Текст книги "Практический курс английского языка 2 курс"
Автор книги: Владимир Аракин
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– The Caucasus, between the Caspian and the Black Sea and the Altai in Asia.
– I'd love to go there. My hobby is mountaineering. But our mountains are not so high as
yours, as far as I know.
– I believe they are not We have peaks four and a half miles high. But we also have
lowlands several hundred feet below sea level. We have steppes in the south, plains and forests in the
midlands, tundra and taiga in the north.
– What are the "steppes"?
– They are treeless plains covered with grass. The soil is fertile there.
– And is the tundra like our heather moors?
– Not in the least. It's a kind of frozen desert in the Arctic region.
– And what is the 'taiga', I wonder?
– It's a thick coniferous forest stretching to the south of the tundra. It's rich in animals,
valued for their fur like sable, fox, squirrel.
– I'd like to go hunting there, but I'm afraid I would never be able to stand toe cold.
– Our climate is also varied. In the south-west the weather is usually mild and wet; northern
Asia is one of the coldest places on earth, and in the south the heat is unbearable. But in the middle
of the country the climate is moderate and continental.
– Well, it has been very interesting for me to hear all those things. Thank you very much for
your information.
Memory Work
England! with all thy faults, I love thee still,
I said at Calais, and have not forgot it
I like the taxes when they're not too many;
I like a sea-coal fire, when not too dear;
I like a beef-steak, too, as well as any;
Have no objection to a pot of beer;
I like the weather when it is not rainy,
That is, I like two months of every year.
George Byron
ESSENTIAL VOCABULARY (П)
Words
border n
hedge n, υ
resort n
cattle n
level n
rural adj
chemicals n
machinery
n
steppe n
cotton n
moderate adj
stretch υ,
n
desert n
pasture n
taiga n
dock n
peak n
tool n
fence n
picturesque adj
tundra n
fertile adj
range n
vast adj
financial adj
raw adj
Word Combinations
information technology
densely (thinly) populated
consumer
electronics
shipbuilding yards
highly developed
trading centre
coal (iron) fields
rural district
offshore
oil
industry
rich in (smth.)
heavy (light) engineering
moderate (mild)
climate
Proper Names
the Avon
Dublin
the North Sea
Belfast
Eire
the Pennines
Birmingham
Glasgow
Portsmouth
the Bristol Channel
the Grampians
the Severn
the Cambrians
the Hebrides
Sheffield
the Cheviot Hills
the Orkney Islands
Southampton
the Clyde
the Shetland Islands
the Strait of Dover
the Cumbrians
Ireland
the Tyne
Leeds
the Thames
Manchester
the Mersey
Newcastle
EXERCISES
I. Study Texts A and В and a) transcribe the words below:
petrochemicals, commerce, fertile, engineering, iron, industry, equipment, moderate, resort,
pharmaceuticals, dairying, rear, rural, picturesque, meadow, ploughing, acre.
b) Transcribe the geographical names used in Text A,
II, Pick out front Text A English equivalents of the following:
высокоразвитая промышленная страна, ведущий финансовый центр, тяжелое
машиностроение, каменноугольный бассейн, электронное оборудование, судостроительные
верфи, ускоряющийся темп перемен, разработки в высокотехнологичном производстве,
добыча нефти в открытом море, информационная технология, бытовая электроника, страна с
высокой плотностью населения, земледелие, химические продукты из нефтяного сырья,
сельскохозяйственный район, плодородные долины, хорошо возделанные поля, живописный
пейзаж, мягкий климат, модные курорты.
III. Writte questions about Text A, using the words and phrases from Ex. II.
Prepare to discuss the text (Use he map.)
IV. Read Text С and pick-out English squivalents of the following phrases:
получить общее представление о чём– n., иметь при себе что-л., образовывать
естественную границу, насколько я понимаю, мое любимое занятие (мой конек), насколько
мне известно, ниже уровня моря, ни в коей мере, непереносимый.
V. Retell Text С in indirect speech. Try and give an additional piece of
information on the topic.
VI. Fill in Use weirds bolder, boundary or frontier. Choose the correct
alternative.
Note: The Russian word граница has several equivalents in English: border – пограничная
зона или полоса по обе стороны демаркационной линии, е.g. The people living on the border of
two adjoining countries usually speak the languages of both.; boundary – граница как
разграничительная линия, предел, е.g. This stream forms a boundary between the two farms.;
frontier – граница как демаркационная линия, государственная граница, е. д, to pass the
frontiers, и как пограничная зона или район (в отличие от border) только по одну сторону
демаркационной линии, е.g. to guard the frontiers, frontier station, fortress, incident, dispute,
1. When we went camping, we put up our tents on the ... of the lake. 2. The ... incident was
reported by the newspapers in detail. 3. A ... dispute is a quarrel about where a ... is or ought to be. 4.
The river formed a ... between these rural districts. 5. The half-ruined tower used to be a ... fortress.
6. The region along the boundary between England and Scotland is called the ... . 7. A hedge is a
fence or a row of bushes or low trees, which are planted to form a ... round a garden or field. 8. Great
Britain's .... northern, eastern and southern, are formed by seas and oceans.
VII. Study Text С and use it as a model for a talk between an Englishman and a
Russian who is on his first visit to England.
VIII. Fill in the words north, west east, south, or their derivatives:
1. The ... half of our country consists mainly of low plains, while the greater part of the ...
half of Russia is covered with mountain chains. 2. In Siberia the biggest rivers are the Ob, the
Yenissei and the Lena. They flow ... through a vast area parallel to one another. 3. The climate
contrasts are quite striking in Russia. You can find the ... braving the frosts that reach 70 degrees
below zero Centigrade and at one and the same time the ... basking In the sun on ... seashores lined
with green palms. 4. The Leningrad region lies to the ... of Moscow. 5. A ... is a person who lives in
the ... and a ... is one who lives in the ... . 6. Devon and Cornwall are situated on the ... peninsula of
England.
IХ. Supply articles where necessary:
There is no other country in ... world whose nature is more varied than that of ... Russia. ...
western half of ... country consists mainly of... low plains. The country is divided into two parts by ...
Ural mountains.... greater part of ... eastern half is covered with vast plateaus and mountain chains.
Here, on ... Kamchatka Peninsula ... biggest active volcanoes of ... Old World are located.
In ... south ... plains of ... western half of ... country are bounded by. . huge mountain ranges.
Here are ... country's highest peaks.
Many of ... rivers of... Russia are among ... world's greatest ... most important rivers of ...
western plain are ... Volga, ... Western Dvina,... Don and ... Northern Dvina.
In ... Far East... Amur flows into ... Pacific.
In ... lakes, too, our country is extremely rich. Among them are ... world's greatest lake ...
Caspian Sea and ... deepest – ... lake Baikal.
X. Discuss the following topics (use the map):
1. English scenery and climate.
2. Agricultural districts of England.
3. The most important industrial regions in England.
4. Physical background of Russia.
5. The surface of Russia.
6. The climate of Russia.
Note: Evaluate these talks according to their information content: amount and quality
of information.
XI. Supply prepositions where necessary:
Our motherland is immense. It's ... far the largest and richest country both ... Asia and
Europe. Its frontier line is the longest... the world.
Natural conditions ... Russia vary greatly. If you cross Russia ... the extreme North ... the
South you will get a good idea ... the climate contrasts, to say nothing ... the difference ... scenery
and vegetation, characteristic ... various geographical zones. Siberia unlike ... the Urals, the face ...
Ta-tary differs ... that... the Caucasus. One region is rich ... one thing, another is rich ... another.
Perhaps no country's geographic location has played such ah important part... its history as
Russia's. Half... Europe and half... Asia, its history has revolved ... this basic fact.
XII. 1. Describe the scenery, climate and industries of your home town, region
or republic. 2. Choose four slides or postcards and give a commentary on them. With
the first picture, concentrate on describing what there is in the picture. With the
second one try to give the position of things accurately. You can use the third one
for talking about how and when the picture was taken. And the last one can be the
starting point for a story or joke. (See «Classroom English» Section V.)
XIII. Finish up the sentences according to the model. (Consult a dictionary.):
Englishmen live in England, they speak English.
... in Scotland,....
... in Ireland, ....
... in Sweden, ....
... in Norway, ....
... in Denmark,....
... in Holland, ...
... in Spain, ...
... in the USA, ....
... in Switzerland,....
XIV. Make up dialogues between an English and a Russian student on the
topics:
1. Moscow and London – cultural and industrial centres.
2. The main industrial centres (towns, ports, etc.) of Russia and England.
3. Rural areas of both countries.
XV. Translate the following, putting it into your own words:
a) express your opinion;
b) say how far factors like climate, the geography of a country, its history, religion(s),
system of government, etc affect national character. Give examples.
с) write some brief notes about your own national character as yon think foreigners see
yon. Then, in small groups, describe to each other this «foreign» view of your nation and say
why you agree or disagree with it.
Британский характер
Национальный характер повсюду живуч. Но ни к какому народу это не относится в
большей степени, чем к англичанам, которые судя по всему, имеют нечто вроде патента на
живучесть своей натуры. Такова первая и наиболее очевидная черта англичан. Стабильность и
постоянство их характера. Они меньше других подвержены веяниям времени, преходящим
модам. Важно, однако, подчеркнуть, что при своей стабильности характер этот составлен из
весьма противоречивых и даже парадоксальных черт, одни из которых весьма очевидны,
другие же трудноуловимы; так что каждое обобщение, касающееся англичан тут же может
быть оспорено.
Материалистический народ – кто усомнится в этом? – англичане дали миру щедрую
долю мистиков, поэтов, идеалистов. Народ колонистов, они проявляют пылкую
приверженность к собственной стране, к своему дому.
Неутомимые мореплаватели и землепроходцы, они одновременно страстные садоводы.
Их любознательность позволила им познакомиться с лучшим из того, чем обладают
другие страны, и все-таки они остались верны своей собственной. Восхищаясь французской
кухней, англичанин не станет имитировать ее у себя дома. На редкость законопослушный
народ они обожают читать о преступлениях и насилиях. Являя собой воплощение
конформизма, они в то же время заядлые индивидуалисты, и среди них полно эксцентриков.
Все эти парадоксы, к которым, пожалуй, следует добавить еще один: при всей своей
парадоксальности английский характер редко бывает загадочным и непредсказуемым.
Генри. Стил Коммаыджер (США), Британия глазами американцев. 1974
Я не пытаюсь утверждать, будто англичане никогда не менялись. Перемены происходят
всегда. Но эти различия, столь заметные внешне, не проникают вглубь, до корней. К лучшему
или к худшему, исконные черты английской натуры по-прежнему остаются неким общим
знаменателем, оказывают глубокое влияние на национальный характер и общий стиль жизни.
Джон Б. Пристли (Англия), Англичане, 1973
XVI, Comment on the following proverbs and sayings. (Explain their meaning,
give their Russian equivalents.):
East or West, home is best.
There is no place like home.
So many countries, so many customs.
When at Rome, do as the Romans do.
Rome was not built in a day.
To carry coals to Newcastle.
ХVII. Read the following passage and a) discuss it in detail; b) give a short
summary of the passage; c) comment on the following:
the beauty of Britain as the author sees it;
the variety of geographical features;
a happy compromise between Nature and Man.
We live in one of the most beautiful islands in the world. This is a fact we are always
forgetting. When beautiful islands are mentioned we think of Trinidad67 and Tahiti.68 These are fine, romantic places, but they are not really as exquisitely beautiful as our own Britain. Before the mines
and factories came, and long before we went from bad to worse with our arterial roads and petrol
stations and horrible brick bungalows, this country must have been an enchantment. Even now, after
we have been busy for so long flinging mud at this fair pale face, the enchantment still remains.
Sometimes I doubt if we deserve to possess it. There can be few parts of the world in which
commercial greed and public indifference have combined to do more damage than they have here.
The process continues. It is still too often assumed that any enterprising fellow after quick profits has
a perfect right to destroy a loveliness that is the heritage of the whole community.
The beauty of our country is as hard to define as it is easy to enjoy. Remembering other and
larger countries we see at once that one of its charms is that it is immensely varied within a small
compass. We have here no vast mountain ranges, no illimitable plains. But we have superb variety. A
great deal of everything is packed into little space. I suspect that we are always faintly conscious of
the fact that this is a smallish island, with the sea always round the corner, We know that everything
67 Trinidad; an island in the Atlantic, to the north-east of South America
68 Tahiti: an island in the Pacific
has to be neatly packed into a small space. Nature, we feel, has carefully adjusted things —
mountains, plains, rivers, lakes to the scale of the island itself. A mountain 12,000 feet high would be
a horrible monster here, as wrong as a plain 400 miles long, a river as broad as the Mississippi;
Though the geographical features of this island are comparatively small, and there is astonishing
variety almost everywhere, that does not mean that our mountains are not mountains, our plains not
plains.
Our children and their children after them must live in a beautiful country. It must be a
country happily compromising between Nature and Man, blending what was best, worth retaining
from the past with what best represents the spirit of our own age, a country rich in noble towns as it
is in trees, birds, and wild flowers.
(From
"The
Beauty of Britain" by J. В. Priestley)
XVIII. Role-playing:
Mr. Nice, a lecturer, in his early forties. His topic:
"Don't Spoil Nature".
T h e a u d i e n c e :
Alex, a sceptically-minded young man of 21, a student of
Geography; Miss Dorothy Peach, an ardent lover of nature, age 73;
Mr. Frederick Healey, a journalist work ing on a popular newspaper, middle-aged.
R e s t o f c l a s s : make offers and suggestions relating to the problem.
Don't Spoll Nature
Both in densely and in thinly populated countries the authorities make regulations and give
hints to would-be tourists to protect the countryside from pollution.
Here's what the Tourist Office of Finland advises would be visitors: While you are enjoying
the uniqueness of the Finnish landscape, the forests, the lakes, the rivers, the seas, the wild life and
vegetation, you should obey the unwritten laws of nature. Sheer carelessness and thoughtlessness
can cause great damage. As you travel about, please remember you are a guest in the Finnish
countryside.
It is forbidden to break off branches of trees and bushes. Picking flowers (except protected
species) is allowed. When you travel by car please avoid throwing litter and rubbish about. Put it in
plastic bags and take it to the next place where waste is collected. In Lapland, the beauty of the
landscape is extremely fragile and easily damaged. Remember that it can take over 200 years for the
tracks left by your car to disappear.
Although it may be tempting to drive over moors of Lapland you must always keep to the
roads. Because the climate in Lapland is so cold, metal glass and plastic waste remain unchanged for
centuries.
S u g g e s t e d p h r a s e s : Right, can we begin, then, do you think? Can you all
hear me at the back! Good, that's fine. I'm going to talk about: as you know; anyhow. – I'd just like
to run through the main points... The first thing of course, is... And on top of that... Now has anybody
got any points he'd like to raise? Now, that's a good question. The thing here is – er we've thought a
lot about this one. I think that's it then. Thanks very much for your attention.
XIX. Film «Mr. Brown's Holiday». Film Segment 7 «How do I Get to...?»
(Sallsbury), a) Watch and lislen, b) Do the exercises from the film.
STUDIES OF WRITTEN ENGLISH
VII
In its broadest sense any meaningful piece of written prose marked for its unity, content and
message may be called a composition, that is a unit of written communication involving a writer, a
message and a reader.
Between the sentence and the whole composition stands the paragraph. It is a composition in
miniature because it meets the same requirement of unity, content and message (see "Studies of
Written English" in Units One, Two, Three).
A group of paragraphs constitutes more complex compositions, such as essays, short stories,
accounts, letters, class-compositions as a special exercise in written communication, etc.
Essay is a short prose composition (5—20 pages) on a particular subject. Usually it is of
explanatory and argumentative nature (see "Studies" in Unit One). For instance, the passage
"Teacher Training in Great Britain" (see Unit Five) as well as "Introducing London" (see Unit Three)
is close to a formal essay. "What's Your Line" (see Unit One) and the first letter of Judy describing
her college experience (see Unit Five) may be classed with informal essays on teaching.
Unity of essays is built up around the central idea. Any addition of unimportant details or
afterthoughts destroy the unity.
Coherence is achieved through skilful arrangement of details according to the following
rules: a) present your material from "the general to the particular"; b) try the order of enumeration,
that is, arrange several points of view according to their importance, or interest, or order of
happening; c) use key-words as connectives and transitions.
The following is a brief list of transitional words and phrases that help to connect paragraphs
of an essay: on the one (other) hand, in the second place, on the contrary, at the same time, in
paricular, in spite of this, in like manner, in contrast to this, in the meantime, of course, in
conclusion to sum up, in addition, morepver, finally, after all, and truly, in other words.
Emphasis is achieved with the help оf concrete details. Avoid generalities and abstractions.
Before writing an essay consider the following:
1. Study the materials about the topic.
2. Think of the main idea you are going to develop in your essay.
3. Write an informal essay "Looking at the Map of Russia."
4. Make a plan (topic plan, sentence plan, paragraph plan).
5. Develop the paragraph plan into an essay according to the rules of unity, coherence and
emphasis.
6. Go over the essay for "self-editing" purpose and see if it meets the main requirement of
good writing – clarity of communication.
Assignments:
1. Маke an outline of the passage «The British Isles» and analyse it from the point of
view of its unity, coherence and emphasis.
2. Write a formal essay «Looking at the Map of the British Isles» according to your own
plan.
LABORATORY EXERCISES (II)
1. Listen to the texts "Industrial and Agricultural Districts in Great Britain", "The English
Landscape", "Looking at the Map of Russia". Mark the stresses and tunes. Repeat the texts following
the model.
2. Without looking back at the texts, decide whether the following statements are true or
false.
3. Extend the sentences according to the model.
4. Write a spelling-translation test; a) translate the phrases into English; b) check them with
the key.
5. Listen to the text "The Lake District" and write it as a dictation. Check it with the key.
6. Listen to the poem "England" by G. G. Byron. Mark the stresses and tunes. Learn it by
heart .
7. Listen to the text "The Isle of Man" or some other text discribing a part of Great Britain.
Make a summary of the main points of the passage.
CURIOSITY QUIZ FOR EAGERS
I. Quiz «Across the Globe».
Answer the following questions. It is accuracy and amount of Information that count
when choosing the winner:
1. What is the longest river in the world?
2. In what way do the western shores of the British Isles differ from the easten shores?
3. What are the smallest countries in the world?
4. What language is spoken in Holland?
5. What are the Seven Wonders of the world?
6. What is the capital of Australia?
7. What are the Rockies and where are they found?
8. What is the coldest area in Russia?
9. What is the national emblem of Canada?
10. Where is the city of Honolulu situated?
II. Quiz «Across the British Isles».
Answer the following questions. In this case it is resourcefulness and sense of humour
that count when choosing the winner:
1. What is the main difference between the Cumbrians and the Cambrians?
2. Do Englishmen bring coal to Newcastle?
3. Do Englishmen go up or down to get to Edinburgh?
4. What is the difference between Loch Ness and Loch Lomond?
5. What colour is predominant on the map of the British Isles?
(Think twice before answering. There is Greenwich in the South, you may spot Greenock in
the North, search the map first.)
6. Which is closer to London, Oxford or Cambridge?
7. What is the difference between Portsmouth and Plymouth?
8. What is Liverpool famous for?
UNIT EIGHT
1 SPEECH PATTERNS
1. We must prevent him from leaving.
The cold wet weather prevented the Lowood girls from going for long walks.
His rheumatism often prevented Salvatore from doing anything at all.
You'd better keep yourself from taking extreme measures.
Various reasons kept Bill from joining the expedition.
Eliza tried to keep her little child from crying.
2. You can't act without feeling.
Jolyon started for the Club without having made up his mind.
Frank now felt, without knowing why, that the offer was probably good.
Rose sat there for a long time without unfastening her coat.
You can't teach one how to use speech patterns without giving a good supply of various
examples.
They can't have good crops without cultivating soil.
3. His clothes made him hard to recognize.
Lots of mistakes made his speech difficult to follow.
There was something in Bosinney's appearance that made him easy to recognize.
Her shallow-mindedness makes her dull to speak to.
They found it impossible to supply the factory with raw cotton.
We found it hard to make up our minds about choosing a place for rest.
4. These letters are hardly worth the paper they are written on.
The problem is hardly worth the trouble taken. The picture is of little value, it is hardly worth
the money paid.
The experiment is hardly worth the time you've spent on it. The incident is hardly worth all
this excitement. The soil was hardly worth the toil.
EXERCISES
I. Change the sentences, using the patterns:
P a t t e r n 1 : 1. The explorers could not reach the southern boundaries of the desert
because of the scorching heat and lack of fresh water. 2. The day was foggy; the fishermen could not
see the coast-line. 3. It's wet outdoors. Put on my raincoat, it'll save you for a while. 4. He couldn't
take part in the conference because he was ill. 5. She could not make a good speech because of her
poor knowledge of English.
P a t t e r n 2 : 1. Amy did not say a word and left the room. 2. You can hardly realize
what an ocean-going ship is if you haven't been inside. 3. They will not come to see us if they are not
invited. 4. He could listen to long verses in Latin, though he did not understand a word. 5. He would
mark rhythm with his right foot, though he never realized what he was doing.
P a t t e r n 3 : 1. Owing to the smallness of our boat it was easy to navigate in such
shallow waters. 2. It was impossible to move on because of the rainy season in the tropics. 3. We
could hardly recognize the place after the hurricane. 4. It was easy to change our plans owing to his
quick arrival. 5. I could not recognize your sister because of her new hairdo.
P a t t e r n 4 : 1. I don't think you are right taking so much trouble over the problem. 2.
That sacrifice of his was almost useless. Just to think of all the efforts made! 3. What's the fare? I'm
afraid it is more expensive than your luggage. 4. She had made a long way to come there, but the
conference was of little value to her. 5. The manuscript turned out to be a variant of the original. I
was sorry I wasted so much time translating it.
II. Complete the following sentences, using the patterns. Make nse of the
words and phrases in brackets:
P a t t e r n 1 : 1. Various reasons ... (to do optional subjects). 2. Her illness ... (to
qualify for this post). 3. My neighbour's silly remarks ... (to enjoy the performance). 4. His advice ...
(to get into trouble). 5. The windy weather ... (to take us for a drive).
P a t t e r n 2 : 1. You can't leave Great Britain ... (to see the Lake District). 2. She will
not take any medicine ... (to consult a doctor). 3. You shouldn't leave ... (to have a snack). 4. She
can't speak about the news ... (to get excited). 5. You won't be able to pass your exam ... (to work
hard).
P a t t e r n 3 : 1. Her manners ... (unpleasant to deal with). 2. Lack of rainfalls...
(difficult to plough). 3. Likeness of their names ... (easy to remember). 4. I don't find it... (to bother
him). 5. We find it... (to make use of tape-recording).
P a t t e r n 4 : 1. The picture is of little value, it... (money). 2. The results of the
expedition ... (efforts). 3. The trip is ... (trouble). 4. The decorations are ... (time). 5. The victory
was ... (sacrifice). 6. The medicine is ... (money).
III. Translate the following sentences into English. Use the patterns:
P a t t e r n 1 : 1. Примите лекарство, оно предохранит вас от простуды. 2. Что-то
помешало Тому сказать Бекки, что там в пещере он видел индейца Джо. 3. Что помешало вам
воспользоваться этой возможностью? 4. Она рассказывала смешные истории, чтобы мальчик
не плакал. 5. Фрэнк понимал, что только быстрые действия спасут его от разорения.
P a t t e r n 2 : 1. Молли уехала из города, никому не сказав о своих подозрениях.
2. Герт спросил, какое право имеет Лэнни строить планы, не советуясь с ним. 3. Не глядя на
него, Герт сказал: «Можешь идти». 4. Не говоря ни слова, Лэнни вышел.
P a t t e r n 3 : 1. Множество специальных терминов делают его доклад трудным
для понимания. 2. Заботы и тревоги сделали ее лицо трудноузнаваемым. 3. Яркие метафоры
делали его примеры легкими для запоминания. 4. Все находят, что с ним легко иметь дело. 5.
Я нахожу, что с вашим старшим братом приятно поговорить.
P a t t e r n 4 : 1. Едва ли эта марка стоит денег, которые вы заплатили за нее. 2.
Дело не стоит хлопот. 3. Упаковка дороже, чем товар. 4. Едва ли эта поездка стоит
потраченного времени. 5. Джеймс Форсайт считал, что свежий воздух не стоит тех денег,
которые платят за загородные дома.
IV. Respond to the following statements, using the patterns. (Make use of the
conversational formulas given in the Reminder.):
A. 1. Alexander Popov was unable to perfect his invention because of the lack of money. 2.
Little David was afraid of the Murdstones, he could not read his lesson well in their presence. 3.
Lanny realized that Mabel might get into trouble. He wanted to save his sister. 4. You can't possibly
start on a sea voyage if the weather report is unfavourable.
B. 1. You must see the Lake District with your own eyes to be able to appreciate its beauty. 2.
My uncle dislikes Mary though he has never seen her. 3. Passengers should not be reminded to pay
their fares. 4. I hope, you will translate all these sentences and never consult a dictionary.
C. 1. There was something strange about the Gadfly's manner of speaking. 2. Latin grammar
is logical, that's why it is easy to understand. 3. Byron's verses are well-rhymed, you can learn them
by heart quite easily. 4. If you know Swedish you'll find little difficulty in understanding Norwegian
because these languages are of common origin.
Reminder: Just so. Quite so. I quite agree here. Naturally. Certainly. Sure. I think so. Looks
like that. I disagree with you. You are wrong. You are mistaken. There's something in what you say,
but... . Certainly not. Impossible! It's unfair. It's unjust.
V. Think of short situations in which you can use these patterns.
TEXT. SEEING PEOPLE OFF By Max Beerbohm69
On a cold grey morning of last week I duly turned up at Euston70 to see off an old friend who
was starting for America.
Overnight we had given a farewell dinner, in which sadness was well mingled with festivity.
69 Max Beerbohm (1872-1956): an English essayist, critic and caricaturist
70 Euston: a railway-station in London
And now, here we were, stiff and self-conscious on the platform; and framed in the window
of the railway-carriage, was the face of our friend; but it was as the face of a stranger – a stranger
anxious to please, an appealing stranger, an awkward stranger.
"Have you got everything?" asked one of us, breaking the silence.
"Yes, everything," said our friend, with a pleasant nod.
There was a long pause.
One of us, with a nod and a forced smile at the traveller, said:
"Well"
The nod, the smile, and the unmeaning monosyllable were returned conscientiously.
Another pause was broken by one of us with a fit of coughing. It was an obviously assumed
fit, but it served to pass the time. There was no sign of the train's departure.
