Текст книги "Практический курс английского языка 3 курс"

Автор книги: Владимир Аракин

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ridiculous things sometimes. 6. There are some mighty suspicious things going on here. 7. She said she had nothing to do with it. 8.

The mother's worry over her daughter's poor health kept her awake all night. 9. "The matter affects the interest of a friend for whom

I'm acting," said the lawyer. 10. Why do you interest yourself in other people's affairs? 11. Nothing was said about the matter. 12. He

has a very worried look today. 13. The boy seemed to be more interested in food than in the conversation. 14. Her heart went out to

him in understanding. 15.1 smiled at her to show my affectionate understanding. 16. He had kindly understanding eyes and the

manner of one who had done a little suffering of his own accord. 17. He was sure that he would be successful this time. 18. Robert

felt that the guilt was partly his own, that he had let him down as a human being. 19. I cannot see the humour in it. 20. I don't believe

you know what lack of success is.

4. Explain or comment on the following sentences:

A. 1. He had a suspicion that Stella did not take her father into her confidence. 2. You could not have imagined a more trustwor -

thy person, he enjoyed everyone's confidence. 3.1 hesitated before making the decision: the offer did not inspire confidence. 4. It

might give him confidence in himself to let him try. 5. She could always draw confindences from a heart of stone. 6. Did he know

enough of real life to speak with confidence on anything? 7. I'm a lawyer. A client's communications are confidential. 8. She rose and

silently started for the exit door. 9. When he returned to London,-he started a little restaurant in Soho. 10. The untidy room of the

first-floor in Baker Street had been the starting-point of many remarkable adventures. 11. You must have confused me with someone

else. 12. He was never embarrassed, always ready with some glib explanation. 13. He was left in a state of confusion and despair. 14.

Some Englishmen drop their h's. 15. He was not a man who let a thing drop when he had set his mind on it. 16. Once more he

seemed to drop a curtain between himself and the others in the room. 17. He seems to have dropped most of his friends. 18. Drop me

a line when you are away. 19. The last thing I heard as I was dropping off to sleep was Mr. Lendow's voice saying good-night to

Carol. 20. Will you mind my luggage while I go and find out? 21. So I decided to mind my own business and to say nothing about

what I had seen. 22. The children mind her like trained seals. 23. "Mind how you go or you'll knock your head," Lucas warned him.

24. They did not seem to mind each other's presence in the least. 25. And then, being a fair-minded man, he looked at the other side

of the question. 26. I tried to concentrate, but my mind wouldn't work properly. 27. "I have a logical mind," she returned, "which you

have not and never will." 28. His eyes, when they looked at you directly, gave you the feeling that they were seeing right through

your mind. 29. His name had conveyed nothing to me; perhaps it was kept in mind only by journalists. 30. Keep in mind the purpose

of your speech and speak to the point. 31.1 tried to get my mind on my drawing, and did a few lines; but it was no use. 32. It just

didn't come to my mind. 33. If Melody could not make up her own mind – well, it must be made up for her. 34.1 wasn't in two

minds and acted quickly. 35. I've got a good mind to quit.

B. 1. The new doctor had only a small practice. 2. It is the practice of this surgeon to give local anaesthetics whenever possible. 3.

The odds are against this football team. 4. But oddly enough, though so much alike, they detest each other. 5. There weje several

things about it all that struck me as queer. 6. Everybody was filled with concern when news came that Father was seriously ill. 7.

Laura and Linda exchanged concerned glances. 8. I knew those concerned and was eager to learn the whole story. 9. I know him well

enough to be sure that he is not concerned in the affair. 10. As practising physicians we're naturally concerned with the profes sional

standards you maintain here. 11. Andrew dropped his eyes, sympathizing, yet hardly knowing what to say. 12. Dottie remained silent,

merely watching him sympathetically. 13. Angela was oppressed by a sense of injustice, but her mother was unsympathetic. 14. His

mission was ending and he felt that he had failed. 15. My eyesight has been failing me for some time. 16. During the anec dotes he

never failed to laugh at exactly the right point. 17. The pilot could not fail to see us there on the open beach. 18. I'll expect to see you

both. Without fail. 19. He was a failure in whatever he did. 20. How do you explain his failure to come?

5. Choose the right word:

confuse – embarrass (or their derivatives)

1. Keep still for a minute, you're only ... me. Let me think. 2. I was ashamed; I was hot with ... . 3. She watched Roy so closely

that he felt ... . 4. "I don't like solicitors. They ... me," said Elsie.

5. My eyes, resting on him curiously, caused him no ... . 6. Most people who stutter are very ... about it. 7. I had better explain. I can

understand how ... you are. 8. Her eyes reflected the ... of her mind.

odd – queer

1. It was certainly an ... pair and everyone stared at them.

2. There was something ... about the way his temperature ran below normal. 3. Something woke me up. Some sound. There are so

many ... noises in London. 4. It's ... wanting to eat an ice in this weather. 5. He must have done it. He has been acting ... lately.

6. He has an ... way of walking with his feet turned in slightly.

7. The front-door bell resounded ... in the empty rooms. 8. He noticed that Crale was looking very ... , but he did not yet know how

seriously ill he was.

to be concerned in – to be concerned with – to be concerned about

1. There were rumours that Ned had once been ... something crooked. 2. I felt pretty sure that she was genuinely ... my health.

3. I am not ... the details. 4. Your vocation is quite a different one, doctor. You are ... people. 5. I am really ... you. 6. The neighbours

did not suspect that the nice-looking young man was ... the crime.

6. Give English equivalents for the following words and phrases:

доверять (верить) кому-л.; доверить (рассказать) что-л. кому-л.; пользоваться доверием; внушать доверие; быть

уверенным в успехе; отправляться на экскурсию в горы; пуститься бежать; затеять ссору; с начала до конца; с самого начала;

чувствовать смущение; сбивчивый ответ; валиться с ног от усталости; зайти к кому-л. домой; резкое понижение

температуры; быть в нерешительности; претворять в жизнь; нечетное число; 20 с лишним лет; иметь озабоченный вид;

вызывать сочувствие; чувствовать расположение к кому-л.; сочувственная улыбка; окончиться неудачей.

7. Translate the following sentences into English:

A. 1. Она никому не доверяла своих планов. Это был вопрос, который она должна была решить сама. 2. Если бы вы

полностью доверились мне, может быть, и можно было бы избежать этой неприятности. 3. С самого начала Великой

Отечественной войны, даже в самые тяжелые дни, люди твердо верили в победу. 4. Я полностью согласна с вами, что он

внушает доверие, но не в этом дело; дело в том, что я просто недостаточно хорошо его знаю, чтобы просить о помощи. 5.

При малейшем шуме Кейт вздрагивала и смотрела на часы, но время, казалось, остановилось. 6. Это очень милые люди. Я с

самого начала чувствовала себя у них как дома. 7. В дверь постучали. Майкл вздрогнул и проснулся. 8. Все посмотрели на

него с любопытством, но это нисколько не смутило его. 9. Я не запомню эту дату, если не запишу ее. Я всегда путаю даты и

цифры. 10. Фашисты сбрасывали бомбы на города и села, не щадя мирное население. 11. Ваш приятель придет сегодня? —

Может быть, он зайдет попозже. 12. Накапайте десять капель этого лекарства в стакан теплой воды и прополощите горло.

Это вам поможет. 13. Черкните мне пару строк, как приедете. 14. Вы не присмотрите за ребенком, пока я накрою на стол? 15.

Идите осторожно, дорога здесь очень грязная. 16. Вы не поменяетесь со мной местами? – Пожалуйста. 17. Как вам

нравится это внезапное похолодание? – Я не боюсь холода, лишь бы не было дождя. 18. «Я ему все выскажу откровенно,

как только он появится. Он уже не первый раз заставляет нас ждать», – сказал Билл, теряя терпение.

B. 1. Я уже давно не практикую и вряд ли смогу помочь вам, но здесь неподалеку живет врач, обратитесь лучше к нему.

2. Мы наверняка столкнемся с трудностями при осуществлении этоГо плана. 3. Когда наконец был напечатан сборник его

рассказов и распродан за один день, Джон, не колеблясь, бросил медицинскую практику и занялся литературной работой. 4.

Не надо меня уговаривать. Я прекрасно знаю, что я не в форме. Я давно не упражнялся и не могу выступать в концерте. 5.

Инженер работал над прибором пять с лишним лет, прежде чем прибор был применен на практике. 6. Не знаю, по нравится

ли он вам: он очень эксцентричный человек. 7. Вы можете сказать, что это не мое дело, но право же вам надо бросить

курить, вы так кашляете. 8. Имейте в виду, что это решение касается всех нас. 9. Гертруда была твердо уверена, что ее муж

не способен ни на какие махинации, и никак не могла поверить, что он замешан в этом деле. 10. Я очень беспокоюсь о

здоровье Елены. К сожалению, я ничего не могу с ней поделать: она не желает идти к врачу. 11. В данный момент меня не

интересуют подробности, мы займемся этим делом позднее. 12. Родители не разделяют ее мечты стать актрисой. 13. Мы

очень сочувствовали ей и старались сделать все возможное, чтобы облегчить ей жизнь. 14. Он был благодарен ей за ее

сочувственные слова и искреннее желание помочь. 15. Чем бы он ни был занят, он умудряется видеть все, что происходит

вокруг. 16. Я буду вас ждать, не подведите меня. 17. Пока я не могу сказать вам ничего определенного. Я наводил справки, но

потерпел неудачу. 18. Провал эксперимента не обескуражил его, он был уверен, что рано или поздно добьется успеха. 19.

Когда мы соберемся? – Давайте в понедельник в шесть. Приходите обязательно. Будем ждать.

8. Respond to the following statements and questions using the Essential Vocabulary:

1. Why did you tell Ann about it? Can't you keep your mouth shut? 2. I wonder if I should be telling you all this. 3. I'll make a

mess of the job, I'm afraid. 4. What's so funny about the story?

5. How did you manage to read all these books in two months?

6. Whatever did you go to the cinema for if you were really so pressed for time? 7. Why are you going to bed so early? 8. What's the

matter? Did I scare you? 9. But surely you ought to remember her name. 10. Why didn't she answer the question I wonder? 11. When

are we to expect you? 12. Tomorrow I'm going to Spain, for a month. 13. Why were you cross with the boy? 14. Excuse me for

bothering you. 15. You will stick to your decision, won't you? 16. Can't you give me a definite answer now? 17. I'm sorry, but I really

cannot concentrate. 18. Do sing for us, will you? 19. I hear Fred has quitted his work. What's he doing? 20. Why did you not

interfere? You might have prevented the quarrel. 21. What made John drop his studies? 22. You ought not to reproach her, she's upset

as it is. 23. Did you manage to persuade him to change his mind?

9. Make up and practise a short situation using the Essential Vocabulary:

to start on a trip; a ring at the bell; to drop in; to remind smb. of smth.; to have some difficulty in doing smth.; to hesitate to do

smth.; to sympathize with; to fail smb.; to make up one's mind

10. Make up and act out conversations using the Essential Vocabulary:

1. to be concerned about; to have not the least notion; by fits and starts; to mind one's business; from the start; to resist the

temptation; to drop the subject; that's precisely what...

2. to have a fancy for; to have a mind to; to mind smth.; I can't imagine a worse place to ... ; to be in two minds; to change one's

mind; to put into practice

11. Find in Text Seven and copy out phrases in which the prepositions (or adverbs) 'at', 'for', 'by' are used. Translate the phrases into Russian.

12. Fill in prepositions or adverbs:

1. The country was ... peace then; now it is ... war. 2. He is always ... his worst when fighting against difficulties. 3. ... first sight I

thought you were his brother. 4. You won't get anywhere by shouting ... him. 5. You can quit your work ... a fortnight's notice. 6. The

boy is very good ... football. 7. This was sold ... 4d a pound, but that was really ... a loss not... a profit. 8. ... recreation there was

boating and swimming. 9. Can't say I care ... that kind ... art myself, but there's no accounting ... tastes. 10. Don't judge a man ... his

clothes. 11. What do you mean ... taking my bag? – I'm sorry, I took it ... mistake. 12. These apples are sold ... weight. 13. He is paid

... the hour. 14.1 know him ... sight, but not to speak to. 15. He is ... far the best teacher I have ever had. 16. It wasn't... us to judge

him hard. 17. Ned took a cold shower and felt the better ... it. 18.He repeated the conversation he had heard word ... word.

19.Will you please change the book ... another one? 20. Don't ask me ... advice. You must decide ... yourself.

13. Translate the following sentences into English. Pay attention to the prepositions:

1.

Мальчики бросали снежки в своего товарища. 2. Нужно постучать в дверь, прежде чем входить в комнату. 3. В тот

вечер Джордж был в ударе и смешил нас всех своими шутками. 4. Во всяком случае мы знаем, что сейчас он в безопасности.

5. Старик был возмущен несправедливым обвинением. 6. В первом предложении вверху 31-й страницы есть опечатка,

исправьте ее. 7. На таком расстоянии я ничего не могу разглядеть. 8. Я, пожалуй, не поеду этим поездом. Он отходит в

полночь, это очень неудобно. 9. Ренни твердо решил, что, когда вся семья соберется за обедом, он скажет им о своем

намерении. 10При первом же звуке будильника он вскочил и начал одеваться. 10.Это была старая машина, и мы ехали со

скоростью 40 миль в час. 11.Охотник прицелился в ястреба и выстрелил. 13. Вряд ли можно считать ее взрослой: ей не

больше 16 лет. 14. У меня сейчас нет времени, но я постараюсь выяснить этот вопрос не позднее пятницы. 15. Сперва эта

книга показалась мне не очень интересной, но потом она так захватила меня, что я не могла оторваться от нее. 16. Вот таб -

летки от кашля. Не забывайте принимать их. 17. Я не чувствую к нему никакого уважения. 18. Мери не к кому было

обратиться за советом. 19. Если бы не вы, мы бы пришли вовремя. 20. Люди, которые отдают жизнь за родину, навсегда

остаются в сердцах своих соотечественников

.

14. a) Give Russian equivalents for the following English proverbs and sayings (or translate them into Russian), b) Make up and act out

dialogues to illustrate the meaning of the proverbs:

1. An open door may tempt a saint. 2. The last drop makes the cup run over. 3. Practise what you preach. 4. He who would catch

fish must not mind getting wet. 5. The face is the index of the mind.

15. Write an essay on one of the following topics:

1. A man who was happy.

2. How a piece of advice changed my life.

CONVERSATION AND DISCUSSION

TALKING ABOUT PEOPLE

Topical Vocabulary

1. Virtuous (good) characteristics: affable, amiable, good-natured, good-humoured, kind, kind-hearted, communicative, socia-

ble, friendly, modest, discreet, generous, considerate, attentive, thoughtful, earnest, sincere, enthusiastic, calm, quiet, composed, self-

possessed, honest, merciful, impartial, just, patient, forebear– ing, sympathetic, respectable, cordial, broad-minded, witty, intelligent,

dignified, capable, benevolent, philanthropic, scrupulous, consistent, easy-going, affectionate, devoted, loyal, courageous,

persevering, industrious, hard-working, sweet, gentle, proud

2. Evil (bad) characteristics: ill-natured, unkind, hard-hearted, reserved, uncommunicative, unsociable, hostile, haughty, arro-

gant, dashing, showy, indiscreet, unscrupulous, greedy, inconsistent, tactless, insincere, hypocritical, false, vulgar, double-faced,

indifferent, dispassionate, fussy, unrestrained, dishonest, cruel, partial, intolerant, conceited, self-willed, wilful, capricious, per verse,

insensible, inconsiderate, servile, presumptuous, deceitful, harsh, sulky, sullen, obstinate, coarse, rude, vain, impertinent, im pudent,

revengeful.

1. Read the text for obtaining its information.

• '

Girlhood of Anna Brangwen

Anna Brangwen is one of the protagonists of the novel which tells a life story of the Brangwens, the farm-people. The men spent their lives in hard

toil, the women dreamt about "the supreme life" for their children. And it was not money, it was education and experience.

In the given below extract Anna's school-years are described. The writer presents a true picture of the problems that a young girl faces in life.

Anna became a tall, awkward girl ... She was sent to a young ladies school in Nottingham.

And at this period she was absorbed in becoming a young lady. She was intelligent enough, but not interested in learning. At

first, she thought all the girls at school were ladylike and wonderful, and she wanted to be like them. She came to a speedy

disillusion: they failed and maddened her, they were petty and mean. After the – loose, generous atmosphere of her home,

where little things did not count, she was always uneasy in the world, that would snap and bite at every trifle.

A quick change came over her. She mistrusted herself, she mistrusted the outer world. She did not want to go on, she did not

want to go out into it, she wanted to go no further.

"What do I care about that lot of girls?" she would say to her father, contemptuously, "they are nobody."

The trouble was that the girls would not accept Anha at her measure. They would have her according to themselves or not at

all.

So Anna was only easy at home, where the common sense and the supreme relation between her parents produced a freer

standard of being than she could find outside.

At school, or in the world, she was usually at fault, she felt usually that she ought to be slinking in disgrace. She never felt quite sure,

in herself, whether she were wrong or whether the others were wrong. She had not done her lessons: well, she did not see any reason

why she should do her lessons, if she did not want to. Was there some occult reason why she should? Were these people, schoolmistresses, representatives of some mystic Right, some Higher Good? They seemed to think so themselves. But she could not

for her life see why a woman should bully and insult her because she did not know thirty lines of "As You Like It". After all, what did

it matter if she knew them or not. Nothing could persuade her that it was of the slightest importance. Because she despised inwardly

the coarsely working nature of the mistress. Therefore she was always at outs with authority. From constant telling, she came almost

to believe in her own badness, her own intrinsic inferiority. She felt that she ought always to be in a state of slinking disgrace, if she

fulfilled what was expected of her. But she rebelled. She never really believed in her own badness. At the bottom of her heart she

despised the other people, who carped and were loud over trifles. She despised them, and wanted revenge on them. She hated them

whilst they had power over her.

Still she kept an ideal: a free, proud lady absolved from the petty ties, existing beyond petty considerations. She would see such

ladies in pictures: Alexandra, Princess of Wales, was one of her models. This lady was proud and royal, and stepped indifferently over

small, mean desires: so thought Anna, in her heart. And the girl did up her hair high under a little slanting hat, her skirts were

fashionably bunched up, she wore an elegant, skin-fitting coat.

She was seventeen, touchy, full of spirits, and very moody: quick to flush, and always uneasy, uncertain. For some reason or other,

she turned to her father, she felt almost flashes of hatred for her mother. Her mother's dark muzzle and curiously insidious ways, her

mother's utter surety and confidence, her strange satisfaction, even triumph, her mother's way of laughing at things and her mother's

silent overriding of vexatious propositions, most of all her mother's triumphant power maddened the girl.

She became sudden and incalculable ... the whole house continued to be disturbed. She had a pathetic, baffled appeal. She was

hostile to her parents, even whilst she lived entirely with them, within their spell.

(From "The Rainbow" by D. H. Lawrence)

2. Answer the following questions:

1. What do we learn about Anna's relationship to the girls at school in Nottingham? 2. In what kind of environment did the girl

grow up? How did it contribute to her personal development? 3. Was Anna a disciplined and hard-working pupil at school? How can

you account for her lack of interest in learning? 4. What do you think is an essential conflict in the girl's character? What made her

mistrust the outside world? 5. Was the girl entirely or partially right when despising her schoolmistresses, "who carped and were loud

over trifles"? 6. Why did she turn to a royal ideal to satisfy her ego? 7. How did Anna's attitude to her parents change at the age of

seventeen? What do you think are the reasons for it? 8. What were the most remarkable traits of Anna's character that made her unlike

the girls of her age? 9. How can you apply the information you obtained from the story to the problems which you are facing or will

have to face as a future parent (a teacher) ?

3. Find in the text the arguments to illustrate the following:

Anna Brangwen was not what we call a "problem" child, but a child who was just having problems like most young people of her

age. Try and preserve the wording of the original. Add your arguments as well.

4. Summarize the text in four paragraphs specifying the role of the family background and school experience in the moulding of a person's

character.

5. Use the Topical Vocabulary in answering the following questions:

1. What kind of person will never arrest anyone's attention? (take a risk, spend more than he can afford, take anything to heart,

lose his temper, do a silly thing, disobey instructions, w^ver in the face of danger, fail his friend)

2. What kind of people are often lonely? (are usually surrounded by friends, are easily forgotten, are quick to see the point, think

only of themselves, feel uneasy in company, keep their thoughts to themselves, easily lose their patience, enjoy other people's con-

fidence)

3. What kind of people are called good mixers, poor mixers, colourful, discreet, just, business-like, level-headed, sympathetic, re-

vengeful, squeamish, persistent, haughty, humble, placid, broad– minded, vulgar, vain, ambitious?

4. What do you call a person who can't keep a secret? (can appreciate a piece of art, feels deeply, pokes his nose into other peo-

ple's affairs, intrudes his views on others, is always sure of himself, is mostly in high spirits, gets annoyed easily, keeps on forgetting

things, is unlike others, says what he thinks, has no moral principles)

5. What traits of character would you appreciate in a wife (a husband), a mother (a father), a son (a daughter), a bosom friend?

What traits would you detest most?

6. What traits of character are required to make a good teacher, a good doctor, a good lawyer, a good journalist? What traits might

prevent one from becoming a good specialist in those fields?

6. Give a character sketch of a person you know and like (dislike). Use the Topical Vocabulary. Remember: The sketch should be informative

and convincing enough. A mere outward description of a person is not a character sketch. You should present a sort of critical analysis and pass

your own well-grounded judgement of a personality.

Outline for a Character Sketch (Personal Identification)

1. Appearance: age, height, weight, build of figure, face, hair, eyes, complexion, clothes.

2. Background: family, education, profession or occupation.

3. Likes and dislikes: with regard to people, tastes, hobbies and interests.

4. Character, temperament, disposition.

5. Conclusion.

7. You are asked to tell a group of students about your favourite fictitious (literary, film) character. Describe the character in about fifty words.

Use the Topical Vocabulary and the Outline for a Character Sketch of Ex. 6.

8. Work in pairs. Discuss real people or fictitious characters you find interesting. Bring out clearly their most prominent individual traits. One

of the students is supposed to describe a person he/she likes, the other a person he/she dislikes. Try and interrupt each other with questions to get

sufficient information about the characters you speak about. Use the Topical Vocabulary and the Outline for a Character Sketch of Ex. 6.

M o d e l :

A: I want to tell you about Peter who is by far the most affable man from all I know. I can speak about him unreservedly. He is

honest and generous, he is a man of high morals. Moreover, he is everyone's favourite ....

B: I am not as enthusiastic about people as you are. I do not take people for what they look and sound. I try to size them up

according to their deeds. That's why I pass my judgement only on second thought. Very often some little things make us change our

opinion of a person for the worse ....

9. Speak about the most striking traits of people's characters. Consider the following:

1. Your favourite traits of character in a person.

2. The traits of character you detest.

3. Your own chief characteristics.

10. Read the following interview. The expressions in bold type show the way English people describe themselves and other matters. Note them

down. Be ready to act out the Interview in class.

TV interviewer: In this week's edition of «Up with People» we went into the streets and asked a number of people a question they

just didn't expect. We asked them to be self-critical ... to ask themselves exactly what they thought they lacked or — the other side of

the coin – what virtues they had. Here is what we heard.

Jane Smith: Wel ... I ... I don't know really ... it's not the sort of question you ask yourself directly. I know I'm good at my job ... at

least my boss calls me hard-working, conscientious, efficient. I am a secretary by the way. As for when I look at myself in a mirror as it

were ... you know ... you sometimes do in the privacy of your own bedroom ... or at your reflection in the ... in the shop window as you

walk up the street... Well... then I see someone a bit different. Yes ... I'm different in my private life. And that's probably, my main

fault I should say... I'm not exactly – Oh, how shall I say? – I suppose I'm not coherent in my behaviour ... My office is always in order

... but my flat! Well... you'd have to see it to believe it.

Charles Dimmock: Well ... I'm retired, you know. Used to be a secondary school teacher. And ... I think I've kept myself... yes, I've

kept myself respectable – that's the word I'd use – respectable and dignified the whole of my life. I've tried to help those who

depended on me. Perhaps you might consider me a bit of a fanatic about organization and discipline – self-discipline comes first —

and all that sort of thing. But basically I'm a good chap ... not two polemic ... fond of my wife and family ... That's me.

Arthur Fuller: Well... when I was young I was very shy. At times I ... I was very unhappy ... especially when I was sent to boarding-

school at seven. I didn't make close friends till ... till quite late in life ... till I was about... what... fifteen. Then I became quite good at

being myself. I had no one to rely on ... and no one to ask for advice. That made me independent ... and I've always solved my

problems myself...

11. Answer the following questions:

1. Does the self-criticism of each of the participants of the interview reveal anything about personality and attitudes? 2. Would

these people be different when described by their relations or friends? 3. What differences do you notice between the people

answering the questions of the interviewer?

12. When you describe people you either criticize or praise them. When you criticize you normally try to find faults rather than positive traits

of character but it certainly does not exclude the expression of praise. Here are some comments that people make when they are invited to analyse

and judge:

I think I'd much prefer to ... ; nothing like as good (bad) as ... ; that's what I thought... ; and that's another thing; there's much va-

riety in ... ; to be similar in ... ; there's a tremendous number of differences in ... : to have little (much) in common.

Use the cliches in the conversations of your own when you are welcome with your criticism of people.

13. Work in pairs. Read the extracts and expand on the idea that: «Every man is a bundle of possibilities.» You are to sum up the characters

described. You may be of a similar or a different opinion of the human types presented below. Consider the strong and the weak traits of

characters. Your judgement should be followed by some appropriate comment:

1. Where she found the time, and still managed to "practically run that big house" and be the president of her class ... , a skilled

rider, an excellent musician (piano, clarinet), an annual winner at the country fair (pastry, preserves, needlework, flower arrangement)

– how a girl not yet seventeen could have such a wagon– load, and do so without "brag", with, rather, merely a radiant jaun– tiness,

was an enigma the community pondered, and solved by saying, "She's got character. Gets it from her old man." Certainly her

strongest trait, the talent that gave support to all the others, was derived from her father: a fine-boned sense of organization. Each

moment was assigned; she knew precisely at any hour, what she would be doing, how long it would require.

2. You are a man of extreme passion, a hungry man not quite sure where his appetite lies, a deeply frustrated man striving to

project his individuality against a backdrop of rigid conformity. You exist in a half-world suspended between two superstructures, one