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B) Think of situations or microdialogues consisting of a statement (or a question) and a reply to it using the words mentioned above.

Читайте также:
  1. A) Practise using the words and word combinations in bold type to make other comparisons between some two-four regions of Russia. Write your best sentences down.
  2. A) Put the words in brackets in the correct places in the sentences.
  3. After studying the definitions above, use these new words in the sentences below.
  4. After studying the definitions above, use these new words in the sentences below.
  5. After studying the definitions above, use these new words in the sentences below.
  6. American Terminology is sometimes confusing
  7. AND SEMANTIC MOTIVATION OF WORDS
  8. And there was a great deal more in that than you would think.
  9. B) Make up dialogues discussing the points above.
  10. B) Speak about the traffic in this country using the word combinations in bold type.

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 ofthe 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?


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