UNIT SIX
I SPEECH PATTERNS
1. I needn't have hurried.
Cf. You needn't go there tomorrow. — You needn't have gone there yesterday.
I needn't tell him that; he knows it. — I needn't have told him that; he knew it already.
The teacher needn't explain such simple things; the pupils know them. — The teacher needn't have explained such simple things; the pupils knew them.
You needn't ask this question. — You needn't have asked this question.
2. He'd been talking more than usual.
You've come later than usual.
Our homework today is longer than usual.
Yesterday this actress played better than usual.
Tomorrow I am to get up earlier than usual.
3. He looked at me with those kind blue eyes of his.
I knew too well that charming smile of hers.
You needn't repeat to me those lies of yours.
I really don't know what to do with this naughty child of mine.
I don't like that sharp voice of your friend's.
Who said that? Of course, that dear husband of Mary's.
EXERCISES
I. Paraphrase the following sentences, using Patten 1:
Pattern 1: 1. Why did you answer this question? It was not meant for you. 2. He spoke too long, it bored everybody present. 3. There was no reason why she should get so excited over a little thing like that. 4. Was it necessary to bother such a busy man with this unimportant question? 5. Why have you come to meet me? There was no need for you to bother.
II. Complete the following sentences, using the patterns:
Pattern 2: 1. Today she has been answering her task even better ... . 2. Are you ill? You are looking ... . 3. The way to his office seemed to him on that day ... . 4. He was in love, and the sun seemed to shine .... 5.... earlier than usual. 6. The soup tastes even .... 7.... later than usual.
Pattern 3:1. She addressed us angrily in that harsh ... . 2. Did you happen to see that charming ... ? 3. I didn't want to come up to you, because you were so busy speaking to that dear .... 4. I don't like the way she treats that miserable .... 5. I wish I knew how I should bring up this dear .... 6. No one any longer believes those ... . 7. If I were you, I should throw away these .... 8. Who could have done such a thing but...? 9. I have heard a lot about that....
III. Translate these sentences into English:
1. Вам не нужно было приходить сюда так рано. Никто еще не пришел. 2. Из-за этих своих тесных туфель она еле-еле шла. Мы добрались до остановки автобуса позже, чем обычно, и, конечно, автобус уже ушел. 3. В этот день Джуди была больна и чувствовала себя несчастней, чем обычно. Она не поверила своим глазам, когда ей принесли большую коробку с полураспустившимися розами — подарок этого ее таинственного опекуна.
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)
Maugham, William Somerset (1874-1965): an English writer. He achieved a great success as a novelist with such novels as "Of Human Bondage", "The Razor's Edge" and others, as a dramatist with Ms witty satirical plays "Our Betters", "The Circle", etc., but he is best known by his short stories.
At the beginning of his literary career Maugham was greatly influenced by French naturalism. Later on, his outlook on life changed. It became cool, unemotional and pessimistic. He says that life is too tragic and senseless to be described. A writer can't change life, he must only try to amuse his reader, stir his imagination. And this is where Maugham achieves perfection: his stories are always fascinating. Maugham's skill in depicting scenes and characters with a few touches is amazing and whether he means it or not his novels, stories and plays reveal the vanity, hypocrisy and brutality of the society he lives in. So does the story "A Friend in Need". Burton, a prosperous businessman, is not.in the least concerned about the troubles and needs of those who have failed in life. Without a moment's hesitation he sends a man to death just because his presence bores him, and later on he remembers the fact with a "kindly chuckle".
When Maugham described people and places in his short stories, he did it mostly from his personal experience.
"It's rather a funny story," he said. "He wasn't a bad chap. I liked him. He was always well-dressed and smart-looking. He was handsome in a way, with curly hair and pink-andwhite cheeks. Women thought a lot of him. There was no harm in him, you know, he was only wild. Of course he drank too much. Those sort of fellows always do. A bit of money used to come in for him once a quarter and he made a bit more by card-playing. He won a good deal of mine, I know that."
Burton gave a kindly little chuckle. I knew from my own experience that he could lose money at bridge with a good grace.
"I suppose that is why he came to me when he went broke, that and the fact that he was a namesake of mine. He came to see me in my office one day and asked me for a job. I was rather surprised. He told me that there was no more money coming from home and he wanted to work. I asked him how old he was.
"Thirty-five," he said.
"And what have you been doing hitherto?" I asked him.
"Well, nothing very much," he said.
I couldn't help laughing.
"I'm afraid I can't do anything for you just yet," I said. "Come back and see me in another thirty-five years, and I'll see what I can do."
He didn't move. He went rather pale. He hesitated for a moment and then told me that he had had bad luck at cards for some time. He hadn't been willing to stick to bridge, he'd been playing poker, and he'd got trimmed. He hadn't a penny. He'd pawned everything he had. He couldn't pay his hotel bill and they wouldn't give him any more credit. He was down and out. If he couldn't get something to do he'd have to commit suicide.
I looked at him for a bit. I could see now that he was all to pieces. He'd been drinking more than usual and he looked fifty. The girls wouldn't have thought so much of him if they'd seen him then.
"Well, isn't there anything you can do except play cards?" I asked him.
"I can swim," he said.
"Swim!"
I could hardly believe my ears; it seemed such an insane answer to give.
"I swam for my university."55
I got some glimmering of what he was driving at. I've known too many men who were little tin gods at their university to be impressed by it.
"I was a pretty good swimmer myself when I was a young man," I said.
Suddenly I had an idea.
Pausing in his story, Burton turned to me.
"Do you know Kobe?" he asked.
"No," I said, "I passed through it once, but I only spent a night there."
"Then you don't know the Shioya Club. When I was a young man I swam from there round the beacon and landed at the creek of Tarumi. It's over three miles and it's rather difficult on account of the currents round the beacon. Well, I told my young namesake about it and I said to him that if he'd do it I'd give him a job. I could see he was rather taken aback.
"You say you're a swimmer," I said.
"I'm not in very good condition," he answered.
I didn't say anything. I shrugged my shoulders. He looked at me for a moment and then he nodded.
"All right," he said. "When do you want me to do it?"
I looked at my watch. It was just after ten.
"The swim shouldn't take you much over an hour and a quarter. I'll drive round to the creek at half past twelve and meet you. I'll take you back to the club to dress and then we'll have lunch together,"
"Done," he said.
We shook hands. I wished him good luck and he left me. I had a lot of work to do that morning and I only just managed to get to the creek at Tarumi at half past twelve. But I needn't have hurried; he never turned up."
"Did he funk it at toe last moment?" I asked.
"No, he didn't funk it. He started all right. But of course he'd ruined his constitution by drink and dissipation. The currents round the beacon were more than he could manage. We didn't get the body for about three days."
I didn't say anything for a moment or two, I was a trifle shocked. Then I asked Burton a question.
"When you made him that offer of a job, did you know he'd be drowned?"
He gave a little mild chuckle and he looked at me with those kind and candid blue eyes of his. He rubbed his chin with his hand.
"Well, I hadn't got a vacancy in my office at the moment."
VOCABULARY NOTES
1. to curl υt/i. 1. завивать(-ся), закручивать(-ся), e.g. She has curled her hair. The old man was curling his long moustache.
2. виться, клубиться, е.g. Does her hair curl naturally or does she curl it in curlers? The smoke from our camp-fires curled upwards among the trees.
to curl one's lip презрительно кривить рот, е.g. I don't like the way she curls her lip when talking to me.
to curl up свертывать(-ся), е.g. The child curled up in the arm-chair and went to sleep.
curling adj вьющийся (о волосах)
Cf. curled adj завитой and curly adj кудрявый, е.g. I don't like curled hair. But I liked this plump curly-headed little boy.
curl n 1. локон, завивка; 2. все, что имеет форму завитка, е.g. The girl had long curls over her shoulders. How do you keep your hair in curl? Soon we saw the curls of smoke rise upwards.
2. to break (broke, broken) υt/i 1. ломать(-ся), разбивать(-ся), е.g. Не fell and broke his leg. Who broke the window? Glass breaks easily.
to break (smth.) in two (three, etc.) разбить(-ся), разломать(-ся), разорвать(-ся) на две (три и т.д.) части, е.g. The mother broke the bread in two and gave each child a piece.
to break to pieces разбить(-ся) вдребезги, е.g. The vase fell and broke to pieces.
2. чувствовать себя разбитым (морально, физически), разориться, usu. to be broken, е.g. Не was completely broken as the result of the failure of his business. She was broken after her husband's death.
3. нарушать, as to break the law, a promise, one's word, an appointment
Ant. to keep, е.g. She broke the appointment. = She did not keep it
to break with smb. or smth. (old habits, traditions, etc.) порвать с.., покончить с..., е.g. Не can't break with his bad habits.
to break off прекратить внезапно (разговор, беседу), е.g. When she came in he broke off. He broke off in the middle of a sentence.
N o t e: No object after break off. Cf. in Russian: прекратить разговор.
to break out начинаться внезапно, вспыхнуть (об эпидемии, пожаре, войне), е.g. A fire broke out during the night.
to break through (smth.) прорывать(-ся), е.g. The partisans broke through the enemy's line.
to break the record побить рекорд
break n перемена, перерыв (в работе, учебе и т.д.), е.g. I feel tired, let's have a break. We're working since nine o'clock without a break.
3. to stick (stuck, stuck) υt/i 1. приклеивать(-ся), наклеивать; липнуть; прикреплять, as to stick a stamp on a letter, to stick a notice on a board. These stamps won't stick. The nickname stuck to him.
2. оставаться; держаться, придерживаться? стоять на своем, е.g. Friends should stick together. You must stick to your promise. Though Tom saw that nobody believed him, he stuck to his words. Stick to business! (He отвлекайтесь!)
3. втыкать, затыкать; засовывать, е.g. The girl stuck a flower in her hair. He stuck his hands in his pockets.
4. застрять, завязнуть, е.g. The splinter stuck in my finger. The car stuck in the mud. The key stuck in the keyhole.
4. to drive (drove, driven) υt/i 1. гнать (скот); преследовать (неприятеля), е.g. Не drove the horses into the forest.
2. править, управлять (машиной, автомобилем), е.g. He's learning to drive.
3. ехать (в автомобиле, экипаже), е.g. Shall we drive home or walk?
N o t e: With reference to travelling on a bicycle, on a horse or other animal the verb to ride is used, е.g. He jumped on his horse and rode away. He rode over on his bicycle to see me yesterday.
to drive up (away) подъезжать (отъезжать), e.g. We drove up to the house.
to drive at (colloq.) клонить к чему-л., намекать на что-л., е.g. I could not understand what he was driving at.
to drive smb. mad сводить с ума
drive n катание, езда, прогулка (в автомобиле, экипаже), е.g. We had a nice drive.
to go for a drive прокатиться, совершить прогулку в автомобиле, е.g. Shall we go for a drive round the town?
driver n шофер, водитель, машинист, as a bus-driver, tram-driver, taxi-driver, engine-driver
5. pause n пауза, перерыв; передышка, е.g. There was a short pause while the next speaker got on to the platform. A pause is made because of doubt or hesitation or for the sake of expressiveness when speaking, singing, reading, etc.
Syn. break
to make a pause делать паузу, останавливаться, е.g. The speaker made a short pause to stress his words.
to pause υi делать паузу, останавливаться, е.g. Не paused to collect his thoughts. He went on without pausing.
Syn. stop
N о t e: to stop is usually used when the action is not supposed to continue; to pause is used when there is only a temporary break in the action, especially in speech or writing, е.g. He paused until the noise stopped.
6. to nod υi/t 1. кивать головой, е.g. I asked him if he could ring me up and he nodded. She nodded to me as she passed.
Syn. bow
N о t e: to sod refers lo a quick motion of the head only, and is less formal than to bow, which is a slower, formal bending, usually of the body as well as the head, е.g. The servant bowed and left the room.
Ant to shake one's bead
2. дремать, клевать носом, е.g. She sat in the armchair nodding over her book.
nod n кивок, е.g. She passed me with a nod. She gave me a nod.
7. ruin n 1. гибель, крушение, разорение, е.g. The death of Davy's mother was the ruin of his hopes.
to bring smb. (smth.) to ruin разорить, погубить, е.g. Не brought his family to ruin.
2. развалины (often pl), руины, е.g. The ruins of Rome. The enemy left the city in rains.
rain υt губить, разрушать, разорять
to ruin one's life (hopes, business, constitution), е.g. He knew that he himself had ruined his life by stealing the money.
to rain oneself разориться, е.g. The fellow rained himself by card-playing.
ruinous adj разорительный, губительный, разрушительный
8. to rub υt/i тереть(-ся), натирать, е.g. The gymnast rubbed his hands with talc. The dog rubbed its nose against my coat.
to rub smth. dry вытирать насухо, е.g. Не rubbed Ms face (hands) dry.
to rub in втирать (мазь и т. д.), е.g. Rub the oil in well.
to rub off стирать (удалять с поверхности), е.g. Rub the words off the blackboard.
to rub out стирать (написанное чернилами, карандашом), в. д. She rubbed all the pencil marks out.
to rub one's hands (together) потирать руки от удовольствия, е.g. His manner of rubbing bis hands gets on my nerves.
rub n, е.g. She gave the spoons a good rub.
9. vacant adj незанятый, свободный; вакантный, пустой, е.g. The telephone booth was vacant and I was able to telephone at once. She gazed into vacant space.
N o t e: The Russian words свободный and пустой have different English equivalents:
1. свободный may be translated by vacant, free, not engaged, spare, loose.
vacant means "not occupied," as a vacant seat (room, house, flat); a vacant post (position); a vaсant mind
free means "independent," as a free person; a free state; free will
not engaged means "not occupied, not busy," е.g. You are not engaged now, are you?
Ant. engaged, busy
Spare means "additional to what is usually needed," е.g. I have spare time today. I've got spare cash about me and can lend you 3 or 5 roubles.
loose means "not tight or not fitting close," е.g. He had loose clothes on. All the window frames in my flat are loose.
Ant tight
2. пустой has the following English equivalents: vacant, empty, blank, shallow.
(See the notes to the word blank on p. 164.)
vacancy n вакантная должность, е.g. We have a vacancy on our staff. We advertised for a secretary to fill the vacancy.
NOTES ON WORD-FORMATION
The verb to land was made from the noun land by means of conversion which is a very productive way of making new words in modern English.
In conversion, a new word and the one from which it is produced have the same phonetic shape but always belong to different categories or parts of speech, so that verbs may be produced from nouns or adjectives (е.g. to hand вручать; to comb причесывать; to pocket класть в карман; to pale бледнеть), nouns from verbs (е.g. break перерыв; drive поездка; find находка), etc.
The other two main ways of word-building are affixation (or so called derivation) and composition.
In affixation new words are produced with the help of affixes (that is suffixes and prefixes), е. g: beautiful, swimmer, unbelievable.
In composition new words are produced from two or more stems, е.g.: classroom, wall newspaper, good-for-nothing, blue-eyed, etc.
ESSENTIAL VOCABULARY (I)
Words
break υ, n hesitate υ ruin υ, n
curl υ, n land υ ruinous adj
curled adj namesake n shock υ
curling adj nod υ, n smart (-looking) adj
curly adj pause υ, n stick υ
current a. rather adv vacant adj
drive υ, n rub υ vacancy n
driver n
Word Combinations
in a way to break off to be willing to do smth.
to break out to stick to smth. (smb.) to break the record
to be down and out to break with to commit suicide
to curl one's lip to drive at to curl up
on account of to drive up (away) to be taken aback
to drive smb. mad to shrug one's shoulders to make a pause
to have bad (good) luck to rub one's hands (together)
to rum up to bring smb. (smth.) to ruin
EXERCISES
I. Read the text and do the following (A. Grammar, B. Word usage, C. Word-formation).
A. 1. Pick out from the text all the irregular verbs and give their four forms. 2. Search the text for -ing-forms and classify them according to their functions in the sentences. 3. Mark all the cases of Sequence of Tenses in the text and comment on them (explain the rules). 4. Select sentences with the verb go used as a link verb; what other verbs can be used in the same function?
B. 1. Pick out from the text words and phrases describing appearance. 2. Tick off all introductory phrases used by Burton; use them in sentences of your own. 3. Pick out all the sentences with the word rather and translate them into Russian. 4. Paraphrase all the sentences with the verb get.
C. 1. Pick out from the text all compound words and identify their type. 2. Construct some compounds modelling them after well-dressed and smart-looking. 3. Search the text for verbs and nouns formed by means of conversion.
II. Translate in writing three paragraphs from the text: 1) the first paragraph, 2) the paragraph beginning with "He didn't move" and 3) the paragraph from "Swim!" up to "Suddenly I had an idea". Read the translation in class and discuss it with your fellow-students. III. a) Transcribe these words:
handsome, well-dressed, quarter, experience, lose, suicide, pausing, current, aback, shoulder, drowned.
b) Transcribe and explain the rules of reading these words:
wild, rather, curl, pawn, pass, constitution, dissipation, beacon, question, half, vacancy, poker, trifle.
IV. Write twenty special questions about the text In each question use one of the phrases from Essential Vocabulary (I). V. Fill in prepositions:
1. handsome ... a way; 2. to know... one's own experience; 3. He could lose money ... bridge ... a good grace. 4. to have bad luck ... cards; 5. He did not want to stick ... bridge. 6. He was all... pieces. 7. I understand what he was driving .... 8. I landed ... the creek of Tarumi. 9.... account...; 10. He never turned....
VI. Study Vocabulary Notes and translate the illustrative examples into Russian. VII. Answer the following questions:
1. Burton thought that what he was telling was "rather a funny story." Do you also think so? Why don't you? Why did Burton think it funny? 2. What kind of man was young Barton? What do you think of his way of living? Do you approve of it? Why not? 3. Why do you think young Burton turned to his namesake for help when he was rained? 4. What was the situation in which he found himself? 5. What did Burton mean by saying that his young namesake was "down and out"? that he was "all to pieces"? 6. What did young Burton mean when he said that he "swam for his University"? 7. On what condition did Burton promise a job in his office to his namesake? What do you think of this condition? 8. Why did young Burton accept it? He knew he was not in good condition, didn't he? 9. What happened to him? 10. Do you think old Burton knew that bis namesake would be drowned? Why do you think so? 11. Why did Burton send his namesake to almost sure death? 12. What kind of man do you think old Burton was? 13. Why does the author emphasize when speaking about old Burton his "kindly chuckle," "mild chuckle," "those candid and kind blue eyes of his"?
VIII. Write an outline of the story. You may try three ways: a) following the chain of true events; b) sticking to the story as told by the author or c) building it up round the main idea of the story. 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 witnesses for the prosecution or the defence.
The rest of the group are acting as members of the jury and 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 defence proceeds 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 defendant is found guilty, the judge passes sentence on 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, helps to keep out the cold. They are fed during the swim by men who go with them in small boats.
b) Retell the text above using the phrases in italic type. c) Comment on the text. Say if you think such a competition is a sport. XXIII. Try your hand at teaching. 1. Say what you would do in the teacher's position:
Anna, a fourth form pupil, surprised and shocked the children in class because of the long dangling earrings she was wearing. At first the teacher decided to ignore this, hoping the children would soon ignore it also. However, the subdued but excited noise continued. Everyone wanted to see and touch the earrings.
2. Practise your Classroom English.
Prepare a short test on the vocabulary of Unit Six. Play the part of the teacher and give the test in class, check it and comment on each work. (See "Classroom English". Sections VII, IX.)
LABORATORY EXERCISES (I)
1. Listen to the text "A Friend in Need", mark the stresses and tunes. Read the text following the model.
2. a) Paraphrase the given sentences,
b) Make up sentences contrasting to the given ones using the verb need and a suggested noun.
c) Respond to the remarks using the given pattern.
3. Write a spelling-translation test.
4. Change the given sentences according to the model.
5. Task I. Listen to the English sentences and write down the Russian translation. Check your translation with the key (written work).
Task II. Translate your phrases back into English and check them with the key.
6. Listen to the text "The Story of Arthur Bloxham" or some other story on students' life; write 10 questions to the text. Get ready to discuss it in class.
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