Яков Аракин - Практический курс английского языка 2 курс

to make a note (notes) of smth.

temperature

so far

to bring down the fever

at the foot (head) of the bed

to be in (a) good (bad)

to read to oneself (aloud)

condition

to go to sleep (cf .: to fall asleep)

to live (work) under good

to stay (be) awake

(bad) condition (s)

flushed by the fever (anger,

to be in no condition to do smth.

excitement, etc.)

on condition that

to flush with

to write (put) smth. down

to take smth. easy

EXERCISES

1. Read the text and the Notes on Lexicology and Style and talk on the

following points (A. Grammar, B.Word usage, C. Style):

A.1. Why does the author use or drop the definite article before the word bed in the

sentences: "We were still in bed." "You'd better go back to bed," "I sat at the foot of the bed."

2. Why is the Infinitive used with or without the particle to in the sentences: "Do you want

me to read to you?" "I heard him say a hundred and two."

3. In the sentence "It's nothing to worry about" ft is a personal pronoun. What noun does it

stand for? (Note: The English for «Нечего беспокоиться.» would be "There is nothing to worry

about.")

4. Tick off the sentences with the Infinitive used as an attribute.

5. Tick off all the complex sentences with clauses joined without the conjunction that, е.g. "I

know (that) he is ill."

B.1. What did the father mean when he said "You'd better go back to bed"? (Add some

words to show the implication.)

2. Paraphrase the sentences: "I'd rather stay awake" and "just take it easy."

3. What is the difference between the boy's words "...if it bothers you" and "...if it's going to

bother you." (Translate the sentences with these phrases into Russian.)

4. How and why did the boy paraphrase his question "about what time... I'm going to die?"

5. The boy lay with his eyes fixed at the foot of the bed. What synonyms and why did the

author use to describe the situation? (See Vocabulary Notes in Unit One.)

C.1. Comment on the choice of words in Hemingway's story from the point of view of their

stylistic colouring. What style prevails, formal or informal?

2. What can you say about the dialogues in the story and their stylistic peculiarities?

3. Comment on the syntax of the story and the stylistic effect achieved by it.

4. What is the general atmosphere of the story? Is the tension gradually increased? How is the

effect achieved? What is the point of the highest tension (climax) ?

II. a) Choose the best translation of each English sentence below (or give your

own variant) and reason oat your choice;

I. I'd rather stay awake, 1. Я предпочитаю бодрствовать. 2. Я лучше не буду спать.

II. ...as though it ached to move. 1. ...как будто ему было больно двигаться. 2. ...как будто

движения причиняли ему боль,

III. He seemed very detached from what was going on. 1. Казалось, окружающее его не

интересует. 2. Он казался полностью отрешенным от всего происходящего. 3. Он, казалось, не

замечал того, что происходит вокруг.

IV. But his gaze at the foot of the bed relaxed slowly. 1. Его взгляд становился все менее

напряженным. 2. Он уже не с таким напряжением смотрел перед собой. 3. Его взгляд,

устремленный на спинку кровати, постепенно терял свою напряженность.

V. The hold over himself relaxed too, finally, and the next day it was very slack. I.

Сдержанность его тоже, наконец, ослабла и на следующий день была очень незначительной.

2. Он перестал держать себя в руках и на следующий день был совсем вялым. 3. В конце

концов его контроль над собой тоже стал слабеть, и на следующий день он совсем раскис.

b) Translate the description of the father's walk.

III. a) Copy, transcribe and give Russian equivalents of these words:

ache, fever, medicine, capsule, purgative, germ, acid, influenza, various, pneumonia, area,

pirate, natural, bother, prescribe, bush, brush, worry, thermometer, absolutely, relax.

b) Give the four forms of the verbs:

shut, overcome, lie (лежать), lay (класть), wake, freeze, worry, die,

c) Make four columns and write numbers I, П, III and IV at their tops to

represent four types of syllables. Then pick out from the list above ('a' and 'b') words

with vowel sounds illustrating different types of syllables and place them in right

columns.

IV. Try your hand at teaching.

(Look up the words and phrases you may need to do the task in "Classroom

English", Sections IV, VIII.)

A. Preparation.a) Pick out from the text and from the introduction to it words with the letter

с in them. Divide a sheet of paper into ten columns with the following letters at the top of each

column: 1) с+е, 2) c + i, 3) c + a, 4) c + o, 5) c+u, 6) c+a consonant, 7) с in the ending -ic, 8) c + h

= [t f ], 9) c+h= [k], 10) c+k=[k].

Classify the words under each heading.

b) Make up your own list of words to illustrate the same rules.

B. Work in Class.a) Show the table with 10 columns to your fellow-students and explain

how с should be pronounced in each case.

b) Dictate the words from your list to the students and ask one of them to spell them on the

blackboard. Correct the mistakes.

V. Answer the questions:

1. What were the symptoms of the boy's illness? 2. Why did it seem to the father that the

doctor knew all about influenza? 3. What worried the boy? Since when? 4. Why did the boy prefer to

stay awake? 5. What were the symptoms of the boy's nervous strain that the father took for the

symptoms of his illness? 6. Wouldn't it have been more natural if the boy had told his father about

his fears? Why? 7. Do you like the boy's behaviour? How does it characterize him? 8. How would

you explain the contrasts in the boy's behaviour on the first and the second day of his illness? 9. Why

did the author introduce the description of the father's walk? 10. Do you find the situation described

in the story true to life? (Give your reasons.) 11. Do you think you would have behaved in the same

way in the boy's place? 12. What do you consider to be the point of the story?

Begin when possible your answers with:

I believe; I think; I'd like to say; In my view; As I see it; I don't think it would...; This is my

way of looking at it.

VI. Study Vocabulary Notes and a) write derivatives or compounds of:

refuse, prescribe, pain, ache, condition, bare, like.

b) Give the opposite of:

to read aloud, in good condition, at the foot of the bed (mountain, page), the girl had shoes

on, the seat is occupied, the trees are covered with leaves, to be asleep.

c) Give English equivalents of these words and use them in sentences of your

own:

голый (2 words), дрожать (2 words), отказаться (2 words).

VII. Fill in

a) ache, hurt, pain, painful:

— What... you?

— I can't say I feel any sharp ... in some definite place, I just... all over.

— Does it... you to move your arms, legs or head?

— My head ... all the time, it ... me to look at the light and each movement is ... .

— Well, I must examine you. Don't be afraid, it won't be ... .

— But, doctor, each touch gives me ....

— Well, try and take it easy.

b) in, on:

— Your child's health is ... a rather bad condition, he must be thoroughly examined in the

policlinic.

— But, doctor, he is ... no condition to leave the house, he's too weak.

— Perhaps we'd better take him to hospital then.

— Oh, doctor, isn't it possible to keep him at home?

— Well, only ... condition that you follow all my instructions.

c) refuse, give up:

1. In spite of his father's wish he ... to leave the Medical Institute as he was fond of medicine

and didn't want to ... . 2. I decided to break with him after he had ... to help me when I was in great

need of help. 3. Though she regularly ... his proposals he couldn't... his dream of marrying her sooner

or later. 4. If she asks me for any favour I'll never ... her. 5. If I were you I wouldn't... my plan so

easily.

d) like, as:

1. The children jumped and squealed (визжали) ... little puppies. 2. The girl tried to

behave ... a grown-up person. 3. She was invited to this conference ... a specialist in medicine. 4. He

works ... a doctor in one of our hospitals. 5. You just listen to him, he speaks ... a real doctor, though

he doesn't know anything about medicine. 6. ... your doctor, I don't allow you to get up for some

more days.

VIII. Write 5 questions after each pattern below. (Keep to the same word order.)

Discuss them in class:

1. Do you think the boy would have worried about his temperature if he had known the

difference between the Fahrenheit and the Centigrade thermometers?

2. Why, do you think, the medicines were in different coloured capsules?

IX. Retell the text in reported speech following the outline given below:

1. The boy looks ill.

2. The father calls for a doctor.

3. The doctor diagnoses the illness and leaves instructions.

4. The boy seems detached from what is going on around him.

5. The father goes for a walk.

6. The boy's state troubles his father.

7. The father finds out what worries the boy.

8. The boy relaxes.

Use the vocabulary of the text and the words:

to ask (about, if, why), to wonder (whether, why, what...), to say (that), to tell smb. (about

smth.), to add (that), to answer (that), to reply (that), to inquire after (smb.'s health), to declare

(that).

X. Supply articles where necessary:

1. ... clinical thermometer is ... small thermometer for finding ... temperature of ... body. 2. ...

boiling point of ... Fahrenheit thermometer is 212°, of ... Centigrade thermometer — 100° and of...

Reamur thermometer — 80°. 3.... kilometer is ... measure of length as well as... mile and... foot;...

kilogram and ... pound are ... measures of weight. 4. His high temperature worried... boy because he

didn't know... difference between... Fahrenheit and Centigrade thermometers.

XI. Make up short dialogues starting with the sentences below. Try and argue