Задания для студентов-заочников 5 курса (5,5) ФИЯ по практике устной и письменной речи (английский язык) IX семестр. Преподаватель
Topic: Cinema: its past, present and future.
Литература
Аракин курс английского языка 5 курс М., - 2003.
I. Work with vocabulary.
1. a. Read the text «One stair up» by Campbell Nairne. p.71
b. Study word combinations and phrases p.79. Translate them and learn.
c. Copy out from the Text «One stair up» by Campbell Nairne p.71 the sentences containing the word combinations and phrases and translate them into Russian.
d. Paraphrase the following sentences using the word combinations and phrases ex.9.p.81.
e. Make up three sentences of your own on each word combination and phrase.
f. Translate the following sentences into English using the word combinations and phrases. ex.11.p.82
2. a. Study the essential vocabulary and translate the illustrative examples into Russian (orally) p.74. Learn the words.
b. Translate the following sentences into Russian (orally) paying attention to the words and word combinations in italics ex.14 (A, B) p.82.
c. Paraphrase the following sentences using your active vocabulary. ex.15.p.84
d. Fill in the blanks with the right word ex.16.p.84 (Consult any dictionary of synonyms).
e. Translate the following sentences into English using your active vocabulary. ex.18.p.85
f. Give a summary of the Text «One stair up» by Campbell Nairne p.71.
3. Topical Vocabulary.
Cinema and Films
The following terms mean the same as Cinema: pictures (coll.)/movies (coll.), talkies (coll.- звуковое кино)
picture — film
The Picture Theatre (House)
The Picture Palace The Cinema House (Theatre)
The Moving Picture House
The Stereoscopic Cinema — стерео-кинотеатр
Cinerama — соотв. панорамный кинотеатр
to go to the pictures
to go to the movies to go to the Cinema
to do a picture (сoll.)
to go to a movie
documentary film or documentary (coll.) документальный фильм
educational film — учебный фильм, учебное кино
popular scientific (or science) film — научно-популярный фильм
science fiction film — научно-фантастический фильм.
feature film (Am.) художественный фильм в нескольких частях; полнометражный фильм
animated cartoon film мультипликационный фильм
cartoon (coll.)
travelogue — a geographical film about travels
adventure film — приключенческий кинофильм
musical film or musical (coll.) — музыкальный фильм
song-studded film — соотв. фильм с большим количеством песен; музыкальный фильм
sound-track – музыка к кинофильму
е. g. It's an axiom that all South of the Border films are song-studded, with popular singers such as Tito Guizar to interpret them, for the country has always loved music and dancing (S. Ev. P.)
comedy (comical) film or genre — кинокомедия
concert film — фильм-концерт
theatrical film — фильм-спектакль
audience film — фильм для публики, фильм, рассчитанный на вкусы широкой массы
stunt (coll.) — сенсационный фильм, фильм с акробатическими трюками
revue film (or review, revue) — фильм-ревю, киноревю
wide screen picture — широкоэкранный кинофильм
amateur motion picture — любительский фильм; любительская кинематография
colour (technicolor) film — цветной фильм
black and white film — черно-белый фильм
stereoscopic film (three-dimension film) — стереофильм
cinerama film — соотв. панорамный фильм
mute, sound, dubbed film — немой, звуковой, дублированный фильм
stereophonic sound — стереофонический звук
full-length motion picture — полнометражный фильм
short-length motion picture or short (coll) — короткометражный фильм
support film — соотв. короткометражный фильм, демонстрирующийся до главной картины (main film)
newsreel — хроника, киножурнал
films made jointly with foreign companies - фильмы, созданные совместно с иностранными киностудиями
What's being shown1 at the cinema?
What is being played[1] at the cinema? What is on at the cinema?
What has been running at the cinema?
to cast actors for parts – назначить актеров на определенные роли
there is nothing much on just now — nothing interesting being shown
to shoot a film to photograph a film or to photo a film (coll.)
to make a film
to photograph in colour (in technicolor) — снимать фильм' в красках, т. е. снимать цветной фильм
to adapt ... to the screen — переделывать... для кинопостановки (соотв. — сделать или поставить фильм по, ...)
to screen a novel (a story, a play) to make a screen version of a novel...
to film a novel (a story, a play, a book)
the screen version of the novel, etc.
the film version of the novel, etc. экранизированный (вариант) роман(а)
Russian (English, French, etc) language version — соотв. кинофильм (вариант) на русском (английском, французском) языке
to present a film in a... language version — соотв. демонстрировать фильм на... языке
to be presented in (the Soviet Union, India, etc.) in... version.
e. g. The film is being presented here in a Russian language version. — В нашей стране, этот фильм, демонстрируется на русском языке.
to produce a film — снимать фильм, производить съемку кинофильма
sequence(s) — still(s) — shot(s) — кадр(ы)
close-up — снимок крупным планом; съемка крупным, планом.
caption or subtitle — титр, надпись на экране
е. g. What Price Murder у in French with English! subtitles, has Henry Vidal, Malene Demongeot, and Isa Miranda in leading roles. (W., N. Y.)
screen, — экран
tо play on the screen — играть в кинокартине
to act
to dub (in) — дублировать
e. g. The film is dubbed in Russian.
wide (broad) screen, large screen — широкий экран
normal screen — обыкновенный экран
screen play — режиссерский киносценарий, постановочный сценарий
script or scenario — сценарий
two part film – двухсерийный фильм
the songs set to music by … - слова на музыку …
crowd scene – массовая сцена
to reissue a film – переиздать фильм
to do the script for... — писать сценарий дли...
script writer or screen playwright — сценарист
to release — выпускать (картину) та экран
to come out — выходить, появляться (о фильме, картине)
the exchange of films — обмен картинами
a flop – провал
flashback – обратный кадр, серия кадров, прерывающих повествование, чтобы вернуться к прошлому (в мыслях героев).
Cinema Workers and Cinema-Goers
leading or central, popular, character, veteran actors or actresses — ведущие, популярные актеры или актрисы исполняющие характерные роли и ветераны кино
comedian [kə'rmi:djən] — актер-комик
star — leading actor or actress
to star — to act the leading role
to star in a role (a play, etc.)—выступать в (роли, пьесе и т. д.)
extra(s) — film-super[2] — статист, - ка (-ы)
stand-in — дублер в кино, замещающий основного исполнителя
dubbing actor (actress) or actor (actress) dubbing a role — актер (актриса), дублирующий роль на другом языке
dubber — звукооператор дубляжа
(film) producer — продюсер — лицо, финансирующее и полностью контролирующее постановку фильма. В советской кинематографической системе такой должности не было
co-production – объединенное производство
director — режиссер-постановщик
art director — художник кинофильма
camera man — оператор
directed by ... — соотв. постановка...
decor artists — художники-декораторы
scenery and costumes by V. — декорации и костюмы В.
film-goers — cinema-goers or movie-goers
(film) fans — любители кино
viewers - the audience - (кино) зрители, публики
usher — швейцар, билетер, капельдинер
usherette [,٨∫ә'ret] — билетерша, капельдинер (женщина)
Screening
to advertise the show — рекламировать кинокартину, кинофильм
advertisement — объявление, реклама
announcement — объявление
colour poster — цветная афиша
show, performance
programme commences or starts at... ends at
screening
showing
The first (the second, etc.) show (showing, screening, etc…) commences at... or ends at...
(The) last show (showing, screening, etc…) commences at... or ends at...
— первый, второй и т. сеанс начинается или оканчивается в...
Adults only — соотв. Дети до 16 лет не допускаются.
the pay box (Ens.) the box-office
the ticket booth (Am.)
to book seats at the pay-box — to get seats at the pay-box
to line up in the queue or to stand in the queue (Eng.)
to get on the line or to stand in a (the) line (Am.)
seats turned up — кресло (место) с поднятый сиденьем
turned down — кресло (место) с опущенным сиденьем
empty seat — свободное место
to move over — пересесть
to feel one's way to the seats—соотв. идти к месту ощупью
the entrance — вход
the exit ['eksit] — выход
e. g. The audience goes in at the entrance and goes out at the exit.
Discussing a Picture
This is the most wonderful and most exciting picture that has ever come out of... - Это самая замечательная и самая захватывающая кинокартина, которая когда-либо была выпущена ...
There is a biographical (documentary) film released inwhich our fans remember with gratitude — Имеется биографический (документальный) фильм, выпущенный в 19... году, который любители кино вспоминают с благодарностью.
The film (plot) deals with (The plot centres around) the youth of Vladimir Lenin, the struggle for Soviet Power, the first years of the Revolution
— В фильме рассказывается (содержание фильма следующее) о молодости Владимира Ленина, о борьбе за Советскую власть, о первых годах революции и т. д.
a good film, but not without flaws – хороший фильм не без изъянов
to mar a film – портить фильм
The picture reflects native life and customs. — В этой картине отражена местная (туземная) жизни и обычаи.
The film embodies one of the best traditions of the Soviet cinema—the deep and profound interest in... — В этом фильме воплощены лучшие традиции советского кино — глубокий интерес к...
It is devoted to the... anniversary of Soviet Power in this country — Он (фильм) посвящен... годовщине Советской власти в нашей стране.
It was made in honour of the October Revolution — Она (кинокартина) была выпущена в честь Октябрьской Революции.
The film is a bold experiment (being the first ever made based on a full-length ballet) ... — Этот фильм является смелым экспериментом, т. к. он был первой постановкой полнометражного фильма-балета...
The film is thrilling — Фильм захватывающий
The plot is exciting — Содержание интригующее
The scene is fascinating - Эта сцена восхитительна
The situation is really astonishing - Данная ситуация по-настоящему изумительна
The situation is disgusting — Эта ситуация отвратительна
It is above praise —… выше похвал
beneath criticism — ... ниже всякой критики
It is more laughable than... - ... смешнее, чем...
From beginning to end the excitement. — соотв. С начала и до конца (кинофильма) зрители были взволнованы происходящим на экране.
From beginning to end the audience were holding their breath with anxiety at one moment, rocking with laughter at the next — соотв. Во время демонстрации картины зрительный зал то замирал от волнения, то разражался смехом.
to leave a deep and lasting impression upon ... соотв. оставлять (производить) глубокое и незабываемое впечатление на...
to drive the audience into hysterics — соотв. доводить зрителей до истерического смеха
g. Fans say that brilliant Oleg Popov's tricks in The Sunny Clown will drive his audience into hysterics.
The central figure is ... — соотв. главное действующее лицо — ...
to win universal acclaim – завоевать всемирное признание
to give a captivating portrayal of – дать очаровательное изображение
to take the best actress / actor award – взять высшую актерскую награду
Translate the words. Write down a transcription if necessary. Learn the words. Be ready to write a dictation.
II. Work with the text.
1. a. Read the following text which will lead you into the world of cinema.
The world of cinema
The oasis principles underlying the cinema had been known for centuries before the moment of invention in themed – 1890s.
In 1888 the great American inventor Thomas Edison decided to become involved with moving pictures. There was a considerable amount of research and by 1891 w. Dickson, Edison’s assistant, had come up with a workable solutions.
There were a number of other inventors working quite independently in Europe including B. Acres, B. W. Paul in England and E. Reynard in France.
In Los Angeles T. Tally separated the darkened projection room from the rest of the auditorium and life-sized pictures were shown there. Tally’s success attracted lot of followers. Those movie houses were dark, noisome places repulsive to the rich. But there were plenty of the common people and they kept coming.
More famous than any other American picture of that time was “The Great Train Robbery”. It was produced by Edwin S. Porter, one of the pioneers of the movies in 1903 and became a classic overnight. It had the running time of 10 minutes and told a story of crime in the Far West. Gilbert M. Anderson got his start in that film and then became the movie cowboy and the daddy of all horse-opera heroes.
More than any other director, D. W. Griffith was responsible for developing the art filmmaking. Between 1908 and 1916, Griffith directed hundreds of movies. In these movies he invented many filmmaking skills that are still used today.
At that time directors always kept the camera in the same place when they were making movies. Griffith thought that if he moved the camera, his movies would be more exciting.
Griffith’s most famous movie was “The Birth of a Nation”. It was about the American Civil war and the years that followed. The movie was very popular, and it made Griffith famous.
The 1920’s were the years of the silent film with stars like Charles Chaplin, Douglas Fairbanks, Mary Pickford, Greta Garbo, Rudolph Valentino, the Marx Brothers. The most famous movies of the 20s were “The Gold Rush”, “City Lights”, “Modern Times”.
In the early years of the 20th century a number of technicians ware busy inventing a talking film. An American inventor L. D. Forest succeeded in making a short talkie. In 1928 the first American talkie was shown in England. It gave rise to the production of British talking films. “The Good Companions”, “I was a Spy”, “Rome Express” were the most popular British films produced in the early 1930s.
In the 1920-30s Alexander Korda a Cultural Hungarian began to work on his British film. His film “The Private life of Henry VIII with Charles Laughton an outstanding actor from the London stage playing the title role established Коrda аs the leading director and producer in Great Britain.
In the following years Korda produced a number of other films Including "Catherine the Great," “Rembrandt,” "Knight without Armour," "The Four leathers," “ The Thief of Baghdad,” "The Ghost Goes West" and others in which players like Laurence Olivier, Charles Laughton, Vivien Leigh, John Clements, Robert Donat, Flora Robson, Roger Livesey, Gertrude Lawrence, Mary Morris and Rex Harrison were a great success.
In 1935 Korda opened his Denham Studios; another large studio, Pinewood, was opened in Iver in Buckinghamshire. The studio was supplied with the best equipment. Other studios at Elstree, Boreham Wood, Twickenham, Beaconsfield, Sound City and Isleworth continued to produce films too.
In America during the I920-30a filmmakers in Hollywood founded large companies such as Paramount, Twentieth-Century Fox, etc. Well-known American writers like F. Soott Fitzgerald, W. Faulkner did screen plays.
The period from the 1930s to the beginning of world War II has been called "the golden era" of American cinema. It was the era, of the John Ford western “Stagecoach,” Vivien Leigh and Clark Gable in "Gone with the Wind," of gangster movie etc.
Since the end of World war II there were interesting movements developing in European film: Italian Neorealism, The French New Wave, English "Free Cinema", Das Neue Kino in Germany. Filmmakers did their work well, got some return sufficient to cover expenses and provide money to continue their work.
The 1960s were the years of the Hollywood Renaissance. Gassavete and Coppola, Scorsese, Mazursky and Ritchie belonged to the generation of the sixties. They started with small, cheap films. It was only after they had broken into the industry establishment that the tide turned to “blockbusters”.
For example, "The Godfather" was the first real blockbuster of the seventies. The film was sure to be profitable because of the huge success of the novel by Mario Puzo in paparback Directed by the famous filmmaker Francis Coppola “The Godfather" was far ahead of the second-place film on the list in 1972.
The most significant fact about American cinema in the 1970s was that "movies" had changed quietly but surely. As little as ten years ago, "movies" were still regarded as mass entertainment, of some sociological or political significance perhaps, but certainly beneath serious consideration by nearly all academic scholars. In the 70-ies the situation was different. Film study in colleges sad universities experienced an explosive growth during the seventies.
The industry itself was still very much a business than it was in the thirties or forties.
The film producer between was not significantly different in style or approach from the films of the 1970s. The industry was still focused on the youth market, Remakes still dominated. Horror films, kid's capers, and other genres that appeal to young people came down the assembly line at an increasing fast pace. All this was punctuated, as it was five years ago, by occasional films for-adult adults and once or twice a year, a film blockbuster or melodrama - that caught the imagination of the country.
d. Translate the text The world of cinema.
c. Suggest the Russian for the following:
Life-sized pictures; the pioneers of the cinema; a movie cowboy; a horse-opera; a talkie, a screen play; a blockbuster, a remake, a kid’s capar.
Find the sentences in the text in which they occur.
d. Answer the following questions:
- When and where was the cinema invented?
- Who was the godfather of the cinema?
- What does the name of D. W. Griffith say to you?
- What names of celebrated British actors have you learn from the text?
- What British film studios do you know?
- What American film companies are world - famous? When were they founded?
- What period is regarded as «the golden era » of American cinema?
e. Make a list of the film genres from the text.
f. Write out the names of those professions that are engaged in film-making.
g. Read the text another time and fill in this table.
Cinematography
period | Discoveries and innovations | Celebrated filmmakers | Famous films |
The mid – 1890s |
h. following your table make a report on the history of the world cinema.
2. a. Read the text p.89.
b. Answer the questions ex.1b. p.90.
c. Explain what the author means by the following ex.1c. p.90.
d. There are three main functions of the first silent movies singled out by the author in this extract. Pick them out and enlarge on them. Do you think that these functions are performed by modern films as well?
3. a. Read the text p.91.
b. In the following text the author singles out several periods in the development of British cinema. What are they? What are the basic characteristics of each period?
c. Can the development of cinematography in this country illustrate the connection between film and society? p.92.
4. a. Read the following dialogue which presents an interview with a famous American character actor Tom Buchanan. Pay special attention to the phrases in bold type used for expressing opinion p.92.
b. Write out all unknown words and word combinations. Translate and learn them.
c. Translate the text into Russian in a written form.
d. Learn the interview by heart. Be ready to act it out.
III. Grammar review.
1. Translate using the correct tense-form of the verb.
1. К тому времени, как мы добрались до дома, дождь уже кончился. 2. Как только мы пришли домой, пошел дождь. 3. Поезд уже ушел, когда я приехал на станцию. 4. Когда я проснулся, солнце еще не встало, и было темно. 5. Я вошел в зал, когда лекция уже началась. 6. Я не входил в аудиторию, пока лекция не кончилась. 7. Когда часы пробили двенадцать, Золушка выбежала из дворца, но споткнулась на лестнице и потеряла хрустальную туфельку. 8. Я отдал ему книгу только после того, как дважды ее прочитал. 9. Он долго об этом размышлял, пока, наконец, не понял, в чем дело. 10. Перед тем, как он вышел из комнаты, он проверил, все ли выключил. 11. До того как началась война, мы много лет жили в Ленинграде, потом переехали сюда. 12. Уже совсем стемнело, когда я подошел к дому: солнце зашло, а луна еще не появились.
1. Я спросил его, давно ли он стал заниматься языком и какие сделал в нем успехи. Он ответил, что учит язык давно, но мало чему научился. 2. Как странно! Мне казалось, что ты давно все знаешь. 3. Я обдумывал то, что он мне рассказал; я сам давно это подозревал, но все оказалось еще хуже, чем я ожидал. 4. На днях я случайно встретил старого школьного друга. Мы не виделись лет десять; он очень изменился за это время. Оказалось, что он давно хотел разыскать меня, но у него все не было времени. 5. Он всем нам очень нравился, хотя мы знали его еще совсем недолго. 6. Он нам всем сразу понравился, но, к сожалению, он проработал с нами совсем недолго и ушел. 7. Я знал его еще очень недолго и поэтому не был в нем полностью уверен. 8. В комнате было душно и темно: там давно никто не жил. 9. Я открыл дверь и заглянул внутрь: все еще писали контрольную, только один студент уже сдал работу, хотя прошло уже два часа. 10. Дождь шел уже два часа, и я надеялся, что он скоро кончится. Но я прождал еще час, пока, наконец, не появилось солнце. 11. Обед был уже готов и все давно проголодались, но двое гостей еще не пришли, и нам пришлось их долго ждать. 12. Мы не прошли и полпути, когда вдруг обнаружили, что не взяли с собой еды. Мы долго обсуждали, что делать, и наконец, решили вернуться. 13. Родители уже обзвонили всех друзей своего сына, а его все не было, хотя он обещал быть рано. Они уже начинали серьезно беспокоиться.
1. Я спросил его, давно ли он начал учить немецкий язык и умеет ли говорить по-немецки. 2. Он сказал, что учит этот язык давно, но еще не научился быстро говорить. 3. Я не знал, что ты еще здесь. Я думал, что ты давно ушел. 4. Он думал, что все уже ушли, но друзья все еще ждали его. Он спросил, давно ли они его ждут. 5. Они удивились, что я ничего об этом еще не знаю. Они думали, что я давно все знаю. 6. Она все еще обдумывала то, что он ей рассказал. 7. На днях я встретил на улице старого друга. Мы не виделись десять лет, но он совсем не изменился за это время. 8. Он проснулся рано и выглянул в окно. Дождь еще не кончился. 9. Я заглянул в читальный зал. Там было пусто: все уже ушли, библиотекарь ставила книги на полки. 10. Она не удивилась этому: такие вещи уже случались. 11. Я открыл дверь и заглянул в класс: все еще писали контрольную, только одна девочка уже сдала работу учителю, хотя прошло уже два часа.
2. Replace attributive clauses by Participle I where possible.
1. After he had given all the explanations of the incident, he thought they would leave him in peace. 2. The man, who has brought this letter, has already gone. 3. As they had arrived a little earlier, they were now in no hurry to enter the building. 4. Where are the documents that came in for registration a week ago? 5. After they had waited long enough, they were finally allowed to go in. 6. What is the name of the man who was talking with you when I came up? 7. The people who were waiting at the front door were getting more and more impatient. 8. The story that received the first prize soon became a best-seller. 9. What did you do with that big inheritance after you received it? 10. I asked the clerk who was passing by, where I could find the director. 11. After he was given all the necessary instructions, the pilot started "blind" landing. 12. They began work in the afternoon and finished it only late into the night.
3. Use Participle II (with a conjunction where needed) instead of a clause.
1. I'll get a much bigger salary when I am promoted. 2. When he had been offered this job at last, he did not hesitate to accept it. 3. I don't know what I'll do if I am expelled from the University. 4.1 thought the house would look much more attractive if it was slightly repaired. 5. Although it had been almost completely destroyed, the town continued to exist. 6. The car will not go unless it is refilled. 7. Plays that are staged by this director are always a great success with the public. 8. Who will play the leading parts in the comedy that has been recently staged at this theatre? 9. The place looked quietly gloomy as if it had been deserted by everyone. 10. While he was being searched by the officer, he kept repeating that it was against the law.
4. Review the irregular verbs (Learn if needed).
Infinitive | Past Indefinite | Participle II | Перевод |
arise [ə'raiz] awake [ə'weik] be [bi:] bear [bεə] beat [bi:t] become[bi'k m] befall [bi'fol] begin [bi'gin] bend [bend] bid [bid] bind [baind] bite [bait] bleed [bli:d] blow [blou] break [breik] breed [bri:d] bring [briŋ] build [bild] burn [bə:n] burst [bə:st] buy [bai] cast [ka:st] catch [kætj] choose [tju:z] cling [kliŋ] clothe [klouð] come [k m] cost [kost] creep [kri:p] cut [k t] dare [dεə] deal [di:l] dig [dig] do [du:] draw [dro:] dream [dri:m] drink [driŋk] drive [draiv] dwell [dwel] eat [i:t] fall [fo:l] feed [fi:d] feel [fi:l] fight [fait] find [faind] fly [flai] forbid [fə'bid] forget [fə'get] forgive [fə'giv] freeze [fri:z] get [get] give [giv] go [gou] grind [graind] grow [grou] hang [hæŋ] have [hæv] hear [hiə] hide [haid] hit [hit] hold [hould] hurt [hə:t] keep [ki:p] kneel [ni:l] knit [nit] know [nou] lay [lei] lead [li:d] lean [li:n] leap [li:p] learn [lə:n] leave [li:v] lend [lend] let [let] lie [lai] light [lait] lose [lu:z] make [meik] mean [mi:n] meet [mi:t] mishear [mis'hiə] mislead [mis'li:d] mistake [mis'teik] mow [mou] pay [pei] put [put] read [ri:d] ride [raid] ring [riŋ] rise [raiz] run [r n] saw [so:] say [sei] see [si:] seek [si:k] sell [sel] send [send] set [set] sew [sou] shake [ʃeik] shave [ʃeiv] shine [ʃain] shoe [ʃu:] shoot [ʃu:t] show [ʃou] shrink [ʃriŋk] shut sing [siŋ] sink [siŋk] sit [sit] sleep [sli:p] slide [slaid] smell [smel] sow [sou] speak [spi:k] speed [spi:d] spell [spel] spend [spend] spill [spil] spit [spit] split [split] spoil [spoil] spread [spred] spring [spriŋ] stand [stænd] steal [sti:l] stick [stik] sting [stiŋ] stink [stiŋk] stride [straid] strike [straik] string [striŋ] swear [swεə] sweep [swi:p] swell [swel] swim [swim] swing [swiŋ] take [teik] teach [ti:tj] tear [tεə] tell [tel] think [θiŋk] throw [θrou] thrust [θr st] tread [tred] understand undertake upset [ p'set] wake [weik] wear [wεə] weep [wi:p] win [win] wind [waind] withdraw [wið'dro:] write [rait] | arose [ə'rouz] awoke [ə'wouk] was[woz]were bore [bo:] beat [bi:t] became [bi'keim] befell [bi'fel] began [bi'gæn] bent [bent] bad(e) [beid] bid [bid] bound [baund] bit [bit] bled [bled] blew [blu:] broke [brouk] bred [bred] brought [bro:t] built [bilt] burnt [bə:nt] burst [bə:st] bought [bo:t] cast [ka:st] caught [ko:t] chose [tjouz] clung [kl ŋ] clothed [klouðd] came [keim] cost [kost] crept [krept] cut [k t] dared [dεəd] dealt [delt] dug [d g] did [did] drew [dru:] dreamt [dremt] dreamed [dri:md] drank [dræŋk] drove [drouv] dwelt [dwelt] ate [et] fell [fel] fed [fed] felt [felt] fought [fo:t] found [faund] flew [flu:] forbade [fə'beid] forgot [fə'got] forgave [fə'geiv] froze [frouz] got [got] gave [geiv] went [went] ground [graund] grew [gru:] hung [h ŋ] hanged [hæŋd] had [hæd] heard [hə:d] hid [hid] hit [hit] held [held] hurt [hə:t] kept [kept] knelt [nelt] knit [nit] knew [nju:] laid [leid] led [led] leant [lent] leaned [li:nd] leapt [lept] leaped [li:pt] learnt [lə:nt] learned left [left] lent [lent] let [let] lay [lei] lit [lit] lost [lost] made [meid] meant [ment] met [met] misheard [mis'hə:d] misled [mis'led] mistook [mis'tuk] mowed [moud] paid [peid] put [put] read [red] rode [roud] rang [ræŋ] rose [rouz] ran [ræn] sawed [so:d] said [sed] saw [so:] sought [so:t] sold [sould] sent [sent] set [set] sewed [soud] shook [ʃuk] shaved [ʃeivd] shone [ʃon] shod [ʃod] shot [ʃot] showed [ʃoud] shrank [ʃræŋk] shut sang [sæŋ] sank [sæŋk] sat [sæt] slept [slept] slid [slid] smelt [smelt] sowed [soud] spoke [spouk] sped [sped] spelt [spelt] spelled spent [spent] spilt [spilt] spilled [spild] spat [spæt] split [split] spoilt [spoilt] spoiled spread [spred] sprang [spræŋ] stood [stud] stole [stoul] stuck [st k] stung [st ŋ] stank [st ŋk] strode [stroud] struck [str k] strung [str ŋ] swore [swo:] swept [swept] swelled [sweld] swam [swæm] swung [sw ŋ] took [tuk] taught [to:t] tore [to:] told [tould] thought [θo:t] threw [θru:] thrust [θr st] trod [trod] understood undertook upset [ p'set] woke [wouk] waked [weikt] wore [wo:] wept [wept] won [w n] wound [waund] withdrew [wið'dru:] wrote [rout] | arisen [ə'rizn] awaked[ə'weikt] awoke [ə'wouk] been [bi:n] born(e) [bo:n] beaten [bi:tn] become [bi'k m] befallen[bi'fo:l(ə)n] begun [bi'g n] bent [bent] bid(den) ['bid(n)] bound [baund] bit(ten) ['bit(n)] bled [bled] blown [bloun] broken ['brouk(ə)n] bred [bred] brought [bro:t] built [bilt] burnt [bə:nt] burst [bə:st] bought [bo:t] cast [ka:st] caught [ko:t] chosen ['tjouzn] clung [kl ŋ] clothed [klouðd] come [k m] cost [kost] crept [krept] cut [k t] dared [dεəd] dealt [delt] dug [d g] done [d n] drawn [dro:n] dreamt [dremt] dreamed [dri:md] drunk [dr ŋk] driven ['drivn] dwelt [dwelt] eaten ['i:tn] fallen ['fa:l(ə)n] fed [fed] felt [felt] fought [fo:t] found [faund] flown [floun] forbidden [fə'bidn] forgotten [fə'gotn] forgiven [fə'givn] frozen ['frouzn] got [got] given ['givn] gone [gon] ground [graund] grown [groun] hung [h ŋ] hanged [hæŋd] had [hæd] heard [hə:d] hidden ['hidn] hit [hit] held [held] hurt [hə:t] kept [kept] knelt [nelt] knit(ted) ['nit(id)] known [noun] laid [leid] led [led] leant [lent] leaned [li:nd] leapt [lept] leaped [li:pt] learnt [lə:nt] learned left [left] lent [lent] let [let] lain [lein] lit [lit] lost [lost] made [meid] meant [ment] met [met] misheard [mis'hə:d] misled [mis'led] mistaken [mis'teik(ə)n] mown [moun] paid [peid] put [put] read [red] ridden ['ridn] rung [r ŋ] risen ['rizn] run [r n] sawn [so:n] sawed [so:d] said [sed] seen [si:n] sought [so:t] sold [sould] sent [sent] set [set] sewed [soud] sewn [soun] shaken ['ʃeik(ə)n] shaved [ʃeivd] shaven ['ʃeivn] shone [ʃon] shod [ʃod] shot [ʃot] shown [ʃoun] shrunk [ʃr ŋk] shut sung [s ŋ] sunk [s ŋk] sat [sæt] slept [slept] slid [slid] smell [smelt] sowed [soud] sown [soun] spoken ['spouk(ə)n] sped [sped] spelt [spelt] spelled spent [spent] spilt [spilt] spilled [spild] spat [spæt] split [split] spoilt [spoilt] spoiled spread [spred] sprung [spr ŋ] stood [stud] stolen ['stoul(ə)n] stuck [st k] stung [st ŋ] stunk [st ŋk] stridden ['stridn] struck [str k] strung [str ŋ] sworn [swo:n] swept [swept] swollen ['swoul(ə)n] swum [sw m] swung [sw ŋ] taken ['teik(ə)n] taught [to:t] torn [to:n] told [tould] thought [θo:t] thrown [θroun] thrust [θr st] trodden ['trodn] understood undertaken upset [ p'set] woken ['wouk(ə)n] waked [weikt] worn [wo:n] wept [wept] won [w n] wound [waund] withdrawn [wið'dro:n] written ['ritn] | возникнуть будить; проснуться быть нести; родить бить стать, сделаться случиться начать согнуть (ся) велеть, просить связать кусать кровоточить дуть (с) ломать выращивать принести строить жечь; гореть разразиться купить кинуть; лить (металл) ловить, поймать выбрать цепляться одеть прийти стоить ползти резать сметь иметь дело копать делать тащить; рисовать мечтать; видеть сны пить, выпить гнать; ехать обитать кушать, есть падать кормить чувствовать сражаться находить летать запретить забыть простить замёрзнуть; замораживать получить дать идти; уходить; уезжать точить; молоть расти висеть; повесить иметь слышать прятать (ся) ударить держать причинить боль хранить становиться на колени вязать знать класть, положить вести опереться, прислониться прыгать учить оставить одолжить пустить; дать лежать осветить терять делать подразумевать встретить ослышаться ввести в заблуждение неправильно понимать косить платить класть читать ездить верхом звонить подняться бежать, течь пилить говорить, сказать видеть искать продавать послать устанавливать шить трясти брить (ся) светить, сиять обувать стрелять показывать сокращаться, сжиматься закрывать петь опускаться, погружаться сидеть спать скользить пахнуть; нюхать (по) сеять говорить ускорить; спешить писать или читать по буквам тратить пролить плевать расщепить(ся) портить распространиться вскочить стоять украсть уколоть; приклеить ужалить вонять шагать ударить, бить; бастовать нанизать; натянуть (по) клясться мести вздуться; опухнуть плыть качаться взять, брать учить рвать рассказать; сказать думать бросить толкнуть; сунуть ступать понимать предпринять опрокинуться просыпаться, будить носить (одежду) плакать выиграть заводить(механизм) взять назад; отозвать писать |
IV. Individual work.
1. Write a composition «My favorite film» using topical vocabulary.
2. Prepare a presentation (View-show) on the suggested topics.
- The best released film of the last year.
- Oscar nominated film (films) in World History
- The most Oscar nominated actor or actress.
- The noble film-director.
Задания для студентов заочников 5 курса (5,5) ФИЯ по практике устной и письменной речи (английский язык) IX семестр. Преподаватель
Topic: Teaching as a career.
Литература
Аракин курс английского языка 5 курс М., - 2003.
I. Work with vocabulary.
1. a. Read the text «The passionate year» by James Hilton p.13.
b. Study word combinations and phrases p.18. Translate them and learn.
c. Copy out from the Text «The passionate year» by James Hilton, p.13 the sentences containing the word combinations and phrases and translate them into Russian.
d. Paraphrase the following sentences using the word combinations and phrases ex. 8.p.20.
e. Make up three sentences of your own on each word combination and phrase.
f. Translate the following sentences into English using the word combinations and phrases ex.10.p.21.
2. a. Study the essential vocabulary and translate the illustrative examples into Russian (orally). Learn the words.
b. Translate the following sentences into Russian (orally) paying attention to the words and word combinations in italics ex.14(A, B).p.22.
c. Translate the following sentences (in written form) to revise the different meaning of the words «order» and «disorder» ex.15(a, b).p.23.
d. Translate the following sentences into English using your active vocabulary and the patterns of the lesson ex.16.p.24.
e. Give a summary of the text «The passionate year» by James Hilton p.13.
3. Topical Vocabulary.
Translate the words. Write down a transcription if necessary. Learn the words. Be ready to write a dictation p.26.
II. Work with the Text.
1.Read the text.
A TEACHER'S LOT IS CERTAINLY A DIFFERENT ONE
Say “teacher” and a clear image forms in people's minds, which is not surprising in view of the years we all spent contemplating the reality. More surprising is the variety of bizarre forms this image takes. People used to think that teachers, if female, were intense persistent creatures, and if male, were a little strange. They would refer to teachers they knew and proceed to generalizations, most frequently concerning their quarrelsome, emotional way of discussing things, their dictatorial or pedantic tendencies and, above all, their boring inability to talk about anything other than their jobs.
Teachers themselves are prone to a particularly self-conscious view of their role. Outside their working milieu, they tend to feel isolated and to grow away from friends, who work a standard office day, in much the same way as doctors and social workers do. Inside the life of a school, their anxiety can be seen in different ways. One of the more chilling is staffroom paranoia - the phenomenon whereby everyone sits stiffly around the room, working in silence, or gossiping about the children, or chatting about other things, but never daring to talk with candor about their mistakes and experiments in class, or their real feelings about teaching.
Apparently unaffected by this reticence there are the teachers who talk tirelessly about their jobs in response to any encouragement. They, too, are reacting to the same stresses, but in a different way.
This highlights what seems to be an under-emphasized side of the teaching life, namely that the job imposes exceptional stresses and conflicts, and that these have the power to isolate teachers from everybody else, to alter their outlook and even their characters.
Monday Morning is a good example of the differences between school and office. In many offices you can arrive a little late, whatever is not important can be put off, and with luck you can have an extended lunch-hour.
A teacher's Monday is more likely to begin on Sunday night, when the first uneasiness creeps up behind. There are preparations to be made for the morning, and even if they have been made it is difficult to shake off a sense of guilt about the quantity and quality of the preparations, or vague resentment over the erosion of free time. From the moment of arrival at school there is no place for lethargy: children are all around, full of questions and bounce.
The same worry can spill over into evenings and weekends. Young teachers who have had college lectures on "discipline in the classroom situation" or 'the deprived child" are not properly warned of the emotional impact children can make on them. They sit and brood about the children's needs, and always feel that they could be doing more. Of course that's true, but the best teachers are the ones who can switch off, by doing whatever work is necessary, and then refusing to let it encroach further on their life.
But the stress of responsibility remains, and it leads to a proliferations of minor ailments. In an ordinary job such complaints are trivial, and quickly dealt with by a day in bed, if they become irritating. In school they ruin things for everybody. Knowing the difficulties that absence creates in school, with the class being split up and loaded on to colleagues or else being minded by supply staff, teachers are notoriously hypochondriacal. Yet they don't stay home when they should, and often totter back to school before they're fully recovered, propelled by anxiety. Thus the cycle continues, and under circumstances like these the most reasonable person can be petty and childish - answering back, trying to hurt.
It is this kind of intensity that makes teaching so extraordinary. Extremes of behavior are more common in the classroom than people would believe. Many teachers discover in themselves depths of bad temper, even rage, they never knew they had.
What a contrast it is to wake up without a nervous jolt, to feel the number of your responsibilities to mankind diminished by approximately 33, and to be free to enjoy your mental and physical space. There is no going back, though: the rewards of the job are so special that teachers learn to maintain high expectations, and apply them generally. The experiences they have in school have a great influence on their attitudes to jobs and people. Most of the generalizations about them are rooted somewhere in truth - teachers are different - but few people bother to find out why.
Helen Rogan Adapted from "The Times"
a. Find the following expressions in the text, translate them and learn.
to contemplate the reality
the variety of bizarre forms
intense persistent creature
quarrelsome, emotional way of discussing things
dictatorial or pedantic tendency
boring inability to be prone to a particularly self-conscious view of smb’s role
to tend to feel isolated
in much the same way as…
to dare to talk with candor
to be unaffected by reticence
to talk tirelessly
in response to smth
to impose exceptional stresses and conflicts
to creep up behind
to shake off a sense of guilt
vague resentment
the deprived child
emotional impact
to brood about smb’s needs
proliferations of minor ailments
to be trivial
to be notoriously hypochondrical
to totter
to be propelled by anxiety
petty and childish
to discover depths of bad temper
to maintain high expectations; to be rooted in truth
b. Prepare the text for good reading.
c. Translate the text in written form.
d. Back-translation of the text. Prepare the text for retelling using your written translation.
2. a. Read the text «What makes a good foreign language teacher?» p.27.
b. Write out all unknown words and word combinations. Translate and learn them.
c. Translate the text in written form.
d. Answer the following questions ex.2.p.30.
3. a. Read and translate the article (orally).
Ten Characteristics of a Good Teacher
1. I want a teacher who has a contagious enthusiasm for his teaching, i. e. one who loves his students and his work.
2. I want a teacher who is creative and employs various techniques to engage the student's mind.
3. I want a teacher who can add pace and humor to the class. With such a teacher we have a good time learning, and we make a lot of progress because we are not afraid to make mistakes, we can take chances.
A good teacher maintains an excellent раса in the class. She never loses an instant consulting a list or thinking about what to do next; she tries to capitalize on every second.
4. I want a teacher who challenges me.
Speaking in the target language to the learner prepares and challenges him to speak in that language. I want a teacher who can maintain a level of difficulty high enough to challenge me, but not so high as to discourage me.
5. I want a teacher who is encouraging and patient and who will not give me up.
6. I want a teacher who knows grammar well and who will and explain something on the spot if necessary.
7. I want a teacher who will take an interest in me as a person — one who will try to discover discussion topics that interest.
8. I want a teacher who will take a minute or two to answer a question after class, or who will take five minutes to correct something that I have done on my own.
9. I want a teacher who will treat me as a person, on an equal, basis with all the members of the class.
10. Finally, I want a teacher who will leave his emotionalс baggage outside the classroom.
b. Make up your own list of qualities that makes a good foreign language teacher and compare it with the one given in the following article (ten characteristics of a good teacher) and with the qualities given in the text «What makes a good foreign language teacher?». p.27
4. a. Read the following text for obtaining its main idea ex.4.p.30.
b. Write out all unknown words and word combinations. Translate and learn them.
c. Translate the text orally.
d. Answer the following questions ex.5.p.32.
e. Very often the form tutor’s role lies somewhere between the extremes of the tutor as «register clerk» and the tutor as the key person» at school. Enlarge on the list (add no less than five) of his duties and obligations to his pupils. Which of them are the most important ones? ex.6.p.32.
III. Grammar review.
1. Translate using the correct tense-form of the verb.
1. Мы выйдем из дома, только когда дождь совсем перестанет. 2. Я не скажу тебе ничего, пока не получу разрешения. 3. Не начинай работу, пока как следует не отдохнешь. 4. Я уйду отсюда, только когда все от тебя узнаю. 5. Я поговорю с тобой об этом, когда немного посплю. 6. Пока ты будешь обедать, я буду гладить белье. 7. Пока ты будешь спать, я сделаю домашнее задание. 8. Я кое-что тебе скажу, если ты пообещаешь держать это в секрете. 9. Петр даст тебе эту книгу, если попросишь. 10. После того, как урок закончится, мы пойдем в кино. 11. Я не знаю, когда он вернется, и вернется ли вообще. 12. Он не уверен, поедет ли он в Англию и когда это будет, если он поедет. 13. Он вечно все забывает и сам постоянно жалуется на память. 14. Наконец-то завтра воскресенье, я буду отдыхать весь день.
1. Нина сказала, что скоро вернется, и ушла. 2. Я спросил, будет ли завтра дождь. 3. Она не знала, когда придет с работы отец, но решила подождать, пока он вернется. 4. Я боялся, что если он увидит меня здесь, то будет сердиться. 5. Мы спросили директора, когда начнутся экзамены. Директор сказал, что мы узнаем о своих отметках, только когда весь класс закончит сдавать экзамен. 6. Мы решили, что если не будет дождя, мы поедем за город. 7. Он сказал, что не уйдет, пока все не узнает. 8. Она сказала, что даст мне эту книгу, если я пообещаю, что скоро ее верну.
2. Paraphrase the sentences using infinitive combinations.
1. I'm rather old. I can't wear that kind of hat.
2. The captain was the last man who left the ship.
3. It is better that he should hear it from you.
4. It seems that the letter was written by a left-handed person.
5. Is it likely that she will arrive tomorrow?
6. It is said that she has a bad temper.
7. They believe that he is honest.
8. He reached the station exhausted and to his great disappointment learnt that the train had just left.
9. Tom was very foolish. He told lies to the police.
10. Mother wants to rent a flat where my married brother would live.
3. Fill in the gaps with model verbs to be to, to have to, ought to, should and the correct form of the infinitive.
1. The engine of the boat broke down and they... (row).
2. We ran out of money very soon and thought that we... (be) so wasteful.
3. If the temperature doesn't drop tomorrow morning we... (call) the doctor again.
4. How many exams... we (have) next year?
5. When steering through the heavy traffic of the city one ... (be) very careful.
6. You... (be) respectful when speaking to your elders.
7. There is no cure for sarcoma, he... (die).
8. I don't have a good view of the stage from here, we... (take) opera glasses.
9. He... (go) to Canada last week, but he hasn't got a visa up till now.
10. We... (not book) the tickets beforehand as, it being winter, the tickets were available at any moment.
IV. Individual work.
Write a composition on the suggested topics:
1. Teaching foreign languages. What should it be like?
2. What makes a good language teacher?
Задания для студентов-заочников 5 курса (5,5) ФИЯ по практике устной и письменной речи (английский язык) X семестр. Преподаватель
Topic: Books and readers.
Литература
Аракин курс английского языка 5 курс М., - 2003.
I. Work with vocabulary.
1. a. Read the text «The Escape» by Somerset Maugham p.41.
b. Study word combinations and phrases p.48. Translate them and learn.
c. Copy out from the Text «The Escape» the sentences containing the word combinations and phrases and translate them into Russian.
d. Paraphrase the following sentences using the word combinations and phrases ex.8.p.20.
e. Make up three sentences of your own on each word combination and phrase.
f. Translate the following sentences into English using the word combinations and phrases ex.11.p.51.
2. a. Study the essential vocabulary and translate the illustrative examples into Russian (orally). Learn the words p.45.
b. Translate the following sentences into Russian (orally) paying attention to the words and word combinations in italics ex.14.p.52.
c. Fill in the blanks with «to persuade» or «to convince» in the required form. Give reasons for your choice ex.15.p.52.
d. Translate into English using «to persuade» or «to convince» ex.16.p.53.
e. Translate the following sentences into English using your active vocabulary ex.17.p.54.
f. Give a summary of the text «The Escape» by Somerset Maugham p.41.
3. Topical Vocabulary p.56.
Translate the words. Write down a transcription if necessary. Learn the words. Be ready to write a dictation.
II. Work with the Text.
1. a. Read the following text p.57.
b. Translate the text orally.
c. Answer the following questions in a written form.
· What purpose do you usually read with?
· Do you think you read fast enough?
· What kind of reading is the most essential to a school teacher?
2. a. Read the following text dealing with combinations of literature on school level p.58.
b. Translate the text orally.
c. Put down the main points raised by the author.
d. Make a list of questions that are suggested by the author to help the students to read between the lines. What other questions would you suggest on the plot and the situation, the characters, etc.? (Write five questions of your own).
3. a. The author of the following text is trying to persuade the reader "to mark up a book", i. e. "to write between the lines". Read it and pay attention to his argument p.60.
b. There are some means that can be used in persuading others p.61. To read a certain book. Read them and translate.
c. Write down several sentences to persuade your friend to read a certain book. Follow the tactic suggestions given on p.61. Use the following conversational formulas of advice:
You'd better... If I were you, I shouldn't... Why not... It's high time to... I'll tell you what... Make sure... Make the best of it. I'll tell you what...
III. Grammar review.
1. Translate using the correct tense-form of the verb.
1. Где ты был на перемене? — Мы писали контрольную. 2. Мы вчера три часа писали контрольную, и к концу все очень устали; думаю, я сделал там много ошибок. 3. В тот день у него было много дел. Он работал весь день и закончил только к вечеру. Он очень устал, но был доволен, что сделал так много. 4. Бальзак всю жизнь описывал богачей, а сам жил в нищете. 5. Спектакль давно закончился, а мы еще долго сидели и размышляли о том, что видели. 6. Ты не слышал, о чем он говорил на собрании? — Слышал. Он произнес большую речь, так долго говорил, что я чуть не уснул. 7. Пока я делал уроки, мать готовила ужин. 8. Пока я делал уроки, мать приготовила ужин. 9. Что ты делал в субботу? — Весь день играл в футбол. 10. Мы весь день играли в футбол, а потом пошли в кино, и пожалели об этом: фильм был скучный, играть в футбол было намного интереснее. 11. Значит, ты так и не нашел наш дом? — Так и не нашел, хотя искал его весь вечер. 12. Великий художник работал над картиной много лет и закончил ее, когда был уже стариком.
1. Петр здесь? — Он приходил сегодня, но уже ушел. 2. Так ты уже сходил в магазин? Как быстро ты это проделал. И что же ты купил? 3. Я уже много раз просила тебя рассказать мне, что случилось с тобой в Лондоне. Почему ты мне не рассказываешь? 4. Обо всем этом он мне рассказал на том вечере. 5. У вас такой испуганный вид. Что они вам сказали? 6. Вам кто-нибудь говорил, что вы очень красивы? 7. Ты видел сегодня Петра? — Да, видел в столовой. 8. Я всего один раз был на море и пробыл там только неделю. 9. Кто это на фото? — Это человек, который убил Леннона.
1. Я с детства люблю музыку. Когда-то я несколько лет учился играть на рояле, но уже давно это забросил и сейчас забыл все, чему научился. 2. Вы давно ее знаете? — С детства. — Я гоже ее когда-то знала, но мы давно поссорились и с тех пор не встречаемся. 3. Я много думал об этом в последнее время и понял, что он поступил правильно в этой ситуации. Он сделал все, что было необходимо. 4. Я много в жизни путешествовал, бывал в разных частях света, встречался с разными людьми. Я даже разговаривал с Циолковским, он рассказывал мне о своих проектах. Мы проговорили больше часа. 5. Что за странный дом! Весь вечер кто-то выбрасывает кошек из окон!
2. Use articles with geographical names.
1. ... Pacific is much larger than... Arctic or... Indian ocean. 2.... Sahara is the biggest desert in... North Africa. 3... Mont Blanc is the highest peak in... Alps.City of... London stands on... river Thames 5.Is...Mississippi longer or shorter than... Rhine? 6. Portugal is a small country in... West of Europe; on one of its borders is... Spain, on the other... Atlantic ocean 7. . Who was the first to reach... North Pole? 8.... USA is the biggest country of... North America. 9.... Lake Ontario, or... Ontario, is one of the largest lakes in... North of... United State on the border with ... Canada. 10. Greece is situated in... South of. Eastern Europe on coast of... Mediterranean. 11. The official name of. Holland is the State herlands, or herlands; the latte word is used with an article because it literally means “low lands” 12. The forests of... East Siberia and of...Far East are the greatest forest resources in... East of... modern Russia. 13. United Kingdom includes … Great Britain and... Northern Ireland; it occupies ... British Isles. 14. In what country of... Northern Europe is... Hague situated? 15. The birthplace of our civilization was the area situated between ... Tiger and Euphrates rivers, which is now called... Middle East.
3. Translate into English.
a. using «if only».
1. О, если б навеки так было! 2. Знал бы ты, как я страдаю! 3. Ах, если бы ты понял это вовремя! 4. Мне бы твои заботы! 5. Хоть бы в кошельке было немного денег! 6. Слышал бы ты, что он говорил на собрании! 7. Был бы хоть один шанс выиграть! 8. Ах, не говорил бы ты чепуху (nonsense) в такой момент! 9. Иметь бы мне столько денег, как у него! 10. Бросил бы ты эту ужасную привычку! 11. Если бы я только обратил на это внимание сразу! 12. Не говорил бы ты так громко! 13. Ах, если бы ты тогда послушался моего совета!
b. using the verb «wish»
1. Хоть бы завтра была хорошая погода! Тогда можно было бы поехать за город. 2. Жаль, что ты до сих пор не понял, как это важно. 3. Я бы совсем не хотел быть сейчас на его месте. 4. Жаль, что ты не сказал ей об этом заранее, она бы так не волновалась все это время. 5. По-моему, он искренне сожалеет о том, что все это случилось. — Ты думаешь, этого бы не случилось, если бы он вел себя иначе? 6. Зря я ему не поверил; он говорил то, что есть. 7. Он жалел, что не сказал мне об этом сразу. 8. Напрасно ты мне сразу не позвонил, я бы смог что-нибудь сделать. 9. Я предупредил его, что не хотел бы, чтобы кто-нибудь знал о том, что случилось. 10. Он сказал, что жалеет, что он уже старый и жизнь его прошла однообразно, и что если бы он был помоложе, то начал бы жить иначе. 11. Жаль, что я там не был, — я бы сказал ему все, что о нем думаю. 12. Мы сразу пожалели, что не оставили вещи на вокзале, мы бы тогда могли спокойно насладиться такой прекрасной погодой. 13. Если бы он узнал, кого он пригласил к себе в тот вечер, он бы несомненно пожалел о том, что сделал это.
c. Translate.
1. Я был бы рад, если бы ты зашел ко мне сегодня вечером. 2. Если ты там был, ты, конечно же, помнишь, что произошло. 3. На твоем месте я бы с ним больше не разговаривал. 4. Если бы не сырость, здесь можно было бы сделать привал (camp). 5. Если бы у меня был его новый телефон, я бы, конечно, ему позвонил. 6. Я бы с удовольствием все тебе рассказал, если бы ты обещала никому не говорить, 7. В такой ситуации даже смелый человек мог бы испугаться.
IV. Individual work.
1. Do the library research on the following: prepare a report on biography of any outstanding English, American or Russian writer, and/or one of his/her novels. Use the following:
a landmark in the history of modern fiction; it holds you with a firm grip; psychological insight into; a book to open anywhere; to bring into sharp focus the problems of the twentieth-century man; a great master of ironic style; full of critical spirit; beautiful descriptions of, based on actual facts; challenges of life; etc.
2. Write a composition «the literary merit of my favorite book» Use the following words and expressions:
plot development; climax; to depict characters; to unmask characters; an observer of human nature; character portrayal; illustration of; instances of humor; to give the impression of; difference in emotion; to be employed by the author; to awaken interest; traces of; an exciting (interesting, intriguing, etc.) story to read; brilliance of the language; etc.
[1] Иногда в разговорной небрежной речи употребляется форма Present Continuous действительного залога вместо соответствующей формы страдательного залога: What's showing at the cinema? What's playing at the cinema?
[2]film-super — coll. for a supernumerary [,sju:pə'nju:mərəri] cinema actor or actress.
