Косвенные команды, просьбы и так далее.
1. Косвенные команды, просьбы и т. д. образуются: V + дополнение (к кому обращаются) + to + infinitive.
They told us to go away.
We offered to take them to the airport.
Heurged the miners to go back to work.
She persuaded me to have my hair cut.
I advised the Prime Minister to leave immediately
Примечание
1. Say не используется. Вместо него идет ask ... to или told ... to и так далее.
2. Обратите внимание на отрицательную команду. Ставьте not перед to.
He told me not to tell anyone.
The police warned people not to go out.
Обратите внимание, что tell используется и в косвенных утверждениях и в косвенных командах, но форма разная:
Утверждения
He told me that he wasgoing.
They told us that they were going abroad.
She told them what had been happening.
Команды
He told me to keep still.
The police told people to move on.
My parents told me to tidy my room.
4. Ask используется и в косвенных командах и вопросах, но форма разная.
Команды
I was asked to attend the interview.
He asked me to open my suitcase.
She asked me not to smoke.
Вопросы
He asked me what I did for a living.
I asked her how much the rent was.
She asked me why I had come.
5.3. Самостоятельная работа по теме:
Вставьте правильную форму глаголов say или tell:
1. Is something wrong? Can you ………. me about it?
2. If I were you, I wouldn’t ………. anything to the police about your suspicions until you have more evidence.
3. That little boy is very bad. He always ………. a lot of lies!
4. I never know what to ………. to people when they pay me a compliment.
5. Richard ………. Sarah that he was having a party on Saturday night.
6. To ………. you the truth, I don’t like it.
7. Please ………. you’ll forgive me. I’m really sorry for all the trouble I’ve caused.
8. I’m ready to serve the meal. Can you ………. the children to go and wash their hands, please?
9. When I was introduced to the actor he ………. a few words to me.
10. He often ………. things like that.
5.4. Итоговый контроль знаний:
Перепишите следующие предложения в косвенной речи:
1. He said, ‘I’m going to the station’.
- He said that he was going to the station.
2. ‘We’ve decided to spend our holidays in Jordan,’ they told us.
- They told us they had decided to spend their holidays in Jordan.
3. Jill said, ‘I’ll go to the bank tomorrow.’
- Jill said he would go to the bank next day.
4. ‘This meal is delicious,’ Tom said.
- Tom said that meal was delicious.
5. ‘We won’t be visiting Tom this evening,’ Sam told us.
- Sam told us they wouldn’t be visiting Tom that evening.
6. ‘You must leave early tomorrow,’ she told me.
- She told me I had to leave early next day.
7. ‘I can’t go out tonight,’ she said to me.
- She said to me I couldn’t go out that night.
Обратите внимание на многозначность лексемы ‘mean’ и её производных, переведите предложения на русский язык:
| Лексическая единица | Часть речи | Значение |
| Mean | прилагательное | Средний |
| Mean | существительное | 1. среднее число, средняя величина; 2. середина |
| To mean | глагол | 1. означать, значить; 2. иметь в виду, намереваться; 3. предназначать(ся); 4. думать, подразумевать |
| Meaning | существительное | Значение, смысл |
| Means | -*- | Средство, способ |
| By means of … | -*- | Посредством, при помощи |
| By all means | -*- | Во что бы то ни стало; конечно, безусловно |
| By no means | -*- | Никоим образом, ни в коем случае, отнюдь не … |
| Meaningful | прилагательное | 1. осмысленный, 2. значительный |
| Meantime | наречие | Тем временем, между тем |
| Meanwhile | -*- | Тем временем, между тем |
1. Mean levels were within normal range.
2. The mean dosage of the medicine was 320 mg/day.
3. These means are used in assessing the results.
4. The effects mean that the concentration is high.
5. This means that the tooth should be removed.
6. A clear understanding is needed by all means.
7. This anodyne has a lot of side effects and by no means can be recommended.
8. For the meaning of this word consult a dictionary.
9. In the meantime the doctor examined the bad tooth.
ТЕСТОВЫЕ ЗАДАНИЯ ПО ТЕМЕ:
Перепишите предложения, используя косвенную речь:
1. ‘Where are you gong?’ asked Tom.
Tom asked me …………………………………………………………
2. ‘Where are you going to spend the holiday?’ asked Mike.
Mike asked ……………………………………………………………..
3. ‘What will you do when you leave school?’ asked Jennifer.
Jennifer asked …………………………………………………………..
4. ‘How did you know my name?’ the nurse asked the doctor.
The nurse wanted to know ……………………………………………...
5. ‘Do you have an appointment?’ asked the clerk.
The clerk asked …………………………………………………………
6. ‘Have you seen my car keys?’ Bernard asked his wife.
Bernard wondered ………………………………………………………
7. ‘Why didn’t Isabel phone me?’ asked her brother.
Isabel’s brother wanted to know ………………………………………..
8. ‘Will you carry my briefcase for me please, Rosemary?’ Richard asked.
Richard asked …………………………………………………………...
9. ‘When can I see the doctor?’ Charles asked the receptionist.
Charles asked ……………………………………………………………
Ситуационные задачи по теме:
Прочитайте диалоги и закончите предложения, используя косвенную речь:
a) A woman: Can I speak to Paul, please?
You: Paul has gone out. I don’t know when he’ll be back. Do you want to leave a message?
A woman: I’ll try again later.
A woman phoned at lunchtime yesterday and asked …… . I told …… and ……. I asked …… but she said …… later. But she never did.
b) A receptionist: We have no record of any reservation in your name.
You: Do you have any rooms free anyway?
A receptionist: We’re sorry, but the hotel is full.
I went to London recently, but my visit didn’t begin well. I had reserved a hotel room, but when I got to the hotel, they told me ……. When I asked ……, they said ……, but……. There was nothing I could do. I just had to look for somewhere else to stay.
6. Домашнее задание для уяснения темы занятия:
Контрольные вопросы по теме занятия:
Изучите значения общенаучного слова ‘pattern’. Переведите предложения со словом ‘pattern’ на русский язык, учитывая его многозначность:
Pattern – 1. шаблон, образец, модель, пример, признак;
2. рисунок, картина;
3. система;
4. структура, схема, конфигурация;
5. характер, стиль, особенность.
1. There is a general pattern in practically any form of systematization.
2. On reinvestigation this pattern was found in one patient.
3. The distribution pattern is described in Chapter 2.
4. The pattern does not distinguish between the contribution of bronchitis, cigarettes, smoking, ageing and infections.
5. Several ECG patterns showed that an impulse was formed in the S-A node but failed to activate the atria.
6. The term “personality” implies the long-term integrated behavior patterns.
7. You should not try to make the foreign language grammar fit the pattern of your native language.
- Выучить новые слова и выражения.
ТЕСТОВЫЕ ЗАДАНИЯ ПО ТЕМЕ:
Закончите предложения:
1. ‘You should spend more time studying.’
The teacher advised ….........................
2. ‘Shall we go bowling this evening?’
Mark suggested ……………………...
3. ‘Please, please, let me borrow your bicycle!’
Martin begged ……………………….
4. ‘Don’t touch the oven. It’s hot!’
Mother warned ………………………
5. ‘You should go to the doctor’s,’ Mum said to me.
Mum offered ………………………...
6. ‘I promise I won’t tell anyone your secret,’ Tara said to Diana.
Tara promised ………………………
7. ‘I won’t wash the dishes today!’ James said.
Lames refused ………………………
8. ‘Could I use your phone, please?’
David asked …………………………
9. ‘Children, sit down!’
The school bus driver ordered ............
10. ‘Don’t go near the edge of the cliff!’
Father warned ……………………….
Ситуационные задачи по теме:
Study the scheme. Make some notes to use the information for scientific reading.
Text Potential
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ПРИМЕЧАНИЕ № 1
Academic Reading
Read the information below and try to use it working with different kinds of text
While working with the certain text you can use different methods to understand the text better and to summarize the information for presentation or reference in your scientific research:
Skimmingis used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not reading it word-by-word. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research.
There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. Skimming might be used to review graphs, tables, and charts.
Scanningis a technique you often use when looking up a word in the telephone book or dictionary. You search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you've scanned the document, you might go back and skim it.
When scanning, look for the author's use of organizers such as numbers, letters, steps, or the words, first, second, or next. Look for words that are bold faced, italics, or in a different font size, style, or color. Sometimes the author will put key ideas in the margin.
A summary, synopsis, or recap is a shorter version of the original. Such a simplification highlights the major points from the much longer subject, such as a text, speech, film, or event. The purpose is to help the audience get the gist in a short period of time.
A written summary starts with a lead, including title, author, text type, and the main idea of the text. It has a clearly arranged structure and is written in a logical, chronological, and traceable manner. In contrast to a résumé or a review, a summary contains neither interpretation nor rating. Only the opinion of the original writer is reflected – paraphrased with new words without quotations from the text. Unlike a retelling, a summary has no dramatic structure and is written in present tense or historic present. In summaries only indirect speech is used and depictions are avoided. Summaries of books or dissertations present the major facts in common scientific language.
Summary in nonfiction. Nonfiction summaries serve to familiarize the reader with the subject matter of an entire work in a short space of time. They are written in a balanced and objective way, mirroring the genre’s aim to portray actual events from the author’s point of view. Generally, nonfiction summaries do not offer analysis or assessment.
Summarizers use their own words to write the shortened versions and draw on the original make-up of the pieces to structure the distillations. They exclude superfluous examples, descriptions and digressions. The opening sentence should introduce the topic, and the final sentence should sum up the theme, taking into account the knowledge gained from the body of the text. In recent years, a summarizing industry has sprung up. Shorter, more concise nonfiction summaries are called abstracts. They are approximately five pages, thus longer than scientific abstracts.
7. Рекомендации следовательской работе обучающихся:
- Примерные темы проектов / докладов: Academic Reading
Занятие № 13
Тема: «Main Rules of Writing an Academic Paper»
2. Форма организации занятия: практическое занятие
Методы обучения: репродуктивный, драматизации, частично поисковый
3. Значение изучения темы: актуальность темы обеспечивается пониманием важности владения невербальной формой английского языка для будущего специалиста как участника интеграционных процессов.
4. Цели обучения:
- общая: обучающийся должен обладать ОК-5, ПК-9;
- учебная: вести диалог, принимать участие в дискуссии, применять методы и средства познания для интеллектуального развития, повышения культурного уровня, профессиональной компетентности, а также уметь составлять деловые письма, отвечать на них, вести переписку по Интернету; извлекать из англоязычного текста, понимать, описывать, анализировать, обобщать и критически оценивать результаты исследований, представлять результаты проведенного исследования в виде научного отчета, презентации, статьи или доклада. Писать научные статьи и резюме к ним на английском языке.
5. План изучения темы: