Why I Didn't Do My Homework

ESSENTIAL COURSE

UNIT ONE

I SPEECH PATTERNS

1. If I were you, I should keep an eye on that boy.

(C/: If I am well, I shall have a walking holiday.) If I had time, I should go to the theatre tonight. If we were hungry, we should have a bite. If you did not work enough, you wouldn't get good marks. If Anne were in Moscow, she would ring me up. If the weather were fine, we could go for a walk.

2. I rather like the idea of having a cup of tea then.

I dislike the idea of staying at home on such a fine day.

The children liked the idea of going for a walk.

Allof us liked the idea of spending the day off out of town.

We disliked the idea of staying in town the whole sum­mer.

Why don't you like the idea of having dinner at my place?

EXERCISES I. Rewrite these sentences, using Pattern 1:

Example: a) If it is cold, we'll put on our warm coats.

If it were cold, we should put on our warm coats,

b) If my friends come to see me, I'll be very glad. If my friends came to see me, I should be very glad.

I. If the boy is hungry, I'll give him something to eat. 2. If the supper is ready, we'll sit down to table. 3. If I get a good mark for my composition, I'll be happy. 4. If Mary has more free time, she'll read more. 5. If the weather changes, we'll go boating. 6. If I have no opportunity to see him, I'll be very sorry. 7. If it doesn't rain, I shan't have to take my umbrella with me. 8. If she finishes everything on Friday, she won't have to work on Saturday. 9. If you catch a cold, you'll have to stay at home. 10. If the child doesn't do what I tell him, I'll have to punish him.

II. Answer the following questions:

1. What would you do if you were late for your lesson?

2. Where would you go if you had a holiday now?

3. Who(m) would you invite if you arranged a party? 4. How long would it take you to walk home from the University? 5. Which would you prefer to go to, the Art Theatre or the Bolshoi Theatre? 6. Would you feel glad if it were spring now? 7. Would you like to go to the disco after the lessons? 8. What film would you like to see?

III. Rewrite each of these sentences, using Pattern 2:

Example: The girl thought that it would be good to study a foreign language. The girl liked the idea of studying a foreign language. 1. The students thought that it would be useful to work in the lab twice a week. 2. We liked the suggestion that we should visit our sick friend. 3. The children found that it would be interesting to go on an excursion. 4. We thought that it wouldn't be good to stay indoors all day long. 5. Wouldn't you like to go to the theatre tonight? 6. All of us thought that it would be nice to arrange a party at our Univer­sity. 7. Is there anyone against our spending the holidays in the holiday camp? 8. We thought that it would be good to go to the cinema after the lessons.

IV. Translate these sentences into English:

1. Если бы я не устала, я бы пошла осматривать город. 2 Мы бы не пошли завтра на этот спектакль, если бы это не была премьера. 3. Если бы я жила не так далеко, я бы заходила к вам почаще. 4. Если бы он говорил погромче, публика слушала бы его с боль­шим интересом. 5. Будь у нее плохая память, она не запоминала бы сразу столько цифр (figures). 6. Я ничего не имела бы против поездки в Крым, если бы там не было сейчас так жарко. 7. Нам всем понравилась его мысль встретиться в начале учебного года.

V. Act out the dialogue. Make up your own after the model:

Dick: What would you do if you had a boat?

To m: I would sail in it, of course.

Dick: Where would you sail?

Tom: All around the coasts of Britain. I would even try to sail across the Atlantic if my boat were big enough.

Dick: What would you do if your parents didn't let you sail?

Tom: I would run away from home, I suppose. Dick: What would you do if your boat were wrecked in a storm?

Tom: I would get drowned, I suppose.

D i с k: It is just as well you haven't got a boat, I suppose.

VI. Explain the meaning of the following sayings and Illustrate them:

1. If it were not for hope, the heart would break. 2. If the pills were pleasant, they would not be gilded. 3. If there were no clouds, we should not enjoy the sun. 4. If things were to be done twice all would be wise.

TEXT. ANNE MEETS HER CLASS

The children fixed their eyes upon Anne. Anne gazed back, feeling helpless.

"Now, children," began Miss Enderby firmly, "you are very, very lucky this term¹ to have Miss Lacey for your new teacher."

Anne gave a watery smile. The children's faces were un­moved.

"Miss Lacey," repeated Miss Enderby with emphasis. "Can you say that?"

"Miss Lacey," chorused the class obediently.

"Perhaps you could say 'Good morning' to your new teacher?" suggested Miss Enderby in an imperative tone.

"Good morning. Miss Lacey," came the polite chorus.

"Good morning, children," responded Anne in a voice which bore no resemblance to her own.

Miss Enderby motioned to the children to take their seats. "I should give out paper and coloured pencils," said Miss Enderby, "as soon as you've called the register². Keep them busy while you're finding your way about the cupboards and so on."

She gave a swift look round the class. "I expect you to help Miss Lacey in every way," said the headmistress. "D'you hear me, Arnold?"

The little boy addressed, who had been crossing and un­crossing his eyes in an ugly manner for the enjoyment of his neighbours, looked suitably crest-fallen.

"If I were you, I should keep an eye on that boy," mur­mured Miss Enderby. "Broken home — brother in Borstal — and some rather dreadful habits!"

Anne looked with fresh interest at Arnold and thought he looked quite different from what Miss Enderby said about him. Far too innocent and apple-cheeked to have such a record. But even as she looked, she saw his pink face express his scorn of Miss Enderby who was giving her final messages to the new teacher.

"Break at ten forty-five, dear," said the headmistress. "Come straight to the staff room. I will wait there till you join us. I will introduce you to those you didn't meet on your first visit. How do you like the idea of having a cup of tea then? We need rest after all. If there's anything that puzzles you, I shall be in my room. You can depend on me. Just send a mes­sage by one of the children."

She made her way to the door and waited before it, eye­brows raised as she turned her gaze upon the children. They gazed back in some bewilderment.

"Is no one going to remember his manners?" asked Miss Enderby.

With a nervous start Anne hastened forward to the door, but was waved back by a movement of her headmistress's hand. A dozen or more children made a rush to open the door. A freckled girl with two skinny red plaits was the first to drag open the door. She was rewarded by a smile.

"Thank you, dear, thank you," said Miss Enderby and sailed majestically into the corridor. There came a faint sigh of relief as the door closed behind her, and the forty-six tongues which had so far kept unnaturally silent began to wag cheerfully. Anne watched this change with some dismay. She remembered with sudden relief some advice given her at college in just such a situation.

"Stand quite still, be quite calm, and gradually the chil­dren will become conscious that you are waiting. Never, nev­er attempt to shout them down."

So Anne stood her ground waiting for the chattering to subside. But the noise grew in volume as conversations became more animated. One or two children ran across the room to see their distant friends. Two little boys attacked each other. A child with birthday cards was displaying their beauties to an admiring crowd round her desk. Arnold had removed his blue pullover and was attempting to pull his shirt over his head, in order to show his friends a scar on his shoulder-blade.

'Amidst growing chaos Anne remained silent. She looked at the clock which jerked from one minute to the next and de­cided to let it leap once more before she abandoned hope.

One crumb of comfort, if comfort it could be called, re­mained with her. This was an outburst of natural high spirits. Her presence, she noted, meant nothing at all to them.

A chair fell over, someone yelped with pain, there was a burst of laughter, and Anne saw the clock jump to another minute. Anne advanced into action.

"To your desks!" she roared, "And quickly!" With a pleasurable shock she saw her words obeyed. Within a minute order had returned. Refreshed by the break the children turned attentive eyes upon her. Anne's self-esteem crept back.

(From "Fresh from the Country" by Miss Reed)

VOCABULARY NOTES

1. to look v i/t 1. смотреть, глядеть, е. д. I looked (up, down) at the opposite house, but saw no lights in its windows.

Syn. to stare, to gaze

to look means "to use one's eyes, to try to see", e. g. He looked at me, but didn't recognize me.

to stare means "to look steadily, with wide-open eyes, of­ten with curiosity or surprise, or vacantly (бессмысленно, рассеянно)". We may stare at a person or thing, into the water, distance, fire or anything that has depth (пристально смот­реть, глазеть, таращить/пялить глаза), е. д. Не stared at me as if I had asked him to do something impossible. He stared at the fire, deep in thought.

to gazemeans "to look at smb. or smth. (or into smb.'s eyes) usu. long and steadily with interest, love, desire, in won­der, admiration, etc.", e. g. He's very fond of this picture, he can gaze at it for hours. The lovers stood with their hands clasped, gazing into each other's eyes.

to look aboutосматриваться, оглядываться по сторонам, е. д. I looked about, but saw no peopie anywhere.

Look ahead!Берегись!

to look (a thing) throughпросматривать что-л., е. g. Look through those documents, please.

to look afterзаботиться, ухаживать за кем-л., чём-л., е. д. I'll look after the child. Don't forget to look after the flowers when I'm away.

to look forискать кого-л., что-л., e. g. I've been looking for you since the very morning.

to look forward to (smth. or doing smth.)предвкушать что-л., с удовольствием ожидать чего-л., е. О". John looked forward to seeing Mario and his wife. Students always look forward to their holidays.

Look here!Послушай! е. g. Look here, wouldn't it be better to stay indoors in such nasty weather?

2. казаться, выглядеть (followed by an adjective, noun or like),e. g. He looks sad. The child looks ill (well). She looks like a real teacher. It looks like rain.

Note:казаться has two English equivalents — to lookand to seem; to lookmeans выглядеть, e. g. He looks young for his age. She looks beautiful in this dress. She looks a child.; toseem means производить впечатление (it expresses various degrees of doubt), e.g. She seems (to be) clever. This village seems (to be) quite small now. He seems (to be) well educated.

lookn 1. взгляд, е. g. There was something strange in his look.

Syn. stare, gaze,e. g. Lanny returned the man's stare, but didn't utter a word. The girl blushed when she noticed the stranger's fixed gaze.

to have a look atвзглянуть, е. g. Have a look at this photo, do you recognize the man?

Note:The English for взгляд = точка зрения is idea, opinion, (pointof) view, e. g. I don't know his point of view on (views on, idea(s) of, opinion of) this subject.

2. выражение, е. g. A took of pleasure came to her face. There was an angry look in her eyes.

2. to differvi 1.различаться, отличаться (fromsmb. orsmth. insmth.), e. g. The two brothers differ in their tastes. His plan differs from all the others.; 2. не соглашаться, рас­ходиться во взглядах (from/with smb. in smth.), e. g. I differ from (with) you in this matter.

Ant. agree(with smb.; to smth.), e. g. Let's agree to differ (пусть каждый останется при своем мнении).

differentadj 1. непохожий, не такой, отличный от (from), е. д. Не is quite different from what I thought him to be. I want a different kind of book this time (but: I prefer books of a dif­ferent kind). Our views on life are different. Ant. alike,e. g. Our tastes are alike.

Note:Don't confuse the words differentand anotherwhich may be translated by the same Russian word другой; е. g. I want another (другой = еще один) piece of cake. I want a different (другой = другого сорта, вида и т. д) piece of cake. Let's try another (еще один) variant. Let's try a different (иного рода) variant.

2. разный, различный, е. д. A department store sells many different things. Every day our students get different written

assignments.

differencen разница, различие, е. д. The difference be­tween our views is not very great. I don't find much difference in the styles of these writers.

to make some (no, not much) difference (to smb.),e. g. Itwon't make much difference whether we do it today or tomor­row. You may stay or leave, it makes no difference to me.

3. rest v i/t 1.отдыхать, лежать, спать; давать отдых, е. д. Не rested for an hour before going on with his work. She likes to rest after dinner. They stopped to rest their horses.

2. опираться, покоиться, держаться на чём-л., е. д. The roof rests on eight columns. There is always a cloud resting on the top of this mountain.

3. оставаться (лежать); класть, прислонять, е. д. Her fingers touched his forehead and rested there. She sat with her elbows resting on the table.

Note:The Russian word оставаться has several English equivalents, е. д. Пусть все остается как есть. Let the matter rest. Я не хочу здесь оставаться. I don't want to stay here. У нас осталось только 5 рублей. Only 5 roubles are left. Все остается без изменений. Everything remains without any changes.

restn покой, отдых, сон, е. д. Rest is necessary after work. I had a good night's rest. We had several rests on our way up the mountains. But: Он отдыхал на юге. Не spent his holiday in the South.

restn (always with def. article) остаток, остальное, ос­тальная часть чего-л.

the rest of(the time, the books, etc.), e. g. Have you writ­ten all the exercises? — No, only half of them. The rest (of the exercises) may be done orally. Only five of us were present at the lesson, the rest (of the group) went to the meet­ing. I'll take an apple and you may take the rest.

4. comfortableadj 1.удобный; комфортабельный; уют­ный, е. д. a comfortable chair, room, bed, house; comfortable shoes, etc.; 2. predic разг. довольный, спокойный, чувствую­щий себя удобно, е. д. I'm sure you'll be very comfortable there; 3. утешительный, успокоительный, е. д. comfortable words

Ant. uncomfortable

to make oneself comfortable,e. g. Mr. Murdoch made him­self comfortable in a chair and ordered a strong black coffee.

comfortn 1.утешение, поддержка, е. д. The news brought comfort to all of us. He was a great comfort to his parents.; 2. успокоение, покой, отдых, е. д. to be fond of comfort, to live in comfort

Ant. discomfort

comfortvt утешать, успокаивать

Note: convenientadj means suitable, handy, serving to avoid trouble or difficulty; e. g. convenient time, method, tool, place, etc. Will this bus be convenient to/for you? Let's arrange a convenient time and place for the conference.

Ant. inconvenient

conveniencen 1.удобство (the quality of being conve­nient or suitable), e. g. at your earliest convenience; for con­venience; 2. {pi.) удобства (device, arrangement, etc. that is

useful or convenient, e. g. central heating, hot water supply), e. g. The house has all modem conveniences.

Ant. inconvenience

5. to run (ran, run)vi/t 1.бежать, бегать, е. д. I ran all the way for fear of being late. As soon as we fired, the enemy ran.

2. ходить, плыть, курсировать (о трамваях, автобусах и пр.), е. д. Trams run on rails. Motor cars run along ordinary roads. The buses run every five minutes.

3. течь, литься, е. д. Torrents of water ran down the streets. Rivers run into the sea. Don't you hear the water running in the kitchen? If you have a bad cold, your nose runs.

4. тянуться, е. g. For several miles the road ran across a

plain.

Note:For the Russian тянуться = простираться the verb stretchis used, e. g. The forest stretched to the South for many miles.

5. гласить, рассказывать, говорить(ся), е. д. So the story runs. The story runs ....

to run into smb.случайно встретиться с кем-л.; to run into smth.натолкнуться на что-л., е. д. Our car ran into the bus. I ran into a friend of mine on my way home.; to run across smb./smth.случайно встретить (натолкнуться на что-л.), е. д. The other day I ran across a very interesting article in the newspaper.: to run over smb.переехать, задавить кого-л., also: to be run over(by a car), e. g. But for the skill of the driver the man would have been run over by the bus. runnern бегун

6. joinvt/i 1.соединять(ся), объединять(ся), е. д. 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 joinusu. means "to put two things together", e. g. The island was joined to the mainland with a bridge.; to uniteusu. means "to join to­gether (by a common aim or bond) several objects so as to form one new unit", e. 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. д. Will you join me in my walk? We'll join you in a few minutes.

3. входить в компанию, вступать в члены, е. д. If I were you I should join this club. He was twenty-two when he joined the army.

7. depend vi 1. зависеть от (on/upon smb. for smth.), e. 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. д. You can depend upon the man. 1 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. д. 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, v differ v join v

comfort n, v difference n look n, v

comfortable adj different adj rest n, v

convenience n gaze n, v run v

convenient adj headmistress n stare n, v

depend v unite v

Word Combinations

to fix one's eyes on/upon smb.

to feel helpless

to give a smile (a nod, a look, etc.)

to bear (to have) a strong resemblance to

to motion to smb.

to give out (pencils, leaflets, readers, workcards, sets of material, etc.)

to call the register (the roll)

to keep an eye on smb.

to give (send) a message

to turn one's eyes (gaze) upon smb./smth.

to run across

to run into

to run over

to shout smb. down

to abandon hope

EXERCISES

I. Read the text 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 -ed, -y? Translate the adjectives:

a) freckled, nosed, haired, winged, horned, 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 foryour new teacher. 2. They chose him fortheir lead­er. 3. Must you have George fora master — here, and our mother fora school-mistress? 4. I still want you formy 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 withfresh interest at Arnold. 2. Anne' watched this change withsome dismay. 3. Witha nervous start Anne hastened forward to the door. 4. She remembered withsudden relief some advice given her at college in just such a situation.

E. i. ... someone yelped withpain. 2. His voice trembled withhorror. 3. He was dying withhunger. 4. The boys were speechless withfear. 5. Ruth's eyes were wide withwonder.

VIII. Form adjectives and nouns from the given words with the help of the prefixes un-, 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 state 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 old-fashioned, 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.

c) 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 struggle against a new war. 6. Won't you ... me in a walk?

XIII. Paraphrase the following:

1. It is of no importance.2. Rivers flowinto the sea. 3. You can't relyon him. 4. Make yourself at home.5. French is un­likeEnglish in 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 expense ofhis 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 differencewas curious 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 ber 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 you 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 и 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 Корчах. 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 остались на волейбольной пло­щадке, а остальные игроки пошли в бассейн поплавать. 8. Вы ище­те ваше пальто? Оно осталось в саду. Разрешите, я его принесу (fetch it).

XXII. Try your hand at teaching.

1. The situation given below could cause difficulties for the teacher. Describe how you would handle the situation in the teacher's position. Decide amongst your group which Is the most practical solution:

Bill, a fourth former, was always telling the class about his dog Timber, the tricks he could perform, what a wonderful watch-dog he was and how Timber would protect Bill. Each week he would come to school and tell about the wonders of Timber.

As it turned out, Bill did not own a dog and none of his relatives or close friends had such a dog.

2. Learn to use alternative ways of controlling the class, using polite requests rather than direct commands.

Notice:

a) The following forms express annoyance and irritation.

— Do try to work on your own.

— Just speak up a little!

b) You can make your commands sound more polite by using either a low rising tone or words, phrases and struc­tures like "please; I'm afraid; I think; perhaps; don't you •think; I (don't) want you to...; I (don't) expect you to...; Would you like; would you, please; ..., will you; ..., could you; what if...; let's/let's not."

Assignments:

I. Practise giving instructions to pupils in a polite manner, use the phrases below:

go on to the next exercise, carry on (proceed) reading, re­peat what you said, copy this off the board, work in twos(threes), share the textbook, try the next item, practise the irregular verbs, listen carefully to what I say, etc.

2. Take it in turns to play the part of the teacher beginning and finishing the lesson. Make sure that you don't sound too straightforward. (See "Classroom English", Sections II and III.)

II TOPIC: CHOOSING A CAREER

TEXT A. WHAT'S YOUR LINE?

School! Lessons, games, clubs, homework. A bell rings. You go to a classroom. A bell rings. You have lunch. A bell rings. You go home.

But one day you go to school for the last time. What to do after that? You realize that the time to choose one job out of the hundreds has come. It's going to be a hard choice and nobody can make it for you.

Before you can choose, you ask yourself quite a lot of questions. What do you know you are good at? What do you enjoy doing? Perhaps you enjoy working with your hands. Or you may prefer using your head — your brains. Are you interested in machines? Or do you like meeting people? It's difficult to know all the answers to these ques­tions until you have left school and actually begun work.

Many young people consider teaching as a career. It's not surprising: after your parents your teacher may be the most important person in your life. With all the teachers you meet, you think there isn't anything you don't know about the work. That's where you are wrong, since only those who are in it can appreciate it. Have you ever asked yourself why most teachers are so devoted to their work and privately think, though they may not like to admit it openly, that they serve humanity doing the most vital job of all? Those of us who spend our days in schools know how rewarding the job is. At the same time it is not easy and a real challenge to your character, abilities and talent, as teaching is a constant stream of decisions.

Children in your classroom aren't just boys and girls. Every one is a unique individual who has never been before and will never again exist. If you like people, you will love teaching. To be a good teacher you must be genuinely inter­ested in what you are doing.

The most important things in the world are awareness and learning — wanting to know every day of your life more and more and more. Because every time you learn some­thing new you become something new. An ignorant teacher teaches ignorance, a fearful teacher teaches fear, a bored teacher teaches boredom. But a good teacher catalyzes in his pupils the burning desire to know and love for the truth and beauty.

John Steinbeck, writing about his school days said, "I've come to believe that a great teacher is a great artist and you know how few great artists there are in the world. Teaching might even be the greatest of the arts since its medium is the human mind and the human spirit." What an incredible responsibility to be the guardians of the human spirit and the human mind! I think, that is the reason why humanity has the deepest respect for teachers.

I would never stop teaching and I'm sure that you, hav­ing chosen it for your career, feel the same way. If you don't feel that way then, please, for all our sakes, get out! The hu­man mind and the human spirit are too wondrous to destroy. But if you are prepared to accept the responsibility, I wish you all the luck in the world.

A Teacher

TEXT В. CHOOSING IS NOT SO EASY AS IT LOOKS

Jane: Hallo, Bob!

Bob: Hallo!

Jane: Oh, you've just left college, haven't you?

Bob: Yes.

Jane: What are you going to do?

Bob: Er... well, it looks like a choice between teaching or going into an office and... I think I'd much prefer to go in for teaching, because... well you get long holidays.

Jane: But, Bob, wouldn't you get bored with the same routine year after year teaching... teaching the same material to the children. And... a sense of responsibility you need — all those children, all those parents.

Bob: Oh, look, it wouldn't be as boring as... as working in an office. Teaching is terribly stimulating. It's ... new every day — I'm sure I'd enjoy it.

Jane: But I mean, there's so much variety in office work! Look at my job: I'm dealing with people and their problems, there're new situations to cope with all the time.

Bob: Yes, that's quite true, but I think there's a number of differences between teaching and office work and, well, I think I'll go in for teaching because... it really attracts me.

(From J. Jones "Functions of English". Cam., 1981)

Memory Work

Autumn Fires

In the other gardens

And all up the vale,

From the autumn bonfires

See the smoke trail!

Pleasant summer over

And all the summer flowers,

The red fires blaze,

The grey smoke towers.

Sing a song of seasons!

Something bright in all!

Flowers in the summer,

Fires in the fall!

(R. L. Stevenson)

ESSENTIAL VOCABULARY (II)

Words

appreciate v genuinely adv responsibility n

career n job n responsible adj

challenge n profession n vital adj

choice n reliable adj vocation n

educate v respect v work n, v

Word Combinations

to make/take a (careful) choice rewarding/stimulating work

to have no choice to be devoted to smth. or smb.

to be interested in to be responsible for smth.

to leave/finish school to take/accept responsibility

school leaver to have/need a sense of responsibility

to consider teaching (medicine,

etc.) as a career to cope with smth.

to take up a career/a job to earn/enjoy gratitude and respect

to go in for teaching

to be in teaching (medicine, to have (no) respect for smb. or smth.

banking, etc.)

to be in/out of one's line love of smth./for smb.

Note: The nouns "work, job, profession, career, vocation" have more or less the same meaning. Nevertheless there is a certain difference in their semantics and usage.

"Work" has the most general meaning and can be applied to any­thing one has to do in the way of making a living. "Job" is close to it in its meaning but tends to denote less prestigious work. Apart from that the word "job" can also denote a position in employment, in which case the difference between the words "work" and "job" is quite obvious (e. g. I'm very fond of my job, even though it means doing a lot of work). "Profes­sion" is work which requires advanced education and special training. Traditionally it's applied to law, medicine, architecture and military career. The word "career" itself means either a course of progress in the life of a person or has the same meaning as the word "work" and is mostly used when speaking of the choice of work. The word "vocation" means the kind of work to which a man is led by natural talents (compare with the word "calling"). It's a learned word and is seldom used in everyday speech.

Remember that the word "work" in the meaning mentioned above is uncountable and shouldn't be used with the indefinite article or in the plural.

In contrast to it the word "job" is countable and can be used with the indefinite article.

I EXERCISES

I. a) Transcribe and learn to read the following words:

machines, appreciate, humanity, vital, challenge, individu­al, awareness, ignorance, fearful, boredom, medium, accept, routine, stimulating, variety.

b) Study Texts A and В and explain the meaning of the words and word combinations listed below:

think privately, the most vital job, a rewarding job, a chal­lenge to your character, an ignorant teacher, a guardian, the same routine, stimulating work, to go in for teaching

II. a) Write English equivalents of the following words and phrases. Use them in sentences of your own:

сделать выбор, иметь призвание (способности) к чему-л., интере­соваться чем-то, подумать о профессии учителя, оценить, быть пре­данным своей работе, служить людям, жгучее стремление к знаниям, Уважение к кому-л.

b) Find in Text A synonyms to the following words and word combina­tions:

to do well in smth., in fact, because, faithful, confess, grati­fying, sincerely, knowledge, to ruin.

III. a) Enlarge upon the following topics:

1. After your parents your teacher may be the most impor­tant person in your life. 2. Teaching is not easy and a real challenge to your character, abilities and talent. 3. To be a good teacher you must be genuinely interested in what you are doing. 4. Teaching is a constant stream of decisions. 5. Every time you learn something new you become some­thing new.

Prompts: there's one more thing to be noted, more­over, what's more ..., I might as well add that ..., in addition, on top of that ..., something else I'd like to say is ..., talking of ... .

b) Comment on the quotation from John Steinbeck, say if you share his opinion. Do you also think that teaching equals art? Why do you think that? Find more quotations concerned with teachers and teaching, comment on them.

c) Continue the text on the part of the teacher. You may find the following ideas useful:

A good teacher is one who learns all the time, from life, from colleagues, from children; a professional teacher inte­grates theory and practice; this sort of work demands great patience; there are many skills necessary for good teaching.

d) Prepare a 3-tninute talk on one of the great teachers of the past or today, give reasons for your choice.

IV. a) Act out the dialogue "Choosing is not so easy as it looks".

b) Role-play a talk between an intending teacher and a will-be journalist on differences and similarities of the careers they've chosen. Use Text В and Essential Vocabulary II.

V. Speak about:

1. possible change in the system of secondary education in Russia.

Prompts: universal compulsory education, to extend the training course, to improve the educational process, to modernize programmes and manuals, to use up-to-date tech­nical equipment, to provide optional training in various sub­jects.

2. an ideal school as you see it.

VI. Read the Jokes below. See how the verbs learn and study are used In the context. Consult a dictionary and find out the difference in their meaning and usage. Retell the jokes in indirect speech:

1. A young teacher just beginning his career asks advice of an older member of the faculty: "What have you learned in your years of experience?"

"I've learned one thing. Often you will find while you are giving a lesson in class that there is one young upstart who always disagrees with you. Tell me, would you stop him and try to make him shut up right then and there?"

"I suppose I would."

"Well, don't. He's probably the only one who is listening to you."

2. A high-school girl seated next to a famous astronomer at a dinner party struck up a conversation asking, "What do you do in life?"

He replied, "I study astronomy."

"Dear me," said the young miss, "I finished astronomy last year."

VII. Translate the sentences using the words learn and study in their different meanings:

1. В молодости он изучал химию в университете. 2. Дети легко учат иностранные языки. 3. Я очень огорчился, когда узнал, что не сдал экзамен. 4. Весь вечер он занимался в своей комнате. 5. Изу­чите эту информацию очень внимательно: она поможет вам сде­лать правильный выбор. 6. Моя сестра учится, чтобы стать юрис­том. 7. К сожалению, он так и не научился читать и писать. 8. Вам еще предстоит научиться, как справляться с трудными проблемами на уроках.

VIII. Comment on the given proverbs. Make up a situation centered ' round one of them:

1. Better unborn than untaught.

2. Like teacher, like pupil.

3. A little knowledge is a dangerous thing.

IX. a) Fill in prepositions and adverbs where necessary:

Dialogue

Bob: What are you going to take ... as a career?

John: Architecture. Actually, I've already started. I began my studies ... last October.

Bob: What are you going to do when you finish?

John: Oh, I shall go back ... home and practise ... my native town. There's a lot of useful work to be done there — building schools, hospitals, homes ... the people.

Bob: What made you decideto take ... architecture as a career?

John: Well. I was good... Maths and Art ... school and I think I had a certain feeling... design. My teacher encour­aged... me and said I had a bent... architecture.

В о b: I find that some young people fail to take ... a career because they're not sure what they want to do and what career opportunitiesthere are.

John: Yes, that's true. But usually your personal quali­ties show......school, don't they? Teachers guide and encour­age ... the young to take ... the careers ... which they're best suited.

b) Tell your friends how John chose bis career.

c) Make up your own dialogues on choosing a career. Use the word combinations in bold type in them.

X. a) Read the following:

Caring teachers take an active part in defending peace and in solving other social problems, such as struggling for better living conditions and a happier future for their pupils. Their demands are well grounded since millions of boys and girls throughout the world are being deprived of a happy childhood.

b) Support the idea with information from Russian and/or foreign press. Pay special attention to the situation in the USA and Great Britain.

c) Speak on:

1. your idea of a happy childhood;

2. the problem of deprived children in Russia and abroad.

XI. Here is a series of extreme opinions. Build a conversation about each topic. Begin as in the model:

English is a very easy language to learn.

A.: It says here English is a very easy language to learn.

В.: I'm not sure I quite agree. I'd say it's fairly difficult.

A.: Why do you think that?

В.: Well, ...

O p i n i о n s: 1. A teaching career isn't suitable for men. 2. Teaching a foreign language in a school is pointless. 3. Education is the responsibility of teachers and parents shouldn't interfere. 4. Schoolchildren should be allowed to choose the sub­jects they want to study. 5. In the near future schoolteachers will be replaced by computers.

XII. Translate the sentences below Into English. Use Essential Vocabul­ary II

1. Любовь к детям заставила его стать учителем, и он никогда не жалел о своем выборе. 2. Похоже, придется выбирать между работой в детском саду и учебой в пединституте. 3. В моей работе нет боль­шого разнообразия, но у нее есть свои достоинства. 4. Боюсь, что в этот раз школьникам нелегко будет справиться с заданием. 5. Успехи учеников в большой степени зависят от их учителя и его профессио­нального мастерства. 6. Работа в школе потребует от вас ума, такта и чувства ответственности. 7. Уважение людей можно заслужить толь­ко честным трудом. 8. Не каждый, кто получает профессию учителя в Великобритании, может найти себе работу, 9. Я работаю учителем уже много лет и могу сказать, что не смог бы найти более благород­ного труда. 10. Мой друг выбрал себе профессию врача, еще когда учился в школе. Он всегда был уверен, что эта работа самая важная на свете. 11. Любовь к музыке и интерес к педагогике (theory of education) заставили меня подумать о профессии учителя музыки. 12. Часто выпускникам школ бывает трудно решить, какую профес­сию выбрать. В этом случае учителя и родители могут помочь им сде­лать правильный выбор университета.

XIII. Role-playing,

a) Act out in pairs the following situation»; use Essential Vocabulary II:

1. Mike's father has been asked by the headmaster to come to school because of his son's unusual behaviour: bad marks, lots of missed classes, rude behaviour. Discuss the causes of his behaviour and steps to be taken.

2. Next year George and Nick are going to take entrance examinations at the University. Imagine a talk between them about their plans and the reasons that have determined their choice.

3. Mother and daughter have a very serious talk about the girl's decision to take up teaching as a career. Her moth­er, though, is rather sceptical about her choice.

4. Imagine a talk between two friends, one of whom is fed up with his or her present boring, unrewarding job. The other tries to suggest what he or she should do.

Prompts: might it be an idea to ...; have you ever thought of ...; you could always ...; if I were you, I'd ...; why don't you ...; you'd better ...

b) Role-play the following situation:

You are at a Parent-Teachers association meeting. You are discussing a problem you feel very strongly about. Among you there is a mother who's sure that children shouldn't be strictly disciplined at school, a father who has the opposite opinion, a father who tends to blame teachers for his chil­dren's faults, a grandmother who tends to spoil her grand­children, a mother who gives other parents advice for the only reason that her daughter is at the head of the class.

XIV. Pick one of these topics and discuss it, making sure each member of the group gets a chance to speak:

1. How to encourage a child to make better progress at school? Should parents use: praise, presents, promises of fu­ture rewards?

2. Should a child be punished? If not, how to make chil­dren obey?

3. Should children be allowed to wear clothes of their own at school? Should boys be allowed to have long hair, and girls to use make-up?

4. How can parents help teachers with out-of-school activities?

5. Should parents insist on their children doing equally well in all the subjects or should they encourage their sons and daughters to specialise in one or two subjects essential for their future career?

XV. a) Read and translate the text:

My Memories and Miseries As a Schoolmaster

The parents of the boys at school naturally fill a broad page in a schoolmaster's life and are responsible for many of his sorrows. There are all kinds and classes of them. Most acceptable to the schoolmaster is the old-fashioned type of British father who enters his boy at the school and says:

"Now I want this boy well thrashed if he doesn't behave himself. If you have any trouble with him let me know and I'll come and thrash him myself. He's to have a shilling a week pocket money and if he spends more than that let me know and I'll stop his money altogether."

Brutal though his speech sounds, the real effect of it is to create a strong prejudice in the little boy's favour, and when his father curtly says, "Good-bye, Jack" and he answers, "Good-bye, father," in a trembling voice, the schoolmaster would be a hound, indeed, who could be unkind to him.

But very different is the case of the up-to-date parent. "Now I've just given Jimmy five pounds," he says to the schoolmaster, in the same tone as he would use to an inferi­or clerk in his office, "and I've explained to him that when he wants any more he's to tell you to go to the bank and draw for him what he needs." After which he goes on to ex­plain that Jimmy is a boy of very peculiar disposition, re­quiring the greatest nicety of treatment; that they find if he gets in tempers the best way is to humour him and presently he'll come round. Jimmy, it appears, can be led, if led gen­tly, but never driven.

During all of which time the schoolmaster, insulted by being treated as an underling, has already fixed his eye on the undisciplined young pup called Jimmy with a view of trying out the problem of seeing whether he can't be driven after all.

[From "College Days" by S. Leacock)

b) Answer the questions below: