Яков Аракин - Практический курс английского языка 2 курс

IX. a) Fill in different English equivalents of the Russian words занят and

свободен (engaged, busy, occupied or vacant, free, spare):

1. As he was ... yesterday he couldn't join our company. 2. I tried to get him on the phone but

the line was ... As I was ... I decided to ring him up later. 3. Is the place next to you ...? — No, it is ...

. 4. When I entered the hall all the seats were ... and I could hardly find a ... seat. 5. Will you be ...

tomorrow? Let's go to the country. — No, I'll be ... at my office. 6. Let's find a ... classroom and

rehearse our dialogue there. — I'm afraid at this hour all the rooms are sure to be ... . 7. Have you

any ... time today? 8. At this late hour all taxis will be ... . 9. I am young, healthy, and ... to do as I

please.

b) Think of situations or microdialogues consisting of a statement (or a

question) and a reply to it using the words mentioned above.

X. Translate these sentences into English:

1. Она наклеила на письмо несколько марок и бросила его в почтовый ящик. 2. Друзья

всегда держались вместе. 3. Ключ застрял в замке, и я не могла открыть дверь. 4. Вы сегодня

заняты? — К сожалению, у меня вряд ли будет свободное время. 5. Смерть единственного

сына была крушением всех его надежд 6. Есть в гостинице свободные номера? — К

сожалению, все номера заняты. 7. Лондонские туманы губительны для здоровья. 8. Все

списали эти предложения? Я стираю их с доски. 9. У него была странная привычка потирать

руки, когда он был взволнован. 10. Холод голод и нужда подорвали здоровье Герствуда. 11.

Оратор остановился, чтобы собраться с мыслями. 12. Вам не следует беспокоиться, он хорошо

водит машину. 13. Звук выстрела нарушил тишину. Мистер Кэртел, который до этого времени

мирно дремал в кресле, вскочил и стал оглядываться по сторонам. 14. Я не любил купаться в

реке из-за сильного течения. 15. Учитель подождал, пока не стихли разговоры, и только после

этого продолжал объяснение. 16. Они прервали беседу, как только я вошел. 17. Он обещал

помочь мне, но не сдержал обещания. 18. Увидев меня, он презрительно скривил рот и только

кивнул головой в знак приветствия.

XI. Read the story carefully and answer the following questions:

1. When do you usually: rub your chin; give a little chuckle; ask about smb.'s age; go pale;

hesitate; shrug your shoulders; look at your watch; shake hands?

2. In what situations did old Burton and his namesake perform the same actions as in Point 1.

Comment on each situation.

ХII. Try your band at teaching:

A. Preparation. 1. Prepare to explain the difference between the verbs: stop and pause, nod

and bow so as to make sure that your pupils can use these verbs properly. 2. Write an exercise to

practise the following antonyms: to break and to keep, to nod and to shake, free and engaged, loose

and tight 3. Think of the answers you would give if your pupils asked you: 1) How long is a mile? 2)

Did Burton mean land miles or nautical miles when he said there were over three miles between the

Shioya Club and the creek of Tarumi? 3) In what part of the world did the events take place?

B. Work in Class. 1. Ask the class to answer the questions given in Items 1 and 3 and to do

your exercise from Item 2.

2.Correct the mistakes, comment on the answers and say a few words by way of explanation

if needed. (Use "Classroom English", Sections I, IV, VII.)

ХIII. Write a summary of the story "A Friend in Need". Before writing it find

answers to the following questions that may serve as the key points of the story.

E. д.: What did young Burton ask for?

What did he get?

What was his occupation and that of old Burton?

What were the advantages and disadvantages of old Burton's position and those of his

namesake?

What were young Burton's chances?

Could he manage to cover three miles?

Who gained anything from this performance?

What do you think both of them should have done under the circumstances?

What were your feelings after reading the story?

XIV. Speak on the characters of the story;

a) Old Burton (his appearance, character and what yon think of him).

b) Young Burton (his appearance, character and what yon think of him).

c) The story-teller (what kind of person he was; how he was impressed by Burton's story;

with whom his sympathies were).

XV. Paraphrase the following sentences, using colloquial words and phrases

from the text instead of the words in italic type which are stylistically neutral:

1. My sister's husband was killed in the war, and soon after that her elder child died of

pneumonia. No wonder she was broken physically and spiritually. 2. He ruined himself because he

played cards and drank a lot. When I met him, there seemed to be no way out for him. Yet, he had

always been a nice man and had never done any harm to anybody. 3. I began to understand what she

meant to say. 4. She is rather a good cook, isn't she? — Women of that kind always are. 5. Men of

this kind are always a great success with women. 6. You said you didn't come to the exam on

Monday because you were so ill you couldn't move. I don't believe it. I'm sure you were simply

afraid. 7. Couldn't you lend me a little more money? I am in a hopeless position.

XVI. Revise the story and discuss the following:

1. How does the author make the reader realize what kind of man Burton the Elder

was? Which method of characterization does he use, direct or indirect? (See Notes on Style, p.

120.)

2. Point out the lines and passages in which the ironical attitude of the author towards

Burton the Elder is felt. Is it expressed by lexical or syntactical means? (Analyse each case.)

Comment on the title of the story.

3. What is the message (the main idea) of the story?

XVII. Perform a dialogue between old Burton and his namesake.

Don't forget that old Burton was busy in his office, not very easily impressed,

indifferent to other people's troubles; his namesake was down and out, all to pieces and not in

very good condition to swim.

XVIII. Role-playing.

Role-play a Trial at which you will try Burton for wilful murder. It may be arranged in

the following way:

Student A — speaking for the judge.

Student A — speaking for the prosecution(he will describe all the facts proving Burton's

guilt).

Student С — speaking for the defence(he will try and present all the facts that may speak in

Burton's favour).

Student D — representing Burton (he will, naturally, try to defend himself).

Students E, F, G — acting as witnessesfor the prosecution or the defence.

The rest of the group are acting as members of the juryand will bring a verdict of "guilty"

or "not guilty".

The judge conducts the trial, puts questions, examines the documents and evidence.

Counsel for the prosecution(прокурор) addresses the jury and presents his case, after

which he calls witnesses who swear to tell the truth, the whole truth, and nothing but the truth.

Counsel for the defenceproceeds in the same way. The judge may interfere at any point and

ask questions.

When the two sides have presented their cases, the judge gives his summing up. The jury

retires to consider its verdict: Guilty or Not Guilty. If the defendantis found guilty, the judge passes

sentenceon him.

XIX. Think of a different end to the story (comical, puzzling, etc.).

XX. Write a short story to illustrate the proverb "A friend in need is a friend

indeed". Use Essential Vocabulary of the lesson. Retell your story in class.

XXI. Translate the following sentences into English, using the word rather.

1. Эта книга довольно скучная, возьмите лучше другую. 2, Чемодан маловат, боюсь,

что вы не уложите в него всю одежду. 3. Еще чашечку чая? — Да, пожалуйста, 4. Эта новость

немного взволновала его. 5. Я, пожалуй, возьму эту пластинку. 6. Он скорее невежественен,

чем глуп. 7. Нас несколько удивил его ранний приход. 8. Она выглядела несколько усталой

после двухкилометровой прогулки. 9. Она показалась мне довольно красивой девушкой.

ХXII. a) Read the text:

Every summer many people, girls and women as well as boys and men, try to swim from

England to France or from France to England. The distance at the nearest points is only about twenty

miles, but because of the strong tides the distance that must be swum is usually more than twicе as

far.

There is a strong tide from the Atlantic Ocean. This divides in two in order to pass round the

British Isles. The two tides meet near the mouth of the Thames, and strong currents they cause make

it impossible to swim in a straight line across the Channel.

The first man to succeed in swimming the Channel was Captain Webb, an Englishman. This

was in August 1875. He landed in France 21 hours 45 minutes after entering the water at Dover.

Since then there have been many successful swims and the time has been shortened. One French

swimmer crossed it in 11 hours and 5 minutes.

Because the sea is usually cold, swimmers cover their bodies with grease. This, they say,