By L.P. Hartley - раздел Иностранные языки, ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА 4 курс
(Continued)
A Little Comforte...
(continued)
A little comforted, Walter went home. The talk with the police had done him good. He thought it over. It was quite true what he had told them — that he had no enemies. He was not a man of strong personal feelings such feelings as he had went into his books. In bis books he had drawn some pretty nasty characters. Not of recent years, however. Of recent years he had felt a reluctance to draw a very bad man or woman: he thought it morally irresponsible and artistically unconvincing, too. There was good in everyone: Iagos were a myth. Latterly — but he had to admit that it was several weeks since he laid pen to paper, so much had this ridiculous business of the postcards
weighed upon his mind — if he had to draw a really wicked person he represented him as a Nazi — someone who had deliberately put off his human characteristics. But in the past, when he was younger and more inclined to see things as black or white, he had let himself go once or twice. He did not remember his old books very well but there was a character in one, "The Outcast'’, into whom he had really got his knife. He had written about him with extreme vindictiveness, just as if he was a real person whom he was trying to show up. He had experienced a curious pleasure in attributing every kind of wickedness to this man. He never gave him the benefit of the doubt He had never felt a twinge of pity for him, even when he paid the penalty for his misdeeds on the gallows. He had so worked himself up that the idea of this dark creature, creeping about brimful of malevolence, had almost frightened him.
Odd that he couldn't remember the man's name.
He took the book down from the shelf and turned the pages — even now they affected him uncomfortably. Yes, here it was, William... William... he would have to look back to find the surname. William Stamsforth.
His own initials.
Walter did not think the coincidence meant anything but it coloured his mind and weakened its resistance to his obsession. So uneasy was he that when the next postcard came it came as a relief.
'I am quite close now’, he read, and involuntarily he turned the postcard over. The glorious central tower of Gloucester Cathedral met his eye. He stared at it as if it could tell him something, then with an effort went on reading. 'My movements, as you may have guessed, are not quite under my control, but all being well I look forward to seeing you sometime this week-end. Then we can really come to grips. I wonder if you'll recognize me! It won't be the first time you have given me hospitality. My hand feels a bit cold to-night, but my handshake will be just as hearty. As always, W.S.’
'P.S. Does Gloucester remind you of anything? Gloucester gaol?'
Walter took the postcard straight to the police station, and asked if he could have police protection over the week-end. The officer in charge smiled at him and said he was quite sure it was a hoax; but he would tell someone to keep an eye on the premises.
'You still have no idea who it could be?' he asked.
Walter shook his head.
It was Tuesday; Walter Streeter had plenty of time to think about the week-end. At first he felt he would not be able to live through the interval, but strange to say his confidence increased instead of waning. He set himself to work as though he could work, and presently he found he could — differently from before, and, he thought, better. It was as though the nervous strain he had been living under had, like an add, dissolved a layer of non-conductive thought that came between him and his subject: he was nearer to it now, and his characters, instead of obeying woodenly his stage directions, responded wholeheartedly and with all their beings to the tests he put them to. So passed the days, and the dawn of Friday seemed like any other day until something jerked him out of his self-induced trance and suddenly he asked himself, "When does a week-end begin?"
A long week-end begins on Friday. At that his panic returned. He went to the street door and looked out. It was a suburban, unfrequented street of detached Regency houses like his own. They had tall square gate-posts, some crowned with semi-circular iron brackets holding lanterns. Most of these were out of repair: only two or three were ever lit. A car went slowly down the street; some people crossed it: everything was normal.
Several times that day he went to look and saw nothing unusual, and when Saturday came, bringing no postcard, his panic had almost subsided. He nearly rang up the police station to tell them not to bother to send anyone after all.
They were as good as their word: they did send someone. Between tea and dinner, the time when week-end guests most commonly arrive, Walter went to the door and there, between two unlit gate-posts, he saw a policeman standing — the first policeman he had ever seen in Charlotte Street. At the sight, and at the relief it brought him, he realized how anxious he had been. Now he felt safer than he had ever felt in his life, and also a little ashamed at having given extra trouble to a hardworked body of men. Should he go and speak to his unknown guardian, offer him a cup of tea or a drink? It would be nice to hear him laugh at Walter's fancies. But no — somehow
he felt his security the greater when its source was impersonal, and anonymous. 'P.C. Smith' was somehow less impressive than 'police protection’.
Several times from an upper window (he didn't like to open the door and stare) he made sure that his guardian was still there: and once, for added proof, he asked his house-keeper to verify the strange phenomenon. Disappointingly, she came back saying she had seen no policeman; but she was not very good at seeing things, and when Walter Went a few minutes later he saw him plain enough. The man must walk about, of course, perhaps he had been taking a-stroli when Mrs. Kendal looked.
It was contrary to his routine to work after dinner but tonight he did, he felt so much in the vein. Indeed, a sort of exaltation possessed him; the words ran off his pen; it would be foolish to check the creative impulse for the sakeof a little extra sleep. On, on. They were right who said the small hours were the time to work. When his housekeeper came in to say good night he scarcely raised his eyes.
In the warm, snug little room the silence purred around him like a kettle. He did not even hear the door bell till it had been ringing for some time. .
A visitor at this hour?
His knees trembling, he went to the door, scarcely knowing what he expected to find; so what was his relief on opening it, to see the doorway filled by the tall figure of a policeman: Without waiting for the man to speak —
'Come in, come in, my deaf fellow,' he exclaimed. He held his hand out, but the policeman did not take it. 'You must have been very cold standing out there. I didn't know that it was snowing, though,' he added, seeing the snowflakes on the policeman's cape and helmet. 'Come in and warm yourself:'
'Thanks,' said the policeman. 'I don't mind if I do.'
Walter knew enough of the phrases used by men of the policeman's stamp not to take this for a grudging acceptance. 'This way,' he prattled on. 'I was writing in my study. By Jove, it is cold, I'll turn the gas on more. Now won't you take your traps off, and make yourself at home?'
'I can't stay long,' the policeman said, 'I've got a job to do, as you know.'
'Oh yes,' said Walter, 'such a silly job, a sinecure.' He stopped, woadering if the policeman would know what a sinecure was. 'I suppose you know what it's about — the postcards?'
The policeman nodded.
'But nothing can happen to me as long as you are here,' said Walter. 'I shall be as
safe ... as safe as houses. Stay as long as you can, and have a drink.'
'I never drink on duty,' said the policeman. Still in his cape and helmet, he looked round. 'So this is where you work,' he said,
'Yes, I was writing when you rang.'
'Some poor devil's for it, I expect,' the policeman said.
'Oh, why?' Walter was hurt by his unfriendly tone, and noticed how hard his gooseberry eyes were.
'I'll tell you in a minute,' said the policeman, and then the telephone bell rang. Walter excused himself and hurried from the room.
'This is the police station,' said a voice. 'Is that Mr, Streeter?'
Walter said it was.
'Well, Mr. Streeter, how is everything at your place? All right, I hope? I'll tell you why I ask. I'm sorry to say we quite forgot about that little job we were going to do for you. Bad co-ordination, I'm afraid.'
'But,' said Walter, 'you did send someone.'
'No, Mr. Streeter, I'm afraid we didn't.'
'But there's a policeman here, here in this very house.'
There was a pause, then his interlocutor said, in a less casual voice:
'He can't be one of our chaps. Did you see his number by any chance?'
'No.'
A longer pause and then the voice said:
'Would you like us to send somebody now?'
'Yes, p ... please.'
'All right then, we'll be with you in a jiffy.'
Walter put back the receiver. What now? he asked himself. Should he barricade the door? Should he run out into the street? Should he try to rouse his housekeeper? A policeman of any sort was a formidable proposition, but a rogue policeman! How
long would it take the real police to come? A jiffy, they had said. What was a jiffy in terms of minutes? While he was debating the door opened and his guest came in.
'No room's private when the street door's once passed,' he said. 'Hadyou forgotten I was a policeman?'
'Was?' said Walter, edging away from him. 'You are a policeman.'
'I have been other things as well,' the policeman said. 'Thief, pimp, blackmailer, not to mention murderer. You should know.'
The policeman, if such he was, seemed to be moving towards him and Walter suddenly became alive to the importance of small distances — the distance from the sideboard to the table, the distance from one chair to another.
'I don't know what you mean,' he said. "Why do you speak like that? I've never done you any harm. I've never set eyes on you before.'
'Oh, haven't you?' the man said. 'But you've thought about me and' — his voice rose — 'and you've written about me. You got some fun out of me, didn't you? Now I'm going to get some fun out of you. You made me just as nasty as you could. Wasn't that doing me harm? You didn't think what it would feel like to be me, did you? You didn't put yourself in my place, did you? You hadn't any pity for me, had you? Well, I'm not going to have any pity for you.'
'But I tell you,' cried Walter, clutching the table's edge, 'I don't know you!'
'And now you say you don't know me! You did all that to me and then forgot me!' His voice became a whine, charged with self-pity. 'You forgot William Stainsforth.'
'William Stainsforth!'
'Yes. I was your scapegoat, wasn't I? You unloaded all your self-dislike on me. You felt pretty good while you were writing about me. You thought, what a noble, upright fellow you were, writing about this rotter. Now, as one W.S. to another, what shall I do, if I behave in character?'
'I... I don't know,' muttered Walter.
'You don't know?' Stainsforth sneered. 'You ought to know, you fathered me. What would William Stainsforth do if he met his old dad in a quiet place, his kind old dad who made him swing?'
Walter could only stare at him.
'You know what he'd do as well as I,' said Stainsforth. Then his face changed and he said abruptly,'No, you don't, because you never really understood me, I'm not so black as you painted me.' He paused, and a flicker of hope started in Walter's breast. 'You never gave me a chance, did you? Well, I'm going to give you one. That shows you never understood me, doesn't if?'
Walter nodded. :
"And there's another thing you have forgotten.'
'What is that?'
'I was a kid once,' the ex-policeman said.
Walter said nothing.
'You admit that?' said William Stainsforth grimly. 'Well, if you can tell me of one virtue you ever credited me with — just one kind thought — just one redeeming
feature —'
'Yes?' said Walter, trembling.
'Well, then I'll let you off.'
'And if I can't?' whispered Walter.
'Well, then, that's just too bad. We'll have to come to grips and you know what that means. You took off one of my arms but I've still got the other. "Stainsforth of the iron hand" you called me.'
Walter began to pant.
‘I’ll give you two minutes to remember,' Stainsforth said. They both looked at the clock. At first the stealthy movement of the hand paralysed Walter's thought. He stared at William Stainsforth's face, his cruel, crafty face, which seemed to be always in shadow, as if it was something the light could not touch. Desperately he searched his memory for the one fact that would save him; but his memory, clenched like a fist, would give up nothing. 'I must invent something,' he thought, and suddenly his mind relaxed and he saw, printed on it like a photograph, the last page of the book. Then, with the speed and magic of a dream, each page appeared before him in perfect clarity until the first was reached, and he realized with overwhelming force that what he looked for w&s not thererln all that evil there was not one hint of good. And he felt, compulsively and with a kind of exaltation, that unless he testified to this the cause of goodness everywhere would be betrayed.
"There's nothing to be said for you!' he shouted. 'And you know it! Of all your dirty tricks this is the dirtiest! You want me to whitewash you, do you? The very snowflakes on you are turning black! How dare you ask me for a character? I've given you one already! God forbid that I should ever say a good word for you! I'd rather die!'
Stainsforth's one arm shot out. "Then die!' he said.
The police found Walter StreelEer slumped acrbss the din-ing-table. His/body was still warm, but he was dead. It was easy to tell how he died; for it was not hisijnand .that his visitor had shaken, but his throat. Walter Streeter had been strangled. Of his assailant there was no trace. On the table and on his clothes were flakes of melting snow. But how it came there remained a mystery, for no snow was reported from any district on the day he died.
Все темы данного раздела:
Под редакцией В.Д. АРАКИНА
Издание четвертое, переработанное и дополненное
Допущено
Министерством образования Российской Федерации
в качес
И.Н. Верещагина, М.С. Страшникова, С.И. Петрушин
Рецензент
кафедра английского языка Астраханского
государственного педагогического института
им. С.М. Кирова
(зав. кафедрой канд. филол. наук
By R. Gordon
Richard Gordon was born in 1921. He has been an anaesthetist at St. Bartholomew's Hospital,1 a ship's surgeon and an assistant editor of the British Medical Journal. He l
Commentary
1 St Bartholomew's, St. Swithin's Hospitals: medical schools in London.
2 invigilator: a person who watches over students during examinations.
SPEECH PATTERNS
1. However, I'm not worried. They never read the papers anyway.
— You needn't worry about the meals. She never has anything for breakfast anyway.
ESSENTIAL VOCABULARY
1. annoyvt/i 1) to make a little angry, especially by repeated acts; to disturb and nervously upset a person, e. g. Wilfred did not want to pay too m
To chatter like a magpie
3. cheervt/i 1) to fill with gladness, hope, high spirits; comfort, e. g. Everyone was cheered by the good news. He cheered up at once when I promise
READING COMPREHENSION EXERCISES
1. a) Consult a dictionary and practise the pronunciation of the following words:
authority; contest n, prize-fighter; enthusiastic;
A) two principal stresses;
b) the secondary and principal stresses. Beat the time:
a) well-established; thenceforward; meanwhile; well-trodden; self-consciousness; unhurriedly: dissa
Make the following sentences complete using the patterns (p. 10)
1. You can just leave. I'm about to tell Bucky to forget it... . 2. I'm done for the moment and ready to join you. I've rinsed my plate and my spoon and run a damp sponge across the
Pair work. Make up and act out a dialogue, using the patterns.
9. Translate the following sentences into English:
1. Хорошо. Я принимаю ваш отказ. В любом случае я рада, что мы познакомились. Над
Note down from the text (p. 6) the sentences containing the phrases and word combinations (p. 11) and translate them into Russian.
11. Complete the following sentences, using the phrases and word combinations:
1. If you are smart enough to cheat in this exam ... . 2. T
Give a summary of the text (p. 6) dividing it into several logical parts.
17. Use the phrases and word combinations and act out the dialogues between:
1. Benskin and Richard Gordon on the technical details of the
Study the essential vocabulary. Give the Russian equivalents for every unit and translate the examples into Russian.
2. Translate the following sentences into Russian:
A. 1. "You are making too much fuss of me, don't worry"
TOPICAL VOCABULARY
1. Who is who: applicant/prospective student; freshman; sophomore, junior, senior, undergraduate student; graduate (grad) student; part-time student; .transfer stud
Higher Education
Out of more than three million students who graduate from high school each year, about one million go on for higher education. A college at a leading university might receive appli
C) Summarize the text in three paragraphs.
2. Use the topical vocabulary and the material of the Appendix (p. 262) in answering the following questions:
1. What steps do students hav
Average Academic Fees per Quarter
(public university)
Tuition
Colleges
non-residential residential
students students
Two Year Colleges $ 753 $ 17
B) Comment on the given information and speak about the financial aspect of getting a higher education in the US A.
4. Read the following dialogue. The expression in bold type show the way people can be persuaded. Note them down. Be ready to act out the dialogue in class:
Year-Round Schooling Is Voted In Los Angeles
The L.A. board of education, has voted to put all its schools on a year-round schedule. This decision does not necessarily increase the number of school days, but it is expected to
D) Spend a few minutes individually thinking of further arguments you will use to back up the opinion you have been assigned.
e) Enact the debates on a year-round schooling at the sitting of the school board of education. Do your best to support those who share a similar point of view and try to pe
A) Open the group discussion by describing the members of the panel and the chairperson.
b) Split into groups of four students. Pretend you are the TV panel. Elect a chairperson and decide which of the four roles each of you will take: Mrs/Mr Terrie/John HilI, t
By Harper Lee
Harper Lee was bom in 1926 in the state of Alabama. In 1945-1949 she studied law at the University of Alabama. "To Kill a Mockingbird" is her first novel. It received almo
Commentary
1. a jury: a body of persons, in the USA and Great Britain, 12 in number, who have to decide the truth of a case tried before a judge. The jury brings in a verdict
SPEECH PATTERNS
1. a) Whenever a white man does that to a black man, no matter who heis,... that white man is trash.
No matter who the man might be, you had no r
Phrases and Word Combinations
smb's word against another's to get a square deal (a fair
(it's your word against mine) deal)
in private and in public (to be) half way (through,
stark na
ESSENTIAL VOCABULARY
1.smarta 1) quick in movement, brisk, as a smart walk (pace, trot, etc.), e. g. He gave him a smart rap over the knuckles.
2) clever,
READING COMPREHENSION EXERCISES
1. a) Consult a dictionary and transcribe the following words from the text. Practise their pronunciation paying attention to stresses:
una
Note down from the text (p. 40) the sentences containing the phrases and word combinations (p. 46) and translate them into Russian.
10. Complete the following sentences:
I. 1 understand that it's only his word against mine but... . 2. 1 ... to get a square deal in this c
Using the phrases make up a suitable dialogue and act it out in front of the class.
13. Translate the following sentences into English using the phrases and word combinations:
1. Вы выступаете против того, что утверждает он
Retell the text a) close to the text; b) as if you were one of the characters prerent in the court-room.
18. a) Make up and act out dialogues between:
1. Atticus Finch and Judge Taylor before the trial.
2. Atticus Finch
Study the essential vocabulary and translate the illustrative examples into Russian.
2. Translate the following sentences into Russian:
A. 1. When Jean and Henry left the night club in his smart car, they to
B) jerk, shove, twitch
1. The boys ... the chairs and tables from the centre of the room. 2. The train made a sudden ... and stopped. 3. The dog's nose ... as it passed the butcher's shop. 4. A strong gust of wind
TOPICAL VOCABULARY
1. Courts:trial Courts, common pleas courts, municipal and county courts, mayors' courts, courts of claims, courts of appeals, the State Supreme Court.
The
Juvenile delinquency is an issue about which people all over the world are concerned.
a) Read the extracts given below which present information on the gravity of the problem:
a) Youth gangs have been a part of Los Angeles si
Below is an interview with a judge on crime and punishment. The judge says why he gives help in some cases and punishment in others.
a) Work in groups of 3 or 4 and assign different opinions on the problem of the punishment to each member of the group:
Interviewer.
B) Spend a few minutes individually thinking of further arguments you will use to back up your own opinion on the usefulness and types of punishment.
c) Now discuss the issue with other members of the small group using the arguments you have prepared. Do your best to support those who share a similar point of view and try
B) Split into groups of 5-6 students and assign the roles of the panel.
c) Before the beginning of the panel read the following selections carefully and extract the necessary information:
— It's a time-honoured misconception th
Give a brief talk to the ten graders on the Criminal Law and its role hi combatting Juvenile delinquency.
12. Enact a role play "Trying a criminal case". Yon are the Jury and most decide whether to acquit the accused or sentence them to a term of imprisonment (minimum 3 months/maximu
By L. P. Hartley
Leslie Poles Hartley (1895-1972), the son of a solicitor was educated at Harrow and Balliol College, Oxford and for more than twenty years from 1932 was a fiction reviewer for such
Commentary
1. Other-worldly, indeed!"Other-worldly" means more concerned with spiritual matters than with daily life. The exclamation "indeed" is used to express surprise,
SPEECH PATTERNS
1. He was just going to pitch the postcard in the fire when suddenly he decided not to.
David was just about to order a plane ticket when suddenly he decid
Phrases and Word Combinations
to get/come to grips with to have things (too much)
smb/smth (informal) one's own way
to take up time and energy to get into a groove/rut
to linger
ESSENTIAL VOCABULARY
1. come vi (esp. up to, down to) to reach, e. g. The water came (up) to my neck.
come about to happen, e, g. I'll nev
READING COMPREHENSION EXERCISES
1. Consult a dictionary and practise the pronunciation of the following words. Pay attention to the stresses:
conscientious, photograph, an
Note down from the text (p. 73) the sentences containing the phrases and word combinations (p. 78) and translate them into Russian.
9. Paraphrase the following sentences using the phrases and word combinations:
1. The speaker talked a lot, but never really dealt serious
Make up and practise a suitable dialogue using the phrases and word combinations.
12. Translate the following sentences into English using the phrases and word combinations:
1. Мы должны серьезно взяться за решение этой п
Pair work. Make up and act out situations using the phrases and word combinations.
14. Explain what is meant by:
projections of his own personality or, in different forms, the antithesis of it; to experiment with acquainta
Study the essential vocabulary and translate the illustrative examples into Russian.
2. Translate the following sentences into Russian:
A. 1. My son has begun to come along very well in French since the new
Object(s) — subject(s); to object — to oppose; to obtain — to come by; to happen — to come about; to yield — to give in
1. How did you ... that scratch on your cheek? 2. I haven't been able ... that record anywhere; can you... it for me? 3. The accident ...last week. 4. How did it …that you did not r
TOPICAL VOCABULARY
1. Categorisation:Children's and adult's books; travel books and biography; romantic and historical novels; crime/thrillers; detective stories; war/adventure; scien
MURIEL SPARK
Many professions are associated with a particular stereotype. The classic image of a writer, for instance, is of a slightly demented-looking person, locked in an attic, scribbling
C) Summarize the text in three paragraphs.
2. In spite of the Russian proverb one can argue about taste: everybody does, and one result is that tastes change. If given a choice what would you rather read a novel or s
C) Do library research and reproduce a talk with an important writer.
5. Read the following extract and observe the way literary criticism is written:
Jane Austensaw life in a clear, dry light
Group discussion.
Despite the increase in TV watching, reading still is an important leisure activity in Britain. More than 5,000 titles were nominated in a national survey conducted in 1996. The public was invited
The Diary of Anne Frank
27. A Clockwork Orange Anthony Burgess
28.Sons and LoversD.S. Lawrence
29. To the LighthouseVirginia Woolf
30.
MY FAVOURITE LIBRARY
There are many libraries which I use regularly in London, some to borrow books from, some as quiet places to work in, but the Westminster Central Reference Library is unique, in a s
Prepare to give a talk on an important library, its history and facilities.
11. Group work. Work in groups of three or four to discuss the pros and cons of reading detective novels and thrillers. Consider the following:
By E.L. Doctorow
Ragtime is a novel set in America at the beginning of this century. Its characters reflect all that is most significant and dramatic in America's last hundred years. One cha
Commentary
1. Ragtime:the form of music, song and dance of black US origin, popular in the 1920's in which the strong note of the tune comes just before the main beat of the m
SPEECH PATTERNS
1. ... there was somethingdisturbingly resolute and self-important in the way he asked her...
There was something strange in (about) the
ESSENTIAL VOCABULARY
1.setvt/i 1) to make to be in a specified condition, as to open the cage and set the bird free; to set the papers (a village, a house) on fire; to fix or det
An old hand, good hand at smth
Ant. not much of a hand at smth, e. g. I am not much of a hand at making pastry.
2) encouragement given by clapping the hands, as to give a (good, big) hand to, get a (big, g
READING COMPREHENSION EXERCISES
1. a) Consult a dictionary and practise the pronunciaton of the following words:
rigidly, nuisance, bouquet, chrysanthemums, transient, ex
Make up and act out dialogues using the speech patterns.
6. Translate the following sentences into English using the speech patterns:
1. Есть что-то странное в том, как она одевается. 2. Было что-
Note down the sentences containing the phrases and word combinations (p. 109) and translate them into Russian.
8. Paraphrase the following sentences:
1. We are losing money right and left. 2. Days went past without any news. 3. Judge its size, please
Give a summary of the text (p. 104).
14. Make up and act out dialogues between:
1. Mother and Father before the tea.
2. Mother and Sarah after the visit of the Negro p
Study the essential vocabulary and translate the illustrative examples into Russian.
2. Translate the following sentences into Russian:
A. 1. He was given a little money and at times, in the spirit of advent
Make up short situations or a story using the essential vocabulary.
9. Translate the following sentences into English:
1.Она поклялась никогда не переступать порог этого дома. 2. Учитель задал ученикам труд
TOPICAL VOCABULARY
1. Musical genres (styles):classical music (instrumental, vocal, chamber, symphony), opera, operetta, musical, ballet, blues, ragtime, jazz, pop, rock, folk (countr
Understanding Music
If we were asked to explain the purpose of music, our immediate reply might be "to give pleasure". That would not be far from the truth, but there are other consideration
Below are opinions on the development of music.
a) Spend a few minutes individually thinking of further arguments you will use to back up one of the opinions:
1. The line between serious
Group work. Split into buzz groups of 3—4 students each.
Discuss the following, using the expressions of agreement or disagreement (p. 290):
1. "Some people prefer only classical music and find contemporary
C) As a group, now decide which event you will all attend together. When giving your criticism try to be honest, but tactful.
9. Group work. Discuss the effect of rode music on young people. After a proper discussion each group presents its critical remarks. First read this:
A Feast of Russian Arts
The strong and impressive Russian theme at this year's Edinburgh Festival commemorates the 70th anniversary of the Russian Revolution.
The festival opened on August 9 with
ByH. Munro
Hector Munro (pseudonym Saki, 1870-1916) is a British novelist and a short-story writer. He is best known for his short stories. Owing to the death of his mother and his father's ab
SPEECH PATTERNS
1. Older and wiser and better people had told him that there could not possibly bea frog in his bread-and-milk.1 How can I possibly do it? Do it if you p
Phrases and Word Combinations
to be in disgrace to change the subject
to describe with much detail (for) the greater part of the day
(in great detail) (the time; the year; of one's
as
ESSENTIAL VOCABULARY
1. shiftvt/i to change the place, position or direction of, e. g. The boy shifted from one foot to the other. He kept on shifting his plate on the tab
READING COMPREHENSION EXERCISES
1. a) Consult a dictionary and practise the pronunciation of the following words. Pay attention to stresses:
pseudonym, imperious, frivolou
B) Ask your partner to read the exercise aloud; write down all cases of erroneous pronunciation; correct them.
4. Complete the following sentences:
a) 1. I can't possibly... 2. How can I possibly...? 3. We couldn't possibly... 4. You can't pos
Pair work. Make up and act out a dialogue using the speech patterns.
7. Translate the following sentences and word combinations into English:
а) 1. Как же я могу это сделать, если вы отказываетесь мне помочь? 2. Помой, пожа
Note down from the text (p. 134) the sentences containing the phrases and word combinations (p. 140) and translate them into Russian.
9. Complete the following sentences nsing the phrases and word combinations:
1. After it was discovered that the politician had stolen
Pair work. Make up and act out situations using the phrases and word combinations.
13. Explain what is meant by:
the fact that stood out clearest in the whole affair; an unwarranted stretch of imagination; the delights th
Study the essential vocabulary and translate the ilustrative examples into Russian.
2. Translate the following sentences into Russian:
1. James who felt very uncomfortable in that low chair, shifted his feet uneasily, and p
Make up and practise short dialogues or stories using the essential vocabulary.
8. Review the essential vocabulary and translate the following sentences into English:
1. Мальчик переминался с ноги налогу, не зная, как о
TOPICAL VOCABULARY
1. A happy child is:
a) kind-hearted, good-natured, loving, friendly, affectionate; confident, balanced, secure; getting along (comfortably) with others; gregarious: socia
The Difficult Child
The difficult child is the child who is unhappy. He is at war with himself, and in consequence, he is at war with the world. A difficult child is nearly always made difficult by wro
The Bell Family Charter
Homework: All members of the family must do an equal share of the housework according to age and ability. A list of duties will be put up each week.
Free Time:
A) Write a letter in response stating your agreement or disagreement.
b) Using both the letter and the answer as a basis turn the contents into a dialogue and act it out in class:
Dear Helen,
I have j
By P. G.Aldrich
What do you remember most about your childhood? Running through the long dewy grass of a meadow or the Saturday morning TV cartoons? Sitting in the kitchen watching your mother coo
ESSENTIAL VOCABULARY
1. bringvt (with prepositions and adverbs)
to bring aboutto cause smth, e. g. What brought about this quarrel?
READING COMPREHENSION EXERCISES
1. Consult a dictionary and practise the pronunciation of the following words:
dewy, meadow, cartoon, Captain Kangaroo, episode, mass media
Note down from the text (p. 165) the sentences containing the phrases and word combinations (p. 169) and translate them into Russian.
9. Paraphrase the following sentences using the phrases and word combinations:
1. Who won the race? 2. This is the latest information on t
Pair work. Make up and practise a dialogue using the phrases and word combinations.
14. Explain what is meant by:
watching television is psychologically addictive; questions involving subtle conditioning and brainwashing; f
Answer the following questions and do the given assignment.
a) 1. How influential a part does the TV play in children's lives? Do recollections of TV programmes provide the most part of the majority of young people's childhood memories? 2. W
Give a summary of the text.
17. l) Media inventory.
a) List all the media yon observe in an hour or two in the following places:
Study the essential vocabulary and translate the illustrative examples into Russian.
2. Translate the following sentences into Russian:
1. How a few words can bring it all back! 2. Clocks and watches should be brought forwar
TOPICAL VOCABULARY
1. Television:TV; telly (colloq.), the box (BE); the tube (AE), portable television (set); colour television (set); video; video tape-recorder
C) Summarize the text in 3 paragraphs.
2. Use the topical vocabulary in answering the following questions:
1. What are your favourite programmes? Refer to specific programmes to
The Story So Far
The idea of a machine able to broadcast both sound and vision goes back to 1875. But it wasn't until 1926 that a Scottish engineer turned the idea into a practical reality. Now, his
Internet
is a network connecting many computer networks and based on a common addressing system and communications protocol called TCP/IP (Transmission Control Protocol/Internet Protocol). From its
D) Participate in the discussion. (You have only five minutes to talk.) Be prepared to answer any question arising in the course of the discussion.
9. Interviewing people basically involves asking for opinions and expressing personal opinions. Next come some cliches you may use for this purpose:
D) Summarize in your own words what you believe to be the best technique for interviewing people (see Appendix, p. 292).
11. Read the following extract on the use of interviews in the foreign language classroom:
The success of an interview depends both on the
Television Questionnaire
1.How man
B) Summarize your observations and report them to the group.
c) Work out a suggested weekly viewing guide based on the recommendations of group members. Beside each programme write the reasons for its appeal: humorous, realistic, un
DRAWING BACK THE CURTAIN
Denis Healey was bom in 1917 and brought up in Yorkshire. After gainig a double first at Balliol College, Oxford, for six years he was a soldier learning about real life.
Commentary
1. The Fabian Society — a British organisation of left wing thinkers which was a founder or the Labour Party and used to have an important influence on it.
SPEECH PATTERNS
1. I learned much from those visits, restricted though they were.
Hard working though he was, there was never enough money to pay the bills.
Stran
ESSENTIAL VOCABULARY
1. includevt to bring in, to regard as part of the whole, e. g. This atlas contains fifty maps, including six of North America. The price is ten doll
READING COMPREHENSION EXERCISES
1. a) Consult a dictionary and practise the pronunciation of the following words:
purport; illusion; expunge; consciousness; liquidate; fas
Pair work. Make up and act out a diaioue using the speech patterns.
8. Translate the following sentences into English:
А. 1. Хотя это может показаться странным, я особенно люблю читать истор
Note down from the text (p. 200) the sentences containing the phrases and word combinations (p. 204) and translate them into Russian.
10. Complete the following sentences using the phrases and word combinations:
1. All the Moscow cathedrals and churches have been ... to t
Pair work. Make up and act out situations using the phrases and word combinations.
14. Explain what is meant by:
to expunge it from the consciousness of the people; to be part of a common civilisation; to be meticulously restored; a build
Give a summary of the text, dividing it into several logical parts.
17. Use the phrases and word combinations and act out dialogues between:
1. A guide and an American tourist planning the itinerary of the l
Study the essential vocabulary and translate the illustrative examples into Russian.
2. Translate the following sentences into Russian:
1. A group of theatrical workers including myself wrote an open letter to The Times.
TOPICAL VOCABULARY
1. Symbolic calendar days of rest and celebrations: holidays;festivals; bank holidays; public holidays.
2. Types of holidays:internationa
The Field of Folklore
Folklore comprises the unrecorded traditions of a people. The study of folklore records and analyses these traditions because they reveal the common life of the mind below the leve
Below are opinions on folklore, traditions and customs. a) Read them first.
1. The most widely acknowledged form of Art — Folklore, that is verbal, musical and material (traditional handicrafts), is almost completely devoid of anything that could be called
C) Now discuss the opinions with your partner.
5. When people talk about something they are bound to make mistakes. (To err is human.) But not everyone is able to correct these mistakes in a delicate way without hurting
C) Make a speech on the American tradition to celebrate Halloween.
6. Pair work. Make up and act out a dialogue discussing national holidays. Do library research and collect additional materials describing unusual national holidays. Use the
C) Make a round table discussion of the American holidays.
8. As you know the Americans and British have very much to common in their cultural traditions, for example Christmas and Halloween. But certain celebration
By Ch. Morley
Christopher Morley (1890-1957), an American author, received unusual recognition early in his career. Among his widely known novels are Kitty Foyle and The Trojan Horse.
SPEECH PATTERNS
1. It makes me wild tothink of working and working like a dog...
It made Jane mad to hear the news. It will make the child happier to have his sister with
Phrases and Word Combinations
to pick over smth to go back on smb
to rummage through to be down on smb
to attend to (one's affairs, a word of praise
business) to get promoted
ESSENTIAL VOCABULARY
1. avoidvt to keep away from, as to avoid a person, speaking to smb. meeting smb, mentioning smth, mistakes, bad company, a quarrel, an argument, a s
READING COMPREHENSION EXERCISES
1. Consult a dictionary and practise the pronunciation of the following words. Pay attention to the stresses:
a) atmosphere, unforgivable,
Listen to the recording of the text and mark the stresses and tunes. Repeat the text after the model
3. Substitute one of the speech patterns (p. 238) for the parts of the sentence:
M o d e 1 s: a) He became angry when he thought of workin
Translate the following sentences into English using the speech patterns.
1. Нежелание Гордона понять жену разозлило Лору. 2. Ребенок станет счастливее, если его мать будет проводить с ним больше времени. 3. Все, на что мог надеяться Вол, так это на показания его жены.
Note down from the text (p. 231) the sentences containing the phrases and word combinations (p. 238) and translate them into Russian.
8. Paraphrase the following sentences using the phrases and word combinations:
1. At times some praise will work wonders. 2. You'd better
Make up and practise a suitable dialogue using the phrases and word combinations.
11. Translate the following sentences into English using the phrases and word combinations:
1. Мальчик очень старался не делать ошибок в своем изложении. 2
Give a summary of the text.
15. Make up and act out dialogues between:
1. Laura (Gordon) and a friend discussing the events of Thursday evening.
2. Mrs Jones
Study the essential vocabulary and translate the illustrative examples into Russian.
2. Translate the following sentences into Russian:
1. We avoided riding through large cities on our trip. 2. One would admire his excellent
TOPICAL VOCABULARY
1. Family, folks, household, tribe, clan, descent (to be of some descent), descendant, ancestor, forefather, heredity, hereditary, sibling, paternal, maternal, next of kin, nearest
The Politics of Housework
It seemed perfectly reasonable. We both had careers, both had to work a couple of days a week to earn enough to live on, so why shouldn't we share the housework? So, I suggested it
C) Cut them down to the five most important.
d) Expand them to describe exhaustively the most perfect wife / husband and mother-to-law.
8. One of the main problems of family li
B) Turn the above situation into a dialogue and act it out.
10. Look at the following ways of giving advice (some of which appear in the text) and accepting advice or rejecting it:
Giving advice
ORGANIZATION AND STRUCTURE OF THE SYSTEM OF EDUCATION IN THE USA
The school year is usually nine months, from early September to mid-June. The common pattern of organization, referred to as the 6-3-3 plan, includes elementary school in grades 1
TOOLS FOR EVALUATING A STORY
Any work of fiction consists of relatively independent elements — narration, description, dialogue, interior monologue, digressions, etc. Narrationis dynamic, it g
COMPOSITION AND PLOT; FOCUS; VOICE
What are the bare facts of the story? What is the exposition, complication, climax and denouement? Are the elements of the plot ordered chronologically? How does the story begin? I
CHARACTERS AND SETTING
What are the characters names and what do they look like? Does this have any significance? Are the characters round or flat? Does the narrator employ interior monologue to render th
THEME AND ARTISTIC EFFECT
What is the general effect achieved? Has the writer caused characters, and settings to come alive? What was the conflict and how was is solved, if at all? Were there any striking re
Unit Six
magazine programme — programme which is a mixture of "hard" news and feature items.
wild/nature life programme — programme showing animals, birds, etc. in their n
INTERVIEW TECHNIQUES
Ten-point plan to make a good impression
1. Be pleasant and polite to the receptionist or secretary who greets you. It will get you off to a good sta
Respond to the following situations either in a short story, using a dialogue and a description, or in an essay form.
1. Describe how illustrations can help a reader to enjoy the book. Refer to two or three books you have read.
2. Imagine that one of your friends is missing from the classe
Some means that can be useful in persuading others
1. Citing facts to support your view, naming their source if the facts are likely to be doubted.
2. Relating relevant incidents or experiences in which you or others have b
ATTACK AND RESPONSE
Attack
Wouldn't you agree
Wouldn't you say that
Response
I see (take) your po
AGREEMENT AND DISAGREEMENT
Agreeing. Neutral: Yes, I agree. True enough. That's right I can't help thinking the same. Hour true. I couldn't agree more. How right that is. Oh, definitel
EXPRESSIONS SHOWING CRITICISM AND VIRTUES
I know I am not good at...
As for when I look at myself (in a mirror),... well... then I see
someone a bit different.
That's probably my main fault.
REACTING TO OPINION
Positive response:
True... exactly...
I am all out for it.
I am in favour of it.
You have my whole/full
Asking for clarification
I'm sorry, I don't quite understand what you mean by...
I'm sorry, could you explain what you mean by...
I'm afraid, I'm not really very clear about what you mean
Giving clarification
what I'm trying to say is (that)...
Well,
the point I'm trying to make is (that)
Giving advice
I would advise you to DO...
Personally, I think your best course would be to DO...
Accepting advice
Cast list
Helen/Eugene
Role cards
Helen/Eugene Aged 19
You were one of the team. You are a great traveller. You are happy as in summer you worked in a new place and now you look forward to a trip to St. Pet
Cast list
Prof. G., Head of the English Department
Lecturer M.
Lecturer E. senior lecturers
Role cards
Prof. G. Aged 51
You are Head of the English Department and conduct a special meeting to discuss what form of assessment is more efficient and reliable: exams or continuou
Role cards
The author Aged 55
You are the author of the textbook. It is highly valued by the school teachers and so the publishing house is planning the second edition of it. As you h
Situation
At a students' debating club a discussion is held on the role of television in society. Some students of the British group who are on an exchange visit to Moscow are participating i
Cast list
A journalist
A psychologist
A postgraduate
Role cards
Journalist Aged 54
You are a well-known journalist You were asked to lead the discussion. In setting the problems for discussion you are deliberately provocative and extre
Possible follow-ups
1. Choose an evening's viewing for
a) a foreign visitor whose Russian is good and who is very interested in learning more about Russia and our way of life;
b) a fo
Situation
Mrs June Brown was detained for shoplifting. She was accused of having stolen a girl's woolen pullover. Mrs Brown refused to say anything and consequently the police were called and
Role cards
Counsel for the Defence Aged 39
While interviewing the participants of the incident — Mrs Brown, the defendant, Miss Smith, the sales assistant, Mrs Baker, the store detect
Situation
During the last week of the term the eighth form register goes missing from the staff room. The form tutor is worried since it's the time for .the end-of-term assessment which must
Role cards
Teacher W. Aged 35
You are a math teacher and a tutor of the 8th form. The disappearance of the form register upsets you. You intended to
hold a t
Possible follow-ups
1. Discuss the following:
a) Is one's authority as a teacher undermined by seeking the aid of senior members of the staff in dealing with discipline problems?
b) I
Situation
M.N. Semenova, an English teacher, and her colleague, N.M. Petrova, are receiving Mrs Dorothy Parker, a visiting English teacher, at M.N. Semenova's. Her elder daughter, Helen, is
Role cards
M.N. Semenova Aged 45
You are very much annoyed at the news. You love your son who is the apple of your eye and you've been looking foreward to the birthday party. Under th
Situation
A fourth-year student Nick Petrov and a second-year student Ann Semenova are going to get married. They both study at the English faculty and live away from home in the Halls of Re
Role cards
Nick Petrov Aged 22
You are an out-of-door type of young man and think that the only thing worth spending money on is travelling. You find Ann very fussy about clothes, res
МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ СТУДЕНТАМ, ГОТОВЯЩИМСЯ К ПРОВЕДЕНИЮ МИКРОУРОКОВ
К началу IV курса студенты уже обладают не только теоретическими знаниями, но и определенными профессионально значимыми навыками и умениями, например, умением правильно распределя
РЕКОМЕНДАЦИИ ПО ПРОВЕДЕНИЮ МИКРОУРОКОВ ПО РАБОТЕ С РЕЧЕВЫМИ ОБРАЗЦАМИ
1. Проанализируйте речевые образцы с точки зрения трудностей, которые они могут представить для ваших учащихся. (Сравнение с родным языком и внутри языка может помочь вам в этом.)
Тренировочные упражнения
— имитационные (согласитесь, подтвердите и т. д.);
— трансформационные (переспросите, выразите удивление, не согласитесь, усомнитесь и т. д.);
— упражнения на зав
РЕКОМЕНДАЦИИ ПО ПРОВЕДЕНИЮ МИКРОУРОКОВ ПО РАБОТЕ С ТЕКСТОМ
1. Внимательно прочитайте текст и проанализируйте его с точки зрения трудностей, которые могут возникнуть у учащихся:
— в процессе громкого чтения (трудные слова, сочетани
РЕКОМЕНДАЦИИ ПО ПРОВЕДЕНИЮ МИКРОУРОКОВ ПО РАБОТЕ С ЛЕКСИКОЙ
1. Проанализируйте лексические единицы с точки зрения трудностей (по форме, значению и употреблению), которые они могут представлять для ваших учащихся.
2.
РЕКОМЕНДАЦИИ ПО ПРОВЕДЕНИЮ МИКРОУРОКОВ ПО РАБОТЕ НАД ЭКСПРЕССИВНОЙ РЕЧЬЮ
1. Вспомните, какие формы экспрессивной речи вы знаете (монолог, диалог); какие виды (подготовленная, неподготовленная); какие стимулы используются в работе над экспрессивной речь
РЕКОМЕНДАЦИИ ПО ПРОВЕДЕНИЮ МИКРОУРОКОВ ПО РАБОТЕ С АУДИОТЕКСТОМ
1. Уточните конечную задачу работы с аудиотекстом (текст используется только для развития аудирования или на его основе будет развиваться говорение).
2. Исходя из задачи, п
УСТНОЙ РЕЧИ И ЧТЕНИЯ
1. Проанализируйте материал, над которым вам предстоит работать, с точки зрения фонетических трудностей и сгруппируйте его по фонетическим признакам, например, по ударной гласной,
НАВЫКОВ И УМЕНИЙ
1. Четко сформулируйте задачу письменного контроля, отберите необходимый материал и выберите форму контроля.
2. Вспомните некоторые методические рекомендации по проведению
РЕКОМЕНДАЦИИ ПО ПРОВЕДЕНИЮ МИКРОУРОКОВ С ПРИМЕНЕНИЕМ ЭПИ- И ДИАФИЛЬМОВ
1. Сформулируйте задачи (общеобразовательные, воспитательные, развивающие, практические) вашего микроурока. Например, практическими задачами могут быть; развитие умений употреблять
Unit Five
Text. From: "The Lumber-Room" by H. Munro........................................................................ 134
Conversation and Discussion:
Difficult Children....
Unit Seven
From: "The Time of my life" by D. Healey
Text "Drawing Back the Curtain" ............................................................................................ 20
Appendix
Unit One..................................................................................................................................... 262
Unit Two..................
ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА
4 курс
Учебник для студентов педагогических вузов
Зав. редакцией А. И. Уткин
Редактор О. Б. Саакян
Макет облож
Новости и инфо для студентов