Яков Аракин - Практический курс английского языка 2 курс

with each other:

1. The mother to the father: You shouldn't have gone for a walk when the child was ill.

2. The father to the boy: You should have told me what worried you.

3. The mother to the boy: You should have let me in, why didn't you?

4. The mother to the father: You might have guessed that something was worrying the boy.

5. The father to the mother: You might have dropped in to see what state the boy was in.

6. The mother to the father (the next day): I don't like the boy's state. Perhaps we had better

call the doctor again?

Use such phrases as;

But why should (shouldn't) I?; Well, I don't (didn't) think...; I wish I could, but...; I really

couldn't imagine...; What a silly way to talk!; I wish you wouldn't...; I'm really sorry, but...; I really

feel bad about it...; What do you think I should have done...?, etc.

Example:

Father: You should go to bed at once.

Son: Why should I? I'm all right.

Father: But you aren't. You're shivering and your face is white.

Son: Well, I just feel a bit cold, I'll sit down by the fire.

Father: You are ill and you have a fever.

Sоn: How do you know?

Father: I knew it just when I put my hand on your forehead.

XII. Translate into English;

1. В каких условиях вы жили, когда были ребенком? 2. Я записала все его замечания по

этому вопросу. 3. Если бы ты вчера приняла эти таблетки, ты сегодня чувствовала бы себя

гораздо лучше. 4. У девочек был совсем несчастный вид, когда им сказали о болезни их

матери. 5. Позволь детям побегать босиком, это не причинит им вреда. 6. Все больные

одинаковы: нервничают по пустякам и ведут себя как дети. 7. На вашем месте я бы не

записывала все эти данные, они не имеют большого значения. 8. Если ты не будешь спать, ты

будешь отвратительно чувствовать себя завтра. 9. Мне нравится этот врач, потому что он не

прописывает слишком много лекарств. 10. Он снова отсутствует? Это похоже на него:

пропускать уроки, когда у вас письменная контрольная. П. Я бы не сказала, что между нами

большое сходство. 12. Как будто собирается дождь. Думаю, нам лучше посидеть дома.

ХIII. а) Fill in prepositions or adverbs where necessary and summarize15 the

passage:

"Well, you'd better let me take your temperature," said Griffiths.

"It's quite unnecessary," answered Philip irritably.

"Come on."

Philip put the thermometer ... his mouth. Griffiths sat ... the side ... the bed and chattered

brightly ... a moment, then he took it... and looked ... it.

"Now, look here, old man, you stay ... bed, and I'll bring old Deacon ... to have a look ...

you."

"Nonsense," said Philip. "There's nothing the matter. I wish you wouldn't bother ... me."

"But it isn't any bother. You've got a temperature and you must stay ... bed. You will, won't

you?"

"You've got a wonderful bedside manner," Philip murmured, closing his eyes ... a smile.

15 to summarize (or to give a summary):to give a short version (usu. in reported speech) of a passage, story, novel, etc. containing

its main points only.

(From "Of Human Bondage" by Somerset Maugham)

b) Add question tags to the sentences below and answer them. Begin your

answers with "Yes, he did/was'', "No, he didn't/wasn't" or "But he did/was" and then

give full answers:

Example: — Griffiths didn't want Philip to take his temperature, did he?

— Yes, he did. He saw that his friend looked quite sick and miserable.

1. Philip was not irritated at Griffiths' advice,...? 2. Philip put the thermometer under bis arm,

...? 3. Philip's temperature wasn't all right, ...? 4. Griffiths didn't even try to chatter sitting at his

friend's bed,...? 5. Philip thought that there was nothing the matter with him, ...? 6. There was really

nothing the matter with Philip, ...? 7. Griffiths didn't want Philip to stay in bed", ...? 8. Philip didn't

want his friend to look after him, ...? 9. Griffiths was going to bring a doctor to Philip, ...? 10. Philip

smiled because he wanted bis friend to think, that he was all right,...?

XIV. Translate the following text into English:

Мать сидела рядом с кроваткой ребенка, не сводя с него глаз. Ребенок бредил, у него

был сильный жар, щеки пылали, а под глазами были темные круги. Зашла соседка, принесла

термометр и какое-то лекарство. Она сказала, что это лекарство снизит температуру. Через два

часа мать измерила ребенку температуру и увидела, что лекарство не помогло.

Пришел врач и сказал, что у ребенка воспаление легких, но серьезной опасности пока

нет. Он спросил, когда мальчик заболел. Мать вспомнила, что еще со вторника он все время

говорил, что у него болит голова и ломит все тело.

«Не волнуйтесь. Все будет хорошо, — сказал врач, — но вам бы следовало отвезти

ребенка в больницу».

«Я лучше сама присмотрю за ним», — сказала мать.

«Что же, — сказал врач, — не буду настаивать. Не нужно расстраиваться. Если вы

будете точно следовать моим указаниям, я уверен, что через несколько дней ему будет лучше».

Врач ушел, но подумал, что было бы все-таки лучше отправить ребенка в больницу.

XV. Make up three short dialogues, using the phrases listed below:

a) to have a headache, to have a fever, to take one's temperature, had better, to have a

prescription made up;

b) to consult a doctor, a light epidemic of flu, to prescribe the medicine for, to be light-

headed, would rather, to do good;

c) to take smth. easy, to keep from doing smth., there is nothing to worry about, on condition

that, to be of no importance.

XVI. Try your hand at teaching.

1. Say what yon would do in the teacher's position:

During a music lesson, while the teacher tried to demonstrate the rhythm of a song, Pete took

two pencils and proceeded to drum on a book. The teacher stopped playing and demanded to know

who was drumming. No reply came forth, so she resumed her playing. This very instant the

drumming started again. The teacher, who had been on the alert, caught Pete in the act.

2. Practise your "Classroom English".

Play the part of the teacher and get your pupils to write a spelling test on the

board.

a) Prepare a test on the vocabulary of Unit Two at home.

b) Ask several pupils to write the words on the board.

c) Make sure that the board is properly prepared for writing on it: the writing it

eligible; all the mistakes are corrected; the whole class is involved. (See "Classroom

English", Sections IV. VIII, IX)

IABORATORY EXERCISES (I)

1. Listen to the text "A Day's Wait", mark the stresses and tunes, repeat the text following the

model.

2. Paraphrase the following sentences, combining them into one conditional sentence. Make

all necessary changes.

3. Respond to the following sentences according to the model. Use the inverted form of

conditional sentences in your responses.

4. Extend the following sentences according to the model. Use the verbs suggested.

5. Write a spelling-translation test a) translate the phrases into English; b) check them with

the key.

6. Translate the sentences into English and check them with the key. Repeat the key aloud.

7. Listen to the text "Patients Needed" some other text on the topic. Find English equivalents

of the Russian phrases in the text. Retell the text in indirect speech.

TOPIC: ILLNESSES AND THEIR TREATMENT

TEXT A. A VICTIM TO ONE HUNDRED AND SEVEN FATAL MALADIES

From "Three Men in a Boat" by Jerome K. Jerome

I remember going to the British Museum one day to read up the treatment for some slight

ailment. I got down the book and read all I came to read; and then, in an unthinking moment, I idly

turned the leaves and began to study diseases, generally. I forgot which was the first, and before I

had glanced half down the list of "premonitory symptoms", I was sure that I had got it.

I sat for a while frozen with horror; and then in despair Г again turned over the pages. I came

to typhoid fever — read the symptoms — discovered that I had typhoid fever— began to get

interested in my case, and so started alphabetically.

Cholera I had, with severe complications; and diphtheria I seemed to have been bom with. I

looked through the twenty-six letters, and the only disease I had not got was housemaid's knee.

I sat and thought what an interesting case I must be from a medical point of view. Students

would have no need to "walk the hospitals" if they had me. I was a hospital in myself. All they need

do would be to walk round me, and, after that, take their diploma.

Then I wondered how long I had to live. I tried to examine myself. I felt my pulse. I could

not at first feel any pulse at all. Then, all of a sudden, it seemed to start off. I pulled out my watch

and timed it. I made it a hundred and forty-seven to the minute. I tried to feel my heart. I could not

feel my heart. It had stopped beating. I patted myself all over my front, from what I call my waist up

to my head but I could not feel or hear anything. I tried to look at my tongue. I stuck it out as.far as

ever it would go, and I shut one eye and tried to examine it with the other. I could only see the tip,

but I felt more certain than before that I had scarlet fever.

I had walked into the reading-room a happy, healthy man. I crawled out a miserable wreck.

I went to my medical man. 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 went straight up and

saw him, and he said:

"Well, what's the matter with you?"

I said: