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. Tick the names off ... .3. I hate swotting up before exams .... 4. Keep an eye open for ... . 5. Young teachers ... mark and grade the papers. 6. The results of the written test will come out ... . 7. ... adopted such an attitude towards people. 8. ... get through. 9. He's just the sort of person ... cut you short. 10. ... rallied her thoughts. 11. The chairperson called out the names of the students who ... . 12. Never raise your voice ...

12. Pair work. Make up and act out situations, using the phrases and word combinations:

1. Imagine that you are sharing your experience in the technique of taking examinations with a freshman. You are not exactly a hardworking student.

2. Imagine you are instructing a young teacher who is to be an invigilator at the written exam.

13. Translate the following sentences into English, using the phrases and word combinations:

1. Все уговаривали его воспользоваться шпаргалкой на экзамене, но он твердо стоял на своем в желании сдать экзамен самостоятель­но. 2. Деловая Диана просматривала список гостей на прощальный

обед и отмечала галочкой тех, кого считала ненужным приглашать. 3. Майк, ты что, много занимался перед экзаменами? Никогда не по­верю, что ты способен на это. 4. Следите, пожалуйста, за этим моло­дым человеком, он вполне способен воспользоваться шпаргалками на экзамене. 5. Обычно требуется неделя, чтобы проверить экзаме­национные работы в колледже. 6. Результаты собеседования будут известны через три дня. 7. Дороти сосредоточилась (собралась с мыслями), приняла суровый вид и открыла заседание совета дирек­торов. 8. Ему удалось проскочить на экзамене, хотя времени на зуб­режку медицинских терминов ему не хватило. 9. Честер начал было объяснять ситуацию, но Рэй резко оборвал его. 10. Руководитель группы называл имена участников, и они отходили в сторону. 11 . Он никогда не повышал голос на своих подчиненных, но они были гото­вы выполнить любую его просьбу.

14. Explain what is meant by:

1. Examinations touch off his fighting spirit. 2. A single in­vigilator sat on a raised platform to keep an eye open for fla­grant cheating. 3.... hoping by an incomplete sentence to give the examiners the impression of frustrated brilliance. 4. Confu­sion breeds confusion and he will come to the end of his inter­rogation struggling like a cow in a bog. 5. "It's the same idea as talking about passing away and going above instead of plain dying."

15. Answer the following questions and do the given assignments:

a) 1. Why does Gordon equate the final examinations with death? How does he define an examination? 2. What is the usual way medical students prepare for examinations? 3. Why were the students so particular to humour Malcolm Maxworth? 4. Describe the procedure of the written examination as presented by the author. 5. In Gordon's opinion why are oral examinations so unpopular with the students? 6. Describe the psychological types fairly commonly seen in viva waiting-rooms. 7. Why were the days after the oral examination black ones for the students? 8. What was Grimsdyke's theory about failing exams? 9. In what way are the examination results usu­ally announced? 10. How did Gordon feel when he learned that he had passed the exams?

b) 1. What is the general slant of the story? 2. What imag­ery is employed by the writer in describing the student's an-

ticipating the examinations? 3. By commenting on six cases of simile chosen from the text explain and bring out the effective­ness of this stylistic device in the description of the examina­tions. 4. Explain and discuss the effectiveness of the allusion "judgement day" for conveying the students' fear of the examinations. 5. How does the author describe the difference between the psychological types of students at the examina­tions? What makes the description convincing? 6. Show how the writer conveys a sense of futility and despair in the de­scription of the aftereffect of the examination on the students. Bring out the effectiveness of the sustained metaphor in creat­ing the sense of futility Richard had after the examinations. 7. In what way is the atmosphere of growing suspense created? Show its function in conveying the sense of anticipation and excitement which is generated towards the end of the extract. 8. What contrast in mood and atmosphere do you detect be­tween the whole text and the last paragraph? 9. By referring to four examples from the text, comment on the writer's sense of humour. 10. What impressions of Gordon's character do you derive from this passage?