпала. 2.1 had succeeded, I thought, in establishing a mood. I mean, I got them to be quiet. 3. ...Enter Admiral Ass, in full regalia , epaulettes  эполеты quivering  колышутся with indignation  возмущении.

d)  Exemplify the use of colloquialisms and learned words. Why does the writ er of the letter make use of both?

e)  Comment on the passage beginning "There are a few good, hard-working, patient people...". What immediate impression does it make on you? What is the key sentence of the passage? Enlarge upon the idea expressed in it.

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8. Copy out from Text Five the sentences containing the word combinations and phrases and translate them into Russian.

9.  Translate the following sentences into Russian:

1. Disputed wills were always painful. They brought out the worst in everybody. Оспариваемые завещания всегда были неприятными. Они выявляли худшее в каждом. 2. The ivory colour of the walls seems to bring out the beauty of the rugs. Цвет слоновой кости стен, кажется, оттенил красоту ковров. 3. I'm sorry, it's my own fault and I've no right to take it out on you. Мне очень жаль, это моя собственная вина, и я не вправе срывать зло на тебе. 4. I can't figure out what you're getting at. Я не могу понять, к чему вы клоните. 5. She had, as it were, got her bearings in the household before she approached Finch on one of the chief objects of her visit. Она, так сказать, осмотрела хозяйство, прежде чем она подошла к Финчу на одном из главных объектов её визита. 6. He was holding them, as it were, in the net of his mockery. Он держал их, так сказать, в сети его насмешек. 7. The clock lost twenty minutes every day, and might have been counted a sluggard but for the fact that its alarm had to be set half an hour later than the time when one wished to be called, so urgent was it in its desire to go off. Часы отставали на двадцать минут каждый день, и, могли прослыть за лентяев, если бы не факт, что при желании быть разбуженным вовремя вам нужно было ставить отметку на полчаса позже необходимого, с таким рвением будильник стремился выполнить свою работу. 8. If only he could figure out a way to achieve it without harm to himself. Если бы только он мог придумать способ добиться этого без вреда для себя. 9. The author works his magic in a story that is a marvellous combination of detection, pursuit, and imaginative reconstruction. Автор творит чудеса в рассказе, который является прекрасной комбинацией расследования, преследования, и образного воспроизведения. 10. They were trying to figure out what had gone wrong. Они пытались выяснить, что пошло не так. 11. He looked about him in the moonlight, getting his bearings. Он огляделся в лунном свете, пытаясь сориентироваться. 12. The walls were painted yellow; the basic hue seemed dark and smooth, claylike as it were. Стены были окрашены в желтый цвет; основной оттенок казалось темным и ровным, своего рода глиноподобным. 13. Enlarging one's scope involved endless trips to the town library, sleepless nights, millions of questions to which there didn't seem to be any answers. Расширение своего кругозора включало бесконечные экскурсы в городскую библиотеку, бессонные ночи, миллионы вопросов, на которые, кажется, не существует ответов. It was all uphill work; it was like an ocean, and he was alone in the middle of it, without any hope to find his bearings. Все это было кропотливой работой; это было подобно океану, и он был один посереди него, без всякой надежды сориентироваться. 14. "In this accursed town the very fact that you were born in the slums dooms обрекает you to failure," he said in rage. "I understand that you're fighting against fearful odds, but why should you take it out on me, of all people?" «В этом проклятом городе сам факт, что вы родились в трущобах обрекает вас на неудачу», сказал он в ярости. «Я понимаю, что вы боретесь в исключительно неблагоприятных условиях, но зачем вы срываете злость именно на мне из всех людей

10. Paraphrase the following sentences using the word combinations and phrases:

1. Miss Barrett didn't want her lessons to be observed until she gained a little experience in dealing with her pupils.Miss Barrett didn't want her lessons to be observed until she gets her bearings. 2. The tragic turn of events revealed her good qualities.The tragic turn of events brought out her good qualities. 3. I can't understand this man.I can't figure out this man. 4. You should read more in order to extend your knowledge.You should read more in order to widen your scope. 5. This attempt is sure to fail.This attempt is sure to be doomed. 6. He told her something flattering.He paid her a compliment as it were. 7. They say this doctor can do wonders.They say this doctor can work magic.  8. They fought bravely but the chances were not in their favour at all.They fought bravely but were doomed to defeat.  9. I admit you have cause for irritation, but don't scold the child, he's not to blame. - I admit you have cause for irritation, but don't take out on the child, he's not to blame.

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

1. Он, так сказать, сделал ей комплимент, заметив, что темная шляпа ей очень идет, оттеняя ее седые волосы. He paid her a compliment as it were, having commented, that the dark hat suited her bringing out her gray hair. 2. С какой стати ты вымещаешь свою злость на мне? Ты же знаешь, что это произошло не по моей вине. Why do you take it out on me? You know that this was not my fault. 3. Изучение иностранных языков способствует расширению кругозора; кроме того, как только человек начинает разбираться в иностранном языке, он глубже постигает и родной язык. The learning of foreign languages ​​contributes to enlarge one's scope, besides, as soon as a person has command of a foreign language, he comprehends more deeply the native language. 4. Я ничего не буду предпринимать, пока не начну ориентироваться в обстановке. Без этого все мои усилия обречены на неудачу. I won’t move hand or foot until I take my bearings. All my efforts are doomed to failure without it. 5. Вчера он пытался выместить на мне свое раздражение, а сегодня сделал мне комплимент! Я не могу его понять! Yesterday he tried to take out on me, and today paid me a compliment as it were. I cannot figure him out! 6. Я восхищаюсь этой балериной. Она творит чудеса на сцене. I admire this ballerina.  She works magic on the stage. 7. Мне придется поставить будильник на 6 часов, чтобы не опоздать. I have to set the alarm for 6 o’clock to not be late. 8. Он преподавал в весьма неблагоприятной обстановке и, несмотря на это, делал чудеса. He taught against fearful odds, in spite of this, worked magic. 9. Как ты думаешь, почему Смит уехал так внезапно? —Я тоже этого в толк не возьму. Why do you think Smith left so suddenly? - I, can’t figure it out too. 10. Тебе необходимо расширять свой кругозор! —Легче сказать, чем сделать! You should widen your scope! – Easier said than done!

12.    Compose short situations in dialogue form using the word combinations and phrases.

13. Answer the following questions:

1. What advice did Miss Barrett get a) from her college professor b) from the English Syllabus c) from Dr. Bester, her immediate  supervisor  инспектор? What did she think of all this advice? 2. How did Miss Barrett characterize her pupils? 3. On what "principles" were the books for the school in question selected? 4. What was the quotation that involved the class in a spirited  горячий discussion? 5. What problems emerged in the course of the discussion? 6. Why did the teacher regard the groan her pupils gave at the sound of the bell as the highest compliment to her? 7. What was the cause of Miss Barrett's conflicts with McHabe? 8. What did Paul Barringer look like? 9. Was his attitude to teaching similar to Miss Barrett's? 10. How did Miss Barrett classify her fellow-teachers? 11. What was the teachers' dislike of Dr. Bester motivated  by? 12. What opinion have you formed of Miss Barrett on the basis of her letter?

14. Study the vocabulary notes and translate the examples into Russian.

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15. Translate the following sentences into Russian paying special attention to the words and word combinations in italics:

A. 1. A high-ranking official has arrived in the capital to negotiate the ambassador's release. Высокопоставленный чиновник прибыл в столицу чтоб обсудить освобождение  посла от обязанностей. 2. It looked as if the negotiations would collapse before they started. Казалось, что переговоры потерпят крах, не начавшись. 3. The negotiators meet tomorrow for further discussions. Стороны, участвующие в переговорах соберутся завтра для дальнейшего обсуждения. 4. A pretty girl standing in the middle of the room was distributing the toys and sweets among the children. Хорошенькая девушка стояла посреди комнаты и раздавала игрушки и сладости детям. 5. The profits are supposed to be distributed to the shareholders. Прибыли, как предполагается, будут распределены между акционерами. 6. He discribed his poor condition to the heat that certainly exceeded anything he had ever experienced. Он списал своё тяжёлое состояние на жару, которая, безусловно превзошла всё, что он когда-либо пережил. 7. It is the best known of the author's works, although his three later books surpass it in many ways. Это самый известная из работ автора, хотя три его последние книги превосходят её во многих отношениях. 8. He described the operation as an enormous success far exceeding expectations. Он описал работу как огромный успех, намного превышающий ожидания. 9. He was doing his best to avoid Martha, it would have been too painful to get emotionally involved once again. Он делал всё возможное, чтобы не пересекаться с Мартой, было бы слишком мучительно ещё раз увлечься эмоционально. 10. He involved himself in what he always knew was a vain struggle. Он вовлёк себя в то, что он всегда знал, было напрасной борьбой. 11. The guerillas denied they were involved in the air crash. Партизаны отрицали свою причастность к крушению самолёта. 12. The policy aimed at the country's economic independence from her neighbour succeeded remarkably well considering the involvement of the two economies. Политика, направленная на экономическую независимость страны от соседей удалось на удивление хорошо, учитывая участие двух систем. 13. Nick himself regarded his relations with Helen as a great passion and had no idea that his mother described it to her friends as "Nick's unfortunate involvement". Ник сам считал свои отношения с Еленой великой страстью и понятия не имел, что его мать описывала это своим друзьям, как «злополучное увлечение Ника». 14. His statement that aroused much controversy was: "Cruelty is permissible where self-preservation is involved." Его заявление вызвавшее много споров звучало как: «Жестокость допустима, если она затрагивает самосохранение».

B.    1. His aspirations were conventional enough, but they differed from the aspirations of the majority of young men. Его стремления были достаточно обычными, но они отличались от устремлений большинство молодых мужчин. 2. "I'm not ambitious." "What you mean is you're not particularly ambitious to be rich or famous." «Я не честолюбив.» «Вы хотите сказать, что вы не очень стремитесь быть богатым или знаменитым». 3. He was a heartless, humourless, calculating man of ambition. Он был бессердечным, лишённым чувства юмора, расчётливым человеком амбиций. 4. Bob hoped to become a dramatic critic. Ernest knew something of this ambition, but not all of it, for Bob could be secretive when he chose. Боб надеялся стать драматическим критиком. Эрнест знал кое-что об этом честолюбивом замысле, но далеко не всё, Боб мог быть скрытным, когда ему было это нужно. 5. He was murdered after what seems to have been a frustrated kidnap attempt. Он был убит после того, что, кажется, было сорванной попыткой похищения человека. 6. Their anger and frustration are likely to stiffen their resistance. Их гнев и разочарование, скорее всего, усилят их сопротивление.  7. Though the flashing emotions are very much on the surface, what makes the piece particularly interesting is Pirandello's characteristic observation of the tragedy and frustrations below the surface of the comedy, and the dazzling contrasts between reality and deception. Хотя кипящие эмоции явно видны, то что делает отрывок особенно интереснымэто характерный приём Пиранделло трагедии и разочарования под видом комедии, и ослепительный контраст между реальностью и обманом. 8. She led him about, showing him all the electrical devices. They delighted him. He must press the electric buttons and observe all the resulting phenomena. Она провела его вокруг, показывая ему все электротехнические устройства. Он  восторгался ими. Он должен нажимать кнопки электропуска и наблюдать результат. 9. They said they would observe the ceasefire if the other side abided by it. Они заявили, что будут соблюдать соглашение о прекращении стрельбы, если другая сторона будет придерживаться того же. 10. Hands in pockets, he lounged over to Finch, and,

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with an eager smile lighting his clever, humorous actorish face, observed: "I want to tell you, White oak, how awfully pleased I am with your performance today." Засунув руки в карманы, он лениво подошёл к Финчу и с энергичной улыбкой осветившей его умное, комичное деланное лицо, заметил: «Я хочу сказать тебе, Белый дуб, как ужасно понравилось мне твое представление сегодня». 11. Finch, scarcely noticed by the family once their rejoicing over his return had subsided, was only an observer of this drama. Финч, едва замеченный семьёй, некогда обрадовавшись их возвращению, сев, был только наблюдателем этой драмы. 12. This was what he always left out of accountthe accuracy of her observation. Это было то, чего он никогда не замечалточность её наблюдений. 13. He recalled the imposing facade of the house. Он воскресил в памяти положение фасада дома. 14. Mrs. Brooke set briskly about her self-imposed task of retrieving the family fortunes. Миссис Брук бойко распространила слух о задаче возвращения семейного состояния, которую она возложила сама на себя. 15. His grandmother! That imposing, sinister old woman! Его бабушка! Эта импозантная, мрачная старуха! 16. The seven accused had been held in jail since the weekend, when the judge imposed stiff jail-sentences on them for contempt of court during the noisy trial. Семь обвиняемых держали в тюрьме с выходных, когда судья установил суровый приговортюремное заключение, за неуважение к суду во время шумного судебного разбирательства. 17. A partial ban was imposed on the students' committee. Частичный запрет был наложен на студенческий комитет. 18. After several planes had been hiijacked, the airlines imposed tight security measures. После угона нескольких самолётов, авиакомпании, ввели жесткие меры безопасности. 19. They protested against minority groups imposing silence on speakers. Они протестовали против меньшинств, не давая им права голоса. 20. New restrictions on travel were reported to have been imposed. Как сообщалось, были введены новые ограничения на поездки.

    16. Paraphrase the following sentences using your active vocabulary:

1. The secretary handed the booklets to all the participants in the conference.The secretary handed the booklets to all negotiators.  2. The two parties decided to discuss matters in order to come to an agreement.The negotiating parties decided to discuss matters in order to come to an agreement. 3. On several occasions he did more than he had authority to do.On several occasions he exceeded his powers. 4. I wish he hadn't got mixed up in this.I wish he hadn't been involved in this.  5. I've rescued Jane from a sense of defeat and disappointment.I've rescued Jane from frustration.  6. She is a better dancer than her teacher used to be in her youth.She surpassed her dancing teacher as the latter used to be in her youth. 7. The Browns were popular in town and a lot of parents ardently desired that their little boys should be the playmates of the Browns' only child. The Browns were popular in town and of a lot of parents had the aspiration for their little boys to be the playmates of the Browns' only child. 8. This girl is in the habit of noticing things.This girl is in the habit of observing things.  9. The Browns used to celebrate all the holidays. The Browns used to observe all the holidays. 10. When they learnt what he was up to they decided not to let him put his scheme into effect.When they learnt what he was up to they decided to frustrate his scheme. 11. The old lady's appearance and character never failed to impress people.The old lady's appearance and character were imposing. 12. The talks went off extremely well.The negotiations went off extremely well. 13. The building of the house will require great expenses.The building of the house will require impose expenses. 14. The teacher remarked that the woman's son was too vivacious.The teacher remarked that the woman's son was exceedingly vivacious. 15. The suspect was closely watched by the police.The suspect was closely observed by the police. 16. Every citizen is to pay an income tax.An income tax is imposed on every citizen.

17. Use the active word combinations and vocabulary of this lesson to make up a sentence or question to provoke the given remark:

1. Oh, this surpassed my expectations! 2. Naturally, these plans were doomed обречены to failure from the start! 3. Yes, indeed! And that's why he got his bearings very quickly! 4. That's why a considerable fine

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was imposed on him. 5. Easier said than done! 6. You don't say! Can he have paid me such a compliment?

18.  Translate the following sentences into English using your active vocabulary:

1. Переговоры между этими фирмами не прекратились бы, если бы в стране не начался энергетический кризис. Negotiations between these two companies wouldn’t have ended up if the country was not involved into the energy crisis. 2. Ожидают, что переговоры между двумя премьер-министрами возобновятся и будут проходить в Лондоне. It's expected that negotiations between the two prime ministers reconvene and proceed in London. 3. Договаривающиеся стороны не смогли прийти к соглашению, и политические обозреватели полагают, что переговоры обречены на провал. Negotiators didn’t manage to reach a settlement and political observers believe that the negotiations are doomed to failure. (Negotiators met insuperable odds in the course of negotiations and political observers believe that the negotiations are doomed to failure.) 4. Министры иностранных дел встретились, чтобы договориться о встрече на высшем уровне. The foreign ministers met to negotiate the summit. 5. Результаты переговоров превзошли все ожидания. The results of the negotiations have exceeded all expectations. 6. Сражение повлекло за собой большие потери в живой силе и технике. The battle involved exceedingly loss in life and materiel. 7. В 1914 году многие государства оказались втянутыми в первую мировую войну. Many states were involved in the First World War in 1914. 8. После беспорядков в городе был введен комендантский час. The curfew has been imposed after the riots in the city. (The curfew has been imposed to fight against riots in the city.) 9. Дом выглядел очень внушительным, и у Каупервуда появилось честолюбивое стремление купить его. The house looked imposing, and Cowperwood got an ambition to buy it. 10. Джемма разделяла стремление Овода посвятить себя освобождению Италии. Gemma shared Ovod’s aspiration to devote himself to Italy liberation. (Gemma shared Ovod’s aspiration to devote himself to fighting against the occupation of Italy.) 11. Наблюдательный человек сразу бы понял, что попытки навязать таким людям свое мнение связаны с известным риском. An observant person would realize immediately that the attempts to impose one’s views to such kind of persons could involve certain risks. 12. Он был уволен из полиции за действия, которые официально были квалифицированы как превышение власти. He was dismissed from the police for activity that was officially classified as exceeding of power. 13. Врач сказал, что больной должен быть под постоянным наблюдением, с какими бы трудностями это ни было связано. The doctor said the patient must be under constant observation whatever difficulties it might involve. 14. Миссис Смит ходила в церковь и соблюдала религиозные праздники, но ей не удалось навязать свои взгляды сыну. Mrs. Smith went to church and observe religious holidays, but she failed to impose these views on her son. 15. Оставь меня в покое, я не хочу ввязываться в это дело. Leave me alone, I do not want to br involved in this case 16. Этот честолюбивый замысел сопряжен с большим риском. This ambition involve hazards. 17. Наблюдательная девочка не могла не заметить безысходного отчаяния сестры. The observant girl could not help observing endless frustration of her sister. 18. «Соблюдение этих правил требуется от всех, кто принят в нашу школу,сказал м-р Ривз.Правила устанавливает школьный совет»." Observance of these rules is distributed to all admitted to our school, - said Mr Reeves.  The regulations are established by the school board."

Начало формы

19.  Give the gist of Text Five.

20.Discuss Browning's words "A man's reach should exceed his grasp, or what's a heaven for?", a) Comment on the quotation, b) How would you answer Miss Barrett's question as to whether it is wise to aim higher than one's capaci ty? With which group of pupils would you side? c) Illustrate the quotation by a literary example, d) Make up dialogues dealing with the ideas Browning's words arouse.

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21.  Comment on the phraseological unit "to hitch one's wagon to a star".

22.  Reread Text Five to speak on the following points of its style.

a)  The story is told in the form of a letter. Is it a modem or an old-fashioned form? (Prove your point) What is the author's purpose in resorting to it? Point out some of the characteristic features of the style resulting from the choice.

b) What is gained by telling the story in the first person? How does the fact in fluence the mood and atmosphere of the narration?

c)  What impression do you form of the character of Sylvia Barrett from her let ter? Is she detached in her attitude to the facts she describes? Prove your point.

d) What method(s) of characterization does the author use?

e)   Point out the sentences bearing touches of humour or irony. (Prove which it is.)

f) Comment on the language. Compare it with that of James Hilton (Text One).

PROFESSION-ORIENTED QUESTIONS AND ACTIVITIES

I.  Listen attentively to your fellow-student's reading of Ex. 2. In what way will you correct his mistakes if he makes any?

II.  Ask your fellow-student to read out loud Ex. 3; ask him to beat the time to observe proper stresses; correct his mistakes in the pronunciation of vowels.

III.  While listening to your fellow-students' reading of Ex. 4, write down their mistakes, then analyse them and ask the students to correct them orally.

IV.  Ask your fellow-student to read the passages given in Ex. 5 observing the intonation of parentheses; correct his mistakes.

V.  Comment on Professor Winters' recommendation to teach not the subject but the whole child. What does it imply in terms of foreign-language teaching?

VI.  What do you think of the popular quotation from B. Shaw "Those who can, do, those who can't teach"? Give reasons for your answer.

VII.   a) Reread the text for the information on the "culture element". Make up a list of specific features of American school life as can be seen through this ex tract, b) Be ready to speak on the American high school system. (Revise the mate rial given in Part Four.)

VIII.   The text of this lesson is given in a form of a letter. That should remind you of the peculiarities of letter-writing in English, a) Write down the expressions for the salutation, the body of the letter and the complimentary clause that you

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think appropriate for teaching on a school level, b) Speaking in terms of methods, why do you think letter-writing is so essential in foreign-language teaching at all levels?

IX.    Give a professional account of the papers or written homework at your teacher's choice that you have corrected. Use the following:

1. I've marked/corrected your papers. 2. Will you do your corrections now! 3. Now I'm going to give you your homework back. 4. Would you read the last sentence again, please! 5. In this way we check on the proficiency of the students. 6. All students of English especially those who are trained to become school teachers must have legible writing. 7. Give it a suitable title.

X.   Take up problem-solving situations 11-15 (See the Appendix). Discuss them in class.

CONVERSATION AND DISCUSSION

NEW CHALLENGES проблемы IN EDUCATION

Topical Vocabulary

access доступ n (to provide wide - to knowledge/cultural treasures, etc.)

adjust приспосабливаться, привыкать v (to - one's mind to smth.)

advocate  защищать, поддерживать v,  n (to - smth.; to be an - of smth.)

background истоки, корни n (cultural/educational/family -)

branch out открыть v (to - to another problem/subject)

broaden расширять v (to - one's education; to - the range направление  of interest)

challenge сложная задача, проблема n (~s of space/in education)

carry out выполнять, осуществлять; приводить в исполнение v (tocomputations подсчёты, расчёты /task/operations)

communicate передавать, сообщать v (toattitudes позиции, отношение ideas / facts / propositions предложения)

computer n (—aided instruction автоматизированное обучение - terminal терминал ЭВМ)

essentials предметы первой необходимости, основы n (- of a subject)

deep-going затрагивающие суть a (- changes)

development n (- of new ideas)

device аппарат, машина, прибор n

eliminate  1) устранять, исключать 2) уничтожать, ликвидировать, аннулировать v

grounding основа, основание n (to get a firm - in a subject)

impact сильное воздействие; влияние n

innovation  n

insight онимание, догадка, озарение, проникновение в суть n (- into smth.)

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interaction n (man-macnine ~) jot down наскоро записывать v

language n (machine -; artificial  -)

learning n (rote - обучение (напр., робота) методом механического запоминания (требуемого стереотипа поведения); insightful - инсайтное научение; lifelong - непрерывное образование)

manual  a (- work/training)

mould формировать, образовывать, воспитывать; направлять v (to - character/personality)

operate  производить операции с v (to - a computer)

physical facilities  средства труда

private  персональное study

proceed v (to - at one's own speed)

program  v (to - a computer)

provide v (todrills обеспечивать тренировку/commentary)

role-play ролевая игра; role-playing activity разыгрывание ролей

rote механическое запоминание n (- learning методом механического запоминания; to learn by -)

remedial коррективный a (- material/class)

score n (to keep - вести счет)

sophisticated  p.p. (- equipment/comment/speaker)

scientific and technological revolution 

speed n (to proceed at one's own -)

subject matter тема, предмет обсуждения

substitute  v, n (- teacher нештатный преподаватель; to ~ smth. for smth.)

superior  лучший, более совершенный; превосходящий a (to be - to a teacher)

take notes of lectures конспектировать лекцию (but: to make brief/outline notes набросать заметки)

terminal конечное устройство n (home -; computer -)

time sharing использование ЭВМ в режиме разделения времени

trial  испытание and error пробы и ошибки (method)

user n

I. Lifelong learning is vital for every individual. Only by continuous nourishment of the human mind, body and soul can man be adequate to the challenge of our time. "How to teach" seems to be a well-developed area in education. What about methods of learning?

1. a) Read the following:

You may think that study is an individual matter; that methods which suit some individual will not suit others; and that different methods are appropriate подходящие to different subjects. All this is true. Study remains an art. The best methods of learning medieval  стредневековую history will not necessarily be the best methods of learning chemical  engineering. But, whatever какой бы то ни было subject you are studying, there are nevertheless certain general principles which you should know about, and which

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should enable you to work out разрабатывать your own personal methods and schemes of study more effectively, and with less trial  испытанием and error.

Success in study depends not only on ability and hard work but also on effective methods of study. Some students can do more work in a given time than others, and do it more easily. This is largely a matter of ability, no doubt, but ability is by no means the only factor. Important study skills such as note-taking записывание, revising  исправление, and making plans and time-tables расписание, графики have to be learned and practised, yet very few students get добиваются any systematic instruction in these matters. Most have to rely on надеяться the study techniques which they learned at school, or to proceed by personal trial  пробами and error. Even the most gifted students can seldom discover unaided без (посторонней) помощи the most effective ways of studying.

Take a question which must concern  all students: What is the most effective method of learning from textbooks? Several methods are possible, e.g. 1) simple reading and re-reading, 2) underlining the main points and important details in the text, 3) reading and then making brief outline notes наброски.

Actual research studies of the effectiveness of these methods, as judged by examination success, have in fact been done on quite a large scale  масштабе. Method (3) turned out to be the best, but only if the text was read over first in order to get the general sense, and if the notes were made in the student's own words. Without some practice and training in note-taking, method (3) was actually inferior  хуже to method (1).

You must thoroughly  основательно understand what you are studying. If you really understand a subject not only do you remember it easily, but you can apply your knowledge in new situations. The important thing is not what you know, but what you can do with what you know. The extra effort  envolved in getting a firm grounding твёрдую почву in the essentials суть of a subject is repaid компенсируется many times in later study.

How are you to achieve understanding? Understanding involves 1) linking связывание new knowledge to the old and 2) organizing it and remembering it in a systematic fashion.

(From: Maddox II. How to Study. L, 1971.)

b) Answer the following questions:

1. Do you think that study is really an individual matter? Do you believe that you can become efficient in learning through proper organization and method? 2. Which of the three methods of learning from textbooks suggested by the author do you usually stick to in your studies? Which do you personally find effect-

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tive? 3. There is a most important general rule of learning given by the author in this extract. What is it? 4. How do students achieve understanding?

2. In this text the author presents a personalized view of what has happened in the first decades of modern computers in American education.

a) Read the text for obtaining its information:

Throughout the 1960's far-reaching далеко идущие claims  заявления were made for the potential for computers to improve education. The efforts , particularly of computer companies, were concentrated on "Computer-Aided Instruction программированное обучение " or "CAT. While the phrase computer-aided instruction is broad enough to describe all current applications of computers to the process of education, in practice CAI has come to stand for поддерживать only one possible use of the computernamely а именно, as a substitute teacher. Students sitting at computer terminals can receive instruction in a wide variety  of subjects. A perennial  вечный favorite  is language instruction машинный язык. This can consist of vocabulary, grammar, and spelling drills упражнений, or of monitored обработанный в ЭВМ language translation in a more sophisticated  version. For example, the computer may provide обеспечивать words in English, for which the student is supposed to give synonyms in French.

In a more sophisticated  application CAI will teach the student new subject matter тему and quiz протестировать him on it. Textual  material is provided either directly on a display terminal дисплее or through supplementary notes дополнительных записях.

A major claim  заявление made for CAI is that each student can proceed at his own speed. The student who is having difficulty with a given topic, as shown through the number of errors he commits , can branch out открыть to another program  and be provided with remedial коррективным instructional material. In this sense CAI is more individualized than the instruction the average teacher can provide to a class.

The computer also has certain attributes which in special situations makes it superior to the teacher. First, the computer has infinite  бесконечным patience . Second, through time sharing работу в режиме разделения времени, it can simultaneously drill тренировать a large number of students, each one proceeding at his or her own speed. Third, the computer, if correctly programmed, does not make any mistakes. And finally, there are distinct advantages in the completely impersonal relation between the student and computer. The student can make all his mistakes in private  without having to demonstrate his ignorance  to the teacher and to the rest of the class.

All those advantages have to be acknowledged  признаны.

(From: KemenyJ.G. Man and the Computer. NY., 1972. Abridged.)

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b)  Answer the following questions:

1. How can computers be used in the area of language instruction? 2. Can a computer quiz the student besides teaching him new subject matter? 3. What are the main four advantages of a computer in education, as the author puts it?

c)  Summarize the whole of the text in two paragraphs.

d)  Tell the class how you think computer-aided instruction should be used in language teaching at school.

H.                              Muchofthe information we need in carrying on either our professional work or leisure-time activities we gather through interviews — purposeful conversations, as we might call them.

I.    Use the following monologues for making imaginary interviews with the speakers on the current problems of education.

Mind that besides asking questions the interviewer should encourage people to speak.

Model: Mrs. Brown, tell us what happened, will you? —Really! —So what did you do about it? —The computer, you mean...Read it for us, will you? —And what about you, Mr. Green?

Mona Thompson, 47, comprehensive общеобразовательной school teacher

It's easy for the experts to tell us how to teach. I wish they'd tell my fourteen-year-olds how to learn. I think study techniques are becoming most important today. Besides, I wonder how I should motivate  стимулировать my teenagers to read. Of course, there are plenty of interesting books in the library, but the boys and girls in my class aren't interested in them. All they care about is football or pop music. It's no use telling them to read. I've tried, but they don't listen.

John Kemeny, 60, mathematician

I believe that education will continue to be one of the important areas for computer applications. I have, however, two major prejudices  предубеждения against computer-aided education. They are, first, that the computer is a very expensive substitute for a book, and, second, that it is a very poor  substitute for a teacher. It is much more sensible благоразумно to 

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let students read a page, or better a chapter, of a book on their own and then go to the computer terminal to be drilled or tested. CAI programs  are most effective for rote learning обучение прямым запоминанием фактов and mechanical drill подготовка.

Dan Bright, 23, primary school teacher

There are too many old-fashioned people in the teaching profession and it's difficult for them to communicate with kids. It's a pity they don't go to conferences  and learn about new teaching methods. After all, it's natural for kids not to worry much about spelling or adding up имеющим смысл rows линии of figures . It's obvious to anyone that English spelling is just a convention  условность and any pocket calculator will count much faster and more accurately  than the human brain. It's hard to interest kids unless you can show them that what they learn is useful to them.

Jill Adams, 13, schoolgirl

The teachers get annoyed with me if I don't do my homework. But it's difficult to concentrate when the telly's on all evening. A few of the boys and girls in my class work but a lot of them never do anything. They say there's no point in it. There are some subjects I like, and a few of the teachers are all right, but you don't want everybody to call you a teacher's pet.

(From: Fowler W. Incentive Themes. Surrey, 1980.)

2.  Act out the interviews in class.

3.  Figure out the problems raised by the speakers. Give your opinion and tell the class how you would solve those professional problems.

III. The average rate of success in learning a foreign language achieved by learners today is probably much higher than that of their parents. Still language teachers continue to speak of means to improve the ease and effectiveness of language learning through modifications in their ways of teaching.

1. a) Read the following text to figure out the author's approach to foreign-lan- guage teaching. Do you think there is such a problem?

Every day I see advertisements in the newspapers and on the buses claiming  утверждающих that it is easy to learn English. According to these advertisements, with very little effort  on the student's part, he will be able to speak the language fluently in three months or even ten days.

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There is often a reference  отношение to Shakespeare  or Charles Dickens to encourage him even more. When I see advertisements like this I don't know whether to laugh or cry. If it were as easy to learn English as they say, I would have to look for another job, because very few qualified teachers would be needed. But a large number of people must believe these ridiculous  нелепые claims, or else the advertisements would not appear.

It is natural for students to be attracted to methods that will teach them as quickly and efficiently as possible. But it is difficult for anyone to explain in simple language why one method is better than another, and it is no use pretending that anyone has discovered a perfect way of teaching English in every possible situation. Some experts even say that there are as many good methods of teaching a language as there are good teachers, because every teacher is an individual with his own personality . No doubt this is true to a certain extent степень, but it is not very helpful to students.

For a long time people believed that the only way to learn a language was to spend a great deal of time in a country where it was spoken. Of course it is clear that students who go to England to learn English have a great advantage over others, but a large number of students go to the opposite  extreme  крайность and think they can teach themselves at home with dictionaries. But it is wrong to assume принимать that each work in English has a precise equivalent  in another language and vice versa , and it is impossible for any translation method to provide students with the natural forms of a language in speech, let alone не говоря о том, чтоб produce good pronunciation and intonation.

A great deal of teaching is still based on behaviourist  psychology. Behaviourists are fond of making students repeat phrases and making them do exercises where they continually снова и снова have to change one word in a sentence. If we were parrots попугаи or chimpanzees , these methods might be successful. A large number of theorists  seem to think it is a pity we aren't because it would make it easier to use their methods.

In my personal opinion, no one can ever learn to speak English or any other language unless he is interested in it. Human beings, unlike parrots and chimpanzees , do not like making noises unless they understand what the noises mean and can relate them to their own lives. It is worth remembering that language is a means of communication. What people want to say and write in another language is probably very similar to what they want to say and write in their own. What they listen to and read cannot be a formula. It must be real.

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There is another relevant point worth mentioning here. We need other people to talk to and listen to when we communicate. If what we are learning is strange to us, it will be helpful if there are other students around us who can work with us and practise the unfamiliar forms with us in real situation, talking to each other about real life in real language.

(From: Fowler W. Incentive Themes. Surrey. 1980.)

b) Make a round-table talk to discuss the points raised by the author. The leader should keep the ball rolling and bring the participants to working out the main techniques of teaching communicative competence.

2. People who like to study don't always fit into the modern scheme of things,

a) Read this poem by J.E. Faulks.

Problem Child

How shall I deal with Roger,

Mrs. Prodger? I've never yet been 

able To sit him at table And make him 

paint a label ярлык For the salmon  in the 

kindergarten shop заведении детского сада.

But he is full of animation 

When I mention a dictation,

And he never wants a spelling test to stop. 

                        I've encouraged self-expression And intentional 

digression отклонение от темы But I think I'll have to let the system 

drop.

For the normal child, like Roger, 

Is a do-er, not a dodger  хитрец, And your 

                        methods, Mrs. Prodger, are a flop фиаско. How shall 

I deal with Roger,

Mrs. Prodger?

I've had projects on the fairies, On 

markets, shops, and dairies  сыроварнях; I've had 

projects on the prairies  сепях, But the little 

fellow doesn't want to play:

Instead he has a yearning  сильное желание

For unreasonable learning,

And wants to do Arithmetic all day.

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He shows a strong proclivity  наклонность, 

For purposeless activity, 

And doesn't want experience in clay глине. 

So I rather think that Roger 

Is a doer, not a dodger  хитрец, And how would you 

deal with Roger, can you say?

b) Answer the following questions:

1. The person who is supposed to be speaking in the poem is a teacher in one of the early grades in school. She is talking to the principal, Mrs. Prodger. What does she say in the first few lines that she has been unable to get Roger to do?

2. What does animation mean? Do you think Roger liked to have a dictation exercise or not? What did he feel about spelling tests?

3. How might one "encourage self-expression" among kindergar ten children or first graders? What does digression mean? The teach er says that Roger, however, wants to do the subjects, not dodge them. What in the last part of the first stanza suggests that she thinks most little children are like Roger?

4. What projects has the teacher tried in an effort  to interest Roger? How did Roger respond to these? What did he have a yearning for? What did he want to do?

5. What does proclivity mean? What does Roger show a strong proclivity for? What are these activities that Roger likes to engage in? Do you think the teacher really thinks that they are purposeless? What kind of experience does Roger not want?

IV. 1. Debate the following point:

Computers are indispensable in foreign-language learning.

Note: Arguments: Students sitting at computer terminals can receive instruction in a wide variety  of subjects.

Computers can both teach and quiz students on the new subject matter.

Each student can proceed at his own speed, etc.

Before starting the debate make up a list of counterarguments.

      2. Make a round-table talk to discuss the best ways to improve your professional efficiency in your teaching career.

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For Role-Play

Situation: Informal talk out of class. 

Characters: "Conscientious  сознательный " student

Student who is not quite "conscientious" Day-dreamer

Loafer Talking Point: Is learning how to study that important?

Topics for oral and written composition

1.The teacher must live to teach and not teach to live.

2. The most valuable gift you can give another is a good example.

3. Men learn while they teach.

INSIGHT INTO PROFESSION

HOW TO TEACH WRITING

Talking Points:

1. What do you think are the basic differences between written and spoken language as types of communicative activities?

2.  Teaching writing has been rather neglected for a number of years, don't you think? What was the reason?

3. How should one start teaching his students written English?

4.  Through what stage should a student pass before he acquires the skill of writing a composition?

I. a) Read the following text:

For some years linguists have been writing textbooks designed to teach foreign students spoken English. But only recently, as teachers have found that many students want and need to learn how to write English as well as to speak it, have linguistically oriented textbooks designed to teach written English appeared .

It is obvious that grammar, aural comprehension, reading, and even oral production are to varying degrees involved in writing. Certainly we cannot teach a writing course that never touches on these areas. But, at the same time, teaching a writing course that covers  only these areas is redundant. Given the limited time most of us have to teach the student as much as we can about English, we should, if only for efficiency's sake, use a method that teaches him something he will not learn in his other courses. That is, we should use a method that emphasizes that which is unique in writing...

Learning to write, then, involves more than learning to use orthographic symbols. Primarily, it involves selecting and organizing experience3[3] according to a certain purpose. It follows that teaching the student to write requires active thought.

When writing the student must keep in mind his purpose, think about the facts he will need to select that are relevant to that purpose, and think about how to organize those facts in a coherent fashion.

Although, unlike pronunciation and grammatical production, the process of reading requires thought, it does not, as does writing, require activity. Reading is a passive process, while writing is active. Although he can learn through reading how various writers have selected and organized facts in order to carry out a specific  purpose, the student himself must ultimately undergo the intense mental activity involved in working out his own problems of selection and organization if he is ever really going to learn to write. This is why the copybook approach, which requires the student to copy and emulate certain writing, doesn't work very well. While it does require the students to memorize structures, thereby increasing the grammatical ability, and perhaps even teaching him something about style, it does not require him to do much thinking.

Because the combination of thought and activity carrying out that thought is unique to writing, we must, in planning a writing curriculum, devise exercises that necessitate intense concentration. While grammar and reading are both certainly indispensable to such a curriculum, we must present them in such a way that the student will learn to use them as tools. For example, one of the first things the student will have to learn is that writing has certain structural differences from speech. One difference is that writing generally has longer sentenceswhat might be two or three sentences in speech is often only one sentence in writing., So the student must learn how to combine the short sentences of spoken English by modification or

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by using sentence connectors of various kinds (conjunctions like however and therefore, phrases like in the first place, etc.)...

Of course, one of the biggest problems in teaching writing is that the student must have facts and ideas in order to write and that these must be manifested in the form of grammatical English sentences. But if we allow him to use the facts and ideas gained from his firsthand experiences, he will think of these first in his own language and then try to translate them word-for-word into English, often with most ungrammatical results. This is why the free composition approach to teaching writing is just as unsatisfactory as the copybook method, but in a different way. The student makes so many grammatical errors that his compositions  lose much of the original meaning.

We can, however, avoid the problems caused by the student's limited knowledge of grammar and of the idioms of English by requiring that, instead of using the facts of firsthand experience, he use secondhand facts gained through the vicarious experience of reading. Since what is unique in learning to write is not so much learning to state facts as it is to use them, we can give the student the facts he will be required to use in the form of reading assignments. By using sentences gleaned from reading he can avoid making grammatical errors and can actively concentrate on the purposeful selection, and organization of those sentences: that is, he can concentrate on thinking.

(From: The Art of TESOL. Washington, 1975. Abridged.)

b) Answer the following questions:

I. What, according to the author, is the main drawback  помеха of all text books designed to teach written English? 2. What does learning to write involve? 3. What must the student keep in mind when writing? 4. What is the basic difference between the processes of reading and writing? 5. What is one of the first things the student has to learn about writing? 6. Why does the author consider both the "copybook approach" to writing and "the free composition approach" unsatis factory? 7. What is the author's suggestion for teaching students to write?

П. Debate the following with your fellow-students:

1. To write a good composition it is enough to have a clear idea of what you are going to write about, the rest will take care of itself.

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2. "Reading maketh a full man, conference a ready man, and writing an exact man." (Francis Bacon)

Key Words and Expressions: to give students ample practice in writing; to select facts relevant to a purpose; in a coherent fashion; to proceed by stages from the simple to the complex, to communicate ideas; constructions peculiar to written English; to explain specific  techniques

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UNIT SIX

TEXT SIX

ANTHONY IN BLUE ALSATIA ( местечко вокруг Уайтфрайеза (Лондон), в 17 в. убежище для преступников)

By Eleanor Farjeon

Eleanor Faijeon wrote delightful and distinctive характерные poems for children. Her first novel was "Ladybrook", a tale of Sussex  country life which retained поддержала that delicate  humorous touch оттенок which characterized the work she did for children. Her sensitiveness to beauty and true understanding of the essential qualities of romance  романа find expression in this charming rhapsody .

Skipping пропустивший his breakfast paper one day, bewildered  растерянный, as he always was, by vital  жизненно важными facts about Home Rails, Questions in the House, and Three-Piece Suits костюме-тройке: facts grasped схваченных, as he knew, instantaneously  мгновенно in their full import  важности all over England by different orders рода of mind воспоминаний from his, through which they slipped as through gauze  дымку Anthony's roving  блуждающий eye was captured by certain words in a paragraph  headed

Mouchard  (near the Jura  Mountains)

Jura  Mountains... Blue smoke... a blue-eyed Alsatian  эльзасец... a Concertina  концертина... the Blue Alsatian  Express., many miles from nowhere ниоткуда... haymaking  косящие сено damsels девицы in white sunbonnets  защищающих от солнца шляпах... hayrakes  сенные грабли... laughing at us...

A Minor Mystery

Anthony's eye roved  блуждал no more. He felt that the gauze  дымка, which could not contain the torrents потоки of the world's activities энергии, might house приютить this butterfly and not brush off отказываться  its bloom цвет. He read the paragraph  with attention. It described the breakdown анализ "many miles from nowhere ниоткуда" of the Blue Alsatian  Express at the foot of the Jura  Mountains. It described the blue smoke rising from a heated  разгорячённой axle  оси, the engine-driver  машинист sprinting along the lines like a madman, soldiers jumping out  выскакивающие on the line and playing a concertina , a nervous woman-passenger wondering what had happened; it indicated the plutocratic  авторитарная luxury  of the corridor train with its restaurant ; it told of the blue mountains and the blue sky, and "the haymaking  косящих сено damsels девицах in white sunbonnets  защищающих от солнца шляпах and 

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hayforks сенных вилах on their shoulders" who "are laughing at us over the hedgerows  живую изгородь".

And then came the paragraph  headed "A Minor Mystery" which ended the account отчёт of the accident.

"One mystery about this train will never be solved . When it first came to a standstill застопорилось на a quiet little man, who looked like a country farmer, packed up упаковавший his things, climbed out of the train, and deliberately  медленно walked away from it without any outward  видимого sign of annoyance  раздражения, hesitation колебания, or distraction смущения, crossing the fields and disappearing into a wood.

Had the breakdown поломку occurred within easy reach of his own home or destination места назначения?"

"Oh, no," said Anthony, answering the journalist, "of course not!"

Why should it? It was most unlikely. Andannoyance  раздражение? Why should the little man be annoyed? And where was the Mystery, Minor or Major ?

Railwaysit is their drawback  помехаcompel  заставляет you to travel to somewhere. You, who desire to travel to Anywhere, must take your ticket to Stroud  or Stoke, and chance it. The safest plan is to choose some place with a name like Lulworth , Downderry, or Nether Wallop  нижний удар; such places surely cannot go far достигать wrong. But even though they prove to be heaven in its first, second, or third degree, still, there you must go, and nowhere else; —and think of the Seventh Heavens you flash несётесь through continually on your way there, Heavens with no names and no stations, Heavens to which no tickets are issued  выпускаются. To whom has it not happened, time and again, on his way to the Seaside, the Moors  , or the Highlands, to cry in his heart, at some glimpse проблеске of Paradise from the carriage windows: " That is where I really wanted to gothat is where I would like to get out выйти! That valley of flowers, that cottage in the birch-glade  берёзовой поляне, that buttercup лютиковое field with the little river and a kingfisher  зимородкомif only the train would stop!" —But it never does.

Never? Once it did. Anthony laughed aloud at that Minor Mistery in his morning paper. Where was the Mystery? Luck удача had been with the quiet little man, and he did the only thing there was to do.

..."Why have we stopped?" asked the nervous lady who sat opposite Anthony in the stuffy carriage.

"Ha-ha-ha! Ha-ha-ha!" laughed a fresh young voice outside.

"Preposterous  абсурдно, preposterous! I shall be late!" snorted  пыхтел a fat millionaire .

"I want my lunch," puffed  пыхтела his fat wife. "I refuse to go without my lunch!"

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Anthony looked out of the window. A hedgerow  живая изгородь bowed  изогнутая with blossom  цветением, beyond по ту сторону it a meadow  луг in full flower, long flowering grass, threaded  пронизанный with flowering stems стволами, lace-white ажурно-белые, chicory -blue  цикориево-голубых flowers, a profusion  изобилие of flowers shimmering  мерцающих in the long grass. In one part of the meadow  луг the grass lay лежала mowed in swathes  скошенных рядах, the sweet душистыми flowers with it. A party группа of young peasants  крестьян, in loose white shirts and embroidered  вышитых jackets куртках and aprons  передниках, lay in the grass munching жуя honey-cake and drinking light beer . One tall young fellow, splendid as a god, stood edgeways  боком in the sunlight, his bright блестяшая scythe  коса shining. A few girls stood and stooped склонились in the long grass, picking the flowers; some wore wreaths  венки of the blue and white flowers, some were laughing under their white sunbonnets  защищающих от солнца шляпами, some used работали (граблями), some rested опирались on their rakes  грабли, all were sweet and fresh and frank искренни.

"Oh, why don't we go on?" moaned  застонала the nervous lady. "Oh, what has happened?"

Passengers spoke on all sides. "We are held up застряли!" "We have broken down сломались!" "Bandits! —these dreadful  ужасные foreign parts края!" "The engine is on fire!" "The engine-driver машинист has gone mad!"

"Oh, oh, oh!" moaned  застонала  the nervous lady in the carriage.

"Ha-ha-ha!" laughed the gay young voices in the air.

"I shall be late, I tell you!" fumed  кипел от злости the fat millionaire .

"Are we never going to eat?" puffed  пыхтела his wife.

Beyond вдали the meadow  луг of flowers and haymakers  косари lay находились (простирались) the blue mountains, as blue as dreams, as Paradise. Soft dim тусклые woods lay between the meadow  луг and the slope скатом. At the very edge кромке of the woods, as though it had just stepped out вышло of the trees and set foot наступил on the grass, was a tiny  крошечный cottage with a balcony. In the fringe  бахроме of trees meandered  извивались little paths and a little stream, and some goats коз. The scent  запах of hay  сена and flowers and aromatic  trees filled the carriage.

"La-la-la-la, ti-ti-ti-ti!" A soldier sitting on the rails was singing The Blue Danube  Дунай to a concertina  played by another soldier.

The girls in the meadow  луг began to dance.

"Oh, what is it, what is it? " wailed  завопила the nervous lady.

"Food, food!" puffed  пыхтел the fat one.

"How late, how late I shall be!" repeated her husband.

"Keep the doors shutdon't let them come in!" implored  заклинала the nervous lady, wringing  скручивая her hands.

"Ha-ha-ha!" laughed the dancing girls, "ha-ha-ha!"

"Swish свист!" sang the young god's scythe  коса.

Anthony got his little bag from the rack стеллажа and opened the carriage door. The nervous lady gave a tiny  крошечный shriek.

"Ah!" don't let them in!"

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"Late! late! late!"

"Lunch is served. Come!"

Anthony crossed the rail and found a gap ущелье in the blossoming  цвететущая hedge кромка. In the hayfield  сенокосное угодье, nearly hidden in flowers, was a crooked  изогнутая footpath. It led over the meadows  лугами to the little wood at the foot подножия of the blue mountains. He followed it unhesitatingly  решительно. He left behind позади him the dancing laughing flower-gatherers, the young god mowing, the peasants  крестьяне drinking, the soldiers playing, the Blue Alsatian  Express containing the millionaire  who would be latefor what ? For what could one be late? One was in Blue Alsatia . To which there are no tickets.

He entered the little wood and was lost to sight.

At the back of the cottage, barefoot by the little stream, stood a girl of sixteen, a lovely grey-eyed child, feeding her kids козлят from a bundle вязанки of hay  сена in her apron  переднике, at which they pushed and pulled. She wore a white chemise  женскую сорочку and a blue embroidered  вышитой skirt. When the kids were rough нервничали she thrust them from her with her brown toes пальцами на ноге, and laughed like music. On a bench by the cottage stood a pitcher кувшин and a wooden bowl чаша.

Her eyes met Anthony's. She let fall her apron  фартук, and the sweet hay  сена tumbled  упал down, a full feast  пир for the kids. She went to the bench, filled the bowl with milk, and offered it to Anthony with a bit of honey-cake, her grey eyes smiling. As he drank, she made a simple gesture.

"Stay," she said.

The Blue Alsatian  Express went on without him.

Anthony stirred  размешал his tea-cup. In the next column  колонке  was an account отчёт of Last Night's Debate  on

He skipped перескочил it.

ESSENTIAL VOCABULARY 

Vocabulary Notes

1. skip 1) а) прыгать, скакать; бежать вприпрыжку 2) прыгать через скакалку 3) перепрыгивать 4) а) = skip over пропускать, не затрагивать б) (skip to) сразу переходить в) перескакивать г) пропускать, не принимать участия 5) (skip through) бегло просматривать 6) школ. перепрыгивать, перескакивать (через класс) 7) заставлять прыгать по поверхности чего-л. или отскакивать рикошетом 8) ; а) в спешке покинуть б) (skip off / out) скрываться, смываться 9) пропускать зажигание (о двигателе) vt/i 1) spring, jump or leap quickly or lightly from one foot on to the other, e.g. He skipped out of the way (i.e. jumped quickly to one side). 2) jump over a rope (called a skipping-rope) which is made to swing under the feet and over the head 3) pass over; leave out, e.g. You've skipped a sentence here. 4) read smth. hastily, omitting parts, e.g. The book was given me for one day only, and I just skipped it. Syn. skim

Word Discrimination: skip, skim (skim over / through) поверхностно знакомиться (с чем-л.) , бегло просматривать (что-л.).

Skip implies omitting those parts of the reading stuff which one considers dull or of no importance.

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Skim, on the contrary, lays a stress on the fact that the reader picks out the parts which interest him, reading only choice places (cf. with the main meaning of skim, as to skim the cream from the milk).

Skip подразумевает пропуск таких частей читаемого материала, которые кто-то считает скучными или не имеющими значения.
Skim напротив, делает акцент на том, что читатель выбирает из частей, которые его интересуют, выборочное чтение только определённых частей (ср. с основным смыслом Skim, как снимать сливки с молока).

2.  vital  1) жизненный 2) (жизненно) важный, насущный, существенный; необходимый 3) энергичный, полный жизни 4) гибельный, губительный, роковой 5) демографический а essential; necessary to the existence of smth., as a vital necessity, of vital importance; e.g. This is a matter of vital importance to us.

vitality  1) а) жизнеспособность; жизненность, жизнестойкость; живучесть б) всхожесть (семян) 2) живость, энергия, энергичность n vital force; strength; vigour, e.g. His features were handsome enough, but they lacked vitality.

3.  grasp ) а) схватывать, хватать, зажимать (в руке) ; захватывать б) хвататься 2) пожимать (руку) ; обнимать 3) понять, схватить (основную идею) ; осознать; овладеть, усвоить; постичь vt/i 1) seize  охватить firmly with the hand, as to grasp a rope, a person's hand 2) (fig.) understand with the mind, e.g. I saw he was unable to grasp my meaning. She fully grasped the argument.

4.   capture 1) захватывать, брать силой 2) брать в плен 3) завоевать (приз, голоса избирателей) 4) завладеть, захватить, увлечь 5) фиксировать, записывать (на фото-, кино-, видеоплёнку) 6) поглощать, захватывать vt 1) make a prisoner of; catch, e.g. Our army captured 1,000 enemy soldiers. 2) get by force, skill or a trick, e.g. Tom was so clever that he captured all the prizes at school; capture smb.'s attention (interest, sympathy , curiosity, etc.) привлечь внимание, увлечь attract smb.'s attention (arouse interest, sympathy, curiosity) привлекать внимание, e.g. This advertisement is sure to capture the public attention, capture smb.'s eye привлечь внимание attract attention, e.g. He wasn't sure whether the colour scheme could be defined as vivid or garish, but the picture certainly captured the eye.

5.  minor 1) незначительный, несущественный, второстепенный 2) лёгкий, несерьёзный, неопасный (о болезни, операции) 3) меньший; младший; относящийся к меньшинству 4) неосновной, непрофилирующий (об академической дисциплине) 5) а) минорный б) малый (об интервале) в) грустный, минорный a less; smaller (not followed by than); comparatively unimportant, as the minor planets; a minor injury; a minor matter; a minor mystery; minor repairs 

minority  1) меньшинство; меньшее число; меньшая часть 2) несовершеннолетие n the smaller number or part, e.g. He had never liked to find himself among the minority.

Ant. Major  1. 1) а) более важный, значительный б) больший, составляющий большую часть 2) старший 3) главный, крупный 4) мажорный 5) лог., главный (о посылке в структуре силлогизма) 2. 1) совершеннолетний 2) лог. главная посылка (в силлогизме) 3) мажор, мажорный лад harmonic majorгармонический мажор melodic majorмелодический мажор natural majorнатуральный мажор 4) а) профилирующая дисциплина (в колледже) ; дисциплина, выбранная в качестве специализации б) студент, специализирующийся в определённой области 5) (majors) высшая лига a greater or more important, as the major part of one's life, the major issue on the agenda; major matters, etc.

majority  1) а) большинство б) совершеннолетие (статус человека, достигшего этого возраста) 3) чин, звание майора 4) партия или политическая группировка, составляющая большинство в парламенте n the greater number or part, e.g. The optimism of the majority finally prevailed over the fears and doubts of the minority.

6.   breakdown 1) поломка механизма, машины; авария 2) распад; развал 3) полный упадок сил, здоровья 4) разборка (на части) ; распределение; расчленение; деление на категории; классификация 5) анализ 6) схема организации 7) шумный, стремительный американский народный танец, танец "кантри" 8) пробой (диэлектрика) n 1) an accident (to machinery or to an electric- power system or to trains, trams, cars, etc.) which causes work or activity to stop, e.g. There was a breakdown on the railway and all the trains were two hours late. 2) a failure of the mind or of the body to work well, caused by doing too much work or by overstrained nerves, e.g. My impression is that he is on the verge of a nervous breakdown.

break down 1) сломить, разбить 2) ухудшаться, сдавать (о здоровье) 3) разбирать (на части) ; делить, подразделять, расчленять; классифицировать; анализировать 4) распадаться (на части) 5) провалиться; потерпеть неудачу 6) не выдержать, потерять самообладание 7) расщеплять (какое-л. вещество) become disabled or useless; suffer a physical or mental weakening; collapse, e.g. The machinery broke down. His health broke down. All our plans broke down.

7.  destination  1) назначение, предназначение, предначертание, предопределение 2) место назначения, пункт назначения 3) цель (путешествия, похода) 4) адресат информации n the place to which a thing or person is going or being sent or which a person wants to reach, e.g. Finally we were

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informed that he had left the town, but no one seemed to have any idea of the destination.

destine  1) предопределять, предрешать 2) предназначать, планировать, предполагать, иметь намерение vt determine the future of (usu. m the passive), e.g. They were destined never to meet again.

destiny  1) рок, судьба (как высшая сила) 2) удел, участь, жребий (предназначенное судьбой) n 1) what happens to a person or thing in the end, esp. what is thought to be determined in advance, e.g. It was his destiny to die in a foreign country. 2) the power that is supposed to control events; fate, e.g. Destiny sometimes plays strange tricks on human beings.

8.  issue  1. а) (issue from) происходить, получаться в результате (чего-л.) 2. arise б) иметь результатом, кончаться (чем-л.) 2. 3) родиться, происходить (от кого-л.) 4) выпускать, издавать; пускать в обращение 5) выдавать, отпускать, снабжать vi/t give or send out; publish; distribute, as to issue com mands (banknotes, stamps, a newspaper, etc.), e.g. How many news papers are issued  выпускаются in this town?

issue 1) выпуск (продукции) ; издание (печатной продукции) 2) а) выход, выходной канал, выходное отверстие б) устье реки 3) гной или кровь, выделяющиеся из раны 4) выпуск, номер (периодического издания) 5) потомство, потомки, наследники 6) исход, результат, плод 7) спорный вопрос; предмет спора или тяжбы 8) проблема; дело; тема; пункт 9) обычно issues акции, ценные бумаги 10) эмиссия n 1) putting forth or sending out; publication, as the issue of a newspaper; to buy new stamps on the day of issue; the most recent issues of a newspaper 2) a problem; a point in question; something about which there is debate or argument, as to debate an issue; to raise a new issue; to argue  оспорить political issues 3) a result, outcome or consequence, as the issue of a battle (war, etc.)

9.  shimmer  мерцать vi emit a faint or wavering light, as moonlight shim mering on the water

shimmer мерцание; мерцающий свет, приглушённый свет n a wavering shine, as the shimmer of pearls Syn. Shine а) светить, сиять, озарять б) светить, освещать (чем-л.) в) светиться; блестеть, сиять, сверкать;  (shine at) ; = shine out блистать, выделяться glimmer  мерцать; тускло светить; блеснуть, мелькнуть glitter  блестеть, сверкать,  блистать glisten  искриться; сиять; блестеть, сверкать sparkle  искриться; сверкать; быть оживлённым; блистать, выделяться (в обществе, разговоре) gleam  светиться; мерцать; испускать, излучать Word Discrimination: glitter, sparkle, shimmer, glimmer, glisten, gleam.

1)  The synonyms above differ, first of all, by the intensity of light each of them describes. The following scale of intensity might be suggested for these verbs (beginning with the highest degree of intensity): sparkleglitterglistengleamglimmershimmer.

2)  Another line of discrimination is connected with the nature of light or brightness described by each of the verbs. Sparkle and glitter describe scattered scintillation realized in a series of irregular, small, but bright flashes of light. The same wavering nature of light, but of a fainter degree, is implied by shimmer and glimmer. Cf. The bright sea was sparkling in the sun. The icebergs were coldly glittering against the green water. Through a faint mist the stars were dimly glimmer ing. We lazily watched the moonlight shimmering on the water.

In glisten the wavering character of light is less emphasized. Cf. The lake glistened in the moonlight (= reflected the moonlight and shone smoothly). The lake shimmered in the moonlight (= reflected the moonlight in tiny  крошечный sparks).

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Gleam means to send out a ray or beam of light, especially one that is faint or one that comes and goes at intervals, as "the gleam of a distant lighthouse", or "fireflies gleaming in the night".

3) Note an emotional colouring which sometimes can be dis cerned in some of these synonyms. Cf. Her eyes sparkled with mer riment. Her eyes coldly glittered with anger. Her eyes glistened with tears. Her eyes gleamed with malice.

4) Note also that stars sparkle on a warm summer night, glitter on a cold winter night, glimmer through the mist. Diamonds sparkle or glitter; gold and silver glisten; brocade and taffeta shimmer; an un- powdered nose or a perspiring face may glisten.

1) синонимы выше отличаются, в первую очередь, интенсивностью света, которую каждый из них описывает. Следующая шкала интенсивности может быть предложена для этих глаголов (начиная с самой высокой степени интенсивности): sparkleglitterglistengleamglimmershimmer.
)
другой способ различия связан с природой света или яркостью описываемой каждым из глаголов. Sparkle и glitter описывают рассеянное сверкание (блеск) произведённый сериями нерегулярно небольшими но яркими вспышками света. Ту же природу колебания света, но в более слабой степени подразумевается под  shimmer и glimmer: The bright sea was sparkling in the sun. The icebergs were coldly glittering against the green water. Through a faint mist the stars were dimly glimmering. We lazily watched the moonlight shimmering on the water.
В glisten колеблющийся характер света меньше подчеркнут. The lake glistened in the moonlight (= reflected the moonlight and shone smoothly). The lake shimmered in the moonlight (= reflected the moonlight in tiny sparks).

Gleam значит направить свет или луч света, особенно тот, который является слабым или тот, который приходит и уходит с интервалом, как "the gleam of a distant lighthouse" «блеск далекого маяка», или "fireflies gleaming in the night" «светлячки светятся в ночи».
)
Обратите внимание на эмоциональную окраску, которая иногда может быть отражена в некоторых из этих синонимов.
)
Заметьте также, звёзды sparkle тёплой летней ночью, glitter холодной зимней ночью, glimmer сквозь туман. Бриллианты sparkle или glitter; золото и серебро glisten; парча и тафта shimmer; не напудренный нос или потное лицо могут glisten. 

    10. gap  1) а) пролом, брешь, щель, дыра б) лакуна, пробел, пропуск 2) а) разрыв б) зазор, люфт в) расстояние между крыльями биплана 3) прорыв в обороне 4) а) глубокое расхождение (во взглядах) ; недостаток б) отставание в чём-л.; дефицит, утрата 5) горный проход, ущелье n 1) a break or opening; a hole (in a hedge кромке, fence, etc.), e.g. We must see that there is no gap in our defences. 2) a blank; a space that is not filled; a wide separation (in views, sympathies, etc.) as a gap in a conversation  (in one's knowledge, in a story), a wide gap between their views, etc., e.g. The age gap was too great: he was fifteen years her senior, fill a gap заполнить пустоту (н., заполнить пробел) supply smth. that is lacking, e.g. He read the book without real interest, but just in the hope of filling the gap in his knowledge on the subject, bridge a gap "перекинуть мостик через пропасть"; преодолеть разрыв; заполнить пробел build up a connection, e.g. Now she realized that her new activities did nothing to bridge the gap between her interests and her husband's, generation gap конфликт поколений, проблема отцов и детей differences of opinion (tastes, manners) arising between parents and children or, in general, between representatives of different age groups.

Word Combinations and Phrases

 


a different order of mind from smb.'s отличный от другого  time and again много раз,             склад ума;                                                                неоднократно; то и дело, часто, снова и снова;

the account of smth. счёт…;                                 luck had been (was) with (him) удача была с ним;

come to a standstill застопорилось;                       (he did) the only thing there was to do он сделал 

within easy reach of smth. под рукой;            единственно возможную вещь в данной ситуации;

(you must) chance it вы должны рискнуть;                                         (we are) held up мы застряли;

(such places) cannot go (far) wrong не могут оказаться плохими;                               on fire горит;

                                                                                         set foot on smth. (in a place) наступить на;

                                                                 lost to sight скрыться из виду 

 

EXERCISES

1. a) Listen to the recording of Text Six and mark the stresses and tunes, b) Repeat the text in the intervals after the model.

2.   Find the following words. Consult a dictionary, transcribe the following words and practise their pronunciation:

Bewildered  растерянный, instantaneously  мгновенно, gauze  дымка, paragraph , concertina , damsel  девица, torrent поток, passenger , plutocratic  авторитарный, luxury , hedgerow  живая изгородь, deliberately , annoyance  раздражение, hesitation колебание, сомнение, destination назначение, пункт назначения, journalist, continually  ежеминутно; непрерывно, paradise , preposterous  абсурдный, millionaire , chicory-blue  цикориево-голубых, profusion  изобилие, swathe  скошенные ряды, loose  свободный, embroidered  вышитый, apron , edgeways  боком, scythe  коса, wreath(s) венок, гирлянда, balcony, meander  извиваться, aromatic , chemise  женская сорочка, honey-cake медовый пряник, gesture , debate 

3.  Practise the pronunciation of the following word combinations paying at tention to the phonetic phenomena of connected speech:

Questions in the House; in their full import ; he felt that the gauze  газ; contain the torrents потоки; he read the paragraph ; it described the breakdown; it indicated the plutocratic  авторитарная luxury ; which ended the account; a quiet little man; why should the little man; and nowhere else; that cottage in the birch-glade; at that Minor Mystery; in the stuffy carriage; shimmering  мерцающих in the long grass; and drinking light beer ; moaned  застонала the nervous lady; laughed the gay young voices in the air; fumed  кипел от злости the fat millionaire ; between the meadow  лугом and the slope скатом; sitting on the rails; laughed the dancing girls; opened the carriage door; don't let them in; crossed the rail and found a gap in the blossoming  цветущая hedge; to the little wood at the foot; in her apron ; she thrust them; and the sweet hay  сено tumbled down; filled the bowl.

4 Read the following passage of descriptive character; from "Anthony looked out of the window" up to "...all were sweet and fresh and frank". Observe the into nation group division, the rhythm and all the phonetic phenomena of connected speech.

5.  Study the following proverbs, a) Translate them into Russian or supply their Russian equivalents, b) Practise their reading paying attention to the vowels [ai, aia, iз, еэ], all the phonetic phenomena of connected speech and in tonation:

1. Make hay while the sun shines.Коси коса, пока роса. 2. A burnt child dreads the fire. Обжёгшись на молоке, будешь дуть на воду. 3. Experience is the mother of wisdom. Жизненный опыт - основа мудрости. 4. Nothing venture, nothing have. Без риска нет победы; ≈ волков бояться - в лес не ходить. 5. Experience keeps a dear school, but fools learn in no other. Опыт достаётся дорогой ценой, но дураков ничто иное не научит.натерпишься горя-научишься жить. 6. Every country has its customs. Сколько стран - столько обычаев; ≈ что ни город, то норов... 7. Two is company, but three is none.Где двое, там третийлишний. 8. Strike the iron while it's hot.Куй железо, пока горячо. 9. A hungry belly has no ears. Голодное брюхо ко всему глухо. 10. Hares may pull dead lions by the beard.Молодец среди овец.

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6. Read the text and consider its following aspects.

a) Explain:

vital  жизненно важными facts about Home Rails, Questions in the House, and Three- Piece Suits; different orders of mind from his; many miles from nowhere; We are held up! We have broken down!

b)  Comment on the punctuation in the passage entitled "Mouchaid (near the Jura Mountains)".

c)  Express in simpler language the sense of the sentence "He felt that the gauze, which could not contain the torrents of the world's activities, might house this but terfly and not brush off its bloom." Point out the stylistic devices used in the sen tence and comment on their effectiveness. Do you accept the comparison with a butterfly or do you consider it too ornate? Give your reasons.

d) Justily the length of the sentence beginning "It described the blue smoke...".

e)  Analyse the stylistic devices used in the author's digression beginning "Rail ways — it is their drawback...". Point out inversion, repetition, rhetorical question and comment on their purpose. Indicate the syntax of the second part of the pas sage and the rhythmic effect achieved. Can you detect any sound-imitative effects? What does the rhythm of the extract imitate? Comment on the rhythmic value of "But it never does. Never? Once it did" in its relation to the preceding extract. Comment on the names of places (Lulworth, Downderry, Nether Wallop) which, in the author's opinion, "cannot go far wrong". Why can't they? Suggest some typical Russian countryside names with the same kind of implications.

1) Think of a suitable heading for the episode beginning "Why have we stopped?" What is the role of the extract in the structure of the story? Comment on the composition device by which the episode is introduced in the texture of the story.

g) Analyse the stylistic values of the fragments beginning "A hedgerow bowed with blossom...", ending "...all were sweet and fresh and frank" and from "Beyonc? the meadow of flowers" to "filled the carriage". What words and phrases give at mosphere to the passages? Is it a realistic description? How is its dream-like qual ity created? Do you consider the description sweetish and sentimental or do you think that it serves its purpose? If so, what purpose? Support your opinion.

h)  Comment on the contrast provided by the fragments of dialogue interchanging with the descriptive passages referred to in itemg).

What is the purpose of the device? Indicate the rhythmic effects achieved, especially in the passage beginning "Oh, what is it?...", ending "Lunch is served. Come!".

i)  Point out the climax of the story motivating your choice.

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j) Comment on the composition device used in the last three lines of the story.

7. Copy out from Text Six the sentences containing the word combinations and phrases and translate them into Russian.

8.  Paraphrase the following sentences using the word combinations and phrases:

1. "Are you really going to spend your holiday in that horrid village, at the other end of the world?" –"Are you really going to set your foot in that horrid village at the other end of the world and spend your holiday there?" "It's not so horrid, you know, it's a lovely place." –"It's not so horrid, you know, such places cannot go far wrong" "Probably, for people who think and feel differently from myselfProbably, for people who have a different order of mind from me. As for me, I've rented a charming little cottage in a place from which you can get up to town in a very short time.As for me, I've rented a charming little cottage within easy reach of town." "Glad to hear it. Only what's the good of going to town when you're on holiday? But at the account of proximity to the town, is there necessary to go to town when you're on holiday?" "Oh, it's just that I sometimes get tired of green meadows and yellow buttercups and simply long to tread on asphalt and to have a meal at a restaurant. Oh, it's just that I sometimes get tired of green meadows and yellow buttercups and simply long to set foot on asphalt and to have a meal at a restaurant. I've told you dozens of times that I'm not in the least nature crazy.I've told you time and again that I'm not in the least nature crazy" "Then, what's the point of leaving town at all? –Then, what's the point of leaving town at all? Then, what's the point of setting foot on the country place at all?" "Oh, everybody does, you know.I do the only thing there is to do, you know. I always say, do as others do, and you won't make a mistake. I say time and again, do as others do, and you cannot go wrong." 2. In the morning paper there was a detailed description of an unpleasant incident which occurred on a lonely country road thirty miles from London.In the morning paper there was a detailed account of an unpleasant incident which occurred on a lonely country road thirty miles from (within easy reach of) London. Jean Gatsby, the famous film star, was driving her car.Jean Gatsby, the film star whom success was talked over time and again, was driving her car. In a side road Miss Gatsby's car was stopped by three armed men.In a side road Miss Gatsby's car was held up by three armed men. Yet, fortunately for the young actress, at the critical moment another car appeared on the road.But luck was with the young actress, at the critical moment another car appeared on the road. Miss Gatsby had no other way out but scream loudly for help.Miss Gatsby did the only thing there was to doshe screamed loudly for help. The car stopped, and the masked gangsters ran to the wood and disappeared there.The car stopped, and the masked gangsters ran to the wood and lost to sight. 3. "The pen is burning.The pen is on fire. I'll run and let out the sheep." "It's blazing! –It’s on fire! You'll burn yourself." "There's nothing for it, I must risk it.It is the only thing there is to do, I must chance it."

9. Compose short situations in dialogue form using the word combinations and phrases. Pay attention to the intonation patterns of the stimuli and responses to convey proper attitudes.

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

1. Он решил, что если он будет внимательно следить за соседями по столу и делать все, как они, он не ошибется. He decided that if he would observe attentively his tablemates and do as they do, he cannot go far wrong. 2. На этот раз нам не повезло. Luck was not with us this time. Наша машина сломалась. Our car came to a standstill. Она остановилась в пустынном месте. It held up in backwoods. Поблизости не было ни одной деревни, до которой было бы легко добраться. There were no villages within easy reach of here. Хоть бы какая-нибудь машина проехала! We wished there would be any car on the road! Но не тут-то было. It was not to be.Нам ничего не оставалось, как довериться случаю и ждать. The only thing there was to do was to put ourselves in hands of fortune and wait.  3. Он прекрасно понимал, что лю-

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дям с иными вкусами и наклонностями его хобби, наверное, показалось бы смешным. He realized that people with a different order of mind from him would probably found his hobby ridiculous. 4. В газетной заметке сообщалось о бандитском налете, которому подвергся пассажирский поезд в горах Адельяно. There was an account of a mob, which had hold up a passenger train in Adelyano mountains. 5. Он вздохнул с облегчением, когда вступил, наконец, на палубу корабля. He breathed with relief having set foot on the deck. Скоро берега чужой земли пропали из вида. The shore of foreign soul lost to sight soon. Снова и снова он повторял себе: «Домой! Я возвращаюсь домойTime and again he repeated himself: "Home! I'm going home!" 6. «Вас к телефону!» —улыбаясь, сказала хозяйка дома. "There's a call for you!"- the hostess said with a smile. Он вышел в переднюю, взял трубку. He went out into the anteroom and took the call. Незнакомый голос в трубке сказал: «Завод горит. Немедленно приезжайте». A strange voice on the phone said: "The plant is on fire. Come here right now."

11. Answer the following questions:

1. In what way did Anthony read his morning paper? 2. Why couldn't he concentrate on vital  жизненно важными facts in the paper? 3. Why was it that the article about the breakdown of the Alsatian  Express captured his attention? 4. What were the contents of the article? 5. What was the "minor mystery" connected with the accident? 6. What is the drawback  помеха of the railways in the author's opinion? Do you share this opinion? 7. Have you ever experienced the feeling described in this paragraph  and summed up in the words: "If only the train would stop!" ? Describe an incident when you did. 8. How did it happen that Anthony found himself in a carriage of the Blue Alsatian  Express? (Was it a real fact or only his day-dream?) 9. What did he see when he looked out of the window? 10. The rest of the passengers were also fascinated by what they saw out of the windows, weren't they? 11. Why was it that Anthony was the only passenger who seemed to appreciate the loveliness of the place? 12. Why did Anthony leave the train? 13. Where did he go? 14. Whom did he meet? 15. Then he returned to the train, didn'the? 16. Comment on the final paragraph  of the story: how did Anthony, all of a sudden, return to his tea-cup and his paper again? 17. What is the point of the story?

12 Study the vocabulary notes and translate the examples into Russian.

13. Fill in the blanks with "shimmer", "glimmer", "glitter», "sparkle", "glisten", "gleam" and their derivatives:

shimmer мерцание; мерцающий свет, приглушённый свет n a wavering shine, as the shimmer of pearls а) светить, сиять, озарять б) светить, освещать (чем-л.) в) светиться; блестеть, сиять, сверкать;  (shine at) ; = shine out блистать, выделяться glimmer мерцать; тускло светить; блеснуть, мелькнуть glitter блестеть, сверкать,  блистать glisten искриться; сиять; блестеть, сверкать sparkle искриться; сверкать; быть оживлённым; блистать, выделяться (в обществе, разговоре) gleam светиться; мерцать; испускать, излучать

Синонимы выше отличаются, в первую очередь, интенсивностью света, которую каждый из них описывает. Следующая шкала интенсивности может быть предложена для этих глаголов (начиная с самой высокой степени интенсивности): sparkleglitterglistengleamglimmershimmer.
Другой способ различия связан с природой света или яркостью описываемой каждым из глаголов. Sparkle и glitter описывают рассеянное сверкание (блеск) произведённый сериями нерегулярно небольшими но яркими вспышками света. Ту же природу колебания света, но в более слабой степени подразумевается под  shimmer и glimmer: The bright sea was sparkling in the sun. The icebergs were coldly glittering against the green water. Through a faint mist the stars were dimly glimmering. We lazily watched the moonlight shimmering on the water.
В glisten колеблющийся характер света меньше подчеркнут. The lake glistened in the moonlight (= reflected the moonlight and shone smoothly). The lake shimmered in the moonlight (= reflected the moonlight in tiny sparks).

Gleam значит направить свет или луч света, особенно тот, который является слабым или тот, который приходит и уходит с интервалом, как "the gleam of a distant lighthouse" «блеск далекого маяка», или "fireflies gleaming in the night" «светлячки светятся в ночи».
Обратите внимание на эмоциональную окраску, которая иногда может быть отражена в некоторых из этих синонимов.
Заметьте также, звёзды sparkle тёплой летней ночью, glitter холодной зимней ночью, glimmer сквозь туман. Бриллианты sparkle или glitter; золото и серебро glisten; парча и тафта shimmer; не напудренный нос или потное лицо могут glisten. 

1. Stars were glittering in the frosty sky. 2. Her golden hair seemed to glisten in the sunlight. 3. The satin of her dress shimmered in the candlelight, and her bare neck and arms sparkled with diamonds. 4. The mirror dimly glistened in the corner of the darkened room. 5. The snow faintly  glimmered in the moonlight. 6. The glistened icicles were shedding gay tears. 7. The polished furniture glistened and the

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crystal chandelier gaily shimmered. 8. The distant snow-capped mountain-peaks faintly glimered through the mist. 9. His black face glistened with sweat, but the eyes sparkled with gaiety. 10. The lake shimmered in the dazzling hot sun. 11. Tears glistened in her eyes. 12. I was startled by the fury aparkled in his eyes. 13. The lights of the harbour, usually so bright, just gleamed through the fog.

14. Translate the following sentences into Russian paying special attention to the words and word combinations in italics:

A. 1. She wasn't a cultivated reader, an amusing plot being all she asked from a book. She skipped descriptions, and the author's digressions bored her to death. Она не была утончённым читателем, занятный сюжетэто всё что ей было нужно от книги. Она пропустила описание, и авторское отступление наскучило ей до смерти. 2. "I will not conceal from you that the Prime Minister's presence at the Conference is a vital necessity." «Не скрою от вас, что присутствие премьер-министра на конференции является насущной необходимостью» . 3. "Monsieur Poirot, I have come to consult you upon a matter of the most vital urgency. I must ask for absolute secrecy." «Месье Пуаро, я пришел посоветоваться с вами по вопросу первейшей срочности. Я должен попросить об абсолютной конфидециальности». 4. "Mr. Vole," said "the solicitor, "I am going to ask you a very serious question, and one to which it is vital I should have a truthful answer." «Мистер Воул», - сказал адвокат, - «я задам вам очень серьезный вопрос, вопрос, на который для меня жизненно важно иметь правдивый ответ». 5. Jack sighed, grasped his golf club firmly, but at this moment a strange sound captured his attention. Джек вздохнул, крепко сжал свою клюшку для гольфа, но в этот момент странные звуки привлекли его внимание. 6. "I know it's difficult for you to grasp, but the theatre of today has at last acquired a social conscience, and a social purpose." «Я знаю, что вам трудно понять, но театр сегодня наконец-то обрёл общественное сознание, и социальные цели».  7. The letter came by the six o'clock post. An illiterate scrawl, written on common paper and enclosed in a dirty envelope with the stamp stuck on crooked. Mr. Mayherne read it through once or twice before he grasped its meaning. Письмо пришло шестью часовой почтой. Изобилующие ошибками каракули, написанные на обычной бумаге и вложенные в грязный конверт с криво наклеенной маркой. Мистер Мейхен прочёл его раз или два, прежде чем он понял его смысл. 8. She stared at him, her eyes filled with a deep, unspoken sorrow, like the eyes of a small captured monkey he had seen on the docks. Она пристально смотрела на него, глаза ёе были полнены глубоким, невысказанным горем, как глаза небольшой пойманной обезьянки, которую он видел на пристани. 9. The boy at the table, making every effort  to give full attention to his studies, was resentful  обижался of their conversation  that captured his interest. Мальчик за столом, делал все возможное, чтобы уделить максимум внимания учебе, был возмущён их беседой, которая захватила его внимание. 10. By now he was not nearly so certain as he had been that he had really heard the crythe natural result of trying to recapture a lost sensation. К этому времени он был не столь убеждён, как раньше, что он действительно слышал крик - естественный результат попытки вернуть утраченное ощущение.

В. 1. Charlie Chaplin's "The Circus" comes to us like a surprise gift from history, the cinematic equivalent of a suddenly discovered minor masterpiece by Mozart or an unearthed James Joyce manuscript. «Цирк» Чарли Чаплина приходит к нам как удивительный подарок из истории, кинематографический эквивалент неожиданно обнаруженного небольшого шедевра Моцарта или раскопанной рукописи Джеймса Джойса. 2. This, then, was the British expert described by Lady Willard as being a minor official at the British Museum. Это, таким образом, был британский эксперт описанный Леди Уиллард как мелкий чиновник в Британском музее. 3. Young Bleibner was suffering from some minor skin trouble. Молодой Блейбнер страдал от незначительной кожной болезни.  4. A few yards down that unfrequented road a large car is standing, apparently broken down. В нескольких метрах внизу от этой безлюдной дороги стоит большой автомобиль, видно, разбитый. 5. The constant state of strain under which she has been working recently may lead to a serious breakdown. Постоянное состояние напряжения, с которым она работала в последнее время, может привести к серьёзному расстройству. 6. As Ferris taxied uptown he glimpsed at intersections the lingering sunset, but by the time he reached his destination it was already autumn dark. Когда Феррис вырулил к верхней части города, он мельком увидел переход солнца в закат, но к тому времени, когда он достиг своей цели, было уже темно по-осеннему. 7. The little girl was elevenbeautifully ugly as little girls are apt to be who 

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are destined after a few years to be inexpressibly lovely. Vitality is born early in such girls. It was utterly in evidence now, shining through her thin frame in a sort of glow. Маленькой девочке было одиннадцатьбыла она довольно отталкивающая, как бывают маленькие девочки, которым суждено через несколько лет стать невыразимо прекрасными. Живучесть зарождается рано в таких девочек. Это было совершенно заметно сейчас, светясь сквозь её хрупкое телосложение в некотором роде сиянии. 8. As seen from one of its seven hills, Richmond was beautiful, with its broad streets, its noble trees and the shimmer of the gently flowing river. Просматриваемый с одного из своих семи холмов, Ричмонд был красив, с его широкими улицами, его благородными деревьями и отблесками спокойно текущей реки. 9. The Army Bill was under discussion and it was clear Jefferson Davis thought none but himself qualified to speak on the issue. Законопроект об армии находится на стадии обсуждения, и было ясно Джефферсон Дэвис не придумал ничего лучше, кроме как поручить самому себе высказаться по этому вопросу. 10. Don't stray from the point at issue. I want to get to the bottom of this. Не отклоняйся от сути дела. Я хочу разобраться в нём. 11. He was trying to catch a gleam or gesture that would lessen the gap which lay between his present and his past. Он пытался поймать малейший отблеск или зацепку, которая бы могла уменьшить разрыв, лежащий между его настоящим и прошлым. 12. The boy was struck dumb by a suave turn of carpeted stairs and a pendant glitter of chandeliers and a mute gleam of gold frames. Мальчик был изумлён изящной формой покрытой коврами лестницы и сиянием свисающих люстр и молчаливым сиянием золотых рам. 13. He continued then for a moment to turn the brooch this way and that in the light to see it sparkle. It sparkled very nicely. Он продолжил, затем на мгновение повертел брошь так и эдак в свете, чтобы видеть её блеск. Она сверкала очень красиво. 14. His skull and face were shining from a recent scrubbing, so that the little bridgeless nose glistened between the projective points of the cheekbones. Его голова и череп были блестящие от недавней чистки, так что его маленький нос без переносицы блестел между выступающими скулами. 15. Her eyes opened wider as she contemplated the sea-green figured velvet, the shining brass, silver, and glass, the wood that gleamed as darkly brilliant as the surface of a pool of oil. Её глаза открылись шире, как если бы она созерцала узорчатый бархат цвета морской волны, сверкающую медь, серебро и стекло, дерево, которое светилось подобно тёмному бриллианту, как поверхность нефтяного бассейна. 16. The sun was glaring from the pale sky, and just over the horizon a shifting silvery haze was shimmering. Солнце ослепительно сверкало с тусклого неба, и  прямо выше горизонта мерцала движущаяся серебристая изморозь.

15. Translate the following sentences into English using your active vocabulary:

1. У него была удивительная память, которая мгновенно схватывала и прочно удерживала всю особо важную информацию. He had an amazing memory, which grasped quickly and kept firmly in mind all major information. Лекции он не записывал, но после мог воспроизвести все, что говорил лектор, в подробностях, без единого пробела. He did not take notes at lecture, but then he could repeat all said by the lecturer reproduce all that said the lecturer, in detail, without a single gap. Накануне экзамена ему нужно было только бегло просмотреть учебник, и все знали, что счастье и на этот раз ему не изменит. At the point of the exam he had to just skim over the textbook, and everyone knew that luck was with him again. 2. «Вы читали этот роман?» "Have you read this novel? " Он поднял со стола книгу. He picked up a book from the table. —«Я перелистала его». - "I just have skimmed over it." 3. Ответить просто, что она едет в Сан-Франциско, значило бы оказаться в глазах спутников самой заурядной пассажиркой, направляющейся к самому обыденному месту назначения, и потерять всякую надежду привлечь к себе внимание или возбудить интерес. Having simply answered that she was going to San Francisco would turn out a minor passenger who traveled to a minor destination, and to lose all hope to capture someone's attention or to arouse somebody's interest. 4. Симфония40 и симфония «Юпитер» считаются самыми значительными произведениями Моцарта. Symphony40 and the "Jupiter" Symphony are considered the major works of Mozart. Однако великому композитору не было суждено услышать их: при жизни его они ни разу не исполнялись. But the major composer was destined never to hear them, they had never been executed intravitally. 5. Читая любой детективный роман, читатель заранее знает, что преступник неизбежно будет схвачен и наказан. When reading any detective novel, the reader knows in advance that an offender is destined be captured and punished. Этосущественный нравственный аргумент в пользу данного жанра. This is a vital issue in favor of this genre.

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6. Почти всю ночь он блуждал в тумане, пока его внимание не привлёк отдалённый свет, тускло блеснувший во мраке. The major part of the he was wandering in the fog, until his attention was not captured by distant light glimmered in the dark. 7. В вечернем выпуске газеты вы найдете подробный отчет о сегодняшних дебатах в парламенте. In the evening issue of the newspaper you will find a detailed account of the current debate in Parliament. 8. Досадно, когда такую прекрасную музыку используют только для того, чтобы заполнить паузу между передачами. It's a pity when such beautiful music is used only to fill the gap between transmissions. 9. Большинство экспертов пришли к заключению, что этот портрет, до сих пор приписывавшийся Ван Дейку (Van Dyck), на самом деле является подделкой, выполненной неким второразрядным художником девятнадцатого века. The majority of experts have issued that this portrait ascribed to Van Dyck so far, is an imitation, made by a certain mediocre painter of the nineteenth century. 10. Исход битвы при Ватерлоо должен был решить судьбу не только Англии и Франции, но и большинства европейских государств. The issue of the battle of Waterloo was vital to destine not only the destiny of England and France, but of the majority of European countries.

16.Give eleven brief situations in which you will say the following (may be done in pairs):

1.I bet you've only skipped it. 2. It is a thing of vital  жизненно важной importance. 3. I'm afraid jt will be difficult for him to grasp that... 4. ... captured the eye. 5. of minor importance. 6. He was destined to... 7.... to a destination unknown. 8. It was a nervous breakdown. 9. to lack vitality. 10. a gleam of hope (understanding, sympathy ). 11. a wide gap between ....

17.Render Text Six.

18.Give the gist of Text Six.

19. Reread Text Six to speak on the following points of its composition and style.

a) Comment on the merits (or demerits) of the composition. What do they call this type of composition (the end returning the reader to the place and time indi cated in the beginning)?

b)Is the plot of minor or of major importance in this story? If not the plot, what is it that matters here?

c) Comment on the end of the story. Is the reader led to expect this kind of end or is there an element of suddenness?

d)What kind of man is the hero of the story? What method of characterization is used?

e) Comment on and illustrate the various devices used to make the style suit the subject. Which of them do you consider especially effective?

f)  Make a detailed analysis of the rhythmic effects in the whole story.

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g)  Point out lines bearing touches of irony or humour. Prove which И is.

h)  How does the author use epithets? What is the author's рифове in repeatedly using the epithet "blue"?

i)  Find examples of the author's keen sensibility to scenery. Are there any evidences of poetic sensitiveness? In what lines?

j) Comment on the language. Compare it with the language of "The Escape".

20.  Complete the following dialogues. Use your active vocabulary. Express proper attitudes in the stimuli and responses by adequate intonation means. Ob serve the rhythm and stresses:

1.  "Why on earth did he leave the train? Can you account for it? "

"I think I can. You see, he is the verge of a nervous breakdown. The last issue of theTimesdevoted the majority of its front page to his failure of elections."

2.  "If only the train would stop!"

11 Why should it?" “I would capture this sparking rainbow!”

3.   "Do you really mean to take me to that horrid place for the holidays?"

"But, darling, it's a lovely place!"

"Lovely, indeed! Many miles from nowhere with not even a cinema!"

4.   "Why don't we go on? What has happened?"

"Nothing has happened. It must be a station."

"Oh, it's most unlikely. Look out of the window. Does it look like a station?"

"Hm, not much."

21.  Make up dialogues on the suggested situations using the given phrases. Convey proper attitudes both in the stimuli and responses following the instruc tions given in each situation:

1. A young man is boasting of his travelling experiences. To hear him, he has been roaming through all the world and seen everything there is to see. As he is evidently making it all up, his friend sounds sceptical.

a) Did you really? (Have you really?) Indeed? Is that so? You don't say so! You can never tell. I don't believe it. I (rather) doubt it. It is most unlikely! You must have imagined it. Tell it to the marines. Dear me! Just fancy! Well, I never! Who'd have thought it! It's amazing! It's incredible!

b)Butlassure you....Not the slightest doubt about it. I've seen it with my own eyes. You may take my word for it. Do you doubt my word?

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2.  Two passengers are admiring the landscape out of a railway- carriage window or from a ship deck. One is immoderately  чрезмерно enthusi astic about all he (she) sees; the other is bored and intensely dislikes it all.

a)   How lovely! What a charming view! Just look at.... I'm thrilled no end. Isn't it marvellous to ...? I love going by train (boat), don't you? If only the train (boat) would stop! This place is divine, isn't it? Don't you find it so? You agree, don't you? It's breathtaking! A riot of colour!

b)  Nothing to speak of. Why should you be so thrilled? Rubbish! Stuff and nonsense! I don't think so. Gan't see anything in it. Why, it's just a landscape, isn't it? I'm not the one for nature. It's ridicu lous to get so excited about... This modern craze for nature is absurd vvv.

3.  A very old lady is discussing different methods of travelling with her grown-up grandson. She prefers travelling as it was in olden times. The young man naturally likes modern methods.

a)  used to; were in the habit of; slow but sure; you can never tell; the new ways; you ought to; you'd better not; mark my words; be on the safe side; you can't be too careful.

b)  Why should we (you)...? I think you are wrong there. Г mall for; Times do change. Don't let that upset you. Take it easy. There is something in that but; We mustn't be behind the times. You can't be serious! Absurd ! Crawl at a snail's  pace,

22.  a) Write a newspaper account that might have appeared in the next issue of the newspaper under the title "The Minor Mystery Solved". Begin in the follow ing way:

In our previous issue we acquainted the readers with a curious incident related to the breakdown of the Blue Alsatian  Express. During the emergency stop one of the passengers had mysteriously left the train. As we have been informed,...

b) Read your account to your comrades in class. Arrange a competition for the best version.

23.  Compose a second part of the story "Anthony in Blue Alsatia" with the view of showing how the newspaper article influenced Anthony's further life, behaviour or psychology.

24.  Make a round-table discussion of the story in which one part of the partic ipants will criticize the story pointing out its weak points, and the other will de fend it enlarging on its merits.

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PROFESSION-ORIENTED QUESTIONS AND ACTIVITIES

I.      Listen to your fellow-students' reading of Ex. 2, detect their mistakes and cor rect them.

II.    Analyse your fellow-students' reading of Ex. 3 by demonstrating the correct way of pronouncing the word combinations.

III.  Read out Ex. 4 to your fellow-student; ask him to analyse your mistakes and correct them.

IV.a) Adapt the text for the 10th form level, b) Make up 10 questions covering the adapted text. (Lay emphasis on the beautiful nature that fascinated Anthony.)

V.a) Make a list of possible talking points on the topic "Man and Nature" that would be of particular interest for teen-agers, b) Work out topical vocabulary lists on some of them.

VI. Conduct a part of the lesson. Test the members of the class on their home work (check on their spelling, vocabulary or the content of the text). Use the fol lowing for prevention and analysis of their mistakes:

1. Open your books at...; 2. Your wording is wrong. 3. You've mispronounced the word. 4. I've lost the gist because of the bad wording. 5. You don't keep up with class. 6. It's too fragmentary to be pieced together. 7. That was a glaring error! 8. We could gain little information from your answer. 9. This is a troublesome letter/ sound/word. 10. A bad/good choice of words! 11. You don't seem to have prepared anything.

VII. Take up problem-solving situations 16-20 (See the Appendix). Discuss them in class.

CONVERSATION AND DISCUSSION

TRAVELLING. HOLIDAY-MAKING. ENVIRONMENTAL PROTECTION

Topical Vocabulary

air travel путешествие по воздуху

beauty spots живописные места

be swarming with tourists  быть запруженным (забитым) туристами

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bird's-eye view вид с высоты птичьего полета

cable railways фуникулёр (канатная дорога)

camping equipment полевое снаряжение 

camp site палаточный городок

chemical waste химические отходы (to treat обрабатывать chemical waste)

cut down forests сводить леса

discharge sewage into rivers сбрасывать сточные воды в реки (lakes, etc.)

do sightseeing осматривать достопримечательности

environment n (environmental a; - protection охрана окружающей среды)

get a tan загорать

get back to nature 

in the middle of nowhere неизвестно в каком месте; непонятно где

laze around бездельничать

litter сор, мусор n, сорить, мусорить v (to drop - мусорить)

off the beaten track в стороне от большой дороги; в малоизвестных, малоизученных областях

package tour турпутёвка, включающая проезд, проживание, питание, экскурсии

pitch/put up the tent разбить палатку

play it off the cuff действовать по обстановке

pollute  загрязнять, пачкать v

pollution  загрязнение n (discharge ofзагрязнение сточными водами; - controls контроль за загрязнением окружающей среды)

sea travel проезд морским транспортом

see the sights осматривать достопримечательности

ski-lifts n подъёмник для лыжников

sleep rough спать на открытом воздухе

snorkel  плавать под водой с маской и трубкой v (i.e. to go in входить в воду for underwater swimming)

soak up the sun принимать солнечные ванны

sunbathe v

take a chance with the weather понадеяться на хорошую погоду

throw-away products одноразовые изделия

tourism  n;

tourist  n 

travel agency/bureau бюро путешествий

travel for pleasure 

wind-surf v

I. I am sure we'll all agree that travelling is one of the most fascinating pastimes. Seeing new places, probably new countries (and why not?!), meeting new people — what could be more interesting? Besides, travel immensely  чрезвычайно enlarges one's scope кругозор and so forms an essential part of a person's education.

Yet, different people have different views as to the best ways of travelling. Let us see first what Richard Aldington, the prominent English twentieth-century writer, has to say on the point.

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1. a) Read the following:

He also discovered the real meaning of travel. It sounds absurd  to speak of a fifteen-mile walk as "travel". But you may go thousands of miles by train and boat between one international hotel and another, and not have the sensation of travelling at all. Travel means the consciousness  понимание of adventure and exploration исследования, the sense of covering the miles, the ability to seize  охватить indefatigably  неутомимо upon every new or familiar source of delight. Hence the отсюда horror  of tourism , which is a conventionalizing  придавая условный характер, a codification , of adventure and explorationwhich is absurd . Adventure is allowing the unexpected to happen to you. Exploration is experiencing what you have not experienced before. How can there be any adventure, any exploration, if you let somebody elseabove all, a travel bureauarrange  устраивать everything beforehand заблаговременно? It isn't seeing new and beautiful things which matters имеют значение, it's seeing them for yourself. And if you want the sensation of covering the miles, go on foot. Three hundred miles on foot in three weeks give you infinitely more sense of travel, show you infinitely more surprising and beautiful experiences, than thirty thousand miles of mechanical transport .

(From: "Death of a Hero" by R. Aldington)

b)  Explain the following:

1.Travel means the consciousness  понимание  of adventure and exploration...

2.Hence the horror  of tourism , which is a conventionalizing , a codification , of adventure and exploration...

c)  Summarize in one paragraph the essentials of the extract.

d)  Confirm or refute:

1. ...tourism  ... is a conventionalizing , a codification , of adventure and exploration... 2. How can there be any adventure, any exploration, if you let... a travel bureauarrange  устраивать everything beforehand? 3. It isn't seeing new and beautiful things which matters, it's seeing them for yourself. 4. Three hundred miles on foot in three weeks give you infinitely more sense of travel, ... than thirty thousand miles of mechanical transport .

e)  Tell the class your opinion about tourism. Do you agree with Aldington's "horror of tourism"? Dwell both on the advantages and drawbacks of organized travel.

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2. a) The author of the article that follows seems to share Aldington's opinion at least in one point:

The Only Way to Travel is On Foot

The past ages of man have all been carefully labelled отмечены by anthropologists . Descriptions like «Paleolithicpælɪə′lɪθɪk] Man", "Neolithic  Man", etc., neatly искусно sum up whole periods. When the time comes for anthropologists to turn their attention to the twentieth century, they will surely choose the label "Legless Man". Histories of the time will go something like this: "In the twentieth century, people forgot how to use their legs. Men and women moved about in cars, buses and trains from a very early age. There were lifts and escalators  in all large buildings to prevent people from walking. This situation was forced upon earth-dwellers of that time because of their extraordinary  удивительный  way of life. In those days people thought nothing of travelling hundreds of miles each day. But the surprising thing is that they didn't use their legs even when they went on holiday. They built cable railways, ski-lifts  подъёмники для горнолыжников and roads to the top of every huge mountain. All the beauty spots on earth were marred  испорчен by the presence of large car parks."

The future history books might also record  увековечить that we were deprived лишены of the use of our eyes. In our hurry to get from one place to another, we failed to see anything on the way. Air travel gives you a bird's- eye views of the worldor even less if the wing of the aircraft happens to get in your way. When you travel by car or train a blurred  расплывшаяся image of the countryside constantly smears  размывают the windows. Car drivers, in particular, are forever obsessed страдают with the urge сильным желанием to go on and on: they never want to stop. And as for sea travel, it hardly deserves mention заслуживают упоминания. It is perfectly summed up in the words of the old song: "I joined the navy  морской флот to see the world, and what did I see? I saw the sea." The typical twentieth-century traveller is the man who always says, "I've been there." You mention the remotest, most evocative  вызывающий воспоминания place names in the world like El Dorado , Kabul [kɑ:bl], Irkutsk [′ə:kutsk] and somebody is bound непременно to say "I've been there" —meaning, "I drove through it at 100 miles an hour on the way to somewhere else."

When you travel at high speeds, the present means nothing: you live mainly in the future because you spend most of your time looking forward to arriving at some other place. But actual arrival, when it is achieved, is meaningless. You want to move on идти дальше again. By travelling like this, you suspend  прекращаете all experience; the present ceases  перестаёт to be a reality; you might just as well be dead. The traveller on foot, on the 

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other hand, lives constantly in the present. For him travelling and arriving are one and the same thing: he arrives somewhere with every step he makes. He experiences the present moment with his eyes, his ears and the whole of his body. At the end of his journey he feels a delicious physical weariness  усталость. He knows that sound satisfying sleep will be his: the just reward награда of all true travellers.

(From: "For and Against" by L.G Alexander)

b) Select from the text the author's major arguments, so as to make a kind of outline of the article.

c)  Find in the text statements with which you agree and support them by your own arguments. Find statements with which you disagree and explain why you do.

d) Study the counter-arguments to the text and discuss it in teams using both the arguments of the text and the counterarguments below.

1. Travelling at high speeds is a means, not an end.

2. It is also a pleasure in itself.

3. Air travel is exciting and presents one with an unusual view of the world.

4. Sea travel in a modern ship is a wonderful holiday: one never gets tired of the view of the sea.

5. Twentieth-century methods of travel are practical and labour- saving.

6. It is foolish to climb a mountain when one can get to the top by a cable-railway or in a car.

7. Travelling on foot is exhausting and gets you nowhere.

8. If one wants to see the palaces and cathedrals of Petersburg or Rome, the mosques of Samarkand or Stambul, is one supposed to go there on foot?

. If we depended on our legs alone, we would be isolated from the splendour of the world.

10.   A good long walk is a fine pastime, but why call it "travel" ?

11.Modern means of travel extend and not replace the use of our legs.

3. a) Travelling and holiday-making are in a way related to each other. Read the following dialogue for enlarging your topical vocabulary (A — student of English; В — teacher).

A: How d'you explain it when people go abroad in a group, with all the arrangements  приготовлениями taken care of by a travel agency?

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В: You go abroad on a package tour турпутёвка, включающая проезд, проживание, питание, экскурсии.

A: What about someone who doesn't like planning, but just likes doing what he feels like at any particular moment or going where he feels like?

B: People like that play it off the cuff действуют по обстановке.

A: So, it's all right if I say I like playing it off the cuff when I'm on holiday?

B: Yes, perfect. That's what you plan doing, isn't it?

A: Well, for some of my holiday, anyway. What about when I'm on the beach and lying in the sun?

B: Use to sunbathe or to do some sunbathing or to soak up the sun принимаете солнечные ванны.

A: And if I soak up the sun for two weeks?

B: Then you become tanned or you get a tan. The simile  сравнение, by the way, is as brown as a berry загорелый.

A: And if I just go horribly red?

B: As red as a lobster красный как рак.

A: Well, I just want to get a lovely tan and be lazy.

B: A good verb for just being lazy and relaxing is to laze around вылёживать.

A: So it's correct if I say I'm going to spend two weeks lazing around on the beach?

B: Yes, I hope you have good weather.

A: So do I. Talking of weather how d'you explain it when you take a chance on having good weather?

B: That's the actual expression, to take a chance with the weather понадеяться на хорошую погоду.

A: Assuming the weather's good and I have a good time, how will I feel when I get back?

B: Well, you can say my holiday did me the world of good or I feel as fit as a fiddle подняли мне настроение.

A: I see. Now what about expressions connected with places which have been discovered and those which haven't? If, for instance, I want to find somewhere well away from the usual tourist  places?

В: Use off the beaten track места, лежащие в стороне. For instance there are hundreds of lovely places in Britain off the beaten track.

A: And if a hotel, for example, is miles from anywhere у чёрта на куличках?

B: Just say, "I stayed at a hotel in the middle of nowhere."

A: My car once broke down in the middle of nowhere в безлюдном месте. What about when a place is full of tourists ?

B: Well, if it's one of those places that's really crowded use to be swarming with быть заполненным. For example, "St. Paul's Cathedral  was swarming with tourists when I was there."

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A: And if all the hotels are full?

B: Just say the hotels were booked solid не имеют свободных мест or there wasn't a bed to be had anywhere.

A: And if a person doesn't stay in a hotel, but sleeps in parks or railway stations, and so on?

B: Use to sleep rough ночевать под открытым небом. I remember I used to sleep rough sometimes when I was a student.

A: How about a few expressions connected with camping?

B: Well, I suppose most people who go camping like to get back to nature. Don't forget, by the way, that the place where you camp is the camp site кемпинг  and not "the camping лагерь (спортивный, детский, учебный) ". What else? You either pitch or put up the tent. You take some camping equipment полевое снаряжение with you. Equipment, by the way, is always singular.

A: What about people who take everything with them? There's an expression, isn't there?

B: Yes, they take everything bat the kitchen sink.

A: I like that one. Getting back to town, what's the expression for having a look at the famous places?

В: Well, use to do some sightseeing or to go sightseeing or to see the sights.

A: Well, thanks for all that.

(From: "BBC English by Radio and Television")

b) Make up dialogues of your own describing your travelling or holiday impressions. Use the vocabulary of the dialogue above. (Keep it in mind that most of it represents informal style.)

II Environmental Protection.

One of the favourite pursuits of people travelling for pleasure is visiting the famous beauty spots. Butalas  увы! —the number of such spots decreases уменьшаются from year to year. Lakes, rivers and seas are polluted , forests cut down, meadows  луга littered with rubbish замусорен, the very air people breathe threatens  disease and danger. The problem of environmental protection is one of the most urgent and crucial  критических problems of today. The texts that follow deal with such important aspects of the problem as pollution  загрязнение and litter мусором.

  1.  Read the texts and enact them either in the form of interviews or as role plays enlarging on the words of each speaker.

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Use the conversational formulas of encouraging people to speak (see Unit 4, Conv. and Disc. II. l.(a) and the following formulas of persuading:

You'd better; Wouldn't it be a good idea to... ? You really must try to; You could always; Do listening to our reasoning; Why should you be so obstinate? I still hope we can persuade  you to; If I were you I'd

Pollution  загрязнение

Situation

For 30 years the Crowchester  Chemical  Company has got rid of its waste by dumping сваливая it in the River Crow or by burning it. Most of the people living in Crowchester work for the company, so there have been few complaints  жалоб. Recently, however, doctors at the local hospital found that cases of throat глотки cancer in Crowchester were 20 times higher than the national average and tests proved that air and water pollution were responsible ответственны.

Characters

Mabel Bloxford, the wife of a former employee  of the Crowchester Chemical Company who is suffering from throat cancer. Leonard Miles, editor of the local newspaper Henry Murdoch, the president of Crowchester Chemical Co. Brian Thatcher, a lawyer representing local cancer victims Veronica Wade, a Member of Parliament  Ted Sherwood, a university professor

Mrs Mabel Bloxford

Last year when my husband found out that he had cancer, the doctor advised us to leave Crowchester . We planned to buy a farm 50 miles away. But before we could save enough money for the deposit  задаток, he lost his job. Now we'll never be able to get away from here.

Leonard Miles

For the last 30 years, Crowchester  Chemical  Company has not only blackened our skies and polluted  our rivers, it has been slowly and surely poisoning  us in our own homes. Other big companies treat обрабатывают

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their chemical  waste. Not Crowchester Chemical Company. They think that money is more important than our comfort  and our health. And the suffering  страдания of Crowchester cannot be measured in terms of pounds and pence. 37 people are seriously ill. Hundreds more are living in misery. The Crow River will never again be fit for drinking water. Crowchester Chemical Company must compensate  us all for the trouble and the suffering they have brought among us.

Henry Murdoch

I do not accept that my company is responsible. We can't be held responsible. If people choose to work here or live nearby, they must accept the risks. We did not bring the company to the town. The town grew up round the chemical  factory. And part of the reason the town is such a thriving бурно развивающаяся community today, is because of my company. Of course, there is a little pollution  загрязнение. There is always pollution in the chemical industry. It can't be helped because this country needs chemicals  химическая продукция. Crowchester  needs chemicals toowithout this company 3,000 people would be jobless.

Brian Thatcher

We are suing  возбуждаем иск for over a million pounds in compensation, and we're also asking for a court order to close the factory. I'm confident that we shall win. What worries me is that it's impossible to stop this kind of thing until it's too late. The Government should have introduced strict pollution  загрязнение  controls long ago.

Veronica Wade

Already many towns are worse than Crowchester . If we don't act soon, this country will become uninhabitable  непригодна для проживания. Pollution is a crime against society and must be punished. I propose to fix strict limits for discharge  слива of pollution. All companies which exceed превзошли these limits negligently  халатно will pay heavy fines штрафы. All companies which exceed the limits deliberately  will be closed and their managers will go to prison.

Ted Sherwood

Pollution  загрязнение from factories is not the only problem. Motor  vehicles  транспортные средства and aircraft pollute  загрязнять the air. Oil tankers  pollute the sea. Many city govern-

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ments discharge  сливают sewage  нечистоты into their rivers and leave mountains of garbage  мусора in the countryside. Man is a dirty and wasteful creature. Yet all of this could be avoided, with a little imagination. There are engines which don't cause air pollution  загрязнение. Garbage can be recycled переработаны для вторичного использования and sewage  can be converted to energy. Private  персональные companies won't make the necessary investments инвестиции. This money really does have to come from Government.

Litter

Situation

Last weekend Nick West was jogging along a popular path when he stumbled on a broken bottle and injured his leg. He wrote a letter to the editor of the local newspaper complaining  выражая недовольство about litter.

Characters

Nick West

Ann Scott, a housewife with two children

Linda Mitchell, a member of a local anti-litter group

Nina Haines, a journalist of the local newspaper

Fred Hurst, a representative of the local council  совета

Reg Giles, a local policeman

Albert Greaves, the manager of a soft drinks company

Nick West

People who leave litter behind them are anti-social. They spoil the countryside and create all sorts of danger for other people. Broken bottles and rusty ржавые cans cause serious injuries, especially to children. Old magazines and empty packages help to start fires when fools throw away matches and cigarette butts окурки. Why can't people be more careful?

Ann Scott

Dropping litter is a disgusting habit . If you don't do it in your own house why should you do it anywhere else? I never drop litter and I don't allow my children to. Unfortunately, most parents these days don't bring their children up properly как следует. It's a mother's duty to teach her children how to behave and to set a good example herself.

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    Linda Mitchell

I belong to an anti-litter group. Recently we cleaned up a beach. We collected over 150 tons of garbage. We burned half of it and we sold the rest to scrap dealers торговцам утилём for $ 100. We spent that money on litter cans мусорные бачки which we placed at regular intervals along the beach. Every local government ought to do the same thing.

Nina Haines

The problem of litter reflects a lack of responsibility on all sides. The local government has a duty to provide litter cans and the citizens have a duty to use them. The police have a duty to report  people who litter public places and the courts have a duty to punish such people. Last, but not least, the companies which manufacture throw- away products should stop using materials which can't be burned or recycled.

Fred Hurst

There's not much we can do. There are a thousand square  miles of countryside around this town. We can't afford to supply a million litter cans to empty them regularly. Why should local taxpayers be responsible for litter left by holiday visitors from other towns?

Reg Giles

Littering is a crime and carries a heavy penalty  наказание. But the police are too busy preventing serious crime to worry about litter. If someone drops a ton of poisonous  chemical  waste in the forest, we'll try to catch him, but we can't arrest everyone who leaves a few empty cans around after a picnic. We're policemen, not babysitters.

Albert Greaves

We used to sell drinks in glass bottles and we refunded получаем компенсацию a little money when empty bottles were returned to us, because we could wash them and use them again. But glass is heavy and breaks easily, so we changed to plastic. It's cheap, light, strong and unbreakable. Of course, we don't collect empty bottles because it's cheaper to make new ones. Empty bottles should be thrown in the litter cans, 

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but a few untidy people don't bother  беспокойся. That's, nothing to do with us,. We aren't responsible for their bad habits .

2.  Read the following text and summarize it in English:

Я подошел к поверженному дереву, тронул ствол. Он был теплым, хранил еще силу жизни. Глянул окрест. На месте пронизанного солнцем прозрачного бора тянулись серые, угрюмые валы из комьев земли, пней, ветвей и сучьев, мертвых осколков от стволов.

Вспомнились слова К. Паустовского: «Мещерские леса величественны, как кафедральные соборы». В великолепном памятнике природы, в центре Мещерской низменности, шла высокомеханизированная сплошная рубка сосен и подроста. Все подчистую... А всего в нескольких сотнях метров от Клязьмы, которая, лишившись своего кровного лесного брата, на десятки, а может, сотни лет осталась сиротой, обкраденной здоровьем. А ведь онаодин из притоков Оки, питающей Волгу-матушку...

С трудом преодолеваю несколько высоких валов. На последнем перехватило дыхание. От стыда за содеянное над природой, от жестокости людской. Не запоет здесь соловей, потому как не напиться ему-росы из березового листа, не запылает тут и закат в кронах деревьев. Мне показалось, будто не сосну, а меня.по сердцу полоснула зубастая машина.

Позже узнал: ежегодно только во Владимирской области вырубается лесов на площади восемь тысяч гектаров. С расчетной лесосеки вывозится 2 миллиона 143 тысячи кубических метров древесины. Головы каких государственных чиновников озарила идея сводить сосновые боры в центре России в таких огромных объемах? Лесосеки в знаменитых Мещерских лесах по своей площади не уступают лесосекам Западной и Восточной Сибири.

Правда», 16 сентября, 1989)

3.  Enact the text in the form of a role play. Take for a pattern the texts "Pollution" and "Litter". Use the conversational formulas suggested in item 1.

Characters

An old peasant  крестьянин from a village situated in the district under discussion.

Editor of the local newspaper.

The director of the local "Lespromkhos".

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An official representative of the Ministry of Forest Industry.

A university professor, biologist.

An artist.

A school teacher.

A writer who was born in the district.

4. Tell the class what you know about the problem of the environmental protection and its urgency for the future of humanity.

Ill There are different points of view on travelling and holiday-making. The amusing text that follows will give you a glimpse or two of the western "travel snobbery".

1. Read the text.

Holiday Heroes

By W. Davis

(abridged  сокр.)

If travel writers are to be believed, nowadays it won't do to idly  праздно lie on a beach in Spain. No, you have to go snorkeling  плавать под водой с маской и трубкой, wind-surfing and shark huntingpreferably  in a place no one has heard of. Travel snobbery  снобизм is as old as travel itself, but it has become increasingly complex. Fifty years ago you simply took yourself off to Cannes  in midwinter and did nothing more strenuous  напряжённого than ordering a pink gin in the bar of the Carlton. Today you not only have to race other snob to "undiscovered" spots соревноваться с другим снобом за неоткрытые места, but are also expected to go in for all kinds of dangerous activities.

Neither is easy. Escapist стремящийся уйти от действительности hideouts скрывается don't remain hideouts for long, and in the travel snob's book nothing is worse than arriving a year too late. And there are gruesome  отвратительный tales of adventurers returning bruised  побитый, battered and badly in need of a holiday. One way around the problem is to make do with just talking about it. Day-dream aloud заметно at the right sort of cocktail parties and you have a good chance of becoming a Holiday Hero without moving from your desk. Prince Rainier  is a Holiday Hero as he said that if he had his way he would be on a plane to Alaska because "it is savage  первобытная". Prince Charles is a Holiday Hero because some time ago he went off to the Arctic  and dived under the ice. Copy подражайте them if you must, but hurry, by next year everyone will be doing it.

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Everybody except me. You can have the North Pole  северный полюс, just leave alone my favourite beach in Sicily , will you? I am old-fashioned enough to believe that holidays are meant for relaxation and I don't want to have a lot of trendy ультрамодных activists hang-gliding  дельтапланеризма past мимо me, thank you very much.

Escape means different things to different people: if you live in a large, claustrophobic  city it may well mean a small Greek island, and if you live on a small Greek island it may mean a large, claustrophobic city. To many young people it means three months in India ; to some of the very rich it means the "simple life" on an island in the Caribbean  or the Pacific. For me, though, escape still means, above all, an island in the sun. It means splashing about in the sea, reading, listening to music, drinking wine and lying idly  праздно on a beach. Let someone else play the Holiday Hero.

2.  Sum up the content of the text in six sentences.

3.  Explain the following:

Snorkeling  плавать под водой с маской и трубкой, wind-surfing; "undiscovered" spots (comment on the inverted commas); escapist hideouts; one way around the problem is to make do with just talking about it; a claustrophobic city

4.  Answer the following questions:

1. In what sense are the words "escape" and "escapist" used in the text? 2. What is the author's idea of a holiday? 3. To what way of holiday-making is it opposed in the article? 4. Why do some people exp'ose themselves to all kinds of strenuous and dangerous activities on their holidays? 5. Why does the author refer to them as "travel snobs"? 6. What does the author mean by "holiday heroes"? 7. Do you share the author's sarcastic attitude to holiday heroes? Probably, they are genuine heroes? 8. Is the phenomenon described in the article as "travel snobbery" typical only of the foreign countries? Have you met (or, at least, read about) any travel snobs?

5.  Debate the following in pairs or in teams.

What is the best way of spending a holiday? Lying on a beach ? Splashing in a lake ? Walking in a forest ? Sightseeing in new and unfamiliar places? Going abroad and seeing sights i in a foreign country? Going abroad and rushing from shop to shop?

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Trying to cross the Atlantic in a small boat? Climbing the undiscovered peaks of the Pamirs? Trying to reach the North Pole on foot?

Work out the arguments by yourselves and don't be too serious: it is a humorous discussion.

IV. Arrange discussions and round-table talks on the following.

1. Travel as I see it.

2.   Tourism  as organized travelling: advantages and inconven iences.

3. Modern ways of travel.

4. Environmental protection as a crucial problem of today.

5. The best way to spend a holiday.

6. The educational value of travelling.

7. Love of nature as an essential part of a child's upbringing.

INSIGHT INTO PROFESSION INTRODUCING 

THE UNEXPECTED INTO THE CLASSROOM

Talking Points:

1.           Every teacher is advised to have something "up his sleeve" in case the lesson (sometimes a carefully planned lesson!) falls flat. What kind of material do you think should be held back in reserve for this kind of situation?

.           What do you think of language games to be introduced unex pectedly into the classroom?

3.           What other techniques and materials do you think can be used to motivate  стимулировать children to learn?

I. The following is a description of a number of language games that can be introduced into the teaching-learning process, a) Read the text and be ready to describe each language game to the other members of the class:

Test Your Power of Observation and Memory

Making the learners use their power of observation and memory is one of the ways of introducing interest into the teaching-learning process. The following game is a good example of this.

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This game is used for practising words that have already been introduced. The teacher gives the learners a one-minute glimpse of about 15 objects or pictures whose names they know. Then he covers  the objects or puts them away. The learners must write or say the names of as many of the objects as they can remember.

In another version of the game, the teacher uncovers about 15 words that he has previously written on the blackboard. After one minute, he covers the words again. Then he asks the learners to write the words in their notebooks in the same order in which they appeared  on the blackboard. This gives practice with the forms of the words.

Putting time-pressures on the students is one way of arousing interest. E.g., the teacher may give the learners only one minute to look at the words. Using the spur of time-pressure, the teacher can make a simple job such as copying the new words in their notebooks more interesting by telling the learners that they have only 30 seconds to do it in.

A Guessing Contest (Of Whom Does This Remind You?)

The class is divided into two groups and each side prepare a test for the other. When both groups are ready, the leaders on each side will take turns reading the items gathered by their side to see if the members of the other group can write (give) the correct answers. The side having the most papers with all answers correct wins. (e.g. QuestionA glass slipper. AnswerCinderella, etc.)

Shopping at the Grocery Store

All the players in the game should sit in a circle. One player begins the game by saying: "I am going to the grocery store. I'll buy a sack of flour." The next says: "I'm going to the grocery store. I'll buy a sack of flour and a box of matches." Each player repeats everything that has been said by the players before him and adds one more thing. The first player who forgets something in the list is out of the game. The player who is in the game longest is the winner. (It is possible to make up another game line, e.g., Taking a trip in which you use the names of cities and countries you would visit on the trip.)

A Story Without Adjectives

The teacher offers the class a story in which the adjectives are left out. The players offer various adjectives one after another. The teach-

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er fills in the blanks in the same order. Then the story is read to the class.

Who Am I?

The game "Who Am I ? " is an excellent way of practising all kinds of question forms, e.g. present, past, with and without auxiliary. The teacher tells his class that he is going to pretend to be a famous person. He can be male, or female, dead or alive. By questioning him, the students have to guess who he is or was. Questions such as "What do you do ? " or "Where do you come from ? " are not allowed, as these give the game away too quickly, but questions such as "What do you do in your spare time? " and "Do you travel a lot? » can be permitted. After 6 or 7 questions have been asked, the teacher stops them and asks one of them to sum up what they know about him so far. The student will say: "So far, we know that...", etc. Then they try to guess "Who I Am".

Sustained Speech Exercises

In the following games students speak on a variety  of topics for a short time, so that there are regular breaks, giving the student immediate  knowledge of mistakes and a chance for language practice.

A subject is drawn out of a "hat" and the names of two students out of another, the first to speak in defence of the subject (e.g., "Travel to the Moon") and the other against it, for one-and-a-half minutes; one minute's silent preparation helps them to assemble their ideas and after the main speakers and 2 or 3 others have spoken the matter is out to the vote. Each "mini-debate" lasts about 6 minutes and before another "motion" is dealt with, there is an opportunity to correct any mistakes and practise the correct form in its original context.

The games adapted from the radio can also provide an opportunity for sustained but controlled speech. The class can form the audience, questioners and panel for an "Any Questions" session with one member of the panel of 4 being changed after each question has been dealt with and after errors have been rectified as before.

In another panel game, "Just a Minute", members of the class are asked to speak for one minute on a subject given by the teacher. The rest of the class listen for 4 things: "urns" and "ahs" repetition, or other drawbacks  помехи and errors. If anyone hears one of these things, he 

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interrupts the speaker, is awarded one pointor 2 for spotting a language errorand is asked to continue until he, in turn, is interrupted. The student speaking when 60 seconds of speaking time, excluding the interruption, has elapsed, is also awarded one point. "Who's Who?". A microphone and tape-recorder can create an interview  atmosphere  and also give the students a chance to hear their mistakes.

Reinforcement Games

Contrastive statements can be practised with 2 pictures alike in all but a few minor details. As well as eliciting patterns with "while", "whereas", "however", "on the other hand", "not only, but also", "the other one", those pictures can be used on other occasions for con- textualized practice.

Many structures can be enjoyably reinforced after presentation or revision, by simple question-and-answer games, or other. .

Scoring

Any exercise can be made enjoyable by scoring right answers and penalizing wrong ones in an entertaining way: a question-answer drill подготовка can be turned into a game of football or tennis. The class is divided into two teams. A correct answer is a "goal".

(Compiled from "ELT Journal", L., 1973, No. 2; "English Teaching Forum", Washington, 1973, No. 3)

b) Play the games in class. Let each member of the class take one game and use it for revision of one of the textbook sections or topics you had during the term.

c)  Discuss each game in terms of suitability to different teaching levels.

II. The success of any classroom game or gamelike activity depends on thorough preparation by the teacher. Write a list of pointers to teachers on using games in class. Discuss the techniques and class procedures at different levels:

Key Words and Expressions: rules of the game; a thorough  полное knowledge of smth.; to perform; to project enthusiasm (here said of a teacher); to get out of control; to keep (the game) under control; to establish a pleasant but firm tone; the concept of fair play; to follow the rules of the game exactly (to stick to the rules); to break the rule; to prevent problems, etc.

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UNIT SEVEN

TEXT SEVEN

ANGEL PAVEMENT  мостовая

By John B. Priestley

(Two extracts from the novel)

"Cut some off for George," said Mrs. Smeeth, "and I'll keep it hot for him. He's going to be late again. You're a bit late yourself tonight, Dad."

"I know. We've had a funny day today," replied Mr. Smeeth, but for the time being he did not pursue  следует the subject. He was busy carving  разрезая, and though it was only cold mutton баранина he was carving, he liked to give it all of his attention.

"Now, then, Edna," cried Mrs. Smeeth to her daughter, "don't sit there dreaming. Pass передай the potatoes and the greens овощиcareful, they're hot. And the mint sauce . Oh, I forgot it. Run and get it, that's a good girl. All right, don't bother  беспокойся yourself. I can be there and back before you've got your wits together."

Mr. Smeeth looked up from his carving  нарезки and eyed пристально глянула Edna severely  строго. "Why didn't you go and get it when your mother told you. Letting her do everything."

His daughter pulled down опустила her mouth and wriggled изогнула a little. "I'd have gone," she said in сказала a whining  хныкающем tone. "Didn't give me time, that's all."

Mr. Smeeth grunted заворчал impatiently. Edna annoyed him these days. He had been very fond of her when she was a childand, for that matter, he was still fond of herbut now she had arrived at what seemed to him a very silly, awkward  трудный age. She had a way of acting, of looking, of talking, all acquired приобрела fairly recently, that irritated him. An outsider посторонний might have come to the conclusion that Edna looked like a slightly soiled загрязнённый and cheapened избитый elf. She was between seventeen and eighteen, a smallish girl, thin about the neck and shoulders but with sturdy  сильными legs. She had a broad snub nose нос картошкой, a little round mouth that was nearly always open, and greyish-greenish-bluish серовато-зеленовато-голубоватые eyes set rather широко расставленные wide apart; and scores  множество of faces exactly like hers, pert  нахальных, prettyish недурных and under-nourished  тощих (недоедающих), may be seen within a stone's throw небольшого расстояния of any picture theatre кинотеатра any evening in any large town. She had left school as soon as she could, and had wandered in an out бегала повсюду в поисках различной работы of various jobs, the latest and steadiest постоянная of them

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being one as assistant  помощник in a big draper's  мануфактурный Finsbury Park way. At home now, being neither child nor an adult, neither dependent nor independent, she was at her worst: languid  вялая and complaining  недовольная, shrill резкая and resentful  обидчивая, or sullen  угрюмая and tearful  слезливая; she would not eat properly как следует; she did not want to help her mother, to do a bit of washing-up помыть посуду, to tidy her room; and it was only when one of her silly little friends called, when she was going out, that she suddenly sprang бросалась into a vivid яркую personal life of her own, became eager and vivacious  оживлённой. This contrast, as sharp as a sword , sometimes angered  раздражённая, sometimes saddened  опечалив her father, who could not imagine how his home, for which he saw himself for ever planning and working, appeared in the eyes of fretful  капризного, secretive  скрытного and ambitious adolescence  подростка. These changes in Edna annoyed and worried him far more than they did Mrs. Smeeth, who only took offence when she had a solid grievance  обиду, and turned a tolerant  терпимой, sagely  мудрый feminine eye on what she called Edna's "airs and graces" «манерность».

    Left to himself, Mr. Smeeth slowly knocked out выбил his pipe in the coal-scuttle  ящик для угля and then stared  вытаращил глаза into the fire, brooding  задумавшись. He was always catching himself grumbling ворчащим about the children now, and he did not want to be a grumbling ворчащий father. He had enjoyed them when they were young, but now, although there were times when he felt a touch of pride, he no longer understood them. George especially, the elder of the two, and once a very bright promising boy, was both a disappointment разочарование and a mystery. George had had opportunities he himself had never had. But George had shown an inclination  предрасположенность from the first с самого начала, to go his own way, which seemed to Mr. Smeeth a very poor  жалкий way. He had no desire to stick to вмешиваться anything, to serve somebody faithfully честно, to work himself steadily up готовить себя собой to a good safe position к высокому положению. He simply tried one thing after another, selling wireless sets, helping some pal приятелю in a garage  (he was in a garage now, and it was his fourth or fifth), and though he always contrived  умудрялся to earn something and appeared  to work hard enough, he was not, in his father's opinion, getting anywhere. He was only twenty, of course, and there was time, but Mr. Smeeth, who knew very well that George would continue to go his own way without any reference  отношение to him, did not see any possibility of improvement. The point was, that to George, there was nothing wrong, and his father was well aware of the fact that he could not make him see there was anything wrong. That was the trouble with both his children. There was obviously nothing bad about either of them; they compared very favourably симпатизирующе with other people's boys and girls; and he would have been quick to defend them; but nevertheless, they were

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growing up to be men and women he could not understand, just as if they were foreigners. And it was all very perplexing  ошеломляюще and vaguely  неуловимо saddening.

The truth was, of course, that Mr. Smeeth's children were foreigners, not simply because they belonged to a younger generation but because they belonged to a younger generation that existed in a different world. Mr. Smeeth was perplexed  озадачен because he applied применял to them standards they did not recognize. They were the product of a changing civilization . They were the children of the Woolworth  (английский филиал американской торговой компании; владеет однотипными универсальными магазинами во многих городах Великобритании. Основан в 1909) stores and the moving pictures. Their world was at once larger and shallower  поверхностнее than that of their parents. They were less English, more cosmopolitan. Mr. Smeeth could not understand George and Edna, but a host  множество of youths and girls in New York, Paris and Berlin would have understood them at a glance. Edna's appearance, her grimaces  and gestures, were temporarily  based on those of an Americanized Polish Jewess , who, from her mint  происхождения in Hollywood, had stamped them on these young girls all over the world. George's knowing eye for a machine, his cigarette and drooping изнемождённое eyelid веко, his sleek лоснящиеся hair, his ties and shoes and suits, the smallest details of his motorcycling  езды на мотоцикле and dancing, his staccato  отрывистый impersonal обезличенный talk, his huge indifferences, could be matched соответствовать almost exactly round every corner in any American city or European capital.

ESSENTIAL VOCABULARY

Vocabulary Notes

1. pursue  1) преследовать (кого-л.) ; гнаться, бежать (за кем-л.) 2) а) преследовать (цель) ; следовать намеченному курсу б) добиваться 3) рассматривать, расследовать (вопрос, дело) 4) а) выполнять, совершать; продолжать б) заниматься (чем-л.) 5) ; предъявлять иск vt 1) follow in order to capture or kill; chase 2) (fig.) keep close to; never leave, e.g. His record as a criminal pursued him wher ever he went. 3) follow after; seek after; aim at, as to pursue pleasure 4) continue; follow out; carry on, as to pursue one's studies, to pursue a subject продолжать обсуждение какого-л. вопроса; продолжать разговор на какую-л. тему continue to talk about it; argue  оспорить it further

pursuer  1) а) преследователь; преследующий б) гонитель 2) ; истец n one who pursues; pursuit  ) преследование; гонение, погоня 2) стремление; поиски 3) занятие, дело; профессия 4) а) преследование в судебном порядке б) предъявление иска n 1) the act of pursuing, following or chasing, as a dog in pursuit of rabbits; pursuit of happiness 2) any regular occupation or pastime, as pursuit of science. Syn. Employment  занятость

2. eye 1) а) смотреть, пристально разглядывать б) следить, наблюдать 2) делать петельку, проушину (и т. п.) vt watch very carefully, as to eye a person with suspicion. сущ. взгляд, взор Syn. look смотреть, глядеть; осматривать; следить, сущ. взгляд, взор stare  1) пристально глядеть, вглядываться; уставиться 2) смотреть в изумлении (на кого-л. / что-л.) сущ. пристальный взгляд gaze  пристально глядеть; вглядываться; уставиться, сущ. внимательный взгляд glare  пристально или сердито смотреть (на кого-л.) , сущ. острый, проницательный взгляд; огонь во взгляде glance  бросить взгляд; взглянуть мельком, одним глазом (на кого-л., на что-л.) ; едва заметить сущ. (быстрый) взгляд

Word Discrimination: look vi is neutral and does not imply any particular aspects of the manner of watching; look n

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stare  вытаращил глаза vi look steadily, with wide-open eyes, in surprise, curiosity or contempt. Stare may also denote the way of senseless looking devoid of any expression as stare into space; stare n

gaze vi implies a long and steady process of looking. It may be emotionally coloured: a person may gaze in wonder, tenderness, with interest, e.g. She was gazing at her baby, gaze, n 

glare v/ look long, angrily or even fiercely; glare n glance vi take a very quick look; glance n

    look имеет нейтральное значение и не подразумевает каких-либо конкретных особенностей в манере смотреть;

stare подразумевает смотреть неотрывно, с широко открытыми глазами, с удивлением, любопытством или презрением. Stare может также обозначать манеру бессмысленного разглядывания, лишённого какого-либо выражения, как смотреть в пространство;
gaze подразумевает долгий и неотрывный процесс разглядывания. Он может быть эмоционально окрашенным: человек может gaze (уставиться) в удивлении, с нежностью, с интересом, например, She was gazing at her baby 

glare значит смотреть долго, зло и даже яростно, 

    glance взглянуть очень быстро.

3.  acquire  1) обзаводиться, приобретать, покупать 2) получать, приобретать; овладевать vt 1) get by one's own efforts  and behaviour, e.g. You must work hard to acquire a good knowledge of a foreign language. He has acquired a reputation for dishonesty, an acquired taste one that is not natural, e.g. Many Japanese don't like cheese when they first eat it; it is an acquired taste.

acquirement  1) приобретение, получение (знаний, навыков) 2) (acquirements) умение, знания, навыки (полученные в результате длительных усилий) n 1) act of acquiring 2) smth. that is acquired through the mind, skill or ability, e.g. She is always boasting of her daughter's acquirements (= saying how clever her daughter is).

4.  cheapen  1) снижать цену или стоимость 2) принижать; унижать 3) опошлять, делать избитым, вульгарным 4) дешеветь, падать в цене vt l).make cheap(er); lower the price or value of 2) be little; bring into contempt, e.g. Constant swearing cheapened him. 3) decrease the quality or beauty of; make  хуже or vulgar, e.g. So much smoking rather cheapens the girl. Why should you cheapen yourself by this kind of conduct?

cheapened p. part, vulgar

5.  assist 1) помогать, содействовать, способствовать, оказывать помощь 2) принимать участие, ассистировать 3) присутствовать vt/vi help

assistance 1) помощь, поддержка, содействие 2) денежное пособие n, e.g. Can I be of any assistance? (= Can I help?)

assistant  ) помощник 2) ассистент, сотрудник; 3) продавец (в магазине) 4) заместитель судьи n 1) a helper 2) an employee in a shop selling things (also: shop-assistant). Syn. help

Word Discrimination: assist describes the kind of help in which the recipient of help performs the major part of work, and the role of the one who helps is of minor importance; sometimes he does his work under the supervision of the recipient, e.g. The instructor assists the professor by taking notes during the examination. Cf. She helped him to write the book (i.e. It is possible that he would not have managed the work without her help) and She assisted him in writing the book (i.e. She did minor work without which the book would have been written all the same).

assist описывает вид помощи, в котором тот, кому помогают, выполняет большую часть работы, а роль того, кто помогает, имеет второстепенное значение, иногда он делает свою работу под руководством того, кому помогает, например, Инструктор assists профессору, записывая во время экзамена. Ср. She helped him to write the book (т.е. Вполне возможно, что он не сумел сделать это без её помощи), и She assisted him in writing the book (т.е. Она делала мелкие работы, без которых книга была бы всё же написана) .

6. vivid  1) яркий 2) живой, яркий; пылкий 3) ясный, чёткий, отчётливый a 1) (of colour, etc.) brilliant; intense; very clear, as a viv id flash of lightning 2) lively; vigorous  сильный; active, as a vivid imagination 3) (of descriptions, etc.) very clear and distinct; lifelike

vividly  живо, наглядно adv 

vividness  яркость, блеск n

7. vivacious  живой, оживлённый a full of life and animation; high-spirited ; gay, as a vivacious girl

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vivaciously adv

vivacity  живость, оживлённость n liveliness, animation; high spirits

8.  adolescence  1) а) юность б) пубертатный, подростковый возраст, пубертатный период, период полового созревания 2) моложавость n the state of growing up; the time between child hood and manhood or womanhood

adolescent  молодой человек; юноша; девушка; подросток a growing up; n a boy or a girl growing up (aged 13 to 20)

9.  grieve vt/i (formal) 1) огорчать, глубоко опечаливать 2) горевать, убиваться (at, for, about, over) 1) cause grief to, e.g. We must all grieve at (for, over) the death of such a good man.

grievance  1) обида; недовольство 2) жалоба n a real or imaginary cause for complaint; a real or imaginary wrong or hardship, to nurse grievances, e.g. The old woman liked to speak about her grievances.

grievous  1) печальный, скорбный; полный печали 2) тяжкий, мучительный (о ране, боли) ; горестный, тяжёлый (о судьбе, событиях) 3) серьёзный (о вине, последствиях) ; невосполнимый (об утрате, ) ; тяжкий (о грехе, преступлении) a (formal) 1) bringing serious trouble or great suffering, as grievous wrongs 2) exciting grief, as a grievous accident 3) severe, as grievous pain

10.   tolerant  1) терпимый, относящийся терпимо, толерантный a reluctant to interfere with the freedom of thought or actions of others; willing to allow others to think or act as they please even when their opinions, ideas, conduct, etc. seem wrong. Ant. Intolerant 

tolerantly терпимо (относиться) adv

tolerance  1) терпимость, толерантность 2) а) переносимость (чего-л.) б) привычка (к чему-л.) 3) допустимое отклонение от стандартного размера и веса монеты 4) допуск n willingness to allow others to hold opinions or follow customs different from one's own. Ant. Intolerance  1) нетерпимость 2) непереносимость

tolerate  1) выносить, терпеть 2) допускать; позволять, разрешать vt allow; permit; bear; endure, e.g. I will not tolerate your impudence дерзкое (your conduct).

tolerable   1) терпимый, выносимый 2) а) удовлетворительный, сносный, приличный, приемлемый б) чувствующий себя вполне удовлетворительно a, Ant. intolerable  а) невыносимый, нестерпимый; несносный б) недопустимый a

11.  temporary  временный a lasting for a short time only; not permanent, as temporary success (employment)

Temporarily 1) временно, на время 2)во временном отношении adv

temporariness временность n (formal)

Note. Don't confuse the adjectives temporary and temporal  временный, скоротечный, преходящий; бренный, 3) временной. The latter has the following meanings: 1) of this life only; not eternal. 2) having to do with time (cf. the Russian «временный» и «временной»).

Word Combinations and Phrases

for the time being на данный момент; на некоторое время;  to work oneself up to a good

for that matter что касается этого            position готовить себя к высокому положению;

to take offence обидеться;                         to get nowhere (not to get anywhere) ничего не

достигнуть, не добиться своего; не достичь цели, 

потерпеть фиаско, не сдвинуться с мёртвой точки;

to turn a tolerant (angry, loving,                                                             

etc.) eye on smb обратить терпимый     to be well aware of smth. прекрасно понимать;

(недовольный, любящий) взгляд на;     

a touch of pride (resentment,tenderness,   to apply certain standards to smb. мерить, оценивать                  

humour, etc. Also: a touch of the flu)                                               кого-л.  определённой меркой

чуточка гордости, возмущения,

 нежности, юмора) и: лёгкий грипп;

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EXERCISES

1.  a) Listen to the recording of Text Seven and mark the stresses and tunes,

b) Repeat the text in the intervals after the model.

2.  Find the following words in a dictionary, translate them and practise the pro nunciation:

Wriggle  извиваться; изгибаться, wander 1. 1) бродить; странствовать, скитаться 2) блуждать (о мыслях, взгляде и т. п.) 3) извиваться (о реке, дороге и т. п.) 4) заблудиться; 5) отклоняться; 6) стать непоследовательным, невнимательным, рассеянным  7) бредить 2. странствие, languid  вялый, resentful  обидчивый, sullen  угрюмый, vivacious живой, оживлённый, sword , secreative  скрытный, ambitious, adolescence  подростковый возраст, coal-scuttle  ведёрко для угля, perplexing   ставящий в тупик, cosmopolitan   космополит, многонациональный, temporarily , staccato  коротко, отрывисто

3.   Read the following words paying attention to the primary and secondary stresses:

,independent, ,inclination  предрасположенность ,ciga'rette, ,disappointment разочарование, .possibility, .opportunities, .gene'ration, ,civilization 

4.   Practise the pronunciation of the following word combinations paying attention to the phonetic phenomena of connected speech:

and though it was only cold mutton баранина; don't sit there dreaming; and the mint sauce ; I can be there and back; grunted заворчал impatiently; thin about the neck and shoulders; sprang into a vivid personal life of her own; Mr. Smeeth slowly knocked out выбил his pipe in the coal-scuttle; grumbling ворчащим about the children; he had enjoyed them when they were young; he no longer understood them; he simply tried one thing after another; he would have been quick to defend them

5.   Read the following word combinations; mind the pronunciation of the nasal sonant [ɪε], especially in the intervocalic position:

for the time being; letting her do everything; a way of acting, of looking, of talking; to do a bit of washing-up; when she was going out; planning and working; selling wireless sets; getting anywhere; nothing wrong; they were growing up; very perplexing  ошеломляюще and vaguely  неуловимо saddening; they belonged to a younger generation; knowing eye for a machine; and drooping изнемождённое eyelid веко; the smallest details of his motorcycling  езды на мотоцикле and dancing

6.   Read the beginning of the first extract up to "Didn't give me time, that's all", noting the intonation of the author's words and paying attention to the use of ad equate intonation patterns both in the stimuli and responses to convey proper at titudes.

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7.  Read the following passage from "Left to himself,..." up to "... and vaguely saddening". Observe the intonation group division using proper intonation pat terns and beating the time; note strong and weak forms and the intonation of parenthesis and parenthetic groups.

8.  Read the text and consider its following aspects.

a)  What can be deduced from the first five paragraphs about the relations be tween the parents and the daughter? Point out the sentences which indirectly re veal the relations.

b)  Exemplify the use of epithets used in the portrait-sketch of Edna. What kind of attitude do they create? Find the stylistic device of contrast in the same description. Sum up what you have learned about Edna from this paragraph.

c)  Explain and enlarge on: "...her father... could not imagine how his home, for which he saw himself for ever planning and working, appeared in the eyes of fretful, secretive and ambitious adolescence".

d) What would be lost if the sentence "Mr. Smeeth... stared into the fire, brooding" ran: "Mr. Smeeth looked into the fire, thinking"?

e)  Explain the meaning of:

...George had shown an inclination... to go his own way, which seemed to Mr. Smeeth a very poor way. He had no desire... to work himself steadily up to a good safe position.... to George, there was nothing wrong.... he applied to them standards they did not recognize; his huge indifferences...

f)   Select the sentences and phrases in which George's portrait-sketch is given. Sum up, in your own words, what you have gathered about George from the description.

g) What is the difference in the methods of portrayal applied in the descriptions of Edna and George?

h)  Explain what is meant by: "Their world was at once larger and shallower than that of their parents".

i)   Comment on the syntax in the extract beginning "They were the product..." and ending "They were less English". What is the effect produced by the change of the rhythm as compared to the syntax of the preceding paragraphs?

9.  Copy out from Text Seven the sentences containing the word combinations and phrases given above and translate them into Russian.

10.   Paraphrase the following sentences using the word combinations and phrases:

1. He was quite conscious of the general disapproval, but regarded his critics indifferently and patiently.He was well aware of the general disapproval, but regarded his critics indifferently and patiently. He didn't seem particular-

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ly hurt even by the wildest accusations and answered them rather humorously than otherwise.He didn't seem particularly having taken offence even by the wildest accusations and answered them rather touch of humour than otherwise. 2. "Let us temporarily drop the subject.Let us drop the subject for the time being.We are not likely to achieve any results by this messy argument. We are likely not to get anywhere by this messy argument." 3. Young people will never understand their parents while they judge them from the point of their own views and tastes.Young people will never understand their parents while they apply their own standards to them. So far as that is concerned, the same goes for the parents.For that matter, the same goes for the parents. People can never understand each other at all unless they are ready to meet each other halfway. People can never understand each other at all unless they turn a tolerant eye on each other. 4. Jack was a competent and efficient employee, and everyone expected him to make a good career.Jack was a competent and efficient employee, and everyone expected him to work himself up to a good position.

11.Compose two dialogues using the word combinations and phrases. Mind the intonation patterns in the stimuli and responses to convey proper attitudes.

Suggested situations: 1. Conversation  between father and son about the boy's future career . They disagree on most points but are trying hard to understand each other. 2. Conversation between two mothers complaining  жалуются about misunderstandings in their families.

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

1. Вместо того чтобы смотреть на иллюзии молодых добрыми и терпеливыми глазами, взрослые подчас раздраженно говорили нам: «Любуясь на звезды, ничего не достигнешь. Нужно работать, добиваться прочного положения в обществе, а не гоняться за миражами». Instead of looking at and good patient eyes: Instead of turning a kind and tolerant eye on the illusions of youth adults sometimes told us angrily "One get nowhere by admiring the stars. It is necessary to work oneself up to a good position and not to chase mirages." 2. «Нельзя же подходить ко всем со своей меркой,сказал Чарльз с некоторой досадой.Если уж на то пошло, не все могут позволить себе такие расходы, как ты. И ты это хорошо знаешь». "You can not apply your standards to everyone, - Charles said with some annoyance. - For that matter, not everyone can afford such expense as you do. And you are well aware of it." 3. Конечно, Джейн обиделась на эти несправедливые слова, но решила временно сдержаться и не отвечать свекрови. Сказав, что у неё слегка разболелась голова, она ушла в свою комнату. Of course, Jane took offence at these unfair words, but decided to hold herself in check not to answer to her mother-in-law for the time being. Having said that, she had a touch of the headache, she went to her room.

13. Answer the following questions:

1. What was Mr. Smeeth's attitude to his daughter? 2. What was it that annoyed him in her? 3. What did Edna look like? 4. Do you think that her father's annoyance  раздражение was well-founded or rather unreasonable? 5. What can be said in Edna's defence? (She was "languid  вялый and complaining  недовольная, shrill резкая and resentful  обидчивая, or sullen  угрюмая and tearful  слезливая ". Probably she had reasons of her own for being all that, hadn't she?) 6. Why was it that George, "a very bright promising boy", turned out a disappointment разочарование to his father? Do you think that Mr. Smeeth was objec-

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tive in his disappointment? What was it exactly that worried him about George? Do you think that George's failings were serious ones? 7. Why was it that Mr. Smeeth's children were foreigners to him? 8. Do you think that the parents are to be blamed for their attempts to apply their own standards to their children? Or, probably, such attempts are natural and understandable?

14. Study the vocabulary notes and translate the examples into Russian.

15. Translate the following sentences paying attention to the words and word combinations in italics:

A. 1. The next moment the cat was shooting out of the room, hotly pursued by the spaniel. В следующий момент кот пулей летел из комнаты, преследуемый во всю спаниелем.  2. It was true that she had let Toby embrace her, but the implied charge of having actually pursued the young man was too unjust. Правда, она позволила Тоби обнять её, но предполагаемое обвинение в принуждении молодого человека было слишком несправедливым. 3. The whole mob was pouring after him. Вся толпа повалила за ним. Джордж свернул резко вправо, бросив быстрый взгляд на своих преследователей. George swerved sharply to the right casting a swift glance at his pursuers. He disliked them all, especially the man with the pitchfork. Он их ненавидел их всех, особенно человека с вилами. 4. "Do you know a hyphenated word of nine letters, ending in 'k' and signifying an implement employed in pursuit of agriculture?" «Вы знаете, слово из девяти букв, пишущееся через дефис, оканчивающиеся на «k» и означает инструмент, используемый в осуществлении сельскохозяйственных работ?»  "Pitchfork," said George. «Pitchfork» («Вилы»), сказал Джордж. "But you may believe me, as one who knows, that agriculture is not the only thing it is used in pursuit of." «Но вы можете поверить мне, как знатоку, что сельскохозяйственные работыне единственная возможность их применения». 5. Every man should have a fixed pursuit of the business of his life, to which the principal part of his life should be devoted. Каждый человек должен иметь чёткое стремление к реализации своей жизненной цели, достижению которой он  должен посвятить большую часть своей жизни. 6. "You say your stay here will be but temporary. «Ты говоришь, что твоё пребывание здесь может быть лишь временным. продолжал незнакомец But where will you go when you leave London?" the stranger pursued. Но куда ты пойдешь, когда покинешь Лондон7. Strictly speaking, that school, Worrel (one of the second-class public schools) is not very old, but it has turned out выпустил so many fellows ready to boast about it to all and sundry that has acquired, by verbal association, the antiquity of Eton. Строго говоря, эта школа, Уарил (одна из второсортных государственных школ), не очень старая, но оказалось так много парней готовы заливать о ней всем и каждому, что она приобрела, по словесной ассоциации, возраст Итона. 8. He was one of those who had been robbed of acquiring knowledge through a university course. Он был одним из тех, кто был лишён получения знаний через университетский курс. 9. Miss Matfield typed her letters with slightly less contempt and disgust than usual, and she had acquired an assistant, a second typist. Мисс Матфилд печатала свои письма чуть с меньшим презрением и отвращением, чем обычно, и она обзавелась помощницей, второй машинисткой. 10. Dersingham did not think of Golspie as an Englishman; he contrived to think of him as a kind of foreigner who had acquired an extraordinary command of the English language. Дерсингем считал Голспи англичанином, он умудрялся думать о нём как о некоем иностранце, который необычно хорошо овладел английским языком. 11. "And look at the way she went and encouraged you at first," said Mrs. Pelumpton, " cheapening herself as anythingthat ought to have told you what sort of a girl she is, but of course boys can never see that." «А посмотри, как она принялась флиртовать с тобой сначала», сказала миссис Пеламптон, «позволяя вольности по отношению к себе как угоднотак что надо бы сказать вам, что она за девушка, но, конечно, юноши никогда этого не видят». 12. The city, too hot and airless in summer, too raw in winter, too wet in spring, and too smoky and foggy in autumn, assisted by long hours of artificial  light, by hasty breakfasts and illusory lunches, by fuss all day and worry all night, had blanched the 

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whole man, had thinned his hair and turned it grey. Город, слишком жаркий и душный летом, слишком сырой зимой, слишком влажный весной, и слишком дымный и туманный осенью, поддерживаемый долгими часами искусственного освещения, поспешными завтраками и мнимыми обедами, суетой днями напролёт и беспокойством по ночам, делал человека бледным, истончал его волосы и превращал их в седину. 13. Finally he volunteered to go on to the stage to assist in a conjuring trick. Наконец, он добровольно пошёл на сцену, чтобы помочь в фокусе. 14. She and Dersingham, assisted by Mr. Pearson, who said that he was used to clearing a table, did what they could to make the dinner come to a civilized end. Она и Дерсингем, при помощи мистера Пирсона, который сказал, что он привык убирать со стола, сделали, что могли чтоб довести ужин до цивилизованного окончания. 15. The new typist had been a great disappointment to Turgis, not because she was of no assistance to him in his work but because she was not the attractive young creature his heated fancy had conjured up to fill the post. Новая машинистка была большим разочарованием для Терджиса не потому, что она не помогала ему в его работе, но потому, что она не была привлекательным молодым созданием, которое, согласно его разгорячённой фантазии, вызванной воображением, должно было быть на этой  должности.

В. 1. Turgis did not try very hard to make himself superficially attractive to the sex that despises crumpled clothes, matted hair, pasty cheeks, youth that has lost all vividness and glow. Терджис не шибко старался сделать себя внешне привлекательным для пола, который презирает мятую одежду, спутанные волосы, бледные щеки, молодежь, которая потеряла всю живость и горячность. 2. It was rather queer seeing Mr. Golspie again in the grey light of the winter morning. Было довольно странно увидеть мистера Голспи снова в сером свете зимнего утра. It was rather like seeing someone you had just met in a vivid dream. Это было подобно тому, как увидеть кого-то, кого вы только что встретили в ярком сне. 3. Mr. Golspie had been constantly in her thoughts, hardly as a real person she knew, but rather as a particularly vivid and memorable character in a play she had seen. Мистер Голспи был постоянно в её мыслях, не то чтобы как реальный человек, знакомый ей, но, скорее, как особенно яркий и запоминающийся персонаж в пьесе, которую она видела. 4. Lena and her father had gone to Paris, leaving Turgis to imagine, with a vividness and force, a host of scenes in which Lena went smiling in the arms of rich and handsome Frenchmen and Americans. Лена и ее отец уехали в Париж, предоставив Терджису рисовать себе в воображении, ярко и убедительно, множество сцен, в которых Лена шла, улыбаясь, в объятия богатых и красивых французов и американцев. 5. Perhaps she could break it to him gently; calm him down, explain. Возможно, она может сообщить ему об этом мягко, успокоить, объяснить. But before she got to the door she was vividly picturing the scene he would make and had changed her mind. Но прежде, чем она добралась до двери, она была живо представила себе скандал, который он бы закатил и передумала. 6. As Toby came round the front of the car, someone came into view on the road, another figure vividly revealed in the beam of the lights. Когда Тоби обошёл переднюю часть автомобиля, кто-то показался на дороге, другая фигура живо показалась в луче света. 7. "Most of the people I meet here these days seem to be living in a fool's paradise," said Mr. Golspie agressively. "Now, Mr. Golspie," cried his hostess with desperate vivacity, "you're not to call us all fools." «Большинство людей, которых я встречаю здесь в эти дни, кажется, живутв блаженном неведении», сказал мистер Голспи агрессивно. «Пожалуйста, мистер Голспи», воскликнула хозяйка с отчаянной живостью, «вы не должны называть нас всех глупцами». 8. She made a joke of itshowing the last gleam of vivacity she would be able to show for months. Она свела всё это к шуткедемонстрируя последний всплеск бодрости, который она способна показывать в течение нескольких месяцев. 9. Her face, her voice, her manner, all pointed to the conclusion that Lilian nursed some huge, some overwhelming grievance against life, but though she gave tongue to a thousand little grievances every day, she never mentioned the monster. Её лицо, голос, манера, все вело к заключению, что Лилиан вынашивала какую-то огромную, крайнюю обиду на жизнь, но, хотя она высказывала тысячи мелких недовольств каждый день, она никогда не упоминала о самом большом. 10. "Better one suffer, than a nation grieve." (Dryden) «Лучше пусть один страдает, чем нация скорбит». (Драйден) 11. "I read a book last week," Edna announced. "Yes, and been to the pictures three times since then," said her father, who was determined to have his grievance. «Я читала книгу на прошлой неделе», объявила Эдна. «Да, и побывала в кино три раза с тех пор», сказал её отец, который вознамерился быть недовольным. 12. Turgis, pleased by this statement, but still labouring under a grievance, could do nothing but mumble and mutter. Терджису, обрадованному этим заявлением, но все страдающему от обиды, ничего не оставалось как только бормотать и ворчать. 13. "I know how much you grieve over those who are under your care: those you try to help and fail, those you cannot help." «Я знаю, насколько у вас душа болит о тех, о ком вы заботитесь, кому вы стараетесь, но не можете помочь». 14. When the lunch was over he slipped quickly out of the dining-room and took temporary refuge in his own room. He could not face anyone at the moment. Когда обед закончился он быстро выскользнул из столовой и нашёл временное прибежище в своей комнате. Он не мог столкнуться ни с кем в данный момент. 15. The blackbird sang again, its song 

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sounding intolerably remote and strange in the silence. Дрозд запел снова, его песня звучала невыносимо далеко и странно в тишине. 16. Mr. Dersingham she neither liked nor disliked, she merely tolerated him. Мистер Дерсингем ей не то, чтобы нравился или не нравился, она просто терпела его. 17. "Seems to me you don't understand the seriousness of his business," Mr. Smeeth said. «Мне кажется, ты не понимаешь серьёзность его дела», сказал мистер Смит. "That's all right, Dad," said George tolerantly. "Don't you worry. I can look after myself." «Всё в порядке, папа», сказал Джордж терпеливо. «Не беспокойся. Я могу позаботиться о себе». 18. "Look, sweetie," said Noel. "As you know, I usually behave with angelic tolerance where you're concerned. You may even have got it into your head that old uncle Noel doesn't mind what you do." «Слушайте, милая», сказал Ноэль. «Как вы знаете, я обычно веду себя с ангельской терпимостью, в том, что касается вас. Вы, может, даже вбили себе в голову, что старина дядюшка Ноэль не возражает против того, что вы делаете». 19. The fact was, he wanted her advice but not her absolution. Дело в том, что ему нужен был её совет, но не отпущения грехов своих. Not that the Abbess would be tolerant. Чтобы игуменья не относилась бы к нему снисходительно. 20. She was the eager, excited, imploring female, and he was the large, knowing, tolerant, protective male. Она была энергичной, взволнованной, молящей женщиной, и он был большой, знающий, терпеливый, покровительствующий мужчина. 21. She realized that she had not been unaware of the charms of that hard adolescent body and fresh uncertain face. Она осознала, что не знает об очаровании привлекательной юношеской фигуры, что и чистого капризного лица. 22. The most painful part of childhood is the period you begin to emerge from it: adolescence. Наиболее болезненная часть детствапериод вы начинаете выходить из него: подростковый возраст. 23. Adolescents are over-conscious of their appearance and the impression they make on others. Подростки чересчур требовательны к своему внешнему виду и впечатлению, которое они производят на других.

16. Fill in the blanks with one of the following words: eye, v; stare v, n; gaze, v, n; glare v, n; glance v, n. Explain your choice:

eye а) смотреть, пристально разглядывать б) следить, наблюдать, сущ. взгляд, взор look смотреть, глядеть; осматривать; следить, сущ. взгляд, взор stare 1) пристально глядеть, вглядываться; уставиться 2) смотреть в изумлении (на кого-л. / что-л.) сущ. пристальный взгляд gaze пристально глядеть; вглядываться; уставиться, сущ. внимательный взгляд glare  пристально или сердито смотреть (на кого-л.), сущ. острый, проницательный взгляд; огонь во взгляде glance  бросить взгляд; взглянуть мельком, одним глазом (на кого-л., на что-л.) ; едва заметить сущ. (быстрый) взгляд

look имеет нейтральное значение и не подразумевает каких-либо конкретных особенностей в манере смотреть;

stare подразумевает смотреть неотрывно, с широко открытыми глазами, с удивлением, любопытством или презрением. Stare может также обозначать манеру бессмысленного разглядывания, лишённого какого-либо выражения, как смотреть в пространство;
gaze подразумевает долгий и неотрывный процесс разглядывания. Он может быть эмоционально окрашенным: человек может gaze (уставиться) в удивлении, с нежностью, с интересом, например, She was gazing at her baby 

glare значит смотреть долго, зло и даже яростно, 

glance взглянуть очень быстро.

1. Soames fixed his eye on Bosinney's tie, which was far from being in the perpendicular. 2. He saw at an eye what had happened during his absence. 3. This masterpiece has been exhibited during centuries to the admiring look of the multitude, and today we don't see it through our own eyes but through their eyes as well. 4. One glance was enough to understand the situation. 5. Her eye rested on the muscular neck bronzed by the sun spilling over with rugged health and strength. 6. He turned one more corner and found himself looking at the immense panorama of the Thames. 7. After a brief glance he ignored the stranger or pretended to. 8. Both the blind eyes and the lighted eyes of the innumerable  windows seemed to answer his eye and to tell him that he did not amount to very much, not here in London. Then his eye swept over the bridge to what could be seen beyond. 9. You would not have noticed him in a crowd, or, rather, you would have given him one glance and then decided that that was enough. 10. As he said this, he tried to make Miss Matfield accept a friendly grin, but all that he got in return was a glare like a high wall with broken glass along the top. 11. She brought to bear upon this intruder the full force of her contemptuous stare. On this objectionable man it had no effect at all. He glared hard at her, and-then grinned broadly. 12. And then they were gone, leaving Mr. Smeeth and Turgis staring at each other in utter bewilderment. 13. "I don't care a damn what he said," cried Goath agres-

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sively, looking round at them all. "If I hate the feller, I do hate him, and that finishes it." 14. He moved slowly along, sometimes staring into the windows of shops that meant nothing to him. 15. When he found her at last, she was gazing into the jeweller's window, entirely absorbed by the sparkle and glitter within. 16. Looking at him, she was reminded of the heroes of old. 17. The child glared the stranger with suspicion and fear. 18. All the women sat up and gazed at him with adoration. 19. "Anymore of that impudence from you," Mr. Smeeth shouted at her, glaring. 20. If Cleopatra herself in full regalia had been standing there, Mr. Smeeth could not have gazed at her in greater astonishment.

17. Translate the following sentences into English using the essential vocabulary. 

1. Увлечение искусствомэто не только способ заполнить свободное время; этодверь в новый мир, мир ярких красок и высоких чувств. Pursuit of art - it's not just a way to fill in time, it’s the doorway of a new world, the world of vivid colours and high senses. 2. Особенно впечатляющей в фильме была сцена погони. The most vivid in the picture was the pursuit (chase) scene. Правда, события развивались так быстро, что трудно было понять, кто за кем гонится. For that matter, the events were developing so quickly that it was difficult to understand for someone who had been pursued. 3. «Погоня за счастьемпустое дело,сказал он.Счастьеэто свойство души; или оно есть у вас или нет». "The pursuit of happiness is an inanity", he said. "Happiness is in nature, either you acquire it or not." 4. Она была так гротескно накрашена, что люди смотрели на нее с удивлением, а одна старушка даже с гневом. She made up her face so fantastically, that people stared at her in amusement, and an old woman even glared at her angrily. 5. Наша школа, при поддержке семьи, выпускает каждый год толпы подростков, не готовых ни к чему, кроме погони за примитивными удовольствиями. Our school with the assistance of family, every year produces the crowd of teenagers who didn’t acquired anything, but a pursuit of the primitive pleasures. 6. Она с грустью смотрела на эту знаменитую картину, обесцененную и вульгаризированную миллионами плохих репродукций на конфетных коробках и обертках. She gazed grievously at this famous painting, cheeped and plebeianised [plɪ′bi:ənaɪzd] by millions of bad reproductions in chocolate box and wrappers. 7. «Мисс Грин обладает всеми знаниями и умениями, необходимыми для хорошего секретаря». "Miss Green has acquired all necessary knowledge and skills to be a good secretary."  8. Мистер Шелли разглядывал шкатулку с таким видом, будто никогда раньше не видел ничего подобного. Mr. Shelley eyed the box looking as though he had never seen anything like it. Его лицо приняло странный зеленоватый оттенок. His face acquired a strange greenish tint. 9. Майкл с гневом смотрел на отца. «Где я провожу вечера, это мое дело, мне уже семнадцать, я взрослый. А ты только опошляешь все своими грязными подозрениями». Michael glared at his father. "That's my lookout where I pass the evening, I acquired seventeen, I'm grown. And you just cheap all with your dirty suspicions." 10. Когда в лавке было много покупателей, Элла помогала обслуживать их, но она еще не приобрела необходимых знаний и сноровки, чтобы делать это достаточно профессионально. When the shop was full of clients, Ella assisted to serve them, but she had not yet acquired the necessary knowledge and skill to do it quite professionally. 11. «Я совершенно ясно, живо помню лицо мисс Дин, когда она только начинала выступать на сцене. "I am absolutely clearly and vividly remember the face of Miss Dean, when she was on her early years on stage. Это была актриса полная жизни, веселья и очарования. She was an actress full of vividness, fun and charm. И такой ранний, такой горестный конецAnd what early grievous end was it!" 12. «В связи с погодными условиями, все рейсы временно отменены». "On account of unfavorable weather conditions all the flight are temporarily cancelled". 13. У женщины, сентиментально восклицающей «Ах, где

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мои шестнадцать лет», наверное, очень плохая память. The woman which cries sentimentally "Oh, Where are my sweet sixteen?" probably has a poor memory. Отрочествоболезненный период в жизни подрастающего человека. Adolescence is a grievous period in the life of the young man. Этовозраст, в котором человекуже не ребенок и еще не взрослыйнетерпим ко всем и к себе самому, обидчив и склонен надолго затаивать свои обиды. This is an age when a person is no longer a child and not yet an adult, intolerant to all and to himself, grievous and disposed to take offences for the time being. 14. Живость красок в его картинах отчасти маскировала погрешности рисунка. Vividness of colors in his paintings partly masked defects of the picture. 15. Живостьестественное качество ребенка, нужно терпимо переносить шум и беготню и не раздражаться. Vivacity inheres in child it is necessary to tolerate noise and running and not to get irritated.

18. Use the following in brief situations. See to it that the situation enhances the meaning of the word or phrase from your essential vocabulary. May be done in pairs.

1. Where did she acquire such beautiful accent? 2. You needn't cheapen yourself in this way. 3. Did you actually assist in producing the film? 4. You shouldn't nurse grievances. 5. Adolescents  подростки are seldom tolerant. 6. It is a temporary arrangement. 7. Yes, she is a vivacious child. 8.1 refuse to pursue the subject. 9. You have a very vivid imagination. 10. What are the girl's acquirements?

19. Give the gist of Text Seven.

20.  Compose dialogues.

Suggested situations: 1. Mr. Smeeth is talking with his son George about the letter's career . (For the attitudes, use the information provided by the text.) 2. Mrs. Smeeth is talking with Edna about her behaviour at home and outside. (Use the information provided by the text. Keep it in mind that Mrs. Smeeth is a more tolerant parent than her husband.) 3. George and Edna are discussing their parents. 4. Mr. and Mrs. Smeeth are discussing their children.

21.  Reread Text Seven to discuss the following points of its style.

a)     There are four characters in the extracts. What methods of characterization are used in the portrayal of each? Do a thorough analysis of all the portrait-sketches illustrating what you say with quotations from the text.

b)     What is the dominant atmosphere of the narrative? By what lexical elements of the text is it created? (Give examples.)

c)     What is the manner of the writer? Does he make use of numerous tropes (sty listic devices)? (Give examples.) What is the effect achieved by this? Is his style lucid or obscure?

         d) How would you define the theme of the extract? Formulate it in one sentence.

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PROFESSION-ORIENTED EXERCISES

I. a) Reread the problem-solving situations in the Appendix. Which one seems most troublesome to you? Why?

        b) Make up one of your own to be solved  and discussed in class?

CONVERSATION AND DISCUSSION T

HE GENERATION GAP. THE PROBLEMS OF THE YOUNG 

Topical Vocabulary

adolescence  юность, подростковый возраст n

adolescent  юный, молодой; юношеский; подростковый a, молодой человек; юноша; девушка; подросток n (adolescent rebellion  бунт)

avoid involvement избегать затруднительного положения

bring up v (upbringing воспитание n)

child-care manuals  руководство, справочник (child-care books)

complexes комплекс n (to giveзаразить комплексом)

conformity  послушание, подчинение (определённым нормам, правилам, догмам) n (to reject  -)

delinquent  антиобщественный, нарушающий закон, делинквентный children малолетний правонарушитель

emphasis  особое внимание on the present

evade  responsibility

home background  семейное происхождение, социальное происхождение (family background)

inhibitions подавление, сдерживание; комплекс n (to shed restrictingизбавиться от ограничений)

juvenile  delinquency  преступность несовершеннолетних

lack of understanding

negligence  небрежность; невнимательность, халатность n

parent(-s') authority (lax authority слабое руководство)

parent-child relationship 

permissive  позволяющий, разрешающий a

permissiveness  вседозволенность, n (excessive чрезмерная  -)

psychological wounds  травмы

psychologist n 

rat-race бесплодная деятельность, "мышиная возня", бешеная погоня за богатством, успехом n

spank хлопок, шлепок v (spanking битьё, порка, трёпка)

traumatic  experience пережитая травма

I. The "generation gap", i.e. the parent-child relationship, is one of the most urgent problems of today. What are the causes of numerous misunderstandings between the generations? The article that follows pleads the cause of the young.

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1. Read the text

The Younger Generation Knows Best

Old people are always saying that the young are not what they were. The same comment is made from generation to generation and it is always true. It has never been truer than it is today. The young are better educated . They have more money to spend and enjoy their freedom. They grow up more quickly and are not so dependent on their parents. They think more for themselves and do not blindly  слепо accept the ideals  of their elders. Ever new generation is different from the one that preceded it. Today the difference is very marked indeed.

The old always assume предполагают that they know best for the simple reason that they have been around живут на белом свете a bit longer. They don't like to feel that their values are being questioned or threatened под угрозой. And this is precisely what the young are doing. They take leave берут смелость to doubt that the older generation has created the best of all possible worlds. What they reject more than anything is conformity  подчинение определённым нормам, правилам, догмам. Office hours, for instance, are nothing more than enforced принудительное slavery . Wouldn't people work better if they were given complete freedom and responsibility? And what about clothing? Who said that all the men in the world should wear dull grey suits and short haircuts? If we turn our minds to more serious matters, why have the older generation so often used violence to solve  their problems? Why are they so unhappy and guilt-ridden  страдающий комплексом вины in their personal lives, so obsessed преследуемый with mean ambitions and the desire to amass  накоплять more and more material possessions  имущество? Can anything be right with the rat-race бешеной погоней за богатством, успехом? Haven't the old lost touch потеряли связь with all that is important in life?

These are not questions the older generation can shrug off сбрасывать со счетов lightly. Their record летопись over the past forty years or so hasn't been exactly spotless безукоризненная. Traditionally, the young have turned to their elders for guidance  советом. Today, the situation might be reversed изменена. The oldif they are prepared to admit itcould learn a thing or two from their children. One of the biggest lessons they could learn is that enjoyment is not "sinful". Enjoyment is a principle one could apply to all aspects of life. It is surely not wrong to enjoy your work and enjoy your leisure  досугом; to shed сбрасывать restricting ограничительные inhibitions запреты. It is surely not wrong to live in the present rather than in the past or future. This emphasis on the present is only to be expected because the young have grown up under the shadow  of the bomb : the constant threat  угроза of complete annihilation  полного уничтожения. This is their glorious  славное heritage  наследие. Can we be surprised that 

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they should so often question the sanity здравомыслие of the generation that bequeathed  оставили в наследство it?

(From: "For and Against" by L.G. Alexander)

2. Find in the text its leading ideas and present them in the form of clear-cut statements.

3. Find in the text statements with which you agree; with which you disagree. Explain your attitude.

4.  Study the counter-arguments to the text you have read and discuss the problems raised in class using both the arguments of the text and the counter-arguments that follow.

(The group should be as usual divided into two parts, one part supporting the cause of the young and the\other that of the older generation.)

The young do not seek responsibility: they evade  it.

They are not interested in important questions; avoid involvement: e.g. major political issues, etc.; they lack noble ideals .

They want expensive clothes, cars, etc. without working for them.

The young should be grateful to the older generation.

The older generation bequeathed  оставили в наследство peace and freedom which the young enjoy.

The older generation provides the young with good education, money to spend.

The older generation fought World War II, faced difficult, sometimes tragic problems. The young have had everything easy.

The young cling to passing fashions: clothes, pop music, rock music. The modern phenomenon is mass hysteria.

Too much permissiveness  вседозволенность leads to immorality when normal moral standards are labelled as "inhibitions".

Appearance of many young people is unpleasant: too long unkempt hair, dirty clothes, unwashed bodies.

5. Tell the class what you think about the parent-child relationship. What should it be like? What is the way to achieve a perfect mutual understanding?

II. 1. Read the following dialogue dealing with the same problems of the generation gap.

An After-School Youth-Centre  Dance

 Darley: I was thinking... What would you youngsters юноши do without the youth centre? You'd be pretty lost, wouldn't you?

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Paul: Huh! It's all right. I suppose. But I'm telling you, we don't need no bloody youth club to find something to do. Me ...well, I only come when there's a dance on. Them berks дураки what come all the time ... well, they need their heads examined . If I want to drink, ... well, there's the pub, isn't there.

Mrs. Brent: But how old are you, Paul? Sixteen? You can't drink in pubs, it's illegal .

Paul: No barman's ever turned me out yet. What about a dance, Denise?

Denise: I don't mind.

Paul: Come on, then.

Finchley: Would you care to dance не пойдёте танцевать, Mrs. Brent?

Mrs. Brent: Thank you, but no. The music isn't of my generation. You know, the generation gap. When I was young, I'd never have dared to speak as Paul just did.

James: What sort of world do you think we live in, Mrs. Brent? It's part of myjobtoknowpeople, and especially young people, as they are.

Mrs. Brent: Please don't misunderstand me. I only thought it offensive. If my own son...

James:Oh, I’m used to it. In a sense I feel it's a kind of compliment that...

Darley: Compliment?

James: Don't get me wrong. Paul feels free to express himself with me just as he would with his friends. He accepts me as a kind of friend.

Finchley: And really, the so-called generation gap is a myth, you know. Teenagers aren't really so different. As a teacher I find them quite traditional in their attitudes отношениях.

Darley: But look at the way they dress... and their hair!

James: You haven't got the point, I think. Those things are quite superficial. I agree with Mr. Finchley. Basically, their attitudes отношения are very similar to those of my generation.

Darley: So you approve of the kind of language we heard from Paul just now. 

James: Now, I didn't say that. Anyway, the concepts идеи of "approval" and "disapproval" tend to over-simplify слишком упрощать matters. Every generation creates its own special language, just as it creates its own styles in clothes and music.

Mrs. Brent: It's just that the styles and habits  of today's teenagers are so... well, basically... so unacceptable.

Darley: When you come to think of it... I mean, I'm always on at my boy about веду долгие разговоры на тему his clothes.

James: So you find them unacceptable too.

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Darley: No, just let me finish. I was about to say that in fact his clothes are very practical, very simple.

Finchley: Anyway, the generation gap is nonexistent . I mean, the idea of a teenage generation which has rejected the values of its parents for a sort of mixture of violence and lethargy  апатичности... well, it's totally unrealistic. My contact with them as a teacher of English is close. You see, we have regular discussions. You'd find them interesting. And you'd realize, I think, how traditional their attitudes are.

James: For example?

Finchley: For example, you probably wouldn't think so, but the majority  have a firm belief in marriage and in the family.

Darley: Those are things I've never talked about with my boy.

Finchley: And one very clear, very notable thing is that they're always looking for opportunities to help others.

Mrs. Brent: Well, Tony doesn't help much in the house.

Finchley: To help others, that is who really need help. Not just helping with the washing-up, Mrs. Brent. Another point that's come out of the discussion is that nearly all of themabout 90 per cent I should sayget on well with their parents. Most disagreements seem to be over hair and general appearance.

James: And we've called those superficial. 

Finchley: Exactly!

(From: "Over to You" by R. Boardman. Abridged.)

1. Summarize the content of the conversation in indirect speech accentuating the major problems touched in it.

3. Discuss the following in dialogues arguing the point.

1.   "Paul feels free to express himself with me just as he would with his friends. He accepts me as a kind of friend."

Do you think that this kind of teacher-pupil relationship is acceptable? Should there exist a kind of "distance" between teacher and pupil ? Should the pupil's familiarity be encouraged or discouraged ?

2.  "Teenagers aren't really so different."

Aren't they? If they are, in what? If they are not, try to prove it.

3.  "But look at the way they dress and their hair!"

Yes! What about juvenile  юношеская clothes and fashions ?! And as to hair, it is, of course, a heart-breaking topic of many domestic rows.

4.   "The so-called generation gap is a myth."

Is it? Why then is it so much talked about?

5.       "The idea of teenagers who have rejected the values of their 

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parents for a sort of mixture of violence and lethargy is totally unrealistic."

Let us hope it is unrealistic. But both violence and lethargy of the young do seem to be existent phenomena. Or don't they?

Use the following conversational formulas of agreeing and disagreeing.

a) I couldn't agree more. Perfectly true! How right you are! Very nicely put! I'm of the same opinion. I fully support this. I accept this point of view. I won't deny it. It stands to reason. On the whole you may be right.

b) I can't accept this. You're entirely wrong. I differ from you. It's the other way around. It doesn't make sense. Far from it! That's to tally unfounded! I'm not so sure. I wouldn't go so far. I don't see your point.

III. One of the much-discussed problems nowadays is well formulated in the title of the popular film "Is it easy to be young?" The text that follows seems to answer the question by a definite "no". What is your opinion?

1. Read the text

Childhood is Certainly not the Happiest Time of your Life

It's about time somebody exploded разражается that hoary  почтенный old myth about childhood being the happiest period of your life. Childhood may certainly be fairly happy, but its greatest moments can't compare with the sheer  абсолютным joy of being an adult . Who ever asked a six-year-old for an opinion? Children don't have opinions, or if they do, nobody notices. Adults  choose the clothes their children will wear, the books they will read and the friends they will play with. Mother and father are kindly but absolute dictators. This is an adult  world, and though children may be deeply loved, they have to be manipulated  so as not to interfere too seriously with the lives of their elders and betters. The essential difference between manhood and childhood is the same as the difference between independence and subjection.

For all the nostalgic remarks you hear, which adult  would honestly change places with a child? Think of the years at school: the years spent living in constant fear of examinations and school reports. Every movement you make, every thought you think is observed by some critical adult who may draw unflattering  нелестные conclusions about your character. Think of the curfews  время, после которого ребёнку не разрешается быть вне дома, the martial  law военное положение, the times you had to go to bed early, do as you were told, eat disgusting stuff 

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that was supposed to be good for you. Remember how "gentle" pressure was applied with remarks like "if you don't do as I say, I'll..." and a dire ужасное warning would follow.

Even so, these are only part of a child's troubles. No matter how kind and loving adults  may be, children often suffer from terrible, illogical fears which are the result of ignorance and an inability to understand the world around them. Nothing can equal the abject  жалкий fear a child may feel in the dark, the absolute  horror  of childish  nightmares. Adults  can share their fears with other adults; children invariably  face their fears alone. But the most painful part of childhood is the period when you begin to emerge выходить from it: adolescence  подросткового возраста. Teenagers may rebel  violently возмущаться against parental authority, but this causes them great unhappiness. There is a complete lack of self-confidence during this time. Adolescents  подростки are overconscious of their appearance and the impression they make on others. They feel shy, awkward  неловкими and clumsy  неуклюжими. Feelings are intense and hearts easily broken. Teenagers experience moments of tremendous  elation or black despair отчаяние. And through this turmoil  суматоху, adults  seem to be more hostile  враждебными than ever.

What a relief it is to grow up. Suddenly you regain your balance; the world opens up before you. You are free to choose; you have your own place to live in and your own money to spend. You do not have to seek constant approval for everything you do. You are no longer teased, punished or ridiculed by heartless adults  because you failed to come up подходить to some theoretical standard. And if on occasion you are teased, you know how to deal with it. You can simply tell other adults to go to hell: you are one yourself.

(From: "For and Against" by L.G. Alexander)

2.  Formulate the central problem of the text. By what arguments does the au thor support It? Do you agree with them?

3.  Debate the major points of the text either in pairs or in teams. Use the arguments and counter-arguments below.

For

1. A happy childhood is a myth.

2.  Children have no right to opinions of their own; adults choose their clothes, books, even friends.

3.  The children are manipulated  by the grown-ups so as not to interfere with them.

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4. The difference between manhood and childhood is the difference between independence and subjection.

5. The years of school are hard: homework to prepare every day, examinations to take, lack of understanding on the part of the teachers.

6. The grown-ups are tyrants : the everlasting "don't-do-that's" and "do-as-I-tell-you's" are hard to bear.

7. Children are vulnerable ; they suffer from the ignorance of the world around them, from unreasonable fears, nightmares faced alone.

8.  Adolescence  подростковый возраст is the most painful time: lack of self-confidence; over-consciousness  понимание of one's appearance; shyness and diffidence  робость, неуверенность в себе.

9. Adolescence is the time of intense, sometimes violent feelings which may lead to unpredictable actions.

10. An adolescent  подросток may feel himself alone in what seems to him a hostile  adult world.

Against

1.  Childhood means complete freedom from care, responsibility, social and economic pressures. Isn't it happiness? By comparison, adults are anxiety-ridden во власти беспокойства, tired, worried.

2. Adults have to choose everything for their children who don't know anything about the surrounding  окружающем world and so cannot choose for themselves. Of course, a grown-up woman knows more about good taste in clothes than her adolescent  молодая daughter and can advise her better than her teenage friends. As to choosing friends, it is the parents' duty to protect their children from bad influence.

3. Children should be manipulated  so as not to interfere with the elders who have lives of their own to live.

4. Children cannot be "independent": first, they are dependent on their parents for food, clothes, place to live in, education, entertainments. Second, they are spiritually dependent on their parents because their own spiritual values are yet unformed.

. Going to school every day and doing homework may be heavy tasks for a child. But is there nothing to say for the sheer  абсолютное joy of acquiring knowledge? Are there no good, understanding teachers whom one remembers all through one's life?

6. As to "tyrants ", what about children who harass изводят their bewildered сбитых с толку parents with constant demands for expensive clothes, motor-

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cycles, luxury  holidays, etc., without stirring  a finger to earn at least part of the money for all these things?

7. Childhood is the incomparable joy of discovering the world for the first time. All things around are full of colour and life which we nostalgically  miss in our adult life.

8. Adolescence  подростковый возраст is the spring of adult life, of the first awakening of "grown-up" feelings, romantic dreams, hopes and plans for the future. No matter how painful the process of growing up may be, the young are secretly sure that something wonderful is in store for them.

. Adolescents  подростки have moments of intense happiness never recaptured взято обратно in adult life.

10. Friendships formed in возникшая adolescence sometimes, last through all life. It's people with whom you made friends when very young who understand you best.

IV. Arrange discussions and round-table talks on the following.

1.The generation gap: myth or reality?

2. The teacher's choice: permissiveness  вседозволенность or authority?

3. Is it really so hard to be young?

4.The problems of the young: low incomes, housing problems, lack of entertainments, etc.

5.Juvenile  юношеская delinquency  преступность. Who is to blame: family? school? street? social conditions?

6.The terrible maladies of the young: early alcoholism, drug-tak ing, sexual promiscuity. What's to be done?

INSIGHT INTO PROFESSION 

ORAL APPROACH: A CURRENT VIEW 

Talking Points:

1. For two decades or so an oral approach has been a most popu lar talking point in our profession. How is it evaluated today? What do you personally think of an oral approach to teaching children? teenagers? adults?

2. What are the current trends in foreign-language teaching to day?

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I. a) Read the following article:

Of course, we all know that an oral approach is the greatest thing since the invention of the wheel... don't we? All together now: "Yes, we do!"

But let's pause for thought.

An oral approach to teaching EFL* often seems so novel and interesting to new teachers that a general notion of it is formed and embraced without evaluation. Misguided введённый в заблуждение generalisations about principles and techniques are made, and it becomes twice as unproductive as the traditional grammar-translation method.

Teachers, half understanding the terminology and techniques, dash otf into classrooms and wreak havoc among their students. This half-understanding leads to teachers at first:

Either being too sure of themselves, setting into complacency, rolling out the techniques, and teaching without ever really asking themselves why they do that they do, or if it's valid at all, or going through the motions of applying the techniques, meeting resistance and problems in class, and then having a crisis of confidence in the approach.

Neither of the two really know which of the techniques are achieving anything, because the confidence of the second is shaken by the failure of some of the techniques which they believed infallible and universally applicable. Both are victims of the "Isn't- an-oral-approach-marvellous?" virus, which produces dogma and insularity.

At its best, an oral approach provides a set of techniques which can make learning more efficient and enjoyable in appropriate circumstances.

At -its worstand all too oftenit leads to a pointless display of fireworks  фейерверки on the part of the teacher, and confusion and dissatisfaction on the part of the students.

In the following sections I shall be more precise about all this.

I. Heads It's Dynamism, Tails It's Insensitivity**

Teachers can become so intent  намерение on being "dynamic" that they become insensitive to what is really happening in their class. Students become items to be manipulated .

* teaching English as a foreign language ** On the one hand, it's

dynamism; on the other, it's insensitivity.

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II. Over-Valuing of Technique ("You Know, I did a Fantastic Progressive Substitution Drill Today")

This concentration on techniques goes beyond a reasonable awareness of their usefulness, and becomes petty, paranoid, punctilious, and (in conversation ) gigantically boring. Often acquiring all the how can blind teachers to the what, as well as they why (e.g. perfectly-organized questioning being done on a text which is irrelevant or unsuitable for the class, because of content or level; beautiful sets of carefully-pre- pared visual aids being used to teach expressions which are useless to students; suitcases full of flash-cards being used to teach all the vocabulary from a text before approaching the text itself, etc.).

III. Fashionable Scorn for Traditional Approaches

This is a pity,-because, once again, things which began as sensible suggestions, e.g.: 1) teachers should not be dominated by textbooks, 2) unseen dictations at too early a level are risky, 3) reading unprepared material round the class can be bori,ng and frustrating, etc. become extreme pronouncements: 1) textbooks are useless, 2) dictations are useless, 3) reading aloud is useless, etc.

IV. Taking Too Much for Granted

Oral approach techniques and principles which seem so interesting, sensible and useful to teachers encountering them for the first time, should all be thought about in order to decide on their real functions, and hence their advantages and dangers.

V.  Not Looking Before You Leap

Enthusiasts among oral approach teacherslike all fashionschange rapidly, because there's always someone coining a tasty new phrase, which is seized and used for a few weeks until the new one arrives. One day it's: "Examples should be striking, unusual, and memorable: none of this boring old cleaning-the-car stuff." The next it's: "Examples should be normal, familiar and everyday: none of this bizarre desert-island stuff."

We should be willing to say that there's a place for both suggestions and leave it at that.

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VI. And So

My general points, out of everything above, are that in advocating an "oral approach" style of teaching, especially on teacher-train- ing courses, we should:

avoid presenting particular techniques as dogma, set techniques as simply possible means to an end, see oral approach techniques in the perspective of other methods, not take any oral approach elements on trust, respect the demands of different students and different circumstances,

and decide whether we really know what we mean by "oral approach" before telling people how marvellous it is.

(Abridgedfrom: ELT Journal. 1976. No. 2)

  Answer the following questions:

I. Judging by the article, what are the critisisms of the oral ap proach? Do you think the close adherence  приверженность to its principles has brought the desired results in English schools? List the points used by the author as counter-arguments against the oral approach. 2. Were the elements of an oral approach used in foreign-language teaching in the Soviet Union? What did the experience show? (Speak on school level.)

  Give a summary of the article.

П. What are the current trends in foreign-language teaching abroad? Read the following for information:

Many teachers using the audio-lingual method4[5] had long wished for some improvement or modification of the accepted methodology . Although they found the memorization and pattern-practice exercises useful for the early stages, they felt a need to build a bridge from those highly structured activities to the freer, more creative use of the language at the intermediate and advanced levels. The audio-

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lingual method and its proponents did not provide a satisfactory solution to this important problem.

Creative teachers, who early saw that a potential drawback  помеха of the audio-lingual method was its tendency to be dull and uninspiring (for both student and teacher), tried to make the drills подготовки more interesting by varying their form, by providing a meaningful context, and by using visual aids. Resourceful teachers often succeeded admittably by such means. But there was a limit to what they could accomplish without making use of more "cognitive" activities.

Other sources of disillusionment with the audio-lingual approach were its emphasis on speech and the rigid order it prescribed for teaching the skills: listening, speaking, reading, and writing.

Judging from techniques and trends of the past few years, we can see that current thinking in methodology  seems to be in the direction of: (a) relaxation of some of the more extreme restrictions of the audio-lingual method, and (b) development of techniques requiring a more active use of the students' mental powers.

The trend toward a more active use of the students' mental powers probably represents the most important effect of the current cognitive theory of language acquisition.5[6] This mental activity goes well beyond the more passive "activity" that the audio-lingual method called for.

Viewing language learning as a natural creative process rather than as habit formation suggests that the teacher should provide guided practice in thinking in the language rather than mere repetition drill подготовка. Such mental involvement tends to make language learning more enjoyable for the studentwhich must itself be a positive factor contributing to improved attitudes and better results.

This kind of mental activity is quite different from memorising grammar rules, as in the old grammar-translation method. Nor is it simply the manipulation of examples of grammar rulesan activity that was largely discredited by the early proponents of the audio- lingual method.

(Abridgedfrom: "English Teaching Forum", 1974)

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III. Describe the current method of foreign-language teaching at Russian schools to a visiting teacher from Great Britain/the USA. (Make reference to the article given above.)

IV. Pick out one of the following quotations (some of them are disputable!) to speak on the point raised in it. Say why you agree or disagree with the point:

1. "Learning a language is not a matter of acquiring a set of rules and building up a large vocabulary. The teacher's efforts  should not be directed at informing his students about a language, but at enabling them to use it.» (Alexander) 2. "Poor  instruction is for a beginner what a sandy foundation would be for a sky-scraper." (P. Hagboldt) 3. "Even if one wishes to learn the foreign language solely for reading, the most economical and most effective way of beginning is the oral approach." (Fries)

Key Words and Expressions: method; approach; technique; target language; to implement principles; to acquire knowledge/rules, etc.; to break the monotony; drill подготовка sessions; to adhere to a method/ rules, etc.; a trend toward smth.; a renewed interest in smth.; to give explanations and instructions in the native language; to acquire skills through reading/speaking, etc.

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APPENDIX

SITUATIONS FOR PROBLEM-SOLVING ACTIVITY

What would you do?

Instructions: Read the following problems individually. Consider the possible solutions. Decide on one solution that you think is the best one and be able to justify it. Then discuss your solutions in your group, giving your preferences and discussing the advantages and disadvantages of each.

1

If pupils pass notes or talk when you feel they should be listening, there are ways of dealing with the situation. But what can be done if a quiet boy of twelve just does not belong? He just sits with an absent-minded look and nothing can arouse his interest.

"Are you here, Pete?" I asked him when I felt I could not have it any longer. He looked up startled. A minute passed and he was off again. I insisted. Then he said, "But I'm not doing anything wrong."

There was a provocative note in his answer.

  You're riot listening. You're day-dreaming.

He had to admit that.

  I can't help it. I like it.

  But why is it that you dream at the lesson?

—  I don't know.

That's it! He does not know.

We often talk about Peter's case in the teachers' room but cannot find the proper solution.

And what would you do?

2

My first observation of Mike's flair for drawing cartoons  was accidental: I saw a few faces on the back cover  of his exercise-book. I could even recognize themthe mischievous J., the lazy N., the pretty M.

Remembering the necessity of developing creative approaches in education, I said, "You do it well but why not draw things on separate sheets of paper?"

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A few weeks later I saw them passing some sheet of paper at the lesson. Some were giggling.

"Give it to me! Do you hear?" I attacked M. furiously.

N. who had just passed it back to him protested, "Please, don't! It's private ."

She was evidently lying and I insisted. So M. gave in. It was a cartoon  all right. Of whom do you think? Of me, of course.

I was at a loss for a moment. But then I came up with a fitting response to it.

What was it?

3        

I was not exactly a fully-fledged teacher yet, but I had already gained some experience when I had to face up to the fact that I could not reach my class of sixth-formers. I struggled hard to gain acceptance but a month had passed since September and they were still unmanageable. (If you have a feeling for atmosphere  —and you should if you teachyou always know when there is something wrong.)

I kept looking for clues in whatever they said or wrote. I went to the theatre with them, I went on outings and excursions, together with their class-mistress. (There are a number of rewards in this line of work, you know!) But it had no effect this time.

After some meditation on this problem, I came up with a fitting response.

What was it?

4        

I soon discovered that M. did her homework in a very careless way though her handwriting looked nice on test papers. Later I discovered her secret: she lived within an hour's distance from the school and used her travel time in the bus to do her homework.

"You shouldn't do it," I said firmly. "You'll become a bad writer in general. You'll spoil your eye-sight."

I did my best to convince her it was doing her harm. "Besides, your homework looks nasty," I added.

Once as I was travelling to the school by Metro busy with my finalizing chores '(correcting the student's test papers, of all things), I caught sight of M. sitting opposite me also busy with her homework.

Goodness! I had been sitting there huddled in my corner seat, M. just in front of me!

<220>

That served me right. But I had to tell her something.

What would you say to a girl offourteen in that kind of situation?

5       

At school you can easily notice that most of the teachers repeat instructions too many times. It is not that the pupils are regular trou- ble-makers. It is just that you are struggling for communication when their minds are occupied with something more absorbing.

I have always looked for interesting attention catchers to be used if the necessity has arisen.

What would you advise to q teacher of ten-formers?

6       

Today I have sent P. home from school for smoking in the lavatory. That is bad enough for a thirteen-year-old boy, but the more serious part is that he regularly takes money from his parents' pockets. His father, a respectable-looking researcher, confessed it last week.

He is a rather easily led boy, so they tried to reason with him, but to no avail.

I wonder if sending him home with a note to his parents was a good idea.

And what would you do?

7

With all my eagerness to teach I cannot find a suitable solution to my problem. The fact is I cannot keep order well. I devised a number of tactics but it did not help. Next year they will be trying to enter different institutes. They like to talk art, music and fashions... But if you observed one of my classes, you would never guess that! You'd hear noise which makes whatever you are trying to explain uninteresting in the extreme.

So today when I saw K. rude and contemptuous  презрительный, hands in pockets at the blackboard, I suddenly made up my mind...

What would you do?

<221>

M. had always strived to be different from others. He used to be at war with everybody. A sort of outsider. So I felt something should be done. It was simply necessary to interfere into his relationships with the class.

By and by вскоре things were becoming worse and worse. He was becoming a real grumbler and fault-finder.

Once he went as far as this; he threatened the deputy head master. He said, "Tell the class master to stop summoning my parents and tell them about my bad progress ."

Certainly the deputy head master was taken aback.

"You're being impudent, don't you think? You sound rather categoric for a student. The next step on your part will be the ultimatum."

"This is the ultimatum!"

"And if nobody responds?"

"Then I'll take measures."

"What measures?"

No answer.

I

"What's the world coming to?" we thought.

So when he passed all his final exams and left school, we felt relieved, you may believe me.

But four years later things took an unexpected turn. M. appeared  in the school. He looked grown up and mature  —he was just after the Army. In facta different person.

The preparations for the winter camp were on and he tried to help. He avoided the teachers, but helped the children. And suddenly (it was a sort of verbal bomb ) he asked the head master to let him work as a sport instructor.

We really had to do a lot of thinking.

What would you do?

9

The performance  of the scenes from "Romeo and Juliet" was a terrible success. There were many people in the play, but it was O. who really starred in it. There was a lot of smiling, joking and handshaking after the first night and he felt smug, I think.

Though, frankly speaking, I don't think it was all so perfect. For example, he said the last line in the final scene in a small flat voice 

<222>

which I hated so much during the rehearsals. But I could not make him change it, as he believed he was doing it well.

And now I dimly sense in him that growing self-esteem. More than that, he started putting on airs. For example, the other day I asked him to fetch a few books from the library.

"Why me?" he said.

I insisted. "Hurry please and do so. Don't keep me waiting." He obeyed reluctantly.

I must certainly do something.

What / wonder?

10

That boy had been a newcomer for a month or so, when I noticed he hated doing homework I gave to the class. He was known to have come from a far-away place, but his English was rather good. (Much better than other subjects.) I had the impression that he had learnt English not through textbooks, but from detective stories.

"Why don'tyou do your homework?" I asked. "It's dull," he said, "Do you mean to say you would like to do something different?" He nodded in agree.ment.

And I feel now I need some good advice.

What kind of work would you give to this kind of ninth-former?

11

Never in history have people been travelling, relocating their families so much as they are doing now. (Some sociologists even say we are witnessing a historic decline in the significance of place to human life.) I personally disagree here, as "East or West, home is best" to me, but professionally more than once did I have to solve  problems resulting from that phenomenon.

For example, last year N, a boy of 12, showed a remarkable in- 'difference to the class members by saying he "was not interested in communication."

"How come?" I asked. "Wouldn't you like to make friends?"

"It makes no sense," answered the twelve-year-old sophisticate.

"I'm sure we'll have to move to a new place very soon."

And that was it.

How would you manage this kind of situation? Do you think you could get him involved?

<223>

It was more than a flair for painting. He had a real talent. That was clear to all the members of the teaching staff. To everybody but his parents who insisted that he should go on with English as a speciality. (Otherwise what was a school specializing in English for?) They even came to see me and pleaded  попросил not to interfere.

I must admit he had a gift for languages too, a perfect ear for accent and pronunciation.

In his final term at school he did a wonderful piece of painting, so I made up my mind. I couldn't help it. I said to him: "We know you're undecided about your future. You and I must have a real heart-to- heart talk about it."

My "talk-in" took a lot of thinking but it worked.

What do you think I told him?

13       

Do you let your students leave the class-room during their written test with an easy heart? I don't.

I have always suspected Nina was using the lavatory as a reference  room when she wrote a test in any subject. Later we had a mutual understanding about it in the teachers' room.

This time there was a definite proof about it again. Her paper was excellent but I made up my mind to do something about it this time.

And how would you do it?

14       

For reasons of his own D. from the 8th В stole away the register. It was strange because he had always been a top student and there was no evident reason for him to do it.

He confessed at the class meeting it was he who did it but would not tell anybody why he had done it and where the register was at the moment.

Later he was summoned to the head master's office and got a lot of talking there but would not say a word about it.

What could the reason be? How do you think we should have dealt with him?

<224>

Many members of the teaching profession hold strong views on prompting in class. Really, those who prompt do a disservice to the one they think they are helping.

Frankly speaking, as for me, I have always been against stern measures (I mean giving a bad mark or something of the kind both to the receiver and to the giver, or to either of them). Still I thought I had had enough of that in my class and launched "a campaign" against prompting taking up a different approach.

What would you do in this kind of situation?

16

The other day it was too noisy in class. The boys fidgeted and whispered, the girls giggled. I asked what the fidgeting was about. Averted eyes. As I half-turned to the blackboard, everything started again.

What could I do? I said I wanted "their undivided attention". Nothing. Suddenly I noticed that one of the boys who had been sort of labelled as a trouble-maker since he appeared  in this school made a move. So I rushed upon him and made him leave the class-room. I knew I was wrong, but I had to do something to impose discipline .

What would you do? Do you think I was wrong?

17

When I met my new 9th form, I immediately saw that N. was not just a good thinker and talker, but he had an astonishingly good memory.

I have no doubt that we should recognize the unique potential of an individual approach to each member of the class. So I gave him a lot of attention.

But one day I recognized that the class became jealous... Or may be there was something wrong about his relationships with the class? I do not know.

What would you do about it?

<225>

It is common knowledge that access to oceans of information and the rapid development of science and technology are fascinating, but I think that in terms of the teaching situations it can be embarrassing to a teacher.

The well-read M. of the 10th A always uses most fascinating information with facts and figures for his reports. Sometimes I even feel ill at ease about it as I simply do not know whether it is true or not.

How do you think we should act in such cases?

19      

Yesterday I had a few panicky moments as I heard a "cu-coo" chimed by somebody instead of "Good morning". I froze. At first I had no idea what to do. Then I made up my mind. I saw no sense in trying to dodge it. Inwardly I swallowed the threat  угрозы of tears and decided to take firm action to set the class of fifth-formers to order.

I answered, "Cu-coo, cu-coo! Good morning!"

What do you think about it? What would you do?

20      

No one in my 5th В can look so crestfallen over unprepared homework as P. can. His forte is facial expressions and the class enjoys them very much indeed.

Yesterday I called upon him. (The homework was to memorize a poem.) He stood in front of the class without saying a word, just making faces. He was obviously entertaining the children.

I thought I should take up something immediately to stop his clowning.

I wonder what is the best way to deal with this kind of situation?

<226>

CONTENTS

ESSENTIAL COURSE

Insight into Profession  

Unit One

Text One: "The Passionate Year" by James Hilton  

Commentary  

Essential Vocabulary  

Exercises  

Profession-oriented Questions and Activities  

Conversation and Discussion:

What Makes a Good Teacher?  

Insight into Profession  

Unit Two

Text Two: "The Escape" by Somerset Maugham  

Commentary  

Essential Vocabulary  

Exercises  

Profession-oriented Questions and Activities  

Conversation and Discussion:

Books and Readers  

Insight into Profession  

Unit Three

Text Three: "One Stair Up" by Campbell Nairne  

Commentary  

Essential Vocabulary  

Exercises  

Profession-oriented Questions and Activities  

Conversation and Discussion:

Cinema: Its Past, Present and Future  

Insight into Profession  

Unit Four

Text Four: "Dangerous Corner" by John B. Priestley  

Essential Vocabulary  

Exercises  Ю7

Profession-oriented Questions and Activities  

Conversation and Discussion:

The Theatre  

Insight into Profession  

Unit Five

Text Five: "Up the Down Staircase" by Bel Kaufman  

Commentary  

Essential Vocabulary  

Exercises  

Profession-oriented Questions and Activities  

Conversation and Discussion:

New Challenges in Education  

Insight into Profession  

Unit Six

Text Six: "Anthony in Blue Alsatia" by Eleanor Farjeon  

Essential Vocabulary  

Exercises  

Profession-oriented Questions and Activities  

Conversation and Discussion: Travelling. Holiday-Making. Environmental

Protection  

Insight into Profession  

Unit Seven

Text Seven: "The Angel Pavement"

by John B. Priestley  

Essential Vocabulary  

Exercises  

Profession-oriented Exercises  

Conversation and Discussion:

The Generation Gap. The Problems of the Young  

Insight into Profession  

APPENDIX

Situations for Problem-solving Activity  

Учебное издание

Аракин Владимир Дмитриевич, Антрушина Галина Борисовна, Кириллова Елена Петровна, Левина Эмма Леонидовна, Петрушин Сергей Иванович, Самохина Татьяна Сергеевна

ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА

5 курс

Учебник для студентов высших учебных заведений 4-е издание, исправленное и дополненное

Редактор О. Б. Саакян Дизайн обложки Е.В. Чичилое Компьютерная верстка А.Р. Комлев

Отпечатано с диапозитивов, изготовленных ООО «Гуманитарный издательский центр «ВЛАДОС».

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«Гуманитарный издательский центр ВЛАДОС». 117571, Москва, просп. Вернадского, 88 Московский педагогический государственный университет. Тел. 437-11-11, 437-25-52, 437-99-98; тел./факс 932-56-19. E-mail: vlado s@dol .ru http: //www. vlado s. ru

Подписано к печати 07.07.2003г. Формат 60х90'/]6. Печать офсетная. Бумага газетная. Усл. печ. л. 14,5. Тираж 2000 экз.

*Ellen and Sylvia Barrett had been at college together.

* By "experience" the author means facts, opinions or ideas — whether acquired firsthand (through direct perceptions, and/or actions) or secondhand (through reading or hearsay).

* One of the most popular oral methods abroad. Its basic principles are the following: use of the students' native language should be avoided; a foreign language should be learned through imitation and analogy; foreign-language patterns should be practised through intensive drills such as repetition of dialogue or through exercises (substitution, transformation, etc.); listening and speaking habits should precede reading and writing habits, etc.

* The cognitive-code method (approach) is based on the following principal assumptions: language learning is a creative process, therefore the student should be as mentally active as possible: drills and exercises should be meaningful, rote learning is to be avoided; reading and writing should be taught at early stages along with listening and speaking, occasional use of the student's native language for explanation of new grammar and vocabulary is beneficial.

Q




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