Текст книги "Практический курс английского языка 2 курс"

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several rests on our way up the mountains. But: Он отдыхал на юге. Не spent his holiday in the

South.

restn (always with def. article) остаток, остальное, остальная часть чего-л.

the rest of (the time, the books, etc.), е.g. Have you written all the exercises? – No, only

half of them. The rest (of the exercises) may be done orally. Only five of us were present at the

lesson, the rest (of the group) went to the meeting. I'll take an apple and you may take the rest.

4. comfortable adj 1. удобный; комфортабельный; уютный, е.g. a comfortable chair,

room, bed, house; comfortable shoes, etc.; 2. predic разг. довольный, спокойный, чувствующий

себя удобно, е.g. I'm sure you'll be very comfortable there.

to make oneself comfortable, е.g. Mr. Murdoch made himself comfortable in a chair and

ordered a strong black coffee.

Ant. uncomfortable

comfortn 1. утешение, поддержка, е.g. The news brought comfort to all of us. He was a

great comfort to his parents.; 2. успокоение, покой, отдых, е.g. to be fond of comfort, to live in

comfort

Ant. discomfort

comfortυt утешать, успокаивать

comfortingadj утешительный, успокоительный, е.g. comforting words.

Note: convenient adj means suitable, handy, serving to avoid trouble or difficulty; е.g.

convenient time, method, tool, place, etc. Will this bus be convenient to/for you? Let's arrange a

convenient time and place for the conference.

Ant. inconvenient

convenience n 1. удобство (the quality of being convenient or suitable), е.g. at your earliest

convenience; for convenience; 2. (pl.) удобства (device, arrangement, etc. that is useful or

convenient, е.g. central heating, hot water supply), е.g. The house has all modern conveniences. Ant.

inconvenience

5. to run (ran, run) υi/t 1. бежать, бегать, е.g. 1 ran all the way for fear of being late. As

soon as we fired, the enemy ran.

2. ходить, плыть, курсировать (о трамваях, автобусах и пр.), е.g. Trams run on rails.

Motor cars ran along ordinary roads. The buses run every five minutes.

3. течь, литься, е.g. Torrents of water ran down the streets. Rivers run into the sea. Don't you

hear the water running in the kitchen? If you have a bad cold, your nose runs.

4. тянуться, е.g. For several miles the road ran across a plain.

Note: For the Russian тянуться = простираться the verb stretch is used, е.g. The forest

stretched to the South for many miles.

5. гласить, рассказывать, говорить(ся), е.g. So the story runs. The story runs ....

to run into smb. случайно встретиться с кем– n.; to run into smth. натолкнуться на что-

л., е.g. Our car ran into the bus. I ran into a friend of mine on my way-home.; to run across

smb./smth. случайно встретить (натолкнуться на что-л.), е.g. The other day I ran across a very

interesting article in the newspaper.: to run over smb. переехать, задавить кого-л., also: to be run

over (by a car), е.g. But for the skill of the driver the man would have been run over by the bus.

runner n бегун

6. joinυt/i 1. соединять(ся), объединяться), е.g. I couldn't join (together) the two halves of

the vase, because a small piece was missing. Where do the two streams join (each other)?

Syn. unite

N о t e: to join usu. means «to put two things together», е.g. The island was joined to the

mainland with a bridge.; to unite usu. means "to join together (by a common aim or bond) several

objects so as to form one new unit", е.g. We united all our forces to drive the enemy out of our

country. Workers of the world, unite! The United Nations Organization (UNO) was formed in 1945

in San Francisco.

2. присоединяться (к), е.g. Will you join me in my walk? We'll join you in a few minutes.

3. входить в компанию, вступать в члены, е.g. If I were you I should join this club. He was

twenty-two when he joined the array.

7. depend υi 1. зависеть от (on/upon smb. for smth.), е.g. We depend on the newspapers for

information about world events. He depends on his sister for a living. Children usually depend on

their parents (находятся на иждивении родителей).; 2. полагаться, рассчитывать на кого-л., что-

л., е.g. You can depend upon the man. I depend on you to do it. Can I depend on this time-table or is

it an old one?

It(all) depends как сказать; в зависимости от обстоятельств, е.g. Will you finish your

work on time? – It depends.

NOTES ON SYNONYMS AND ANTONYMS

1. Synonyms are words expressing the same notion, but differing by certain additional

characteristics. E.g. to look, to stare and to gaze express the same notion of turning one's eyes on

something or somebody, but stare and gaze differ by their emotional colourings (see item 1 of

Vocabulary Notes) whereas look describes the notion generally, without any additional

characteristics. Such a general word in the group of synonyms is called the synonymic dominant.

To glance is another synonym of this group which differs from the rest of them by duration: it

means looking at something briefly, passingly, a moment only.

2. Antonyms are words with contrasted meanings. E. g. different – alike; convenient —

inconvenient; love – hate; up – down.

ESSENTIAL VOCABULARY (I)

Words

chorus n, υ

differ υ

join υ

comfort n, υ

difference n

look n, υ

comfortable adj

different adj

rest n, υ

convenience n

gaze n, υ

run υ

convenient adj

headmistress n

stare n, υ

depend υ

unite υ

Word Combinations

to fix one's eyes on/upon smb.

to keep an eye on smb.

to feel helpless

to give (send) a message

to give a smile (a nod, a look, etc.)

to turn one's eyes (gaze)

to bear (to have) a strong

upon smb./smth.

resemblance to

to run across

to motion to smb.

to run into

to give out (pencils, leaflets, readers,

to run over

workcards, sets of material, etc.)

to shout smb. down

to call the register (the roll)

to abandon hope

EXERCISES

I. Read the test and talk on the following points (A. Grammar, B. Word usage):

A. 1. Why is the Present Perfect used in «... as soon as you've called the register»? 2. Why is

the Past Perfect Continuous used in "... who had been crossing and uncrossing his eyes in an ugly

manner ..."? 3. Why is the Present Indefinite used in "... till you join us"? and in "If there's anything

that puzzles you ..."? 4. Tick off all the sentences with the oblique moods. Translate them.

B. Pick out all the words and phrases describing the children's actions.

II. Read the following words with silent t, p, gh. Memorize them:

hasten, fasten, listen, Christmas, castle, whistle, jostle, nestle, wrestle; cupboard, pneumonia,

psychology, raspberry; neighbour, nightingale, straight, naughty, high, height, through, sigh.

III. a) Write the Past Indefinite and Past Participle of the verbs:

grow, creep, bear, break, keep, think, leap, mean, fall, find, feel, say, cling, hear, meet, run,

show;

b) the Past Indefinite and Present Participle of the verbs:

differ, prefer, murmur, appear, occur, recover, remember, chatter, refer, stir, water, fear, offer,

drag, wag, plan, chat, slip, beg.

IV. Find nouns related to the verbs below. Pay special attention to the spelling

of the suffix -ence/-ance. Place them in two columns:

depend, differ, exist, accept, resemble, attend, perform, insist, occur.

V. What nouns are these adjectives derived from? What is the meaning of the

suffixes -еd, -у? Translate the adjectives:

a) freckled, nosed, haired, winged, homed, bearded, feathered;

b) watery, skinny, grassy, silky, bony, branchy, wavy, stony.

VI. Answer these questions:

1. How was Anne introduced to her class? 2. What did she feel at that moment? What words

does the author choose to describe her feelings? 3. What instructions did the headmistress give to the

young teacher? What do you think of them? 4. Why did Anne "look with fresh interest at Arnold?"

Describe Arnold's appearance and behaviour. 5. How did the other children behave in Miss

Enderby's presence? (Find words describing their behaviour.) 6. Why do you think "there came a

faint sigh of relief" after Miss Enderby left the classroom? Describe the children's behaviour after

she left. 7. What advice given her at college did Anne remember? Did she follow the advice? What

was the result? Why did the children behave like that? 8. How did Anne restore the order? Do you

think it was the only way out? 9. Comment on the words: "Anne's self-esteem crept back".

VII. Comment on the meaning of the prepositions for, in, with in the sentences

below:

A. 1. ... you are very, very lucky this term to have Miss Lacey for your new teacher. 2. They

chose him for their leader. 3. Must you have George for a master – here, and our mother for a

school-mistress? 4. I still want you for my wife.

B. 1. «Perhaps you could say 'Good morning' to your new teacher?» suggested Miss Enderby

in an imperative tone. 2. «Good morning, children,» responded Anne in a voice which bore no

resemblance to her own. 3. They conversed in a whisper.

C. 1. They gazed back in some bewilderment. 2. If a man is in grief, who cheers him; in

trouble, who consoles him; in wrath, who soothes him; in joy, who makes him double happy; in

prosperity, who rejoices; in disgrace, who backs him against the world? Who but woman?

D. 1. Anne looked with fresh interest at Arnold. 2. Anne watched this change with some

dismay. 3. With a nervous start Anne hastened forward to the door. 4. She remembered with sudden

relief some advice given her at college in just such a situation,

E. 1. ... someone yelped with pain. 2. His voice trembled with horror. 3. He was dying with

hunger. 4. The boys were speechless with fear. 5. Ruth's eyes were wide with wonder.

VIII. Form adjectives and nouns from the given words with the help of the

prefixes an-, in-, mis-, dis-:

convenient, convenience; comfort, comfortable; dependent, dependence; different,

difference; able, capable; important; experienced; obedient; understanding; honesty.

IX. a) Fill in prepositions where necessary:

Can you remember your first day... school? It was probably rather confusing. I am sure you

ran ... your mother thinking she was deserting you. When the child goes ... school... his first day, he

has to watch ... his mother leaving. The teacher must convince him that... the end ... the day his

mother and his home will still be there. It is difficult to make the newcomer join ... a game or a walk.

A new life, completely different ... what he is used ... begins.

The mothers are as upset as their children. They hang...... their eyes fixed ... their children

and dislike leaving them ... their fate.

The best way to deal... the situation is to get the child used ... the idea... school, to help him ...

every way. Much depends ... the parents. ... the beginning ... the term the mother should take her

child to see the teacher and to look ... the school. The first day should be something to look......and

not to be feared.

b) Retell what you've read.

c) What measures would you suggest to settle the newcomers?

X. Study Vocabulary Notes, translate the illustrative sentences into Russian

and write your own sentences with the new words and phrases.

XI. Use stare or gaze instead of look where possible:

1. It's impolite to look at people like that. 2. A big crowd stood on the pavement looking at a

broken car. 3. No wonder people stand looking at this picture for hours: it's beautiful. 4. The little

boys stood looking at each other ready to start a fight. 5. Look at her: again she is looking out of the

window with that strange expression of hers. 6. When I looked at her eyes I guessed that she had

cried. 7. The Greek myth runs that Narcissus looked at his own reflection in the water until he fell in

love with it. 8. He stood looking around as if he tried to impress on his memory everything he saw.

XII. Fill in

a) look or seem :

1. The weather ... quite warm though it's only 5°C above zero. 2. The children ... tired but

they... greatly pleased with the trip, don't they? 3. The host and the hostess ... a bit oldfashioned, but

they ... to be hospitable and friendly. 4. She ... to be very light-minded, but she only. . it, in fact she is

a very serious and hard-working student. 5. My brother says that people usually ... what they are and

I believe that people are very often quite different from what they... to be.

b) another or different.

1. The teacher tried to explain the rule in a ... way and I understood it at once. 2. The

schoolboy returned the book he had read and asked for... book, but of a... kind, he said, as he wanted

to have a rest from detective stories. 3. I asked for a pair of shoes of a... kind, but the shop-girl said

that the rest of the shoes were not my size.

с) stretch or run:

1. A small stream ... along the road. 2. These steppes ... to the South for miles and miles. 3.

The path ... across the field for a mile and then was lost in the forest. 4. No matter how hard I looked

I saw only a vast plain... before me. 5. The ugly scar (шрам) ... right across the man's left cheek. 6.

For how many kilometers does this forest...?

d) comfortable or convenient

1. I like to sleep on a camp-bed, I find it very .... 2. I believe Friday the only ... day for our

meeting, we have only four lectures on that day. 3. Though the flat was rather .... warm, light and

cosy, it was not... for our work as it was rather small. 4. These shoes are very. . for wear in wet

weather as they have rubber soles.

e) join or unite:

1. The two streams ... at the foot of the mountain. 2. ... we stand, divided we fall. 3. One by

one the children ... in the game. 4. The partisans’ detachment... the regular army and the enemy lost

the battle against their ... forces. 5. All peace-loving people should ... in their straggle against a new

war. 6. Won't you... me in a walk?

ХIII. Paraphrase the following:

1. It is of no importance. 2. Rivers flow into the sea. 3. You can't rely on him. 4. Make

yourself at home 5. French is unlike English in having far more verbal inflexions. 6. He seemsto

be ill. 7. Connect these points with a line. 8. This street stretches east and west. 9. He refused to live

at the expense of his parents. 10. I disagree with you. 11. I'll drive the car into the garage. 12. Will

you come with us? 13. I met him by chance in London last week. 14. Listen to me, Tom! 15. This

tool is easy to use. 16. These are not the same people with the same name. 17. Why is Jane silent?

XIV. Translate these sentences into Russian. Write your own sentences with

the new words and phrases:

1. He looked about the room and caught sight of the case containing the jewels which had

been carelessly left open on the table. 2. The difference was curious between her intense

expectation of the previous day and her present indifference. 3. United we stand, divided we fall. 4.

My father reminded me that I was entirely dependent upon him. 5. The many men he ran across,

belonging to a different world, had filled him perhaps with admiration and envy. 6. I'm always doing

things on the spur of the moment – to my own inconvenience and other people's. 7. It made him

uncomfortable to alter his plans and think out something new. 8. He was angry with Norah because

she had not let the matter rest.

XV. Retell the text: a) in indirect speech; b) as if you were Anne.

XVI. Write: a) a letter from Anne to a friend of hers about her first experience at

school, b) an answer of a friend of Anne's to this letter.

XVII. Make up dialogues based upon the text between: a) Anne and a friend of

hers, a young teacher discussing their first lessons; b) Anne and Miss Enderby

discussing the problem of discipline in class; c) Anne and her college teacher

discussing situations like that described in the text.

XVIII. Miss Barrett, a young teacher from Bel Kaufman's 'Up the Down

Staircase', once «had an epidemic of unprepared students». Study the reasons they

gave for neglecting to do their homework. What other reasons could they have

given? Elect one student to play the part of the teacher who should respond in each

case. Role-play the whole situation.

Why I Didn't Do My Homework

– I know homework is essential to our well-being, and I did it but I got into a fight with

some kid on our way to school and he threw it in the gutter.

– My dog chewed it.

– I didn't know we were supposed to do it.

– I fell asleep on the subway because I stayed up all night doing my homework, so when it

stopped at my station I ran through the door not to be late and left it on the seat on the subway.

– I did it but left it home by mistake.

– The baby spilled milk on it.

– My brother took "my" homework instead of "his".

– The page was missing from my book.

– I lost my book and just found it.

– There's no room in my house now my uncle moved in and I have to sleep in the hall and

couldn't use the kitchen table.

– Someone stole it.

– What homework?

XIX. Translate the following putting it in your own words. Comment on what

yon have read:

... Детей нет – есть люди, но с иным масштабом понятий, с иным запасом опыта,

иными влечениями, иной игрой чувств. Помни, что мы их не знаем...

Все современное воспитание направлено на то, чтобы ребенок был удобен,

последовательно, шаг за шагом, стремится усыпить, подавить, истребить все, что является

волей и свободой ребенка, стойкостью его духа, силой его требований.

Вежлив, послушен, хорош, удобен, а и мысли нет о том, что будет внутренне безволен

н жизненно немощен....

Обратили ли вы внимание, как часто, когда раздается в передней звонок, вы слышите

просьбу:

– Я отворю?

Во-первых, замок у входных дверей трудный, во-вторых, чувство, что там, за дверью,

стоит взрослый, который сам не может сладить и ждет, когда ты, маленький, поможешь...

Вот какие небольшие победы празднует ребенок, уже грезящий о дальних

путешествиях, в мечтах он – Робинзон на безлюдном острове, а в действительности рад-

радехонек, когда позволят выглянуть в окошко.

(Януш Корчак. Как

любить детей.)

XX. Arrange a talk on the following topics

1. Difficulties awaiting young teachers.

2. Reasons for children's being unmanageable.

3. How to direct a child's energy into the right channels.

4. Ideal upbringing.

XXI. Translate these sentences:

1. Я огляделась вокруг и увидела, что в поселке (village) не осталось ни одного

деревянного дома. 2. Старый доктор остался тем же добрым, искренним человеком, каким

(that) мы знали его с детства. 3. Остается по крайней мере месяц до нашего отъезда, но мы

уже с нетерпением ждем отпуска и строим разные планы на лето. 4. Дай мне знать, если ты

решишь остаться у своей тети на остальную часть каникул, я тогда присоединюсь к тебе. 5.

Остается одно: попросить эту старушку присмотреть за детьми. 6. Послушай, я подмету пол и

помою посуду, а ты сделаешь все остальное, ладно? – Хорошо. 7. Несколько человек

остались на волейбольной площадке, а остальные игроки пошли в бассейн поплавать. 8. Вы

ищете ваше пальто? Оно осталось в саду. Разрешите, я его принесу (fetch it).

XXII. Try your hand at teaching.

1. The situation gives below could cause difficulties for the teacher. Describe

how you would handle the situation in the teacher's position. Decide amongst your

group which is the most practical solution;

Bill, a fourth former, was always telling the class about his dog Timber, the tricks he could

perform, what a wonderful watch-dog he was and how Timber would protect Bill. Each week he

would come to school and tell about the wonders of Timber.

As it turned out, Bill did not own a dog and none of his relatives or close friends had such a

dog.

2. Learn to use alternative ways of controlling the class, using polite requests

rather than direct commands.

Notice:

a) The following forms express annoyance and irritation.

– Do try to work on your own.

– Just speak up a little!

b) You can make your commands sound more polite by using either a low rising tone or

words, phrases and structures like "please; I'm afraid; I think; perhaps; don't you think; I (don't) want

you to...; I (don't) expect you to...; would you like; would you, please; ..., will you; ..., could you;

what if...; let's/let's not."

Assignments:

1. Practise giving instructions to pupils in a polite manner, use the phrases

below:

go on to the next exercise, carry on (proceed) reading, repeat what you said, copy this off the

board, work in twos (threes), share the textbook, try the next item, practise the irregular verbs, listen

carefully to what I say, etc.

2. Take it in turns to play the part of the teacher beginning and finishing the lesson. Make

sure that you don't sound too straightforward. (See "Classroom English", Sections II and III.)

LABORATORY EXERCISES (I)

1. Listen to the text «Anne Meets Her Class», mark the stresses and tunes,

repeat the text following the model.

2. Respond as shown in the models, check your replies.

3. Combine the sentences into one conditional sentence.

4 . Write a spelling-translation test:

a) Translate the given phrases into English.

b) Check them with the key.

5. Answer the questions using the phrases «to like the idea/dislike the idea».

6. Translate the given sentences into English. Check your sentences with the

key.

7. Listen to the Jokes connected with school life. Get ready to retell them in

indirect speech.

TOPIC: CHOOSING А CAREES

TEXT A. WHAT'S YOUR LINE?

School! Lessons, games, clubs, homework. A bell rings. You go to a classroom. A bell rings.

You have lunch. A bell rings. You go home.

But one day you go to school for the last time. What to do after that? You realize that the time

to choose one job out of the hundreds has come. It's going to be a hard choice and nobody can make

it for you.

Before you can choose, you ask yourself quite a lot of questions. What do you know you are

good at? What do you enjoy doing? Perhaps you enjoy working with your hands. Or you may prefer

using your head – your brains. Are you interested in machines? Or do you like meeting people? It's

difficult to know all the answers to these questions until you have left school and actually begun

work.

Many young people consider teaching as a career. It's not surprising: after your parents your

teacher may be the most important person in your life. With all the teachers you meet, you think

there isn't anything you don't know about the work. That's where you are wrong, since only those

who are in it can appreciate it. Have you ever asked yourself why most teachers are so devoted to

their work and privately think, though they may not like to admit it openly, that they serve humanity

doing the most vital job of all? Those of us who spend our days in schools know how rewarding the

job is. At the same time it is not easy and a real challenge to your character, abilities and talent, as

teaching is a constant stream of decisions.

Children in your classroom aren't just boys and girls. Every one is a unique individual who

has never been before and will never again exist. If you like people, you will love teaching. To be a

good teacher you must be genuinely interested in what you are doing.

The most important things in the world are awareness and learning – wanting to know every

day of your life more and more and more. Because every time you learn something new you become

something new. An ignorant teacher teaches ignorance, a fearful teacher teaches fear, a bored teacher

teaches boredom. But a good teacher catalyzes in his pupils the burning desire to know and love for

the truth and beauty.

John Steinbeck, writing about his school days said, "I've come to believe that a great teacher

is a great artist and you know how few great artists there are in the world. Teaching might even be

the greatest of the arts since its medium is the human mind and the human spirit." What an incredible

responsibility to be the guardians of the human spirit and the human mind! I think, that is the reason

why humanity has the deepest respect for teachers.

I would never stop teaching and I'm sure that you, having chosen it for your career, feel the

same way. If you don't feel that way then, please, for all our sakes, get out! The human mind and the

human spirit are too wondrous to destroy. But if you are prepared to accept the responsibility, I wish

you all the luck in the world.

A Teacher

TEXT B. CHOOSING IS NOT SO EASY AS IT LOOKS

J a n e : Hallo, Bob!

B o b : Hallo!

J a n e : Oh, you've just left college, haven't you?

B o b : Yes.

J a n e : What are you going to do?

B o b : Er... well, it looks like a choice between teaching or going into an office and... I

think I'd much prefer to go in for teaching, because... well you get long holidays.

J a n e : But, Bob, wouldn't you get bored with the same routine year after year teaching...

teaching the same material to the children. And... a sense o! responsibility you need – all those

children, all those parents.

В o b : Oh, look, it wouldn't be as boring as... as working in an office. Teaching is terribly

stimulating. It's ... new every day – I'm sure I'd enjoy it.

J a n e : But I mean, there's so much variety in office work! Look at my job: I'm dealing

with people and their problems, there're new situations to cope with all the time.

B o b : Yes, that's quite true, but I think there's a number of differences between teaching

and office work and, well, I think I'll go in for teaching because... it really attracts me.

(From J. Jones «Functions of English». Cam., 1981)

Memory Work

Autumn Flies

In the other gardens

And all up the vale,

From the autumn bonfires

See the smoke trail!

Pleasant summer over

And all the summer flowers,

The red fires blaze,

The grey smoke towers.

Sing a song of seasons!

Something bright in all!

Flowers in the summer,

Fires in the fall!

(R. L. Stevenson)

ESSENTIAL VOCABULARY (II)

Words

appreciate υ

genuinely adv

responsibility n

career n

job n

responsible adj

challenge n

profession n

vital adj

choice n

reliable adj

vocation n

educate υ

respect υ

work n, υ

Word Combinations

to make/take a (careful) choice

rewarding/stimulating work

to have no choice

to be devoted to smth. or smb.

to be interested in

to be responsible for smth.

to leave/finish school

to take/accept responsibility

school leaver

to have/need a sense of res-

to consider teaching (medicine,

ponsibliliry

etc.) as a career

to cope with smth.

to take up a carrer/a job

to earn/enjoy gratitude

to go in for teaching

and respect

to be in teaching (medicine,

to have (no) respect for

banking, etc.)

smb. or smth.

to be in/out of one's line

love of smth./for smb.

Note: The nouns "work, job, profession, career, vocation" have more or less the same

meaning. Nevertheless there is a certain diffеrence in their semantics and usage.

"Work" has the most general meaning and can be applied to anything one has to do in the

way of making a living. "Job" is close to it in its meaning but tends to denote less prestigious work.

Apart from that the word "job" can also denote a position in employment, in which case the

difference between the words "work" and "job" is quite obvious ( е.g. I'm very fond of шу job, even

though it means doing a lot of work). "Profession" is work which requires advanced education and

special training. Traditionally it's applied to law, medicine, architecture and military career. The word

"career" itself means either a course of progress in the life of a person or has the same meaning as

the word "work" and is mostly used when speaking of the choice of work. The word "vocation"

means the kind of work to which a man is led by natural talents (compare with the word "calling").

It's a learned word and is seldom used in everyday speech.

Remember that thе word "work" in the meaning mentioned above is uncountable and

shouldn't be used with the indefinite article or in the plural.

In contrast to it the word "job" is countable and can be used with the indefinite article.

EXERCISES

I. a) Transcribe and learn to read the following words:

machines, appreciate, humanity, vital, challenge, individual, awareness, ignorance, fearful,

boredom, medium, accept, routine, stimulating, variety.

b) Study Texts A and В and explain the meaning of the words and word

combinations listed below:

think privately, the most vital job, a rewarding, job, a challenge to your character, an ignorant

teacher, a guardian, the same routine, stimulating work, to go in for teaching

II. a) Write English equivalents of the following words and phrases. Use them

in sentences of your own:

сделать выбор, иметь призвание (способности) к чему-л., интересоваться чем-то,

подумать о профессии учителя, оценить, быть преданным своей работе, служить людям,

жгучее стремление к знаниям, уважение к кому-л.

b) Find in Text A synonyms to the following words and word combinations:

to do well in smth., in fact, because, faithful, confess, gratifying, sincerely, knowledge, to

ruin.

III. a) Enlarge upon the following topics:

1. After your parents your teacher may be the most important person in your life. 2. Teaching

is not easy and a real challenge to your character, abilities and talent. 3. To be a good teacher you

must be genuinely interested in what you are doing. 4. Teaching is a constant stream of decisions. 5.

Every time you learn something new you become something new.

P r o m p t s: there's one more thing to be noted, moreover, what's more..., I might as well add

that..., in addition, on top of that..., something else I'd like to say is..., talking of....

b) Comment on the quotation from John Steinbeck, say if you share his

opinion. Do you also think that teaching equals art? Why do you think that! Find

more quotations concerned with teachers and teaching, comment on them.

c) Continue the text on the part of the teacher. You may find the following

ideas useful:

A good teacher is one who learns all the time, from life, from colleagues, from children; a

professional teacher integrates theory and practice; this sort of work demands great patience; there

are many skills necessary for good teaching.

d) Prepare a 3-minute talk on one of the great teachers of the past or today,

give reasons for your choice.

IV. a) Act out the dialogue «Choosing is not so easy as it looks».

b) Role-play a talk between an intending teacher and a will-be journalist on