Текст книги "Практический курс английского языка 2 курс"
Автор книги: Владимир Аракин
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no other employment), have three terms of about ten weeks in each year.46
University teaching combines lectures given by professors, readers or lecturers,47 practical
classes (in scientific subjects) and small group teaching in seminars or tutorials.
The course of study for intending teachers is based upon compulsory and optional subjects.
The Programme usually consists of three core components: School-based experience, Subject
studies and Education studies.48
Theory of Education is one of the main subjects. At the end of the first or second year
students are to make their choice as to the age-range of children they wish to prepare to teach.
Junior students go into schools for one day each week, watching experienced teachers at
work. They take part in the life of the school, help with games, societies or play productions.
46 Other students who work during the day and study in the evening are part-time students.
47 reader a university teacher of a rank immediately below a professor,
lecturer: a person lower in rank than a reader who gives lectures, especially at a college or university.
48 By School-based experience teaching practice is meant (both "observation period" for junior students and block-teaching
practice for senior students).
By Subject studies a broad range of subjects is meant of which a student is to choose two cores (the main subjects).
Education studies means essential knowledge of children, the curriculum, the organization of schools and classes.
Senior students spend fifteen weeks on teaching practice. They learn the use of different
educational aids, audio-visual facilities, observe lessons and take an active part in discussing them
with a supervisor (tutor) on school practice.
Examinations are held at the end of each term. Final examinations (or finals) are taken at the
end of the course.
(See: Tibbits E. L. Exercises in Reading Comprehension. Longman, 1974)
TEXT B. DIALOGUE
A n n : Hullo, Steve. Have you got a minute?
S t e v e : Sure, yes. What can I do for you?
A.: I've read a number of books on the British system of higher education but I can't make
head or tail of it.
S.: Mm... no wonder. What's the problem?
A.: Quite a lot of problems. What I want to discuss is the difference between a university and
a college.
S.: It's like this, you see... The programme is different. At a university it is much wider. Great
attention is paid to scientific subjects.
A: It sounds as though most people prefer a university.
S.: Well... that rather depends.
A.: Speaking about universities I'm not quite clear about tutorials there. What is a tutorial
exactly?
S.: Oh, it's when students discuss topics with a tutor in very small groups – usually there are
not more than three or four students and sometimes only one.
A.: I see... And coming back to colleges... I'm still not terribly sure what a residential college
is.
S.: Erm... It's a college with a hall of residence49 on the same grounds as the principal
building. In fact all the students live in hall.
A: Really? and what about the teaching staff?
S.: Actually the majority of the teaching staff live there too. But there are also quite a lot of
non-residential colleges.
A: And you studied at university?
S.: Yes...
A.: I'd like to find myself in that university. What was it like?
S.: Well... a big grey building surrounded by trees.
A: Beautiful?
S.: Nothing very remarkable. Of course there were lecture halls, classrooms and a number of
laboratories.
A: Any facilities for sport and P.E.50
S.: Let me see... Yes... A gymnasium with changing rooms and showers, a tennis court...
What else... A playing field for netball and football...
A.: I believe students spend a lot of time together, don't they?
S.: Definitely. We had students' societies and clubs.
A.: Am I right to believe that they are for those interested in drama and music?
49 ball of residence: a more modern term than hostel, used only of student hostels (the abbreviated form hall, with no article, is
widely used by students in everyday situations). Hostel is a more general word (a nurses' hostel, a factory hostel, ayouth hostel,
etc.).
50 P. E = Physical Education.
S.: Quite... and also politics, modern languages, literature, science and athletics.
A: Ah... that's worth knowing.
S.: And what I'd like to add is that students themselves organize all those clubs and societies.
There is usually a Students' Council or Union.
A.: Well Steve. Thanks very much. You've been most helpful.
TEXT С. HOW TO GET A DEGREE
J.: Well, Arnold, I remember you said once you were a B. A. Perhaps you could tell me how
quickly you got those letters after your name?
A.: At university I studied history. It was a 3-year course. And after that I got a B. A degree.
J.: B.A. stands for Bachelor of Arts degree, doesn't it?
A.: Yes, which reminds me of my neighbour whose son had just got his B. A. A friend asked
very seriously: "I suppose your son will try to get an M. A. or Ph. D."51 next to which my neighbour
answered: "Not at all, now he is trying to get a J-O-B."
A: Ah... he meant a job! That's a good joke!
(See: English 903, Book 6. Lnd.,
1978)
ESSENTIAL VOCABULARY (II)
Words and Word Combinations
A. education system
scientific subjects
compulsory education
an intending teacher
primary school
optional
secondary school
core component (core)
comprehensive school
school (teaching) practice
public school
School-based experience
further education
Subject studies
polytechnic
Education studies
college of higher education
(Theory of) Education
to specialize in
main subject
teacher training
age-range
degree
junior students
undergraduate
senior students
graduate
play production
post-graduate
educational aids
full-time student
audio-visual facilities
part-time student
visual aids
reader
to observe a lesson
lecturer
supervisor (tutor)
practical classes
to hold examinations
final examinations (finals)
B. tutorial
changing room
residential college
students' society
non-residential college
Students' Council (Union)
hall of residence
С. а B.A., B.Ed., B.Sc, B.S.E.,
to live in hall
B.S.M. degree (Bachelor of
principal building (the
Arts, Education, Science,
51 Ph. . D.: Doctor of Philosophy (title given to completion of any research, no matter which subject you study)
Senate)
Engineering, Medicine etc.)
teaching staff
M.A., M.Ed (Master of
Physical Education (P.E.)
Arts, Education, etc.)
gymnasium (gym)
PhD. (Doctor of Philosophy)
EXERCISES
I. Study Text A and write English equivalents of the following words and
phrases. Transcribe them:
педагогическое образование (обучение учителей), политехнический институт, колледж
высшего образования, степень, выпускник, аспирант, бакалавр, дальнейшее обучение,
исследовательская работа, магистр, студент дневного отделения, студент вечернего отделения,
лектор (2 words), практические занятия, будущий учитель, быть основанным на чём– n.,
обязательный, факультативный, практика в школе, изучение основного предмета, комплекс
предметов педагогического цикла, педагогика, профилирующая дисциплина, возрастная
группа, студенты младших курсов, постановка пьесы, студенты старших курсов, учебные
пособия, аудио-визуальные средства, посещать уроки, руководитель по педпрактике (2 words),
проводить экзамены, выпускные экзамены.
II. Write 15 questions on Text A, using new words and expressions in each
question. Ask your comrades to reply them. Summarize what you have learned about
the British system of higher education.
III. Study Texts В and С and write English equivalents of the following words
and phrases:
система высшего образования, практические занятия, колледж с общежитием, колледж
без общежития, общежитие (студенческое), территория колледжа (университета), жить в
общежитии (о студентах), педагогический состав, лекционный зал, гимнастический зал,
раздевалка, студенческое общество, студенческий совет, бакалавр гуманитарных наук,
магистр гуманитарных наук, доктор философских наук.
IV. Ask your fellow-students:
1. About the difference between a university, polytechnic and college of higher education. 2.
Why it is preferable to study at university. 3. What subjects the Programme of a university is based
upon. 4. What you know about tutorials. 5. About the difference between a residential and a non-
residential college (university). 6. Who lives in hall. 7. What rooms can be found in a university
building. 8. What sport facilities there are at a university. 9. What clubs and societies are popular in
British colleges and universities. 10. Who runs those clubs and societies. 11. What a B. A. is. 12.
How quickly one can get those letters before his name. 13. What a M. A. is. 14. Which degree is
higher: M. A. or Ph. D.? 15. If it is easy for a Bachelor of Arts to find a job.
V. Retell Text В in indirect speech using new words and word combinations.
VI. Fill in prepositions. Ask the others to give their responses to the given
sentences so as to make up micro-dialogues:
1.... Great Britain the course... study... intending teachers is based ... compulsory and optional
subjects. 2. The Programme usually consists ... three core components. Do you remember what they
are? 3. Are you going to specialize ... Education? 4. It is important... a student to learn the use ...
different visual aids ... his block-teaching practice. 5. My school practice began when I was ... the
first year. 6.... our department examinations are held ... the end ... each term; ... each examination
students are given several days which they spend ... revising the material. 7. The English club
organized ... the students is concerned .., extra-curricular activities. 8. Do you enjoy your lectures ...
Theory ... Education? Are they supplemented... seminars?
VII. a) Retell Text С in indirect speech; b) act it out.
VIII. Speak about the English Department at your University (usе Essential
Vocabulary on the topic).
IX. Make up dialogues, using Essential Vocabulary on the topic Suggested
situations:
A. A Russian student and an English student are exchanging information on systems of
higher education in their countries.
B. Two students of the English department are discussing their college life. One of them is
enthusiastic about everything, the other is a dissatisfied grumbler and finds fault with every little
thing.
C. A student of the English department is speaking about the programme and the course of
study with a friend of his (hers).
D. A strict father (mother) is demanding an explanation from a son (daughter) after a failure
in a college exam. The son is giving all kinds of lame excuses speaking about "overcrowded
syllabus", injustice of professors and bad luck in general.
X. a) Bead and translate into Russian:
Oxford
So this is Oxford. As soon as we emerge into the clean, broad streets, there are signs enough
that this is the ancient seat of English learning. Gowns and mortar boards. 52 Young undergraduates in
loose black thigh-length gowns. A graduate's gown is generally of knee length and for ceremonial
occasions at least, has a hood lined in silk of the colour prescribed by the wearer's faculty.
Oxford's main railway station is some half a mile to the west of the area in which are
clustered most of the colleges: Queen's College and University College, Magdalen College and quite
a number of others.
All these together make up the University of Oxford.
The central University, in general, arranges lectures for the whole body of students in a
particular subject and holds examinations and grants degrees; an individual college provides for
residence and tutorials. Great emphasis is laid at Oxford and Cambridge on what are called
"tutorials", in which a Don53 gives personal instruction in his study at least once a week to students
numbering not more than four at a sitting.
For a lover of old architecture, Oxford has much to offer. Many of the colleges present a
lovely picture of ancient pearl-grey walls, noble towers, picturesque gothic archways. All have grass
lawns of velvet smoothness which must be seen to be believed, and many have, in summer, most
magnificent displays of flowers.
(After «The British Scene» by George Bidwell)
b) Argue the pros and cons of: 1. Tutorial system. 2. Students' uniform. 3.
Residential colleges.
XI. Describe the pictures on p. 183:
XII. Try your hand at teaching:
A. Preparation. Get ready for a talk on one of the following topics:
1. Higher education in Russia.
52 mortar board: a flat-topped student's cap
53 Don: a college tutor who directs the studies of undergraduates
2. Higher education in Great Britain.
3. Oxford University.
4. Cambridge University.
5. Teacher training in Great Britain and in Russia.
B. Work in Class. Listen to the students' talk and say a few words about the construction of
each talk: its beginning, development, conclusion, and the general balance of these parts.
Speak on what you think may surprise a Russian student at an English University (Oxford,
Cambridge): a) programme, b) teaching methods, c) students' extra-curricular activities.
Prompts: I think (suppose, guess, believe, dare say)...; Well, my opinion is that...; My view is
that...; True, but...; You may be right... but all the same...; I wouldn't say that; But on the other hand.
XIII. Read the text. Comment on its content:
Students in Tents
Three small tents – two blue and one khaki – are pitched among trees on a hill above
Sussex University campus. This weekend they are 'home' to three students who cannot find a bed in
the neighbouring town of Brighton.
They are an apt symbol of an accommodation crisis that is affecting thousands of students
throughout the country. Tonight 80 other Sussex students will bed down on mattresses on the floor of
the university senate chamber. It will be the sixth – and probably final – night of a'protest
occupation!
In every major city there are students on camp beds in nooks and crannies and others
'crashing' on the floors of friends' flats.
The National Union of Students describes it as the worst ever student accommodation crisis!
The indications are that it is a foretaste of a massive problem.
Unless something radical is done, the concept of a student having the right to go away to
university may soon be dead.
(See: Ttofi C., Creed T. S.
English in Mind. Lnd., 1982)
XIV. Speak on:
1. Your intentions as to your teaching career.
2. What you are going to do to become a highly-qualified specialist.
XV. Role-playing.
Work in two groups, one playing the university lecturers, the other presenting
students. Both groups are discussing one and the same exam. Compare their
versions and make your conclusion as to the difference in approach:
Exam: English Literature.
Results: Dave Robertson – Sat
Charles Hope – Poor
Duncan Holmes – Good
Dorothy Baird – Very Good
Jenny Richards – Good
XVI. Compose a short story to which the pictures on pp. 187-189 might serve
as an illustration. Use prompt words and phrases listed betow:
physicist; theory of relativity; treading on air; full of sweet reminiscences;
cast a glance; a sudden shock; come to realize; a guilty conscience;
first traces of fatigue; tired-out;
with a wet towel round his head; in frustration; a dazed look; a tub of water; scattered all
over; peeping inside; puzzled;
strange visions; welcome cheerfully; arm-in-arm; a cane;
in a frenzy of enthusiasm; leaning on; lunatic asylum.
XVII. Film «Mr. Brown's Holiday». Film segment 5 «Is it Good to be a Student?»
(Chrichester). a) Watch and listen, b) Do the exercises from the guide to the film.
STUDIES OF WRITTEN ENGLISH
V
A kind of writing technique that helps to achieve good results is summarizing the contents of
written works.
Summary is a representation of the contents of complete works in brief. It is expected to be
about a sixth or a tenth of the original in length. It is easier to make a summary of stories, novels and
plays which have a plot.
Plot is a systematic arrangement of events by means of which the writer builds up a
meaningful situation and shows the characters. Usually a plot consists of a good beginning, a middle,
and an end.
In order to make a good clear summary of a story you have to go through the following
stages:
1. Read the story carefully so as to understand its plot.
2. Make a list of all the points you find important. These notes should be very brief, very
much like the topic plan (see the sample in Unit Four).
3. Using the list of points, write a rough draft of the summary. You may paraphrase and
modify topic sentences. This will help you to reproduce the contents of the story in your own words.
4. After having written a rough draft shorten it and write a -fair copy of your summary.
Note: Take care not to change the meaning of the original or add to it. Your summary may
follow the outline of the story in brief.
Here is a sample summary of "A Day's Wait" (see Unit Two).
A boy of nine fell ill. He was running a high temperature (102°F). The doctor diagnosed the
illness as flu. He said there was nothing to worry about if the fever did not go above one hundred
and four degrees. The boy lay still in the bed. He seemed detached and was looking very strangely at
the foot of the bed. When the father took his temperature again the boy asked him about the time he
was going to die. He argued with his father about the temperature because when being at school in
France he learned from the boys that you can't live with the temperature of forty-four degrees. The
father reassured him explaining the difference between the Fahrenheit and Centigrade thermometers.
The boy relaxed after "a day's wait", though the next day he was still suffering from a nervous
breakdown.
Assignments:
1. Write a summary of the story "How We Kept Mother's Day". (See Unit Four.)
2. Try to make a summary of Judy's letters. (Don't forget to make a list of the most important
points before writing a rough draft.)
3. Write a summary of the dialogue between Ann and Steve. (See Text B.) Think of the best
topic sentences introducing or/and completing your summary.
LABORATORY EXERCISES (II)
1. Listen to Texts A and B, mark the stresses and tunes. Repeat them following the model
2. Listen to Text С Mark the stresses and tunes. Repeat it following the model.
3. Write a spelling-translation test. Check it with the key.
4. Write a dictation. Check your spelling with a dictionary.
5. Translate the sentences and check your translation with the key (written work).
6. listen to the text "Cambridge' or some other text on the topic "Education". Write tS
questions to the text Get ready to discuss it in class.
CURIOSITY QUIZ FOR EAGERS
I. Test your «I. Q.» 54 and compare it to Judy's «abyss of ignorance». Say what you
know about:
1. Maurice Maeterlinck.
2. Micheleangelo.
3. "David Copperfield" and the author of the book.
4. "Ivanhoe" and the author of the book.
5. "Jane Eyre" and the author of the book.
6. "Robinson Crusoe" and the author of the book.
7. "Alice in Wonderland".
8. Henry the Eighth.
9. Shelley.
10. George Eliot.
11. Mona Lisa.
12. Sherlock Holmes.
II. Give the names of humorists: a) you appreciate most of all; b) of British or American
origin; c) of world reputation.
UNIT SIX
I SPEECH PATTERNS
1. I needn't have hurried.
Cf. You needn't go there tomorrow. – You needn't have gone there yesterday.
I needn't tell him that; he knows it. – I needn't have told him that; he knew it already.
The teacher needn't explain such simple things; the pupils know them. – The teacher needn't
have explained such simple things; the pupils knew them.
You needn't ask this question. – You needn't have asked this question.
2. He'd been talking more than usual.
You've come later than usual.
Our homework today is longer than usual.
Yesterday this actress played better than usual.
Tomorrow I am to get up earlier than usual.
3. He looked at me with those kind blue eyes of his.
I knew too well that charming smile of hers.
You needn't repeat to me those lies of yours.
I really don't know what to do with this naughty child of mine.
I don't like that sharp voice of your friend's.
54 I.Q. Intelligence Quotient – a number indicating the level of a person's mental development obtained by multiplying his
mental age by 100, and dividing the result by his chronological age, the latter generally cot exceeding 16.
Who said that? Of course, that dear husband of Mary's.
EXERCISES
I. Paraphrase the following sentences, using Patten 1:
P a t t e r n 1 : 1. Why did you answer this question? It was not meant for you. 2. He
spoke too long, it bored everybody present. 3. There was no reason why she should get so excited
over a little thing like that. 4. Was it necessary to bother such a busy man with this unimportant
question? 5. Why have you come to meet me? There was no need for you to bother.
II. Complete the following sentences, using the patterns:
P a t t e r n 2 : 1. Today she has been answering her task even better ... . 2. Are you ill?
You are looking ... . 3. The way to his office seemed to him on that day ... . 4. He was in love, and
the sun seemed to shine .... 5.... earlier than usual. 6. The soup tastes even .... 7.... later than usual.
P a t t e r n 3 : 1. She addressed us angrily in that harsh ... . 2. Did you happen to see
that charming ... ? 3. I didn't want to come up to you, because you were so busy speaking to that dear
.... 4. I don't like the way she treats that miserable .... 5. I wish I knew how I should bring up this
dear .... 6. No one any longer believes those ... . 7. If I were you, I should throw away these .... 8.
Who could have done such a thing but...? 9. I have heard a lot about that....
III. Translate these sentences into English:
1. Вам не нужно было приходить сюда так рано. Никто еще не пришел. 2. Из-за этих
своих тесных туфель она еле-еле шла. Мы добрались до остановки автобуса позже, чем
обычно, и, конечно, автобус уже ушел. 3. В этот день Джуди была больна и чувствовала себя
несчастней, чем обычно. Она не поверила своим глазам, когда ей принесли большую коробку
с полураспустившимися розами – подарок этого ее таинственного опекуна.
IV. Make up short situations to illustrate Patterns 1, 2, 3 (three situations for
each pattern).
V. Make up dialogues, using all the patterns.
TEXT. A FRIEND IN NEED by William Somerset Maugham (abridged)
Maugham, William Somerset (1874-1965): an English writer. He achieved a great success as
a novelist with such novels as "Of Human Bondage", "The Razor's Edge" and others, as a dramatist
with Ms witty satirical plays "Our Betters", "The Circle", etc., but he is best known by his short
stories.
At the beginning of his literary career Maugham was greatly influenced by French
naturalism. Later on, his outlook on life changed. It became cool, unemotional and pessimistic. He
says that life is too tragic and senseless to be described. A writer can't change life, he must only try to
amuse his reader, stir his imagination. And this is where Maugham achieves perfection: his stories
are always fascinating. Maugham's skill in depicting scenes and characters with a few touches is
amazing and whether he means it or not his novels, stories and plays reveal the vanity, hypocrisy and
brutality of the society he lives in. So does the story "A Friend in Need". Burton, a prosperous
businessman, is not.in the least concerned about the troubles and needs of those who have failed in
life. Without a moment's hesitation he sends a man to death just because his presence bores him, and
later on he remembers the fact with a "kindly chuckle".
When Maugham described people and places in his short stories, he did it mostly from his
personal experience.
"It's rather a funny story," he said. "He wasn't a bad chap. I liked him. He was always well-
dressed and smart-looking. He was handsome in a way, with curly hair and pink-andwhite cheeks.
Women thought a lot of him. There was no harm in him, you know, he was only wild. Of course he
drank too much. Those sort of fellows always do. A bit of money used to come in for him once a
quarter and he made a bit more by card-playing. He won a good deal of mine, I know that."
Burton gave a kindly little chuckle. I knew from my own experience that he could lose
money at bridge with a good grace.
"I suppose that is why he came to me when he went broke, that and the fact that he was a
namesake of mine. He came to see me in my office one day and asked me for a job. I was rather
surprised. He told me that there was no more money coming from home and he wanted to work. I
asked him how old he was.
"Thirty-five," he said.
"And what have you been doing hitherto?" I asked him.
"Well, nothing very much," he said.
I couldn't help laughing.
"I'm afraid I can't do anything for you just yet," I said. "Come back and see me in another
thirty-five years, and I'll see what I can do."
He didn't move. He went rather pale. He hesitated for a moment and then told me that he had
had bad luck at cards for some time. He hadn't been willing to stick to bridge, he'd been playing
poker, and he'd got trimmed. He hadn't a penny. He'd pawned everything he had. He couldn't pay his
hotel bill and they wouldn't give him any more credit. He was down and out. If he couldn't get
something to do he'd have to commit suicide.
I looked at him for a bit. I could see now that he was all to pieces. He'd been drinking more
than usual and he looked fifty. The girls wouldn't have thought so much of him if they'd seen him
then.
"Well, isn't there anything you can do except play cards?" I asked him.
"I can swim," he said.
"Swim!"
I could hardly believe my ears; it seemed such an insane answer to give.
"I swam for my university. "55
I got some glimmering of what he was driving at. I've known too many men who were little
tin gods at their university to be impressed by it.
"I was a pretty good swimmer myself when I was a young man," I said.
Suddenly I had an idea.
Pausing in his story, Burton turned to me.
"Do you know Kobe?" he asked.
"No," I said, "I passed through it once, but I only spent a night there."
"Then you don't know the Shioya Club. When I was a young man I swam from there round
the beacon and landed at the creek of Tarumi. It's over three miles and it's rather difficult on account
of the currents round the beacon. Well, I told my young namesake about it and I said to him that if
he'd do it I'd give him a job. I could see he was rather taken aback.
"You say you're a swimmer," I said.
"I'm not in very good condition," he answered.
I didn't say anything. I shrugged my shoulders. He looked at me for a moment and then he
55 to swim for one's university: to take part in swimming races held between one's university team and some other teams.
Practically every school, college and university in Great Britain has its own sports clubs, and there are various outdoor sports
competitions held annually within each school, as well as between different schools, colleges, and universities. These are, as a rule,
attended by spectators drawn from all sections of the public, and the Oxford and Cambridge boat races, in which crews from these
two universities compete every spring on the Thames, arouse national interest.
nodded.
"All right," he said. "When do you want me to do it?"
I looked at my watch. It was just after ten.
"The swim shouldn't take you much over an hour and a quarter. I'll drive round to the creek at
half past twelve and meet you. I'll take you back to the club to dress and then we'll have lunch
together,"
"Done," he said.
We shook hands. I wished him good luck and he left me. I had a lot of work to do that
morning and I only just managed to get to the creek at Tarumi at half past twelve. But I needn't have
hurried; he never turned up."
"Did he funk it at toe last moment?" I asked.
"No, he didn't funk it. He started all right. But of course he'd ruined his constitution by drink
and dissipation. The currents round the beacon were more than he could manage. We didn't get the
body for about three days."
I didn't say anything for a moment or two, I was a trifle shocked. Then I asked Burton a
question.
"When you made him that offer of a job, did you know he'd be drowned?"
He gave a little mild chuckle and he looked at me with those kind and candid blue eyes of
his. He rubbed his chin with his hand.
"Well, I hadn't got a vacancy in my office at the moment."
VOCABULARY NOTES
1. to curl υt/i. 1. завивать(-ся), закручивать(-ся), e.g. She has curled her hair. The old man
was curling his long moustache.
2. виться, клубиться, е.g. Does her hair curl naturally or does she curl it in curlers? The
smoke from our camp-fires curled upwards among the trees.
to curl one's lip презрительно кривить рот, е.g. I don't like the way she curls her lip when
talking to me.
to curl up свертывать(-ся), е.g. The child curled up in the arm-chair and went to sleep.
curlingadj вьющийся (о волосах)
Cf. curledadj завитой and curly adj кудрявый, е.g. I don't like curled hair. But I liked this
plump curly-headed little boy.
curln 1. локон, завивка; 2. все, что имеет форму завитка, е.g. The girl had long curls over
her shoulders. How do you keep your hair in curl? Soon we saw the curls of smoke rise upwards.
2. to break (broke, broken) υt/i 1. ломать(-ся), разбивать(-ся), е.g. Не fell and broke his
leg. Who broke the window? Glass breaks easily.
to break (smth.) in two (three, etc.) разбить(-ся), разломать(-ся), разорвать(-ся) на две
(три и т.д.) части, е.g. The mother broke the bread in two and gave each child a piece.
to break to pieces разбить(-ся) вдребезги, е.g. The vase fell and broke to pieces.
2. чувствовать себя разбитым (морально, физически), разориться, usu. to be broken,
е.g. Не was completely broken as the result of the failure of his business. She was broken after her
husband's death.
3. нарушать, as to break the law, a promise, one's word, an appointment
Ant. to keep, е.g. She broke the appointment. = She did not keep it
to break with smb. or smth. (old habits, traditions, etc.) порвать с.., покончить с..., е.g. Не
can't break with his bad habits.
to break off прекратить внезапно ( разговор, беседу), е.g. When she came in he broke off.
