Владимир Аракин - Практический курс английского языка 3 курс [calibre 2.43.0]

causing them to be late for their next lesson or, at the end of the day, a school bus.

Unit Four

SPEECH PATTERNS

1. He pointedwithout looking ...

Mr. Finch poured himself out some more tea, without asking me.

And without waiting for her answer he turned and left us.

2. She hated itmore than ever.

He felt better than ever. Paul works harder than ever. I love her more than ever.

3.Why would anyone write about school?

Why would I do a thing like that ?

Why would she go to them? They dislike each other.

4. The manisn't smart enough.

She was lucky enough to get a job on television.

She's pretty enough to twist any man round her little finger.

He was kind enough to ask the same question every day.

M

5. y father knowsas much as my teacher.

He likes swimming almost as much as his brother.

He worked as hard as the rest of the group.

6. Tommyscreamed with laughter.

The audience shrieked with laughter.

She squealed with excitement.

Katie flushed with pleasure.

7.How weak she must have been!

What a comfort you must have been to your mother!

How he must have loved her in the beginning!

EXERCISES

1. Complete the following sentences using the Speech Patterns:

1.1 led him to the study without.... 2. She turned away without ... . 3. Pete ... than ever. 4. The weather ... than ever. 5. Why would

he ...? 6. Why wouldn't the girl...? 7. She was not clever enough .... 8. She was still young enough ... . 9. The boy laughed as loudly as

... . 10. She couldn't jump as high as ... .11. He grew merry as a cricket and ... . 12. The play was so comic that they ... . 13. How tired

she must...! 14. How they must...!

2. Paraphrase the following sentences using the Speech Patterns:

1. Why should he come bothering you when he is not invited?

2. She disappeared into the kitchen and did not notice the girl.

3. Now John plays the piano better than he ever had. 4. Mary speaks English better than she ever had. 5. Why will he wish to throw

aside such an opportunity? 6. Why do I wish to go to the trouble of looking after him? 7. She was sufficiently clever to get what she

wanted. 8. He was a nice kid sufficiently old to have his driver's license. 9. The boy laughed very noisily when he took a ride on a

merry-go-round. 10. Kate was very pleased and her cheeks became red.

3. Translate the following sentences into English

1. Мальчик отправился на каток, не сказав об этом матери. 2. Он пришел без приглашения и чувствовал себя неловко. 3. В

этих соревнованиях у него было больше, чем когда-либо, преимуществ по сравнению с его соперниками. 4. Сильнее, чем

когда-либо, ему хотелось отправиться в путешествие. 5. С какой стати я стану принимать ее приглашение? Она мне глубоко

несимпатична. 6. С какой стати Том будет щадить твои чувства? Ты сам был нетактичен. 7. Семейная вражда (family feud)

была достаточно глубокой, чтобы все отношения между ними были порваны. 8. Она была достаточно решительна, чтобы

продолжать работу. 9. Кусты были густые, как щетка. 10. Так же как и ты, я не люблю это блюдо. 11. Она выглядела

хорошенькой, словно картинка из иллюстрированного журнала. 12. Сидя перед телевизором, дети покатывались со смеху. 13.

Энн вскрикнула от волнения, когда увидела конверт в почтовом ящике. 14. Как он, должно быть, восхищался этой картиной!

15. Как, должно быть, было тяжело грести против течения!

4. Make up two sentences of your own on each pattern.

5. Make up situations in dialogue form using the Speech Patterns (to be done in pairs).

TEXT FOUR THE FUN THEY HAD

By LAsimov

A professor of biochemistry and a science writer, I.Asimov is well-known as science fiction writer as well. In 1957 he won the Edison Foundation award

for Building Blocks of the Universe, and in 1960 the Howard W.Blakeslee award for The Living River in which he analysed the chemical composition of the blood and related it to other manifestations in our universe, litis also the author of The Intelligent Man's Guide to Sciences, an encyclopedic work covering in brief essay all of science for the layman. Besides all this, Lucky Stars and The Pirates of the Asteroids (1953), The Kingdom of the Sun (1960), The End of Eternity (1962) are only a feWscience fiction books that came from under his pen.

Margie even wrote about it that night in her diary. On the page headed May 17, 2157, she wrote, "Today Tommy found a real

book!"

It was a very old book. Margie's grandfather once said that when he was a little boy his grandfather 1 told him that there was a

time when all stories were printed on paper.

They turned the pages, which were yellow and crinkly, and it was awfully funny to read words that stood still instead of moving

the way they were supposed to — on a screen, you know. And then, when they turned back to the page before, it has been the same

words on it that it had been when they read it the first time.

"Gee,"2 said Tommy, "what a waste. When you're through with the book, you just throw it away, I guess. 3 Our television screen

must have had a million books on and it's good for plenty more. I wouldn't throw it away.

"Same with mine," said Margie. She was eleven and hadn't seen as many telebooks 4 as Tommy had. He was thirteen.

She said, "Where did you find it?"

"In my house." He pointed-without looking, because he was busy reading. "In the attic."

"What's it about?"

"School."

Margie was scornful. "School? What's there to write about school? I hate school."

Margie always hated school, but now she hated it more than ever. The mechanical teacher had been giving her test after test in

geography and she had been doing worse and worse until her mother had shaken her head sorrowfully and sent for the County

Inspector.

He was a round little man with a red face and a whole box of tools, with dials and wires. He smiled at Margie and gave her an

apple, then took the teacher apart. Margie had hoped he wouldn't know how to put it together again, but he knew all right, and, after

an hour or so, there it was again, large and black and ugly, with a big screen on which all the lessons were shown and the questions

were asked. That wasn't so bad. The part Margie hated most was the slot where she had to put homework and test papers. She always

had to write them out in a punch code they made her learn when she was six years old and the mechanical teacher calculated the

mark in no time.

The Inspector had smiled after he was finished and patted Margie's head. He said to her mother, "It's not the little girl's fault, Mrs.

Jones, I think the geography sector was geared a little too quick. Those things happen sometimes. I've slowed it up to an av erage ten

year level. Actually, the overall pattern of her progress is quite satisfactory." And he patted Margie's head again.

Margie was disappointed. She had been hoping they would take the teacher away altogether. They had once taken Tommy's

teacher away for nearly a month because the history sector had blanked out completely.

So she said to Tommy. "Why would anyone write about school?"

Tommy looked at her with very superior eyes. "Because it's not our kind of school, stupid. 5 This is the old kind of school that they

had hundreds and hundreds years ago." He added loftily, pronouncing the word carefully, "Centuries ago."

Margie was hurt. "Well, I don't know what kind of school they had all that time ago." She read the book over his shoulder for a

while, then said, "Anyway, they had a teacher."

"Sure, they had a teacher, but it wasn't a regular teacher. It was a man."

"A man? How could a man be a teacher?"

"Well, he just told the boys and girls things and gave them homework and asked them questions."

"A man isn't smart enough."

"Sure 6 he is. My father knows as much as my teacher."

"He can't. A man can't know as much as a teacher."

"He knows almost as much, I betcha.7" Margie wasn't prepared to dispute that. She said. "I wouldn't want a strange man in my

house to teach me."

Tommy screamed with laughter. "You don't know much, Margie. The teachers didn't live in the house. They had a special building

and all the kids went there."

"And all the kids learned the same things?"

"Sure, if they were the same age."

"But my mother says a teacher has to be adjusted to fit the mind of each boy and girl it teaches and that each kid has to be taught

differently."

"Just the same they didn't do it that way then. If you don't like it, you don't have to read the book."

"I didn't say I didn't like it," Margie said quickly. She wanted to read-about those funny schools.

They weren't even hall-finished, when Margie's mother called, "Margie! School!"

Margie looked up. "Not yet, Mamma."

"Now!" said Mrs. Jones. "And it's probably time for Tommy, too." Margie said to Tommy, "Can I read the book some more with

you after school?" "Maybe," he said nonchalantly.

He walked away, whistling, the dusty old book tucked beneath his arm.

Margie went into the schoolroom. It was right next to her bedroom and the mechanical teacher was on and waiting for her. It was

always on at the same time every day, except Saturday and Sunday, because her mother said little girls learned better if they learned

at regular hours.

The screen lit up, and it said:

"Today's arithmetic lesson is on the addition of proper fractions. Please insert yesterday's homework in the proper slot."

Margie did so with a sigh. She was thinking about the old schools they had when her grandfather's grandfather was a little boy. All

the kids from the whole neighbourhood came laughing and shouting in the schoolyard, sitting together in schoolroom, going home

together at the end of the day. They learned the same things, so they could help one another on the homework and talk about it.

And the teachers were people ...

The mechanical teacher was flashing on the screen:

"When we add the fractions 1/2 and 1/4 8 — "Margie was thinking about how the kids must have loved it in the old days. She was

thinking about the fun they had.

EXPLANATORY NOTES

1. his grandfather:graphic means (italics, bold type, etc.) are very often used as expressive means of the language to enhance a

part of the utterance in order to convey in written form the emphatic intonation of the speaker.