Яков Аракин - Практический курс английского языка 2 курс

XIX. Film: "Mr. Brown's Holiday." Film segment 3 "In Dear Old England" (Broadstairs). a) Watch and listen, b) Do the exercises from the guide to the film.

UNIT FOUR

I. Paraphrase toe following, using some of the patterns above:

II. Describe toe following situations in one sentence, using Pattern 2:

III. Supply adjectives:

IV. Translate the sentences into English, using the patterns:

V. Make up dialogues or situations, using the patterns.

TEXT. HOW WE KEPT MOTHER'S DAY by Stephen Leacock

1. Read Text of Unit Four and the Notes on Style and talk on the following points (A. Grammar, B. Word usage. С. Style):

II. a) Search the text for English equivalents of the phrases listed below and write them ia your exercise book:

b) Get the student sitting next to yon translate half of the Russian phrases into English (in writing) and check them with the key in your notebook. Translate the other half yourself and ask your neighbour to correct your translation.

III. Translate in writing these passages. Compare and discuss different variants of students' translation:

IV. Try your hand at teaching:

V. a) Write the words below in the Past Indefinite. Classify them into two groups: one with the final г doubled, the other one with one final r in the Past Indefinite.

b) Explain to the students when the final r should be doubled:

VI. a) Write an outline of the text (see Ex. IX on p. 59). (The outline may be written in the Present or Past Indefinite tenses.)

b) Discuss the outlines written by several students and choose the best one. Improve it by using some variants from other students' works. Write it down on the board and make the students copy it in their exercise books.

VII. Write two questions to each item of the outline: one should help to reveal the contradictions between what the members of the family said and did, the other (with a modal verb) — what they could or ought to have done.

VIII. Study the Vocabulary Notes end Essential Vocabulary (I) and a) Paraphrase the following (in writing):

b) Make op sentences with the phrases yea have written.

IX. A word in one language may have different equivalents in another.

a) Look op the words given above in an English-Russian dictionary, find out the exact meaning of each pair of words and write sentences illustrating the difference in their use.

b) Ask the students to translate the Russian variants of your sentences.

X. Translate the sentences into English using Essential Vocabulary (1);

XI. Retell the test following the outline (see Ex. VI, p. 132). Speak about the contradictions between the words and the behaviour of the members of the family:

XII. a) Translate these sentences into Russian.

b) Write sentences of your own using the phrases in bold type. Address them to the other students who should reply them expressing their approval or disapproval.

ХIII. Make up a conversation which took place after the day described in the text between: the two girls, the two boys, the father and his son, the mother and her friend, two neighbours. You may find the following openings useful:

XIV. Fill in prepositions or adverbs where necessary:

XV. Translate the sentences into English, using Essential Vocabulary (I) and Patterns 1-4:

XVI. Review the text. Say a few words about the style and language of Leacock's story. Be sure to touch on a) selection of words, b) syntax, c) method of characterization, d) humour.

XVII. Try your hand at teaching.

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

2. Practise your "Classroom English".

Ask your pupils: a) to do Exercise XIV on p. 134 (written work); b) to get ready with Exercise XVm (orally).

XVIII. a) Translate the text below into Russian:

b) Discuss the following questions:

TOPIC: MEALS

Study the meanings and use of these items of your Essential Vocabulary:

I. Study Text A and a) spell and transcribe English equivalents of the following:

b) give the four forms of the following verbs:

c) explain the meaning of the following phrases:

II. Try your hand at teaching:

III. Study Texts В and С and

a) explain the meaning of:

b) give the Infinitive oft

IV. a) Give a summary of Text В in reported speech.

b) Learn Text С by heart and recite it la pairs.

V. Study Essential Vocabulary II and the commentary to it and answer the following questions:

VI. Fill in prepositions or adverbs where necessary:

VII. Translate these sentences into English:

VIII. a) Act out the dialogues below:

A. Inviting someone out

B. Asking your friends to do you a favour.

b) Make up dialogues of your own using word combinations from the texts.

X. Compose dialogues between a Russian and an Esglish student discussing a) English and Russian meals; b) their favourite dishes; c) where each of them has his meals.

XI. a) Study the text:

b) Describe the way you cook your favourite dish. You may need some verbs besides those in the text, such as mince, mix, grate, grind, chop, sift, roll, bake.

XII. Try your band at teaching:

ХIII. a) Read the text below and comment on it:

b) What is the attitude towards tea drinking in this country?

XIV. Translate toe following sentences:

XV. a) Study the text:

b) Comment on the text adding some more information on the topic.

XVI. Make up dialogues:

XVII. Brash up your table manners.

A. Answer the following questions and then check your answers by comparing litem with the answers below:

В. Make up dialogues discussing good and bad table manners. Use the material of Section A for questions and that of Section В for answers.

Answers to Exercise XVII.

XVIII. a) Read and translate the following extracts:

b) Comment on the table manners of the Jenssen family and say what you would do if you were the father or the mother:

c) Comment on the character of the landlady. Prove your statement.

XIX. Try your hand at teaching:

XX. Role-playing:

XXI.. Arrange short debates on the following questions:

Assignments:

UNIT FIVE

I. Paraphrase the following using Patterns 1-3:

II. Make the following sentences emphatic using Pattern 4 as in the example:

III. Translate these sentences into English:

IV. Answer the questions: use would or used to.

V. Make up short situations (no more than two or three sentences) or dialogues to illustrate Patterns 1-4

VI. Search the books you read for sentences with these patterns (1-4) to add up to your student's workbook; practise the best examples in class.

TEXT. A FRESHMAN'S EXPERIENCE From "Daddy Long-Legs" by Jean Webster

I. Read the text and do the following (A. Grammar, B. Word usage):

II. Choose two or three paragraphs from the text of Unit Five for translation. Reason your choice and discuss possible variants of the translation.

III. Answer the following questions:

IV. Write an outline of die letter. (Differentiate between significant and insignificant events described in the letter. Leave out the insignificant ones.)

V. Try your hand at teaching:

VI. Study Vocabulary Notes and translate the illustrative examples into Russian.

VII. Explain (in English) what is meant by and give Russian equivalents of:

VIII. Paraphrase the following sentences:

IX. a) Write 20 questions about the second part of the text of Unit Five using the following words and phrases:

b) Ask your fellow-students to give their responses.

X. Translate the following sentences into English:

XI. a) Retell the contents of Judy's letter in Indirect Speech.

b) Retell the contents of Judy's letter as her guardian might describe it to a friend of his.

c) Describe Judy's first steps in college as Julia Pendleton might be describing them to a friend of hers.

d) Give a summary of the text

ХII. Insert prepositions or adverbs where necessary:

XIII. Revise Essential Vocabulary (I) and translate the following:

XIV. Compose 20 sentences about the text, using modal verbs must, can, may, ought, might with the perfect infinitive:

XV. a) Translate the text into Russian:

b) Comment on the letter above. Point out in what it differs from Judy's earlier letters (see the text). Explain the last line of this letter. Is Judy quite serious here?

XVI. Speak about Judy. Describe her as fully as you can. When pointing out this or that trait in her character, give your reasons. (See the text of Unit Five and Ex. XV.).

XVII. Compose dialogues and perform them in class:

1. between Judy and Julia Pendleton about Judy's guardian;

2. between two of Judy's fellow-students about Judy;

3. between Judy and the English instructor.

XVIII. Write a composition in the form of a letter describing some of your (or your friend's) experiences as a fresher. Use words and phrases from Essential Vocabulary (I). See also Judy's letter (Ex. XV).

XIX. Try your hand at teaching.

1. Say what you would do in the teacher's positions

2. Practise your "Classroom English".

a) Every teacher is faced with the problem of keeping discipline in the classroom, A teacher should know how to do it to goad English. Describe the teacher's reaction in the following situation:

b) Play the part of a young teacher describing a lesson in a very unruly class to his/her fellow teachers. (See "Classroom English", Section VII.)

TOPIC: EDUCATION

I. Study Text A and write English equivalents of the following words and phrases. Transcribe them:

II. Write 15 questions on Text A, using new words and expressions in each question. Ask your comrades to reply them. Summarize what you have learned about the British system of higher education.

III. Study Texts В and С and write English equivalents of the following words and phrases:

IV. Ask your fellow-students:

V. Retell Text В in indirect speech using new words and word combinations.

VI. Fill in prepositions. Ask the others to give their responses to the given sentences so as to make up micro-dialogues:

VII. a) Retell Text С in indirect speech; b) act it out.

VIII. Speak about the English Department at your University (usе Essential Vocabulary on the topic).

IX. Make up dialogues, using Essential Vocabulary on the topic Suggested situations:

X. a) Bead and translate into Russian:

b) Argue the pros and cons of: 1. Tutorial system. 2. Students' uniform. 3. Residential colleges.

XI. Describe the pictures on p. 183:

XII. Try your hand at teaching:

XIII. Read the text. Comment on its content:

XIV. Speak on:

XV. Role-playing.

Work in two groups, one playing the university lecturers, the other presenting students. Both groups are discussing one and the same exam. Compare their versions and make your conclusion as to the difference in approach:

XVI. Compose a short story to which the pictures on pp. 187-189 might serve as an illustration. Use prompt words and phrases listed betow:

XVII. Film "Mr. Brown's Holiday". Film segment 5 "Is it Good to be a Student?" (Chrichester). a) Watch and listen, b) Do the exercises from the guide to the film.

UNIT SIX

I. Paraphrase the following sentences, using Patten 1:

II. Complete the following sentences, using the patterns:

III. Translate these sentences into English:

IV. Make up short situations to illustrate Patterns 1, 2, 3 (three situations for each pattern).

V. Make up dialogues, using all the patterns.

TEXT. A FRIEND IN NEED by William Somerset Maugham (abridged)

I. Read the text and do the following (A. Grammar, B. Word usage, C. Word-formation).