Текст книги "Практический курс английского языка 2 курс"

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class.

Ant. top, head, as the top of the mountain, the top (head) of the page, at the head of the bed,

etc. е.g. This boy is at the head of his class.

on foot (= walking, notriding), е.g. When people are having their walking holiday they

cover long distances on foot. ( Cf.: by train, by bus, etc.)

footnote n сноска

6. prescribe υi прописывать лекарство, е.g. Doctor, will you prescribe a tonic for me? What

can you prescribe for my headache (cold, etc.) ?

prescription n рецепт; to make up a prescription for smb., е.g. Please call in at the chemist's

and have this prescription made up for me; to write out a prescription.

7. bare adj 1. обнаженный, голый, непокрытый (usu. about some part of our body), е.g.

His head was bare.

Syn. naked (= having no clothes on), е.g. Victorine was shocked when she learned that she

would have to sit for the painter quite naked.

barefoot adj predic, adv = with bare feet, without shoes and stockings, е.g. Children like to

go (run, walk) barefoot.

barefooted adj, attr. Barefooted people were standing on the bank.

bare-legged (-armed) adj = with bare legs (arms), е.g. When we speak of bare-legged

children we mean children wearing shoes, but no stockings; bare-footed children wear neither shoes

nor stockings.

bare-beaded, adj = without a hat, е.g. It's already too cold to go bare-headed.

2. пустой, голый, лишенный чего-л., as a bare room (with little or no furniture), bare walls

(without pictures or wallpaper), bare trees (without leaves), bare facts (only facts; nothing but facts).

Cf.: a bare room (no furniture), an empty room (no people), a vacant room (a room in which

either no one is living at present or no one is working; a room which can be occupied), е.g. After the

piano was taken out, the room seemed quite bare. I thought I heard voices in the next room, but it

was empty. "Won't you look for a vacant room in which we could have a consultation?" – "I'm told

that all the rooms are occupied."

8. refuse υt/i отказывать(ся), е.g. She refused my offer. She can't refuse her children

anything. He refused to do what I asked him.

N о t e: In the meaning of sacrificing smth., parting with smth., the English verb to give up is

used, е.g. He gave up the idea of going there. Roger promised to give up smoking, but he didn't keep

his promise.

refusaln, е.g. He answered her invitation, with a cold refusal,

9. like adj похожий, подобный, е.g. They are as like as two peas. What is he like? (= What

sort of person is he?) What does he look like? ( = What kind of appearance has he got?) How does

she look today? (= What is her appearrance today?) It looks like gold. (= It has the appearance of

gold.) It looks like rain. It was just like him to take the biggest piece of cake. There is nothing like

home.

likeprep or adv подобно, как, е.g. I can't do it like you. They are behaving like little

children, I've never heard him sing like that.

Note: to act like means to do smth. in the same way or in the manner of other people, е.g. She

can play like a real pianist.; to act as means acting in the capacity of smb., e g. Some of our students

act as guides during summer.

alikeadj predic одинаковый, похожий, подобный, е.g. The houses in this street are alike.

(Cf.: The houses in this street are like those in the next street.)

likeness n сходство, е.g. I cannot see much likeness between the twins.

unlike adj непохожий, е.g. She was unlike all other girls.

unlike prep в отличие от, е.g. Unlike other girls she was not at all talkative.

NOTES ON STYLE

A. The terms style, stylistic are generally used in two different meanings. In lexicology the

term functional style is used which may be defined as a system of expressive means peculiar to a

specific sphere of communication. Otherwise speaking, the choice of words and of modes of

expression depends on the situation in which the process of communication is realized, whether it is

a friendly talk, an official letter or report, a poem, a scientific article, etc. According to the situation

(or the sphere of communication) we may distinguish formal (bookish, learned) and informal

(colloquial) words. The former are peculiar to fiction, scientific prose, lectures, official talks; the

latter are used in everyday talks with friends and relatives. One should also keep ip mind that there

are a great number of words that are independent of the sphere of communication, i. e. that can be

used in a lecture, in an informal talk, in a poem, etc. Such words are stylistically neutral ( е.g. bread,

word, book, go, takes, white, etc.).

Students should be warned against taking the term colloquial as a kind of encouragement to

use words thus marked as much as possible. The term implies that the words called colloquial are

limited by their sphere of usage and, if used in a wrong situation ( е.g. in a student's composition, in a

conversation with an official acquaintance or with one higher in authority), may produce the

impression of impoliteness or even rudeness.

E. g. He is a jolly chap. = Он парень что надо, (chap n, coll.; jolly adj, coll.) The

stylistically neutral way of putting it is: He is a good (fine) man.

How are the kids? = Как ваши ребята? (kid n, coll.) The stylistically neutral way How are

your children?

I'm all right. = Co мной все нормально. (all right coll.) The stylistically neutral way I feel

(am) quite well.

Compare:

Neutral

Colloquial

Bookish

begin

start

commence

continue

go on

proceed

end, finish

be over (through)

terminate

buy

get

purchase

Note also that such abbreviations as I'm, I've, I'll, you'd, you're, etc. are characteristic of

colloquial style. Therefore, students will be well advised to avoid them in their compositions, essays,

precis, etc.

B. The term style may be also used with reference to the manner of writing of some

particular author. E. g. Hemingway's style is characterized by laconism and lack of detail. The syntax

of his sentences is very simple, the dialogues are almost monosyllabic and seemingly unemotional.

Yet, through the austere form the author manages sometimes to create a narration of great tension.

ESSENTIAL VOCABULARY (I)

Words

ache υ, n

flue n

painful adj

avoid υ

foot n

pneumonia n

bare adj

medical adj

prescribe υ

barefoot adj predic, adv

medicine n

prescription n

bare-headed adj

miserable adj

shiver υ

condition n

naked adj

tremble υ

epidemic n

pain n

vacant adj

fever n

Word Combinations

to have (got) a headache

to give smth. up

to take one's (or smb.'s)

to make a note (notes) of smth.

temperature

so far

to bring down the fever

at the foot (head) of the bed

to be in (a) good (bad)

to read to oneself (aloud)

condition

to go to sleep (cf.: to fall asleep)

to live (work) under good

to stay (be) awake

(bad) condition (s)

flushed by the fever (anger,

to be in no condition to do smth.

excitement, etc.)

on condition that

to flush with

to write (put) smth. down

to take smth. easy

EXERCISES

1. Read the text and the Notes on Lexicology and Style and talk on the

following points (A. Grammar, B.Word usage, C. Style):

A. 1. Why does the author use or drop the definite article before the word bed in the

sentences: "We were still in bed." "You'd better go back to bed," "I sat at the foot of the bed."

2. Why is the Infinitive used with or without the particle to in the sentences: "Do you want

me to read to you?" "I heard him say a hundred and two."

3. In the sentence "It's nothing to worry about" ft is a personal pronoun. What noun does it

stand for? (Note: The English for «Нечего беспокоиться.» would be "There is nothing to worry

about.")

4. Tick off the sentences with the Infinitive used as an attribute.

5. Tick off all the complex sentences with clauses joined without the conjunction that, е.g. "I

know (that) he is ill."

B. 1. What did the father mean when he said «You'd better go back to bed»? (Add some

words to show the implication.)

2. Paraphrase the sentences: "I'd rather stay awake" and "just take it easy."

3. What is the difference between the boy's words "...if it bothers you" and "...if it's going to

bother you." (Translate the sentences with these phrases into Russian.)

4. How and why did the boy paraphrase his question "about what time... I'm going to die?"

5. The boy lay with his eyes fixed at the foot of the bed. What synonyms and why did the

author use to describe the situation? (See Vocabulary Notes in Unit One.)

C. 1. Comment on the choice of words in Hemingway's story from the point of view of their

stylistic colouring. What style prevails, formal or informal?

2. What can you say about the dialogues in the story and their stylistic peculiarities?

3. Comment on the syntax of the story and the stylistic effect achieved by it.

4. What is the general atmosphere of the story? Is the tension gradually increased? How is the

effect achieved? What is the point of the highest tension (climax) ?

II. a) Choose the best translation of each English sentence below (or give your

own variant) and reason oat your choice;

I. I'd rather stay awake, 1. Я предпочитаю бодрствовать. 2. Я лучше не буду спать.

II. ...as though it ached to move. 1. ...как будто ему было больно двигаться. 2. ...как будто

движения причиняли ему боль,

III. He seemed very detached from what was going on. 1. Казалось, окружающее его не

интересует. 2. Он казался полностью отрешенным от всего происходящего. 3. Он, казалось, не

замечал того, что происходит вокруг.

IV. But his gaze at the foot of the bed relaxed slowly. 1. Его взгляд становился все менее

напряженным. 2. Он уже не с таким напряжением смотрел перед собой. 3. Его взгляд,

устремленный на спинку кровати, постепенно терял свою напряженность.

V. The hold over himself relaxed too, finally, and the next day it was very slack. I.

Сдержанность его тоже, наконец, ослабла и на следующий день была очень незначительной.

2. Он перестал держать себя в руках и на следующий день был совсем вялым. 3. В конце

концов его контроль над собой тоже стал слабеть, и на следующий день он совсем раскис.

b) Translate the description of the father's walk.

III. a) Copy, transcribe and give Russian equivalents of these words:

ache, fever, medicine, capsule, purgative, germ, acid, influenza, various, pneumonia, area,

pirate, natural, bother, prescribe, bush, brush, worry, thermometer, absolutely, relax.

b) Give the four forms of the verbs:

shut, overcome, lie (лежать), lay (класть), wake, freeze, worry, die,

c) Make four columns and write numbers I, П, III and IV at their tops to

represent four types of syllables. Then pick out from the list above ('a' and 'b') words

with vowel sounds illustrating different types of syllables and place them in right

columns.

IV. Try your hand at teaching.

(Look up the words and phrases you may need to do the task in "Classroom

English", Sections IV, VIII.)

A. Preparation. a) Pick out from the text and from the introduction to it words with the letter

с in them. Divide a sheet of paper into ten columns with the following letters at the top of each

column: 1) с+е, 2) c + i, 3) c + a, 4) c + o, 5) c+u, 6) c+a consonant, 7) с in the ending -ic, 8) c + h

= [t f], 9) c+h= [k], 10) c+k=[k].

Classify the words under each heading.

b) Make up your own list of words to illustrate the same rules.

B. Work in Class. a) Show the table with 10 columns to your fellow-students and explain

how с should be pronounced in each case.

b) Dictate the words from your list to the students and ask one of them to spell them on the

blackboard. Correct the mistakes.

V. Answer the questions:

1. What were the symptoms of the boy's illness? 2. Why did it seem to the father that the

doctor knew all about influenza? 3. What worried the boy? Since when? 4. Why did the boy prefer to

stay awake? 5. What were the symptoms of the boy's nervous strain that the father took for the

symptoms of his illness? 6. Wouldn't it have been more natural if the boy had told his father about

his fears? Why? 7. Do you like the boy's behaviour? How does it characterize him? 8. How would

you explain the contrasts in the boy's behaviour on the first and the second day of his illness? 9. Why

did the author introduce the description of the father's walk? 10. Do you find the situation described

in the story true to life? (Give your reasons.) 11. Do you think you would have behaved in the same

way in the boy's place? 12. What do you consider to be the point of the story?

Begin when possible your answers with:

I believe; I think; I'd like to say; In my view; As I see it; I don't think it would...; This is my

way of looking at it.

VI. Study Vocabulary Notes and a) write derivatives or compounds of:

refuse, prescribe, pain, ache, condition, bare, like.

b) Give the opposite of:

to read aloud, in good condition, at the foot of the bed (mountain, page), the girl had shoes

on, the seat is occupied, the trees are covered with leaves, to be asleep.

c) Give English equivalents of these words and use them in sentences of your

own:

голый (2 words), дрожать (2 words), отказаться (2 words).

VII. Fill in

a) ache, hurt, pain, painful:

– What... you?

– I can't say I feel any sharp ... in some definite place, I just... all over.

– Does it... you to move your arms, legs or head?

– My head ... all the time, it ... me to look at the light and each movement is ... .

– Well, I must examine you. Don't be afraid, it won't be ... .

– But, doctor, each touch gives me ....

– Well, try and take it easy.

b) in, on:

– Your child's health is ... a rather bad condition, he must be thoroughly examined in the

policlinic.

– But, doctor, he is ... no condition to leave the house, he's too weak.

– Perhaps we'd better take him to hospital then.

– Oh, doctor, isn't it possible to keep him at home?

– Well, only ... condition that you follow all my instructions.

c) refuse, give up:

1. In spite of his father's wish he ... to leave the Medical Institute as he was fond of medicine

and didn't want to ... . 2. I decided to break with him after he had ... to help me when I was in great

need of help. 3. Though she regularly ... his proposals he couldn't... his dream of marrying her sooner

or later. 4. If she asks me for any favour I'll never ... her. 5. If I were you I wouldn't... my plan so

easily.

d) like, as:

1. The children jumped and squealed (визжали) ... little puppies. 2. The girl tried to

behave ... a grown-up person. 3. She was invited to this conference ... a specialist in medicine. 4. He

works ... a doctor in one of our hospitals. 5. You just listen to him, he speaks ... a real doctor, though

he doesn't know anything about medicine. 6. ... your doctor, I don't allow you to get up for some

more days.

VIII. Write 5 questions after each pattern below. (Keep to the same word order.)

Discuss them in class:

1. Do you think the boy would have worried about his temperature if he had known the

difference between the Fahrenheit and the Centigrade thermometers?

2. Why, do you think, the medicines were in different coloured capsules?

IX. Retell the text in reported speech following the outline given below:

1. The boy looks ill.

2. The father calls for a doctor.

3. The doctor diagnoses the illness and leaves instructions.

4. The boy seems detached from what is going on around him.

5. The father goes for a walk.

6. The boy's state troubles his father.

7. The father finds out what worries the boy.

8. The boy relaxes.

Use the vocabulary of the text and the words:

to ask (about, if, why), to wonder (whether, why, what...), to say (that), to tell smb. (about

smth.), to add (that), to answer (that), to reply (that), to inquire after (smb.'s health), to declare

(that).

X. Supply articles where necessary:

1. ... clinical thermometer is ... small thermometer for finding ... temperature of ... body. 2. ...

boiling point of ... Fahrenheit thermometer is 212°, of ... Centigrade thermometer – 100° and of...

Reamur thermometer – 80°. 3.... kilometer is ... measure of length as well as... mile and... foot;...

kilogram and ... pound are ... measures of weight. 4. His high temperature worried... boy because he

didn't know... difference between... Fahrenheit and Centigrade thermometers.

XI. Make up short dialogues starting with the sentences below. Try and argue

with each other:

1. The mother to the father: You shouldn't have gone for a walk when the child was ill.

2. The father to the boy: You should have told me what worried you.

3. The mother to the boy: You should have let me in, why didn't you?

4. The mother to the father: You might have guessed that something was worrying the boy.

5. The father to the mother: You might have dropped in to see what state the boy was in.

6. The mother to the father (the next day): I don't like the boy's state. Perhaps we had better

call the doctor again?

Use such phrases as;

But why should (shouldn't) I?; Well, I don't (didn't) think...; I wish I could, but...; I really

couldn't imagine...; What a silly way to talk!; I wish you wouldn't...; I'm really sorry, but...; I really

feel bad about it...; What do you think I should have done...?, etc.

Example:

Father: You should go to bed at once.

Son: Why should I? I'm all right.

Father: But you aren't. You're shivering and your face is white.

Son: Well, I just feel a bit cold, I'll sit down by the fire.

Father: You are ill and you have a fever.

Sоn: How do you know?

Father: I knew it just when I put my hand on your forehead.

XII. Translate into English;

1. В каких условиях вы жили, когда были ребенком? 2. Я записала все его замечания по

этому вопросу. 3. Если бы ты вчера приняла эти таблетки, ты сегодня чувствовала бы себя

гораздо лучше. 4. У девочек был совсем несчастный вид, когда им сказали о болезни их

матери. 5. Позволь детям побегать босиком, это не причинит им вреда. 6. Все больные

одинаковы: нервничают по пустякам и ведут себя как дети. 7. На вашем месте я бы не

записывала все эти данные, они не имеют большого значения. 8. Если ты не будешь спать, ты

будешь отвратительно чувствовать себя завтра. 9. Мне нравится этот врач, потому что он не

прописывает слишком много лекарств. 10. Он снова отсутствует? Это похоже на него:

пропускать уроки, когда у вас письменная контрольная. П. Я бы не сказала, что между нами

большое сходство. 12. Как будто собирается дождь. Думаю, нам лучше посидеть дома.

ХIII. а) Fill in prepositions or adverbs where necessary and summarize15 the

passage:

"Well, you'd better let me take your temperature," said Griffiths.

"It's quite unnecessary," answered Philip irritably.

"Come on."

Philip put the thermometer ... his mouth. Griffiths sat ... the side ... the bed and chattered

brightly ... a moment, then he took it... and looked ... it.

"Now, look here, old man, you stay ... bed, and I'll bring old Deacon ... to have a look ...

you."

"Nonsense," said Philip. "There's nothing the matter. I wish you wouldn't bother ... me."

"But it isn't any bother. You've got a temperature and you must stay ... bed. You will, won't

you?"

"You've got a wonderful bedside manner," Philip murmured, closing his eyes ... a smile.

15 to summarize (or to give a summary): to give a short version (usu. in reported speech) of a passage, story, novel, etc. containing

its main points only.

(From «Of Human Bondage» by Somerset Maugham)

b) Add question tags to the sentences below and answer them. Begin your

answers with "Yes, he did/was'', «No, he didn't/wasn't» or «But he did/was» and then

give full answers:

Example: – Griffiths didn't want Philip to take his temperature, did he?

– Yes, he did. He saw that his friend looked quite sick and miserable.

1. Philip was not irritated at Griffiths' advice,...? 2. Philip put the thermometer under bis arm,

...? 3. Philip's temperature wasn't all right, ...? 4. Griffiths didn't even try to chatter sitting at his

friend's bed,...? 5. Philip thought that there was nothing the matter with him, ...? 6. There was really

nothing the matter with Philip, ...? 7. Griffiths didn't want Philip to stay in bed", ...? 8. Philip didn't

want his friend to look after him, ...? 9. Griffiths was going to bring a doctor to Philip, ...? 10. Philip

smiled because he wanted bis friend to think, that he was all right,...?

XIV. Translate the following text into English:

Мать сидела рядом с кроваткой ребенка, не сводя с него глаз. Ребенок бредил, у него

был сильный жар, щеки пылали, а под глазами были темные круги. Зашла соседка, принесла

термометр и какое-то лекарство. Она сказала, что это лекарство снизит температуру. Через два

часа мать измерила ребенку температуру и увидела, что лекарство не помогло.

Пришел врач и сказал, что у ребенка воспаление легких, но серьезной опасности пока

нет. Он спросил, когда мальчик заболел. Мать вспомнила, что еще со вторника он все время

говорил, что у него болит голова и ломит все тело.

«Не волнуйтесь. Все будет хорошо, – сказал врач, – но вам бы следовало отвезти

ребенка в больницу».

«Я лучше сама присмотрю за ним», – сказала мать.

«Что же, – сказал врач, – не буду настаивать. Не нужно расстраиваться. Если вы

будете точно следовать моим указаниям, я уверен, что через несколько дней ему будет лучше».

Врач ушел, но подумал, что было бы все-таки лучше отправить ребенка в больницу.

XV. Make up three short dialogues, using the phrases listed below:

a) to have a headache, to have a fever, to take one's temperature, had better, to have a

prescription made up;

b) to consult a doctor, a light epidemic of flu, to prescribe the medicine for, to be light-

headed, would rather, to do good;

c) to take smth. easy, to keep from doing smth., there is nothing to worry about, on condition

that, to be of no importance.

XVI. Try your hand at teaching.

1. Say what yon would do in the teacher's position:

During a music lesson, while the teacher tried to demonstrate the rhythm of a song, Pete took

two pencils and proceeded to drum on a book. The teacher stopped playing and demanded to know

who was drumming. No reply came forth, so she resumed her playing. This very instant the

drumming started again. The teacher, who had been on the alert, caught Pete in the act.

2. Practise your «Classroom English».

Play the part of the teacher and get your pupils to write a spelling test on the

board.

a) Prepare a test on the vocabulary of Unit Two at home.

b) Ask several pupils to write the words on the board.

c) Make sure that the board is properly prepared for writing on it: the writing it

eligible; all the mistakes are corrected; the whole class is involved. (See "Classroom

English", Sections IV. VIII, IX)

IABORATORY EXERCISES (I)

1. Listen to the text "A Day's Wait", mark the stresses and tunes, repeat the text following the

model.

2. Paraphrase the following sentences, combining them into one conditional sentence. Make

all necessary changes.

3. Respond to the following sentences according to the model. Use the inverted form of

conditional sentences in your responses.

4. Extend the following sentences according to the model. Use the verbs suggested.

5. Write a spelling-translation test a) translate the phrases into English; b) check them with

the key.

6. Translate the sentences into English and check them with the key. Repeat the key aloud.

7. Listen to the text "Patients Needed" some other text on the topic. Find English equivalents

of the Russian phrases in the text. Retell the text in indirect speech.

TOPIC: ILLNESSES AND THEIR TREATMENT

TEXT A. A VICTIM TO ONE HUNDRED AND SEVEN FATAL MALADIES

From «Three Men in a Boat» by Jerome K. Jerome

I remember going to the British Museum one day to read up the treatment for some slight

ailment. I got down the book and read all I came to read; and then, in an unthinking moment, I idly

turned the leaves and began to study diseases, generally. I forgot which was the first, and before I

had glanced half down the list of "premonitory symptoms", I was sure that I had got it.

I sat for a while frozen with horror; and then in despair Г again turned over the pages. I came

to typhoid fever – read the symptoms – discovered that I had typhoid fever– began to get

interested in my case, and so started alphabetically.

Cholera I had, with severe complications; and diphtheria I seemed to have been bom with. I

looked through the twenty-six letters, and the only disease I had not got was housemaid's knee.

I sat and thought what an interesting case I must be from a medical point of view. Students

would have no need to "walk the hospitals" if they had me. I was a hospital in myself. All they need

do would be to walk round me, and, after that, take their diploma.

Then I wondered how long I had to live. I tried to examine myself. I felt my pulse. I could

not at first feel any pulse at all. Then, all of a sudden, it seemed to start off. I pulled out my watch

and timed it. I made it a hundred and forty-seven to the minute. I tried to feel my heart. I could not

feel my heart. It had stopped beating. I patted myself all over my front, from what I call my waist up

to my head but I could not feel or hear anything. I tried to look at my tongue. I stuck it out as.far as

ever it would go, and I shut one eye and tried to examine it with the other. I could only see the tip,

but I felt more certain than before that I had scarlet fever.

I had walked into the reading-room a happy, healthy man. I crawled out a miserable wreck.

I went to my medical man. He is an old chum of mine, and feels my pulse, and looks at my

tongue, and talks about the weather, all for nothing, when I fancy I'm ill. So I went straight up and

saw him, and he said:

"Well, what's the matter with you?"

I said:

"I will not take up your time, dear boy, with telling you what is the matter with me. Life is

short and you might pass away before I had finished. But 1 will tell you what is not the matter with

me. Everything else, however, I have got."

And I told him how I came to discover it all,

Then he opened me and looked down me, and took hold of my wrist, and then he hit me over

the chest when I wasn't expecting it – a cowardly thing to do, I call it After that, he sat down and

wrote out a prescription, and folded it up and gave it me, and I put it in my pocket and went out.

I did not open it, I took it to the nearest chemist's, and handed it in. The man read it, and then

handed it back. He said he didn't keep it.

I said:

"You are a chemist?"

He said:

"1 am a chemist. If I was a co-operative stores and family hotel combined, 1 might be able to

oblige you."

I read the prescription. It ran:

"1 lb.16 beefsteak, with

1 pt.17 bitter beer

every six hours.

1 ten-mile walk every morning.

1 bed at 11 sharp every night.

And don't stuff up your head with things you don't understand."

I followed the directions with the happy result that my life was preserved and is still going

on.

NOTES ON SYNONYMS

1. (See Note 1 on p. 18.) Synonyms may also differ by the degree or intensity of the

phenomenon described or by certain additional implications conveyed by their meanings. E. g.

malady describes a more dangerous illness than disease, sometimes a fatal one, whereas ailment

mostly refers to a slight disorder. Malady implies a lasting, sometimes a chronic illness, whereas

ailment is short and temporary. Illness is the most general word in the group (the synonymic

dominant).

2. Synonyms may differ by their stylistic characteristics. E. g. chum is a colloquial synonym

of Mend, to fancy sounds less formal than to imagine. To pass away is a bookish synonym of to die.

TEXT B. A VISIT TO THE DOCTOR

– Well, what's the matter with you, Mr. Walker?

– You'd better ask me what is not the matter with me, doctor. I seem to be suffering from all

the illnesses imaginable: insomnia, headaches, backache, indigestion, constipation and pains in the

stomach. To make things still worse, I've caught a cold, I've got a sore throat and I'm constantly

sneezing and coughing. To crown it all, I had an accident the other day, hurt my right shoulder, leg

and knee, and nearly broke my neck. If I take a long walk, I get short of breath. In fact, I feel more

dead than alive.

– I'm sorry to hear that. Anyhow, I hope things aren't as bad as you imagine. Let me

examine you. Your heart, chest and lungs seem to be all right. Now open your mouth and show me

your tongue. Now breathe in deeply, through the nose... There doesn't seem to be anything radically

16 lb. (pound): a measure of weight = 453.6 g

17 pt. (pint) [paint]: a measure for liquids = 0.57 1

wrong with you, but it's quite clear that you're run down, and if you don't take care of yourself, you

may have a nervous breakdown and have to go to hospital. I advise you, first of all, to stop worrying.

Take a long rest, have regular meals, keep to a diet of salads and fruit, and very little meat Keep off

alcohol. If possible, give up smoking, at least for a time. Have this tonic made up and take two

tablespoonfuls three times a day before meals. If you do this, I can promise you full recovery within

two or three months.

– And if I don't, doctor?

– Then you'd better make your will, if you haven't yet done so.

– I see. Well, thank you, doctor. 1 shall have to think it over and decide which is the lesser

evil: to follow your advice or prepare for a better world.

TEXT C. AT THE DENTISTS

Nell: Hello, is that you Bert? Nell here. I'm so glad I've found you in.

Bert: Hello, Nell. How's things?

N.: Fine. Listen, Bert. I'm bursting with news. Just imagine: yesterday I had the first real

patient of my own.

В.: You don't say! Who was it?

N.: A nice old dear with a lot of teeth to be pulled out. It's such wonderful practice for me!

В.: Are you quite sure that some of his teeth couldn't be filled?

N.: None of them! I sent him to have his teeth X-rayed, so it's all right.

В.: How did you manage to get such a marvellous patient, I wonder?

N.: He came with a bad toothache. It had been bothering him for a day or two already.

В.: Were there no other dentists in the surgery?

N.: No, I was the only one. It was Sunday.

В.: Poor old thing! I hope you didn't try to pull out all his teeth at once, did you?

N.: Don't be silly. I just chose the easiest one to begin with.