Яков Аракин - Практический курс английского языка 2 курс

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 flowinto the sea. 3. You can't relyon him. 4. Make

yourself at home5. French is unlike Englishin having far more verbal inflexions. 6. He seems to

beill. 7. Connectthese points with a line. 8. This street stretcheseast and west. 9. He refused to live

at the expenseof his parents. 10. I disagreewith you. 11. I'll drivethe car into the garage. 12. Will

you come withus? 13. I met him by chancein London last week. 14. Listen to me, Tom! 15. This

tool is easy to use. 16. These are not the samepeople 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 aboutthe room and caught sight of the case containing the jewels which had

been carelessly left openon the table. 2. The difference wascurious between her intense

expectation of the previous day and her present indifference. 3. Unitedwe stand, divided we fall. 4.

My father reminded me that I was entirely dependentupon him. 5. The many men he ran across,

belonging to a differentworld, had filled him perhaps with admiration and envy. 6. I'm always doing

things on the spur of the moment — to my own inconvenienceand other people's. 7. It made him

uncomfortableto 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.)

XX. Arrange a talk on the following topics

1. Difficulties awaiting young teachers.

2. Reasons for children's being unmanageable.

3. How to direct a child's energy into the right channels.

4. Ideal upbringing.

XXI. Translate these sentences:

1. Я огляделась вокруг и увидела, что в поселке (village) не осталось ни одного

деревянного дома. 2. Старый доктор остался тем же добрым, искренним человеком, каким

(that) мы знали его с детства. 3. Остается по крайней мере месяц до нашего отъезда, но мы

уже с нетерпением ждем отпуска и строим разные планы на лето. 4. Дай мне знать, если ты

решишь остаться у своей тети на остальную часть каникул, я тогда присоединюсь к тебе. 5.

Остается одно: попросить эту старушку присмотреть за детьми. 6. Послушай, я подмету пол и

помою посуду, а ты сделаешь все остальное, ладно? — Хорошо. 7. Несколько человек