Яков Аракин - Практический курс английского языка 2 курс

словаря основной части учебника автор раздела стремился максимально использовать

оригинальные примеры преимущественно разговорной речи из произведений известных

английских авторов (Дж, Голсуорсн, С. Моэма, Дж. Олдриджа, Ч. Сноу, К. Мансфилд, Айрис

Мердок и др.). По своему содержанию этот раздел охватывает тему «Глагол» и включает

повторение времен и пассива, а также новый материал: косвенные наклонения, модальные

глаголы и неличные формы глагола в объеме н трактовке посильной н целесообразной для

второго года обучения. При составлении упражнений авторы использовали некоторые

примеры из известной у нас практической грамматики английского языка А. Томеона в А.

Марташета (A. J. Thomson and A V. Martinet "A Practical English Grammar for Foreign Students",

London, 1964), а также из пособия по разговорной речи С. Аллена (W. Stannard Alien. "Living

English Structure", London, N. Y., Toronto, 1954). По сравнению с разделом упражнений по

грамматике в учебнике для 1-го курса настоящий раздел почти не содержит пояснений к

упражнениям в виде «примечаний» (Notes), так как студенты второго года обучения уже могут

сами пользоваться имеющимися у нас грамматиками4.

В настоящем издании авторы сочли необходимым включение новых реалий в связи с

соответствующими изменениями в политической к экономической жизни Великобритании и

соответственно нового лингвистического материала (ур. 6,7, 9).

Кроме того, в связи с рядом возникших проблем как в столичных, так и периферийных

4 Бархударов N. С, ДйпелцнгД А. Грамматика английского языка. М., 1965; НА. Кобрина, ЕЛ. Корнеева. An English

Gramma. М., Просвещение, 1985; ВЗ. Гуревич. Practical English Gramma. М., «Наука», 2003. Kaushanskiya Υ. L and others. A

Grammar of the English Language. Leningrad, 1959.

вузах, потребовались некоторые дополнения в схеме лабораторных работ.

Авторы

ESSENTIAL COURSE

UNIT ONE

SPEECH PATTERNS

1. If I were you, I should keep an eye on that boy.

(Cf: If I am well, I shall have a walking holiday.)

If I had time, I should go to the theatre tonight.

If we were hungry, we should have a bite.

If you did not work enough, you wouldn't get good marks.

If Anne were in Moscow, she would ring me up.

If the weather were fine, we could go for a walk.

2. I rather like the idea of having a cup of tea then.

I dislike the idea of staying at home on such a fine day.

The children liked the idea of going for a walk.

All of us liked the idea of spending the day off out of town.

We disliked the idea of staying in town the whole summer.

Why don't you like the idea of having dinner at my place?

EXERCISES

I. Rewrite these sentences, using Pattern 1:

Example:

a) If it is cold, we'll put on our warm coats.

If it were cold, we should put on our warm coats.

b) If my friends come to see me, I'll be very glad.

If my friends came to see me, I should be very glad.

1. If the boy is hungry, I'll give him something to eat. 2. If the supper is ready, we'll sit down

to table. 3. If I get a good mark for my composition, I'll be happy. 4. If Mary has more free time,

she'll read more. 5. If the weather changes, we'll go boating. 6. If I have no opportunity to see him,

I'll be very sorry. 7. If it doesn't rain, I shan't have to take my umbrella with me. 8. If she finishes

everything on Friday, she won't have to work on Saturday. 9. If you catch a cold, you'll have to stay

at home. 10. If the child doesn't do what I tell him, I'll have to punish him.

II. Answer the following questions:

1. What would, you do if you were late for your lesson? 2. Where would you go if you had a

holiday now? 3. Who(m) would you invite if you arranged a party? 4. How long would it take you to

walk home from the University? 5. Which would you prefer to go to, the Art Theatre or the Bolshoi

Theatre? 6. Would you feel glad if it were spring now? 7. Would you like to go to the disco after the

lessons? 8. What film would you like to see?

III. Rewrite each of these sentences, using Pattern 2:

Example:

The girl thought that it would be good to study a foreign language.

The girl liked the idea of studying a foreign language.

1. The students thought that it would be useful to work in the lab twice a week. 2. We liked

the suggestion that we should visit our sick friend. 3. The children found that it would be interesting

to go on an excursion. 4. We thought that it wouldn't be good to stay indoors all day long. 5.

Wouldn't you like to go to the theatre tonight? 6. All of us thought that it would be nice to arrange a

party at our University. 7. Is there anyone against our spending the holidays in the holiday camp? 8.

We thought that it would be good to go to the cinema after the lessons.

IV. Translate these sentences into English:

1. Если бы я не устала, я бы пошла осматривать город. 2. Мы бы не пошли завтра на

этот спектакль, если бы это не была премьера. 3. Если бы я жила не так далеко, я бы заходила

к вам почаще. 4. Если бы он говорил погромче, публика слушала бы его с большим

интересом. 5. Будь у нее плохая память, она не запоминала бы сразу столько цифр (figures). 6.

Я ничего не имела бы против поездки в Крым, если бы там не было сейчас так жарко. 7. Нам

всем понравилась его мысль встретиться в начале учебного года.

V. Act out the dialogue. Make up your own after the model:

D i с k : What would you do if you had a boat?

T о m : I would sail in it of course.

D i c k : Where would you sail?

T o m : All around the coasts of Britain. I would even try to sail across the Atlantic if my

boat were big enough.

D i c k : What would you do if your parents didn't let you sail?

T о m : I would run away from home, I suppose.

D i c k : What would you do if your boat were wrecked in a storm?

T o m : I would get drowned, I suppose.

D i с k : It is just as well you haven't got a boat, I suppose.

VI. Explain the meaning of the following sayings and illustrate them:

1. If it were not for hope, the heart would break. 2. If the pills were pleasant, they would not

be gilded. 3. If there were no clouds, we should not enjoy the sun. 4. If things were to be done twice

all would be wise.

TEXT. ANNE MEETS HER GLASS

The children fixed their eyes upon Anne. Anne gazed back, feeling helpless.

"Now, children," began Miss Enderby firmly, "you are very, very lucky this term5 to have

Miss Lacey for your new teacher."

Anne gave a watery smile. The Children's faces were unmoved.

"Miss Lacey," repeated Miss Enderby with emphasis. "Can you say that?"

"Miss Lacey," chorused the class obediently.

"Perhaps you could say 'Good morning' to your new teacher?" suggested Miss Enderby in an

imperative tone.

"Good morning. Miss Lacey," came the polite chorus.

"Good morning, children," responded Anne in a voice which bore no resemblance to her

own.

Miss Enderby motioned to the children to take their seats. "I should give out paper and

coloured pencils," said Miss Enderby, "as soon as you've called the register6. Keep them busy while

you're finding your way about the cupboards7 and so on."

She gave a swift look round the class. "I expect you to help Miss Lacey in every way," said

the headmistress. "D'you hear me, Arnold?"

The little boy addressed, who had been crossing and uncrossing his eyes in an ugly manner

for the enjoyment of his neighbours, looked suitably crest-fallen.

5 term n

School terms in Great Britain are arranged in the following way:

Usually called

Approximate dates

the first term the antumn term

Sept 5 — Dec. 20

the second term the winter term or spring term

Jan. 5 — Mar. 25 (or later, depending on the date of Easter)

the third term the summer term

Apr. 15 (or later) — Jul. 20

6 to can the registeris used only if the names are called out and the pupils answer. To mark smb. present/absentis often used

in connection with registration. The expression to take the registeris also used in the sense of "mark".

In schools the form teacher marks the register every morning before lessons, and often before afternoon lessons too. The

register is a book with a list of the pupils' full names, addresses and dates of birth. When marked, the register is usually kept in the

school office, and not taken to lessons.

In universities and colleges there is generally no formal marking of a register by the teaching staff.

7 cupboard n : a cabinet or closet fitted with shelves.

"If I were you, I should keep an eye on that boy," murmured Miss Enderby. "Broken home —

brother in Borstal8 — and some rather dreadful habits!"

Anne looked with fresh interest at Arnold and thought he looked quite different from what

Miss Enderby said about him. Far too innocent and apple-cheeked to have such a record. But even as

she looked, she saw his pink face express his scorn of Miss Enderby who was giving her final

messages to the new teacher.

"Break9 at ten forty-five, dear," said the headmistress. "Come straight to the staff room. I will

wait there till you join us. I will introduce you to those you didn't meet on your first visit How do

you like the idea of having a cup of tea then? We need rest after all. If there's anything that puzzles

you, I shall be in my room. You can depend on me. Just send a message by one of the children."

She made her way to the door and waited before it, eyebrows raised as she turned her gaze