Текст книги "Практический курс английского языка 3 курс"
Автор книги: Владимир Аракин
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Учебник является третьей частью серии комплексных учебников для I – V курсов педагогических вузов. Цель учебника – обучение устной речи на основе развития необходимых автоматизированных речевых навыков, развитие техники чтения, а также навыков письменной речи.
УЧЕБНИК
ДЛЯ ВУЗОВ
ПРАКТИЧЕСКИЙ
КУРС
АНГЛИЙСКОГО ЯЗЫКА
3 КУРС
Под редакцией В.Д. Аракина
4-е издание, переработанное и дополненное
Рекомендоаано Министерством образования и науки Российской Федерации
в качестве учебника для студентов высших учебных заведений Москвe
УДК 811.111(075.8)
ББК 81.2 Англ-923
П69
В. Д. Лракин, И. А. Новикова, О. В. Афанасьева, С. Н. Бронникова, Т. Г. Давиденко, А.
С. Саакян, М. А. Соколова, Н. И. Крылова, К. П. Гинтовт, И. С. Тихонова, Г. А. Шабадаш
Р е ц е н з е н т 1 .
кафедра английского языка Коломенского педагогического института (зав.
кафедрой канд. пед. наук, доц. B.C. Борисов); канд. филол. наук М.И. Корбут
(Смоленский государственный педагогический институт)
Практический курс английского языка. 3 курс : учеб. для П69
студентов вузов / [В.Д. Аракин и др.]; под ред. В.Д. Аракина. – 4-е изд.,
перераб. и доп. – М.: Гуманитар, изд. центр ВЛАДОС, 2006. – 431 с.: ил.
– (Учебник для вузов).
ISBN 5-691-00046-2 (в пер.).
Учебник является третьей частью серии комплексных учебников для I —V
курсов педагогических вузов. Основная цель – развитие навыков устной и
письменной речи.
4-е издание учебника значительно переработано, усилена его про-
фессиональная и коммуникативная направленность.
УДК 811.111(075.8)
ББК 81.2 Англ-923
© Коллектив авторов, 2000 © ООО
«Гуманитарный издательский
центр ВЛАДОС», 2000 © Серия «Учебник
для вузов» и серийное оформление. ООО «Гуманитарный издательский центр
ВЛАДОС», 2000 © Макет. ООО «Гуманитарный ISBN 5-691-00046-2 (в пер.)
издательский центр ВЛАДОС», 200
100-летнему юбилею Владимира Дмитриевича Аракина
посвящается
ПРЕДИСЛОВИЕ
Данный учебник является частью серии учебников Практический курс английского языка и предназначен для студентов третьего курса
факультетов и отделений английского языка Педагогических университетов.
В четвертое издание учебника внесены значительные изменения и дополнения, диктуемые новыми условиями работы Педагогических
университетов.
На третьем курсе завершается работа по овладению основами устной и письменной речи. В качестве основных учебных материалов
используются оригинальные художественные и общественно-политические тексты. Углубляется работа над лексикой. При обучении разговорной
речи преимущественное внимание уделяется условно-неподготовленной и неподготовленной речи. Наряду с передачей содержания прочитанного,
участием в проблемной беседе и дискуссии от студента требуется умение аннотировать текст, давать необхо димый комментарий, суммировать
сведения из разных источников.
Учебник состоит из четырех частей: основного курса (авторы И.А.Новикова, О.В.Афанасьева, С.Н.Бронникова, Т.Г.Давиденко), раздела
упражнений на звуки речи и интонацию (авторы М.А.Соколова, К.П.Гинтовт, Н.И.Крылова, И.С.Тихонова, Г.А.Шабадаш), раздела упражнений по
грамматике (автор А.С.Саакян) и приложения.
Основной курс состоит из восьми уроков, каждый из которых содержит:
речевые образцы и упражнения на их автоматизацию, текст, представляющий собой отрывок из оригинального художественного произведения
английского или американского автора, краткие сведения об авторе,* комментарий с пояснением реалий и трудных для понимания языковых
явлений, словарь активной лексики, список словосочетаний, встречающихся в тексте и подлежащих активизации, и упражнения, обеспечивающие
закрепление вводимого материала.
При отборе текстов для чтения и развития навыков устной речи авторы стремились, с одной стороны, дать образцы высокохудожественной
литературы, в которых прослеживаются функционально-стилевые особенности современного английского языка, а, с другой стороны,
максимально приблизить их к программной тематике третьего курса, чтобы подвести студентов к беседе на определенные темы: «Актуальные
проблемы окружающей среды», «Школьное образование в Англии и в России», «Воспитание в семье и школе», «Кино», «Живопись» и др.
Упражнения по обучению чтению на материале основного текста урока составлены с учетом принципа нарастания трудностей и призваны
развивать у будущего учителя иностранного языка высокую культуру чтения, формировать способность воспринимать художественное
произведение во всем его многообразном идейном и эмоциональном богатстве.
Параллельно с работой над содержанием текста изучается активный словарь, куда входит общеупотребительная лексика, отличающаяся высокой
степенью сочетаемости и большими словообразовательными возможностями, а также стилистически маркированная лексика.
Значительное место отводится наблюдению над семантической структурой слова, развитием переносных значений, сужением и расширением
значения слова.
Упражнения на предлоги преследуют цель систематизации употребления английских предлогов. Предлоги, встречающиеся в тексте урока,
даются в упражнениях во всех их значениях, с тем чтобы в систему этих упражнений в целом вошли все основные случаи их употребления.
Система упражнений по обучению диалогической и монологической речи представлена в учебнике следующим образом: усвоение речевых
образцов, усвоение материала основного текста урока, усвоение активного словаря и работа над тематикой последнего раздела, который
пополнился такими активными формами речевой деятельности, как ролевая игра, диспут, дискуссия. Разговорные формулы, организованные по
целевому признаку, должны послужить опорой студенту в построении творческого высказывания.
Во всех восьми уроках упражнения по обучению речевому общению написаны по единой схеме:
1. Тематический словарь для бесед и дискуссий на данную тему.
2. Текст информативно-тематического характера и упражнения на свертывание и развертывание информации.
3. Упражнения коммуникативного характера и клише, сгруппированные по функционально-семантическому признаку. Предлагаемые
разговорные формулы, как правило, не содержат новой лексики. Их назначение – помочь студентам облечь свои мысли в естественную языковую
форму.
4. Упражнения дискуссионного характера.
5. Упражнения для коллективного обсуждения, в которых студенты должны использовать речевые клише и тематическую лексику.
Раздел заканчивается перечнем тем для творческого высказывания и ситуацией для ролевой игры.
Раздел упражнений на звуки речи представлен в виде коррективного курса, охватывающего не все звуки речи, а лишь те, в которых делается
наибольшее количество ошибок. Подробные задания дают возможность учащимся работать над устранением своих ошибок самостоятельно.
Раздел упражнений по интонации предназначен для завершающего этапа работы над английской интонацией на III курсе факультета
английского языка Педагогических университетов и является продолжением аналогичных разделов учебников для I и II курсов тех же авторов. Его
основная цель – расширение и углубление отработанного на первых двух курсах материала, а также введение таких интонационных структур,
употребление которых характеризуется английскими фонетистами как факультативное.
Раздел состоит из серии обучающих, контролирующих и творческих упражнений для дальнейшей автоматизации воспроизведения и
употребления основных интонационных структур в английской речи. Обучающие упражнения в основном предназначены для лабораторной
работы, контролирующие и творческие – для работы в аудитории. Специальные задания на транскрибирование, интонирование и графическое
изображение интонации могут быть даны при работе над любым упражнением.
Основная цель раздела упражнений по грамматике – закрепление нового грамматического материала, который изучается на III курсе (имена
существительные, прилагательные, числительные и местоимени
217 я, а также разделы синтаксиса). Кроме того, большое внимание уделяется
неличным формам глагола и повторению употребления наклонений, времен и артиклей. Упражнения построены в основном на материале уроков
основного курса.
В приложение вынесены инструкции по написанию письменных работ, практикуемых на III курсе: сочинение-повествование, сочинение-
описание, рекомендации по составлению краткого пересказа текста, списки речевых клише.
При подготовке 4-го издания, не изменяя в целом содержательную и структурную стороны учебника, авторы сочли необходимым внести
определенные коррективы в тексты и задания к ним, т. к. во многих случаях предлагавшийся ранее материал оказался несоответствующим
современной действительности. Это в первую очередь касается раздела, посвященного системе образования (Урок 3, часть 2), т. к. за последнее
десятилетие образовательные системы России и Великобритании претерпели существенные изменения.
Полностью переработан грамматический раздел, который включает в себя коммуникативно-ориентированные упражнения по указанным выше
разделам.
Внесены коррективы в лексико-грамматические задания с учетом последних достижений и требований методики преподавания иностранного
языка в высшей школе.
Авторы
ESSENTIAL COURSE
Unit One
SPEECH PATTERNS
1. It is more like a stage village than one built of bricks and mortar.
It is more like an essay than a story.
This looks more like a pond than a lake.
This seems more like silk than wool.
2. We roamed about sweet Sonning for an hour or so
They walked about the town (in the forest, there) for an hour or so (for two hours or so).
He lived in the village (in Kiev, there) for a year or so.
3. George said that it would be a splendid opportunity to try a good, slap-up supper.
Ann will be here any minute. It will be a wonderful opportunity to speak to her.
We still had plenty of time and John said it was an excellent opportunity to have a bite.
4. I should never have thought that peeling potatoes was such an undertaking.
I should never have thought that writing a composition was as difficult as that.
5.The more we peeled, the more peel there seemed to be left on.
The more sentences he translated, the more of them there seemed to be left.
The more I listened, the more interested I became.
The longer he stayed there, the more (the less) he liked the place. The more you do today, the less will be left for
tomorrow.
6.There was no potato left. There was half a pork pie left.
There is some paper (money) left.
There is no bread left.
We still have some money left.
7.That won't do. You're wasting them.
That won't do. You haven't tried hard enough.
That won't do. You're making a mess of the job.
EXERCISES
1. Complete the following sentences using Speech Patterns:
1. This is more like a word for word translation than ... . 2. It is more like a fable than ... . 3. The fabric looks more like
cotton than .... 4. Ann looks more like a schoolgirl than.... 5. With this hairdo she looks more like a boy than .... 6. We
walked round the village for .... 7.1 stayed with my friends for .... 8.1 lived in the town for .... 9,1 am not through with the
book yet, I've read only 50 pages or .... 10. Since everyone is present I think it.... 11. We are through with our work. Isn't
it ...? 12. We've been looking for her house for more than an hour. I should ... . 13. There seems to be no end to dirty
clothes. I should ... . 14. The more we listened to him, ... . 15. The more John looked at her,..., 16. The more I think about
her decision, ... . 17. The more indignant Andrew became
18. The longer we waited, ... . 19. Who'll go to the
baker's? There is ... . 20. I'm going to the stationer's. There is ... . 21. Why go shopping? – We have ... . 22. We needn't
hurry. There is ... . 23. Hurry up. We have ... . 24. Why not put the table near the window? – There seems to be ... . 25.
Where will you put the bookcase? There seems to be no ....
2. Suggest a beginning matching up the end.
Use Speech Patterns 4, 5 and 7:
1. ... that looking after a child was so tiresome. 2.... might cost so much effort. 3. ... might turn out to be such a trying
job. 4. ... the bigger wages he earned. 5. ... the less he knew what to do. 6. ... the more we liked the place. 7. ... You
shouldn't be so careless.
8. ... You'll have to do everything all over again. 9................You treat
the matter too lightly. 10........Your answer is wrong.
3. Respond to the following statements and questions using the Speech Patterns:
1. If only the weather were better! 2. In two days I'll finish my exams. 3. I shan't be through with my work before the
weekend, I'm afraid. 4. How long will the job take? 5. We're going there on Friday. 6. She may come yet. Let's wait a bit.
7. He says it was your fault. 8. How long shall I stay there?
4. Make up two sentences of your own on each pattern.
5. Translate into English using the Speech Patterns:
A. Весной, на обратном пути в Москву, мы случайно проезжали мимо небольшого городка. Он был скорее
похож на большую деревню, чем на город, все дома в нем утопали в цветах, и он показался нам таким красивым,
что мы не смогли не остановиться там. Я никогда бы не подумала, что прогулка по маленькому провинциальному
городку может доставить такое наслаждение. Мы ходили по городу около трех часов, и чем больше мы смотрели
на этот сказочный уголок, тем больше восхищались им. Но у нас осталось мало времени, и нам пришлось
спешить в Москву.
B. В прошлом году нам с женой пришлось пойти в отпуск зимой. Мы решили, что это удобный случай, чтобы
собственными силами отремонтировать квартиру. После двух дней работы наша квартира больше походила на
склад поломанной мебели, чем на квартиру.
«Это никуда не годится, – сказала жена. – Давай лучше пригласим маляров» (to have smth. done).
6. Make up and act out a dialogue using the Speech Patterns.
TEXT ONE
THREE MEN IN A BOAT
By Jerome K.Jerome
Jerome K.Jerome (1859—1927) is a well-known English writer, whose novels Three Men in a Boat, The Idle
Thoughts of an Idle Fellow, Novel Notes and Three Men on the Bummel have enjoyed great popularity. Jerome K Jerome
is famous SOT his art of story-telling, his vivid style and his humour which is generally expressed in’ laughter-provoking
situations often based on misunderstanding. With sparkling humour he criticized the weak sides of human nature.
Chapter XIV
We got out at Sonning,1 and went for a walk round the village. It is the most fairy-like nook on the whole river. It is
more like a stage village than one built of bricks and mortar. Every house is smoth ered in roses, and now, in early June,
they were bursting forth in clouds of dainty splendour. If you stop at Sonning, put up at the "Bull", behind the church. It
is a veritable picture of an old country inn, with a green, square courtyard in front, where, on seats beneath the trees, the
old men group of an evening to drink their ale and gossip over village politics; with low quaint rooms and latticed
windows2 and awkward stairs and winding passages.
We roamed about sweet Sonning for an hour or so, and then, it being too late to push on past Reading, 3 we decided to
go back to one of the Shiplake islands, and put up there for the night. It was still early when we got settled and George
said that, as we had plenty of time, it would be a splendid opportunity to try a good, slap-up supper. He said he would
show us what could be done up the river in the way of cooking, and suggested that, with the vege tables and the remains
of the cold beef and general odds and ends, we should make an Irish stew.4
It seemed a fascinating idea. George gathered wood and made a fire, and Harris and I started to peel the potatoes. I
should never have thought that peeling potatoes was such an undertaking. The job turned out to be the biggest thing of its
kind that I had ever been in. We began cheerfully, one might almost say skittishly but our light-heartedness was gone by
the time the first potato was finished. The more we peeled, the more peel there seemed to be left on; by the time we had
got all the peel off and all the eyes out, there was no potato left – at least none worth speaking of. George came and had
a look at it – it was about the size of pea-nut. He said:
"Oh, that won't do! You're wasting them. You must scrape them."
So we scraped them and that was harder work than peeling. They are such an extraordinary shape, potatoes – all
bumps and warts and hollows. We worked steadily for five-and-twenty minutes, and did four potatoes. Then we struck.
We said we should require the rest of the evening for scraping ourselves.
I never saw such a thing as potato-scraping for making a fellow in a mess. It seemed difficult to believe that the
potato-scrapings in which Harris and I stood, half-smothered, could have come off four potatoes. It shows you what can
be done with economy and care.
George said it was absurd to have only four potatoes in an Irish stew, so we washed half a dozen or so more and put
them in without peeling. We also put in a cabbage and about half a peck5 of peas. George stirred it all up, and then he
said that there seemed to be a lot of room to spare, so we overhauled both the hampers, and picked out all the odds and
ends and the remnants, and added them to the stew. There were half a pork pie and a bit of cold boiled bacon left, and we
put them in. Then George found half a tin of potted salmon, and he emptied that into the pot.
He said that was the advantage of Irish stew: you got rid of such a lot of things. I fished out a couple of eggs that had
got cracked, and we put those in. George said they would thicken the gravy.
I forget the other ingredients, but I know nothing was wasted; and I remember that towards the end, Montmorency,
who had evinced great interest in the proceedings throughout, strolled away with an earnest and thoughtful air,
reappearing, a few minutes afterwards, with a dead water-rat in his mouth, which he evidently wished to present as his
contribution to the dinner; whether in a sarcastic spirit, or with a general desire to assist, I cannot say.
We had a discussion as to whether the rat should go in or not. Harris said that he thought it would be all right, mixed
up with the other things, and that every little helped; but George stood up for precedent! He said he had never heard of
water-rats in Irish stew, and he would rather be on the safe side, and not try experiments.
Harris said:
"If you never try a new thing how can you tell what it's like? It's men such as you that hamper the world's progress.
Think of the man who first tried German sausage!"
It was a great success, that Irish stew. I don't think I ever enjoyed a meal more. There was something so fresh and
piquant about it. One's palate gets so tired of the old hackneyed things; here was a dish with a new flavour, with a taste
like nothing else on earth.
And it was nourishing, too. As George said, there was good stuff in it. The peas and potatoes might have been a bit
softer, but we all had good teeth, so that did not matter much; and as for the gravy, it was a poem – a little too rich,
perhaps, for a weak stomach, but nutritious.
EXPLANATORY NOTES
1. Sonning ['sonig]: a picturesque village on the bank of the Thames.
2. latticed window: a window with small panes set in.
3. Reading ['redirj]: a town on the river Thames, Berkshire, South England. It is an important town for engineering, transport "and
scientific research. It is also important for its cattle and corn markets. It is proud of its university which specializes in agriculture.
4. Irish stew: a thick stew of mutton, onion and potatoes.
5. peck: a measure for dry goods equal to two gallons. Half a peck is equal approximately to four litres.
6. German sausage: a large kind of sausage with spiced, partly cooked meat.
ESSENTIAL VOCABULARY
Vocabulary Notes
1. gossip n 1) (uncount.) idle talk, often ill-natured, about persons or events, also what appears in newspapers about people well-
known in society, as the gossip column, a gossip writer, e. g. Don't believe all the gossip you hear. 2) (count.) a person who is fond of
talking about other people's affairs, as the town gossips.
gossip vi (over smth.) to talk about the affairs of others, to spread rumours, e. g. Aren't you ashamed of gossiping over his affairs?
2. wind [wamd] (wound [waund] vt/i 1) to turn round and round: to wind the handle; 2) to make into a ball or twisted round
shape, as to wind wool; 3) to follow a direction in a twisting shape, e. g. The path winds through the wood. 4) to tighten the working
parts by turning, as to wind a clock; 5) to bring or come to an end, e. g. It's time he could wind up (his speech), to wind someone
round one's little finger to make someone do what one wants.
3. peel vt/i 1) to take off the skin, as to peel oranges (apples, potatoes, bananas, etc.); 2) to come off in thin layer or strips, e. g.
The skin peels off the nose or face when a person gets sunburnt. The wallpaper is peeling (off).
peel n the outer skin of fruit or vegetables, as orange peel, potato peel; candied peel the peel of oranges, lemons, etc., preserved
and coated with sugar.
4. scrape vt/i 1) to remove (material) from a surface by pulling or pushing an edge firmly across it repeatedly, e. g. I scraped the
skin off the vegetables. 2) to clean or make (a surface) smooth in this way, e. g. She scraped the door (down) before painting it again.
He scraped his boots clean before coming in the house. 3) to rub roughly (esp. on, against): a chair scraping on the floor, e. g. He
scraped his chair against the wall.
4) to hurt or damage in this way, e. g. He scraped his knee when he fell.
5) to succeed in a class by doing work of the lowest acceptable quality, e. g. She just scraped through the examination, to scrape a
living to get just enough food or money to stay alive; to scrape up also to scrape together to gather (a total, esp. of money) with difficulty by putting small amounts together.
5. steady adj 1) firmly fixed, not likely to fall, as a steady foundation, to make a chair or table steady, with a steady hand, e. g.
The chair is steady enough, syn. firm, as firm ground, foundation, steps, muscles; 2) regular in life, work, etc.; industrious, as a steady person; 3) constant, as a steady wind (rain, growth, increase), steady progress.
steadily adv in a steady manner, e. g. It has been raining steadily since the morning.
steady vt/i to make or become steady, e. g. With an effort he steadied the boat. The boat soon steadied again.
6. mess n (rarely pi.) a state of confusion, dirt or disorder; to be in a mess, e. g. The room was in a mess, to make a mess of smth. to do it badly, e. g. You've made a mess of the job. to get into a mess to get into trouble or into a dirty state, e. g. You'll get into a mess if
you are not more careful.
7. crack vt/i 1) to break or cause to break, in such a way, however, that the pieces remain together, e. g. A vase may crack if
washed in boiling water. You've cracked the window. 2) to make or cause a thing to make a loud noise, as to crack a whip, e. g. His
rifle cracked and the deer fell dead, to crack a joke (si.) to make a somewhat rough joke, e. g. There is no one like him to crack jokes.
crack n an incomplete break; a sharp noise, as a wide (small, loud, sudden) crack, e. g. The walls are covered with cracks. I heard
a crack as if of a branch.
8. contribute vt/i 1) to give money, supply help, etc. to a common cause, e. g. The development of friendly ties with other
countries contributes to mutual understanding of their peoples. Good health contributes to a person's success in work. 2) to write
articles or other material for newspapers, magazines, etc., as to contribute articles to a wall-newspaper, to contribute a poem to a
magazine.
contribution n the act of contributing; that which is contributed, e. g. Montmorency brought a dead water-rat as his contribution to
the dinner.
9. spirit n 1) moral condition, tendency, as the spirit of the army, the spirit of the times (age), the spirit of the law, to take smth. in
the right (wrong) spirit, to show a proper spirit, e. g. That's the right spirit! He found himself in conflict with the spirit of the time. 2)
energy, courage, liveliness, e. g. Put a little more spirit into your work. He spoke with spirit. 3) pi. mood, as to be in high (low) spirits,
e. g. His spirits rose (fell or sank), to raise smb.'s spirits; out of spirits depressed, unhappy, e. g. You seem to be out of spirits today.
10. taste n 1) flavour; quality of any substance as perceived by the taste organs, e. g. The doctor prescribed her some pills with a
bitter taste. I don't care for this bread, it has a very bitter taste. I dislike the taste of olives. 2) liking, e. g. You may choose any flowers
to your taste here. There is no accounting for tastes. Tastes differ. 3) ability to form judgements in questions of beauty and manners,
e. g. The room was furnished in good taste. They say she dresses in poor taste. I was ashamed of you, your jokes were in very bad
taste.
taste vt/i 1) to try by eating or drinking; to recognize after taking into the mouth, e. g. There we found some strange meals and
made up our minds to taste them all. Can you distinguish types of apples by tasting them? I have a bad cold and cannot taste
anything. 2) to have a particular flavour, e. g. This orange tastes bitter. 3) to experience, e. g. There she tasted the joys of privacy.
tasteful adj showing good taste, as a tasteful person, work of art.
tasteless adj 1) having no taste; 2) having or showing poor taste. Usage: When tasteless is used of food it means «having no taste».
When it is used of people, furniture, ornaments, etc., it means "having or showing bad taste", e. g. The potatoes were tasteless without
salt
Word Combinations and Phrases
in early June
the rest of the evening half a dozen,
to put up at some place
half a peck of peas,
to roam the woods (through
half a pork pie, half a tin of
the woods, about a place)
salmon to stir smth. up to add
to get settled
smth. to smth. to empty smth. into
odds and ends
a pot to thicken the gravy with an
to be the size of smth.
earnest and thougtful air to be on
the safe side
READING COMPREHENSION EXERCISES
1. Listen to Text One and mark the stresses; enough time will be given for you to repeat the sentences
2. Put fifteen questions to the text
3. Note down the sentences from the text which contain the word combinations and phrases. Translate them into Russian.
4. Paraphrase the following sentences using the word combinations and phrases (p. 14).
1. At the beginning of May the village is really fairy-like with all its houses smothered in roses. 2. I'd like to stay in this small inn
for a week or so. 3. The whole day we wandered over the country-side and in the evening we had a nice rest. 4. It turned out to be quite
late when at last we made ourselves comfortable. 5. I never saw such a thing as a stew for getting rid of all remnants of food. 6. Choose
the books you need and take the others to the library, please. 7. This is a rare edition: the book is as small as a match-box, but the print
is very clear. 8. We have half a tin of potted pork left, let's put it into the stew. 9. Put some more oatmeal in the porridge and mix it
thoroughly with a spoon. 10. He may have forgotten about our arrangement, let's call him up to make sure.
5. Translate the following sentences into English using the word combinations and phrases:
Мне бы очень хотелось поехать на юг в начале июня, когда все утопает в цветах, и побродить по горам. 2. Мы решили, что
в Санкт– Петербурге остановимся в гостинице и проведем там около недели. 3. Мы быстро устроились, и оказалось, что до
вечера у нас еще много времени. 4. Когда мы наконец устроились, мы так устали, что никто из нас не захотел никуда идти. 5.
Вряд ли эти обрезки бумаги на что– нибудь годятся. 6. Никогда бы не подумала, что из этих остатков материала можно сшить
платье. 7. Моя комната такого же размера, что и ваша, но она почему-то выглядит меньше. 8. Я прочла только половину
статьи, но мне кажется, что она имеет мало отношения к интересующему вас предмету. 9. Поезд придет только через полчаса,
давайте побродим по городу. 10. Элен перемешала салат, попробовала его и решила добавить еще соленых огурцов. 11. Это
хорошие мясные консервы. Положите полбанки в рагу. 12. Добавьте немного муки в соус, чтобы он стал погуще. 13. Он шутит
с таким серьезным видом, что невозможно не рассмеяться. 14. На всякий случай нам лучше не. касаться этого вопроса
сегодня.
1. Make up and practise a short situation using the word combinations and phrases of Ex. 3.
2. Make up and act out a dialogue using the word combinations (p. 14).
3. Find in Text One equivalents for the following words and phrases and use them in sentences of your own:
to wander about a place; for about an hour; to stay somewhere for the night; to have a lot of time; an excellent chance; an attractive
plan; to build up a fire; a difficult task; to prove to be; to be as small as smth.; without stopping; ridiculous; to examine thoroughly; to
pull out; to make the gravy thicker; not to risk; tfivial things; not to be important
4. Note down from the text equivalents for the following words and phrases. Make up sentences using the phrases:
сказочный уголок; утопать в розах; настоящая сельская гостиница; сельские новости; причудливые комнаты; решетчатые
окна; шикарный ужин; по части стряпни; собирать хворост; беззаботность
5. Explain what is meant by the following phrases and sentences:
1. to gossip over village politics. 2. to try a good slap-up supper. 3. Our light-heartedness was gone. 4. Then we struck. 5. We
should require the rest of the evening for scraping ourselves. 6. We overhauled both the hampers. 7. All the odds and ends and the
remnants. 8. Every little helped. 9. George stood for precedent. 10. He would rather be on the safe side and not try experiments
1. Answer the following questions and do the given tasks:
1. What do you know of Jerome KJerome and his place in English literature? 2. What does the passage under study present? (Is it a
piece of narration, a description, a portrayal or an account of events?) 3. In what key is the first part written? (Is it lyrical, dra matic,
