Ex 23 Repeat and expand the following statements, using the Present Perfect Continuous Tense.
Model: They feel very tired, (work very hard)
They feel very tired. They have been working very hard.
1. The pavements are wet. (rain). 2. I've got wet to the skin. (walk in the rain). 3. My throat is dry. (talk much). 4. He is wearing shorts. (play football). 5. They are talking very excitedly, (watch a very interesting match). 6. She is still looking pale and ill. (stay in hospital for a long time). 7. He is playing table-tennis today very well. (practise a lot). 8. She's got a camera in her hand. (take photographs). 9. He's got paint all over him. (paint the house). 10. They've got brown, (lie in the sun). 11. They feel very tired, (travel all day). 12. You look pale. (smoke too much again). 13. I feel stiff, (sit for a long time).
Ex 24 Begin the following sentences with: 'I wondered', 'he asked', 'she said', etc.
1. Has she been waiting for me long? 2. I have been thinking things over and now I've made up my mind at last. 3. How long has the child been sleeping? 4. He has been lecturing since the beginning of term. 5. What have you been doing in my absence? 6. I've been reading this book for a week.
Ex 25 Practise the Past Perfect Continuous Tense according to the model.
Model 1: He was short of breath because {run all the way)
He was short of breathbecause he had been running all the way.
1. His hands were dirty (work in the garden). 2. She passed all her examinations very well (study hard throughout the term). 3. He was behind the class (not study properly). 4. Her eyes were red (cry). 5. She got used to his strange ways (live together for a long time). 6. She looked half asleep (rest).
Model 2: They drove for three hours. Then they stopped for lunch.
After they had been driving for three hours, they stopped for lunch.
1. We walked for an hour. Then we understood that we had taken the wrong road. 2. He waited for her for half an hour. Then he went away. 3. He worked at the laboratory for five years. Then he changed his job. 4. I thought the matter over for quite some time. Then I took a decision. 5. He looked through the latest newspapers and magazines for some time. Then he sat down to his report. 6. She watched the television late into the night. Then she could not sleep.
Mixed Bag
Ex 26 Open the brackets, using the Perfect Continuous tense forms.
1. What you (do) for the past two weeks? 2. Suddenly she understood that she (speak) for a long time and it was time to stop. 3. He (paint) this picture for two years and I don't know when he is going to finish it. 4. "Do you want to know what (happen) since you went away?" "What I want to know is what you (do) while I have been away." 5. He took out his watch and looked at it. It was two o'clock. It meant that he (wait) since 11 o'clock. 6. For the past few minutes I (try) to explain to you that you can't make me go there. 7. You're sure you're well, Jack? I (think) that this work is a bit too hard for your age. 8. The children (fight) for some time when the door opened and the teacher came into the class-room. 9. Peter who (write) something for some time in silence, suddenly joined in the discussion.
Ex 27 Translate the following sentences into English, using the Perfect Continuous tense forms.
1. Мы пользовались этой машинкой в течение трех лет. Она действовала безотказно (прекрасно). 2. Я весь день сегодня думаю о том, что я скажу, когда мы придем к ним. 3. — Почему вы так взволнованы? —У нас был спор. 4. Этот человек идет за нами всю дорогу от станции. Он, наверное, не знает дороги. 5. Что здесь происходило? Почему все такие взволнованные? 6. Этот шум беспокоит меня с самого утра, и я не могу понять, откуда он идет. 7. Ты слишком много пьешь кофе последнее время. 8. Он был уверен, что она живет в Москве с 1935 года. 9. Ты опять курил в комнате? 10. Ты плакала? Что случилось? 11. У него было такое чувство, что он живет здесь уже давно. 12. Когда она последний раз выходила из школы, где училась десять лет1, она не думала, что снова вернется в нее, но уже учительницей. 13. Он носит очки с детства.
Ех 28 Open the brackets, using the correct form of the verb.
BASKETBALL
The game of basketball is unique among popular Sports. The world (enjoy) it for a century. But not all of us (know) the history of the game. It (invent) by a Canadian, first (play) in the USA and specially (plan) to meet a definite need.
In 1891 Dr James A. Naismith (be) a physical director of the international Y.M.C.A.* training school in Springfield, Mass.** For some years the interest of young Canadians and Americans in the customary programme of Calisthenics*** and Gymnastics (weaken). Dr Naismith (ask) to invent a competitive game that (hold) the enthusiasm of the students. It (suggest) that the game (have) simple rules that (can learn) easily; it (be) free from bodily contact; good for players over a wide range of ages and it (have) inexpensive equipment. The game (be to, play) by day and by night in small gymnasiums. Dr Naismith (solve) all these problems in his game. He (call) it basketball, because the players (be to; throw) a round ball into a basket-shaped net hung at either end of the gymnasium. At first the game (play) with as many as nine players on a side. It soon (realize) that five to a team (result) in cleaner and faster play. The inventor (suggest) 13 basic rules, and most of them (be) still in effect; there (be) some changes in playing conditions and rules of the game.
The first basketball game (play) in Springfield in January 1892. Basketball as a men's game (become) so well accepted internationally that it (include) in the Olympic Games programme in Berlin in 1936.
Ex 29 Rewrite or retell in narrative form.
Mel dialed his home number.
Roberta, his. elder daughter, answered.
"Hi," Mel said. "This is your old man."
Roberta's voice came coldly down the line. "Yes, I know."
"How was school today?"
"Could you be specific, Father? There were several classes. Which do you want to know about?"
Did all fathers, Mel wondered, lose communication with their daughters at age thirteen?
"Never mind," Mel said.
"Is there anything else, Father? I have homework to do."
"Yes, there is something else. You'll change your tone of voice, young lady, and show a little more respect. Furthermore, we'll end this conversation when I'm good and ready."
"If you say so. Father."
"And stop calling me Father!"
"Very well, Father."
"Is everything all right at home?"
"Yes. Libby wants to talk to you. Goodnight."
"Goodnight, Robbie."
The telephone changed hands, then Libby's small voice came: "Daddy, Daddy! Guess what!"
"Let me think," Mel said. "I know — you had fun in the snow today."
"Yes, I did. But it wasn't that. At school Miss Curzon said for homework we have to write down all the good things we think will happen next month."
Mel could understand Libby's enthusiasm. To her almost everything was exciting and good and the few things which were not were quickly forgotten.
"That's nice," Mel said. "I like that."
(After "Airport" by A. Hailey)
The Article
with names of sciences
Ex 30 Insert the articles where necessary.
1. We shall have lectures on — English literature this term. 2. Poets write about stars so often, but it doesn't mean that they are interested in — astronomy. 3. He will take up — Law when he leaves school. 4. — phonetics is the science of sounds. 5. Everybody is equal before — law. 6. He is an expert on —History of the Middle Ages. 7.— ancient history takes up events up to 476 (when the Roman Empire was destroyed), — medieval history up to 1453 (the fall of Constantinople), and — modern history since 1453. 8. What books can you recommend on —history of Scotland? 9. When at school, she read a lot, especially in— modern literature. 10. When a boy he didn't take great interest in any subject in particular; now he is one of our leading scientists in — biology.
READING
Ex 31 Read the text, and do the assignments coming after it.
MODERN EXAMINATIONS
In ancient times the most important examinations were spoken, not written. In the schools of ancient Greece and Rome, testing usually consisted of saying poetry aloud or giving speeches.
Modern examinations, however, are written. Two types of tests are commonly used in modern schools. The first type is sometimes called an "objective" test. It is meant to deal with facts, not personal opinions. To make up an objective test the teacher writes a series of questions, each of which has only one correct answer. Along with each question the teacher writes the correct answer and also three statements that look like answers to students who have not learned the material properly.
For testing students' memory of facts and details, the objective test has advantages. It can be scored very quickly by the teacher or even by a machine. In a short time the teacher can find out a great deal about the student's range of knowledge.
For testing some kinds of learning, however, such a test is not very satisfactory. A lucky student may guess the correct answer without really knowing the material. Moreover, some of the wrong answers are usually more incorrect than others, yet the scores on the test will not take account of* this fact.
For a clearer picture of what the student knows, most teachers use another kind of examination in addition to objective tests. They use "essay" tests which require students to write long answers to broad general questions.
One advantage of the essay test is that it reduces the element of luck. The student cannot get a high score just by making a lucky guess. Another advantage is that it shows the examiner more about the student's ability to put facts together into a meaningful whole. It should show how deeply he has thought about the subject. Sometimes, though, essay tests have disadvantages, too. Some students are able to write rather good answers without really knowing about the subject, while other students who actually know the material have trouble expressing their thoughts in essay form.
Besides, in an essay test the student's score may depend upon the] examiner's feelings at the time of reading the answer. If he is feeling tired or bored, the student may receive a lower score than he should. From this standpoint the objective test gives each student a fairer chance, and of course it is easier and quicker to score.
Most teachers and students would probably agree that examinations are unsatisfactory. Students dislike taking them; teachers dislike giving them and scoring students' answers. Whether an objective test or an essay test. is used, problems arise. When some objective questions are used along with some essay questions, however, a fairly clear picture of the student's knowledge can usually be obtained.
(After "A Reading Spectrum", Book 5, American English)
Assignments
(a) Quickly look through the list and mark the lettered phrase nearest in meaning to the word or phrase tested.
1.Consist of: (i) be made up of; (ii) comprise; (iii) arrange in a certain manner.
2.Commonly: (i) usually; (ii) regularly; (iii) obviously.
3.Along with: (i) as well as; (ii) together with; (iii) at the same time.
4.Advantage: (i) a favourable point; (ii) a necessary condition; (iii) an essential feature.
5.Take account of: (i) ignore; (ii) register; (iii) mention.
6.Require: (i) need; (ii) regulate; (iii) command.
7.Reduce: (i) make more; (ii) make impossible; (iii) make less.
8.Depend on: (i) be unable to do without; (ii) be controlled by; (iii) deal with.
(b) "While" in "Some students are able to write rather good answers without really knowing about the subject, while other students who actually know the material have trouble expressing their thoughts in essay form" expresses: (i) simultaneity; (ii) contrast.
(c) Complete the following.
1. The opposite of advantage is—; of wrong is—, of satisfactory is —. 2.Wrong is synonymous with —.
(d) Say which of the following statements are true according to the text. If not, explain why.
1. Spoken examinations are more effective than written ones. 2. An objective test makes it possible to quickly test the student's memory of facts and details. 3. One advantage of the objective test is that it reduces the elements of luck. 4. The essay test is an effective way of finding out if a student has the ability to put facts together in a meaningful whole. 5. There is really no way of testing a student's knowledge. 6. No examinations, whether written or spoken, are satisfactory. 7. The result of an examination often depends on the examiner's mood. 8. Essay tests deal with personal opinions, not facts. 9. Objective tests are more effective than essay tests in learning about the student's range of knowledge.
(e) Sum up what the text has to say on each of the following points.
1. The definition of an objective test. 2. The definition of an essay test. 3. The advantages and disadvantages of: (i) the objective test; (i) the essay test. 4. What makes examinations unsatisfactory to: (i) teachers; (ii) students.
(f) Discuss the ways and methods of testing students' knowledge which you might recommend as both fair and satisfactory.
(g) Compare the examination system described in the text with the system practised at your Institute, University, or school, mentioning all the pros and cons.
(h) Write a précis of the text.
Ex 32 Read the text carefully, without a dictionary. While reading, pay special attention to the words you don't know: look carefully at the context and see if you can get an idea of what they mean. Write five questions covering the main points, answer each question in one complete sentence in your own words as far as possible; then, using your answers as guides, write a summary of the text.
The doors of universities and institutes of higher education are open to all graduates of secondary general, vocational and specialized schools.
There are no "dead-end" educational establishments in the USSR. Each stage of education is a stepping-stone to a higher one, up to the highest level.
The departments of institutes of higher education offering full-time study courses admit persons of up to 35 years of age. If by this age a person has not obtained a higher education, he can do so by attending evening classes or taking a correspondence course run by an institute of higher education without discontinuing employment.
More persons wish to get a higher education than the institutes of higher education can admit. Therefore entrance examinations are, as a rule, competitive.
It will do well to remember that the right to education is exercised in our country not only to meet the economic requirements of society, but also to meet the needs of the individual.
The main concern of the state is man, the satisfaction of his requirements and interests, his ability to be the master of his destiny, his creative participation in political and social life. All this directly depends on his level of education. So the task of Soviet schools is to give everyone this possibility, to educate all to be harmoniously developed people — morally, physically and intellectually.
SPEECH AND COMPOSITION
Ex 33 Answer the following questions, using the vocabulary of the lesson. Sum up your answers (orally, or in writing).
CHOOSING A CAREER
1. When did you first start thinking about entering this Institute? 2. Did anybody advise you or was it your own choice? 3. What dictated your choice? 4. How many exams were you expected to take? 5. What marks did you get in English, history, etc? 6. Have you chosen right? 7. How does it feel to be a student?
YOU ARE A STUDENT NOW
1. Now that you've been a student for a few months have you got used to the new methods of work? 2. How different are they from what you were used to at school? 3. Do you find it much harder to study at the institute than at school? 4. What subjects were you good at when at school? 5. What are your favourite subjects now? 6. What must you do to pass all the winter (spring) exams well? 7. Must you work hard during the examination session if you have worked regularly all through the term? 8. What marks do you expect to get?