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runner n бегун 6. join υt/i 1. соединять(ся), объединяться), е.g. I couldn't join (together) the two halves of the vase, because a small piece was missing. Where do the two streams join (each other)? Syn. unite N о t e: to join usu. means "to put two things together", е.g. The island was joined to the mainland with a bridge.; to unite usu. means "to join together (by a common aim or bond) several objects so as to form one new unit", е.g. We united all our forces to drive the enemy out of our country. Workers of the world, unite! The United Nations Organization (UNO) was formed in 1945 in San Francisco. 2. присоединяться (к), е.g. Will you join me in my walk? We'll join you in a few minutes. 3. входить в компанию, вступать в члены, е.g. If I were you I should join this club. He was twenty-two when he joined the array. 7. depend υi 1. зависеть от (on/upon smb. for smth.), е.g. We depend on the newspapers for information about world events. He depends on his sister for a living. Children usually depend on their parents (находятся на иждивении родителей).; 2. полагаться, рассчитывать на кого-л., что-л., е.g. You can depend upon the man. I depend on you to do it. Can I depend on this time-table or is it an old one? It (all) depends как сказать; в зависимости от обстоятельств, е.g. Will you finish your work on time? — It depends. NOTES ON SYNONYMS AND ANTONYMS 1. Synonyms are words expressing the same notion, but differing by certain additional characteristics. E.g. to look, to stare and to gaze express the same notion of turning one's eyes on something or somebody, but stare and gaze differ by their emotional colourings (see item 1 of Vocabulary Notes) whereas look describes the notion generally, without any additional characteristics. Such a general word in the group of synonyms is called the synonymic dominant. To glance is another synonym of this group which differs from the rest of them by duration: it means looking at something briefly, passingly, a moment only. 2. Antonyms are words with contrasted meanings. E. g. different — alike; convenient — inconvenient; love — hate; up — down. ESSENTIAL VOCABULARY (I) Words chorus n, υ differ υ join υ comfort n, υ difference n look n, υ comfortable adj different adj rest n, υ convenience n gaze n, υ run υ convenient adj headmistress n stare n, υ depend υ unite υ Word Combinations to fix one's eyes on/upon smb. to keep an eye on smb. to feel helpless to give (send) a message to give a smile (a nod, a look, etc.) to turn one's eyes (gaze) to bear (to have) a strong upon smb./smth. resemblance to to run across to motion to smb. to run into to give out (pencils, leaflets, readers, to run over workcards, sets of material, etc.) to shout smb. down to call the register (the roll) to abandon hope EXERCISES I. Read the test and talk on the following points (A. Grammar, B. Word usage): A. 1. Why is the Present Perfect used in "... as soon as you've called the register"? 2. Why is the Past Perfect Continuous used in "... who had been crossing and uncrossing his eyes in an ugly manner ..."? 3. Why is the Present Indefinite used in "... till you join us"? and in "If there's anything that puzzles you ..."? 4. Tick off all the sentences with the oblique moods. Translate them. B. Pick out all the words and phrases describing the children's actions. II. Read the following words with silent t, p, gh. Memorize them: hasten, fasten, listen, Christmas, castle, whistle, jostle, nestle, wrestle; cupboard, pneumonia, psychology, raspberry; neighbour, nightingale, straight, naughty, high, height, through, sigh. III. a) Write the Past Indefinite and Past Participle of the verbs: grow, creep, bear, break, keep, think, leap, mean, fall, find, feel, say, cling, hear, meet, run, show; b) the Past Indefinite and Present Participle of the verbs: differ, prefer, murmur, appear, occur, recover, remember, chatter, refer, stir, water, fear, offer, drag, wag, plan, chat, slip, beg. IV. Find nouns related to the verbs below. Pay special attention to the spelling of the suffix -ence/-ance. Place them in two columns: depend, differ, exist, accept, resemble, attend, perform, insist, occur. V. What nouns are these adjectives derived from? What is the meaning of the suffixes -еd, -у? Translate the adjectives: a) freckled, nosed, haired, winged, homed, bearded, feathered; b) watery, skinny, grassy, silky, bony, branchy, wavy, stony. VI. Answer these questions: 1. How was Anne introduced to her class? 2. What did she feel at that moment? What words does the author choose to describe her feelings? 3. What instructions did the headmistress give to the young teacher? What do you think of them? 4. Why did Anne "look with fresh interest at Arnold?" Describe Arnold's appearance and behaviour. 5. How did the other children behave in Miss Enderby's presence? (Find words describing their behaviour.) 6. Why do you think "there came a faint sigh of relief" after Miss Enderby left the classroom? Describe the children's behaviour after she left. 7. What advice given her at college did Anne remember? Did she follow the advice? What was the result? Why did the children behave like that? 8. How did Anne restore the order? Do you think it was the only way out? 9. Comment on the words: "Anne's self-esteem crept back". VII. Comment on the meaning of the prepositions for, in, with in the sentences below: A. 1. ... you are very, very lucky this term to have Miss Lacey for your new teacher. 2. They chose him for their leader. 3. Must you have George for a master — here, and our mother for a school-mistress? 4. I still want you for my wife. B. 1. "Perhaps you could say 'Good morning' to your new teacher?" suggested Miss Enderby in an imperative tone. 2. "Good morning, children," responded Anne in a voice which bore no resemblance to her own. 3. They conversed in a whisper. C. 1. They gazed back in some bewilderment. 2. If a man is in grief, who cheers him; in trouble, who consoles him; in wrath, who soothes him; in joy, who makes him double happy; in prosperity, who rejoices; in disgrace, who backs him against the world? Who but woman? D. 1. Anne looked with fresh interest at Arnold. 2. Anne watched this change with some dismay. 3. With a nervous start Anne hastened forward to the door. 4. She remembered with sudden relief some advice given her at college in just such a situation, E. 1. ... someone yelped with pain. 2. His voice trembled with horror. 3. He was dying with hunger. 4. The boys were speechless with fear. 5. Ruth's eyes were wide with wonder. VIII. Form adjectives and nouns from the given words with the help of the prefixes an-, in-, mis-, dis-: convenient, convenience; comfort, comfortable; dependent, dependence; different, difference; able, capable; important; experienced; obedient; understanding; honesty. IX. a) Fill in prepositions where necessary: Can you remember your first day... school? It was probably rather confusing. I am sure you ran ... your mother thinking she was deserting you. When the child goes ... school... his first day, he has to watch ... his mother leaving. The teacher must convince him that... the end ... the day his mother and his home will still be there. It is difficult to make the newcomer join ... a game or a walk. A new life, completely different ... what he is used ... begins. The mothers are as upset as their children. They hang...... their eyes fixed ... their children and dislike leaving them ... their fate. The best way to deal... the situation is to get the child used ... the idea... school, to help him ... every way. Much depends ... the parents. ... the beginning ... the term the mother should take her child to see the teacher and to look ... the school. The first day should be something to look......and not to be feared. b) Retell what you've read. c) What measures would you suggest to settle the newcomers? X. Study Vocabulary Notes, translate the illustrative sentences into Russian and write your own sentences with the new words and phrases. XI. Use stare or gaze instead of look where possible: 1. It's impolite to look at people like that. 2. A big crowd stood on the pavement looking at a broken car. 3. No wonder people stand looking at this picture for hours: it's beautiful. 4. The little boys stood looking at each other ready to start a fight. 5. Look at her: again she is looking out of the window with that strange expression of hers. 6. When I looked at her eyes I guessed that she had cried. 7. The Greek myth runs that Narcissus looked at his own reflection in the water until he fell in love with it. 8. He stood looking around as if he tried to impress on his memory everything he saw. XII. Fill in a) look or seem: 1. The weather ... quite warm though it's only 5°C above zero. 2. The children ... tired but they... greatly pleased with the trip, don't they? 3. The host and the hostess ... a bit oldfashioned, but they ... to be hospitable and friendly. 4. She ... to be very light-minded, but she only... it, in fact she is a very serious and hard-working student. 5. My brother says that people usually ... what they are and I believe that people are very often quite different from what they... to be. b) another or different. 1. The teacher tried to explain the rule in a ... way and I understood it at once. 2. The schoolboy returned the book he had read and asked for... book, but of a... kind, he said, as he wanted to have a rest from detective stories. 3. I asked for a pair of shoes of a... kind, but the shop-girl said that the rest of the shoes were not my size. с) stretch or run: 1. A small stream ... along the road. 2. These steppes ... to the South for miles and miles. 3. The path ... across the field for a mile and then was lost in the forest. 4. No matter how hard I looked I saw only a vast plain... before me. 5. The ugly scar (шрам) ... right across the man's left cheek. 6. For how many kilometers does this forest...? d) comfortable or convenient 1. I like to sleep on a camp-bed, I find it very .... 2. I believe Friday the only ... day for our meeting, we have only four lectures on that day. 3. Though the flat was rather .... warm, light and cosy, it was not... for our work as it was rather small. 4. These shoes are very... for wear in wet weather as they have rubber soles. e) join or unite: 1. The two streams ... at the foot of the mountain. 2. ... we stand, divided we fall. 3. One by one the children ... in the game. 4. The partisans’ detachment... the regular army and the enemy lost the battle against their ... forces. 5. All peace-loving people should ... in their straggle against a new war. 6. Won't you... me in a walk? ХIII. Paraphrase the following: 1. It is of no importance. 2. Rivers flow into the sea. 3. You can't rely on him. 4. Make yourself at home 5. French is unlike English in having far more verbal inflexions. 6. He seems to be ill. 7. Connect these points with a line. 8. This street stretches east and west. 9. He refused to live at the expense of his parents. 10. I disagree with you. 11. I'll drive the car into the garage. 12. Will you come with us? 13. I met him by chance in London last week. 14. Listen to me, Tom! 15. This tool is easy to use. 16. These are not the same people with the same name. 17. Why is Jane silent? XIV. Translate these sentences into Russian. Write your own sentences with the new words and phrases: 1. He looked about the room and caught sight of the case containing the jewels which had been carelessly left open on the table. 2. The difference was curious between her intense expectation of the previous day and her present indifference. 3. United we stand, divided we fall. 4. My father reminded me that I was entirely dependent upon him. 5. The many men he ran across, belonging to a different world, had filled him perhaps with admiration and envy. 6. I'm always doing things on the spur of the moment — to my own inconvenience and other people's. 7. It made him uncomfortable to alter his plans and think out something new. 8. He was angry with Norah because she had not let the matter rest. XV. Retell the text: a) in indirect speech; b) as if you were Anne. XVI. Write: a) a letter from Anne to a friend of hers about her first experience at school, b) an answer of a friend of Anne's to this letter. XVII. Make up dialogues based upon the text between: a) Anne and a friend of hers, a young teacher discussing their first lessons; b) Anne and Miss Enderby discussing the problem of discipline in class; c) Anne and her college teacher discussing situations like that described in the text. XVIII. Miss Barrett, a young teacher from Bel Kaufman's 'Up the Down Staircase', once "had an epidemic of unprepared students". Study the reasons they gave for neglecting to do their homework. What other reasons could they have given? Elect one student to play the part of the teacher who should respond in each case. Role-play the whole situation. Why I Didn't Do My Homework — I know homework is essential to our well-being, and I did it but I got into a fight with some kid on our way to school and he threw it in the gutter. — My dog chewed it. — I didn't know we were supposed to do it. — I fell asleep on the subway because I stayed up all night doing my homework, so when it stopped at my station I ran through the door not to be late and left it on the seat on the subway. — I did it but left it home by mistake. — The baby spilled milk on it. — My brother took "my" homework instead of "his". — The page was missing from my book. — I lost my book and just found it. — There's no room in my house now my uncle moved in and I have to sleep in the hall and couldn't use the kitchen table. — Someone stole it. — What homework? XIX. Translate the following putting it in your own words. Comment on what yon have read: ... Детей нет — есть люди, но с иным масштабом понятий, с иным запасом опыта, иными влечениями, иной игрой чувств. Помни, что мы их не знаем... Все современное воспитание направлено на то, чтобы ребенок был удобен, последовательно, шаг за шагом, стремится усыпить, подавить, истребить все, что является волей и свободой ребенка, стойкостью его духа, силой его требований. Вежлив, послушен, хорош, удобен, а и мысли нет о том, что будет внутренне безволен н жизненно немощен.... Обратили ли вы внимание, как часто, когда раздается в передней звонок, вы слышите просьбу: — Я отворю? Во-первых, замок у входных дверей трудный, во-вторых, чувство, что там, за дверью, стоит взрослый, который сам не может сладить и ждет, когда ты, маленький, поможешь... Вот какие небольшие победы празднует ребенок, уже грезящий о дальних путешествиях, в мечтах он — Робинзон на безлюдном острове, а в действительности рад-радехонек, когда позволят выглянуть в окошко. (Януш Корчак. Как любить детей.) |
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