Текст книги "Практический курс английского языка 3 курс"
Автор книги: Владимир Аракин
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self-expression and the other self-destruction. You are strong, but there is a flaw in your strength, and unless you learn to control it the
flaw will prove stronger than your strength and defeat you. The flaw? Explosive emotional reaction out of all proportion to the
occasion. Why? Why this unreasonable anger at the sight of others who are happy or content, this growing contempt for people and
the desire to hurt them? All right, you think they're fools, you despise them because their morals, their happiness is the source of your
frustration and resentment. But these are dreadful enemies you carry within yourself – in time destructive as bullets. Merci fully, a
bullet kills its victim. This other bacteria, permitted to age, does not kill a man but leaves in its wake the hulk of a creature torn and
twisted; there is still fire within his being but it is kept alive by casting upon it faggots of scorn and hate. He may successfully
accumulate, but he does not accumulate success, for he is his own enemy and is kept from truly enjoying his achievements.
3. What wasn't too appealing was the idea of using family as a crutch, and right at the outset. He couldn't bear the thought of
hearing for the rest of his life, "Of course, if was Julian gave him his state ..." But of more significance was the damage that accepting
something like this could do to his individuality. Not only would he never respect himself if he just stepped into a job and rose solely on
the basis of personal privilege, but how would he ever realize his own potential if he was going to be treated like one of those rich kids
who were just coddled up the ladder of success their whole life long?
4. It was our friend's eye that chiefly told his story,«an eye in which innocence and experience were singularly blended. It was full
of contradictory suggestions; and though it was by no means the glowing orb of a hero of romance, you could find in it almost anything
you looked for. Frigid and yet friendly, positive yet sceptical, confident yet shy, extremely intelligent and extremely good– humoured,
there was something vaguely defiant in its concessions, and something profoundly reassuring in its reserve ... Decision, salubrity,
jocosity, prosperity seem to hover within his call: he is evidently a practical m a n . . . .
14. Read the following text. Find in it arguments «for» and «against» the problem under discussion. Copy them out into two columns.
Happiness Is This Shape ...
There is a large number of intriguing conclusions contained in the study of happiness– what causes it and what doesn't – which
has just been concluded by two psychologists. They have analysed the replies of as many as 52,000 people.
The people who replied to their questionnaire were younger, better educated and more affluent than average, so their replies may
not be absolutely typical to everyone. They varied in age from 15 to 95 and their answers were so diverse that the two interviewers
believe that they have enough material to see what is related to happiness, and what isn't.
The general level of happiness of people proved the thorniest problem to assess. Some of the people answered that they had been
happy once. At the same time many were constantly thinking about happiness, weekly or daily. Can anyone really be happy when they
are thinking about it so often?
The scientists were interested in 16 aspects of people's lives and how important each was in contributing to general happiness. For
single people being happy depends on having congenial friends, a satisfying work and love life and also some sort of recognition by
others for what they are doing. For married couples the important things seem to be somewhat different.
The wife gets her happiness chiefly from her family life. The husband is more concerned with personal growth and development.
The psychologists also asked a number of questions about people's childhoods to see if there was anything in that which was
associated with being happy.
The major surprise was that few childhood experiences predicted with any certainty whether someone would be happy as an adult.
And many people who came through bad early and teenage years are perfectly happy as adults.
Happiness, conclude the psychologists, is more a matter of how you regard your circumstances than of what the circumstances
are.
15. Discuss the text in pairs. One of the pair insists that happiness is more an attitude to life than the state of things, the other defends the
opposite viewpoint. Be sure to provide sound arguments for whatever you say. Consider the following aspects in relation to your idea of happiness:
friends and social life; job or primary activity; being in love; recognition, success, personal growth; financial situation; house or
apartment; attractiveness; health, physical condition; city you live in; recreation; being a parent; marriage; partner's happiness.
16. The extracts given below present rather complicated subjects. Team up with another student, work out arguments «for» and «against» and
discuss the extracts in pairs. Use conversational formulas of Ex. 12.
A. Does every life have its critical moments and situations that determine the entire future of a person or the future of many
others?
Some men and women risk comfort and security, and even their lives, to venture into the unknown or to follow an unconventional
course of conduct. They may do so for any one of a number of reasons. They may desire to benefit mankind, to gain knowledge, to
increase understanding, to gain wealth or power for themselves or their country, or to prove to themselves that they can do what
seems impossible.
B. How does reading contribute to our understanding and judgement of people?
Reading often increases our understanding of people because the individuals we meet in novels resemble so closely, or differ so
much, from persons with whom we are acquainted in real life. The conduct of a fictitious character, like that of real people, results from
such emotions as greed, ambition, fear, love, self-sacrifice, jealousy, hatred, revenge, patriotism, civic pride and the desire to reform
the society.
C. Do people today measure up in courage and endurance to the people of earlier generations?
Few great people have had to contend with as many obstacles to success in life as Christopher Columbus. He had a lively curiosity
about the heavens and the earth, he read widely about astronomy and navigation. He needed indomitable will and courage to fight for
his ideas against ignorance and prejudices of his time. He convinced the Spanish rulers that an expedition to find a new west ward
commercial route to India would bring Spain unlimited power and wealth. The task of carrying out such an expedition called for
tremendous determination, courage, and resourcefulness. Only these qualities enabled Columbus to overcome the dangers and
hardships of the voyage into the unknown. Columbus was in essence, a great man, whose broad vision, faith in his ideas, and ex-
traordinary abilities led to outstanding achievements in spite of very adverse circumstances.
D. Should people fight adverse circumstances and obstacles or should they surrender to them?
Hellen Keller was able to lead an active useful life in spite of being blind and deaf from early childhood. Such a triumph over
adversity calls for almost superhuman perseverance, courage, resourcefulness. With the help of her devoted teacher Ann Sullivan
Macy, the girl was able to overcome her crushing handicaps and make herself a figure of international renown. Other persons, struck
such a cruel blow by fate, might have chosen to withdraw from life. Not so the dauntless Helen! She travelled abroad, she championed
social and economic rights for women; she worked for world peace; she aided movements to help the unfortunate and
underprivileged. And more than anything else, by the mere example of what she was able to achieve, she gave hope and courage to
untold thousands who might otherwise have given up to despair.
17. Role-Playing.
The People We Choose
S i t u a t i o n : It's an emergency sitting of the Editorial Board of the "Teachers" Newspaper". There is a vacancy to be filled. The
newspaper needs a new correspondent to report for the paper in the "Family and School" feature. You are members of the Editorial
Board with conclusions to make about some particular applicants. The list of applicants has been rather long. After a heated
discussion only two apparently eligible people remain on it: a professional journalist who has worked for about 20 years for a
children's magazine and a former teacher of literature who has made up her mind to change occupation after having worked at a
secondary school for about 15 years. Both the applicants are mature people and know their trades. In the course of discussion
opinions differ: two members of the staff are for the journalist, two others are for the teacher.
C h a r a c t e r s :
Student A: Editor-in-Chief, presides at the sitting, a talented journalist, has spent his whole life in the paper, knows a good thing
when he sees it, doesn't show his attitude to the applicants during the discussion. In the long run he has to bring forth his decision be -
cause the opinions differ much. His opinion turns out to be reasonable, convincing and fair.
Students B, C, D, E: members of the Editorial Board, experienced journalists, enthusiasts of their paper, devoted to the problems of
upbringing and schooling, have worked together for a long period of time.
They study the personal sheets and records of the applicants, make suggestions and try to formulate valid reasons why the jour-
nalist/the teacher should be employed by the paper. Such important items as professional experience, age, interests and traits of
character are taken into account. As a result of the discussion, they produce various judgements mainly connected with the personal
qualities of the applicants. Thus two members are in favour of the journalist, two others are in favour of the teacher. They point out
advantages and disadvantages of either employment, giving warnings based on personal experience where possible.
Note: The group of students is divided into two teams. Each team performs the same role play. While discussing the virtues and imperfections of
prospective reporters they show a different outlook in regard to their jobs and problems they face in life. At the end of the sitting the better applicant is
chosen.
18. Group Discussion.
Give your views on the problems listed below and speak in rebuttal of your opponent.
Topic 1. What are the essential factors that help to mould a person's character?
Tal k i n g p o i n t s :
1. Background and environment: with regard to family, friends and acquaintances.
2. Educational possibilities: with regard to schooling, further education of any type, interest in learning.
3. Cultural standards: with regard to literary, musical, artistic tastes, abilities and ambitions.
4. Circumstances: adverse and favourable.
Topic 2. What are the ways and means by which a person's character is revealed and estimated?
Tal k i n g p o i n t s :
1. Appearance.
2. Speech characterization.
3. Manners and attitudes.
4. Likes and dislikes: with regard to people and things.
Topic 3. What is the role played by personal traits of character in choosing a profession?
Tal k i n g p o i n t s :
1. Psychological types suitable for work in different trades.
2. Psychological tests and professional (vocational) guidance.
3. Success or failure caused by personal traits in a chosen profession.
Unit Eight
SPEECH PATTERNS
1.Frank Ashurst and his friend Robert Garton were on a tramp.
They were on a hike.
We shall go on an excursion tomorrow.
I shall start on a tour next Sunday.
He will set out on a trip early in the morning.
2.According to their map they had still some seven miles to go.
We have two hours to while away. They still have a lot to do. Jane still has two exams to take. He has letters to mail.
3.Both were (as) thin as rails.
The boy is really as obstinate as a mule. She was as good as her word.
You're as sulky as a bear, what's the matter? And let me tell you he is as cross as two sticks.
4. Garton was like some primeval beast. She looked like a wild flower.
He looked like a huge bear. The cloth looks like silk.
5.Garton's hair was a kind of dark unfathomed mop.
Passing through a sort of porch...
It was a sort of box.
It was a kind of game.
We spent the night in a sort of hut.
6. Perhaps he struck her as strange
The whole affair strikes me as queer.
The suggestion struck him as tempting.
That I found nobody at home struck me as odd.
Her question struck me as naive.
EXERCISES
1. Complete the following sentences using Speech Patterns 1, 2, 3, 4:
1 4 . 1. We saw lots of interesting things when we w e r e . . . . 2. It's too late to start ... . 3. Wil you go with them ... ? 4. I am busy now, I
have ... . 5. It was growing dark and they still had ... . 6. I shan't be free till July 1, I have ... . 7. Both brothers are tall and as ... . 8. In
the father's presence the boys are a s . . . . 9. The twins are as ... . 10. With her close-cropped hair she ... . 1 1 . She is under 20, but
she ... . 1 2 . The water in the lake was so warm that it was ... . 1 3 . She was a small, pretty woman with a complexion that was The
cloud was now spreading across the sky, it was ... .
1 5 .
I had a good look at the picture yesterday and I think it is ... .
1 6 . I don't know the rules, but I think it's ... . 1 7 . This is the house where the writer lived, now it is ... . 1 8 . I'm not sure of the meaning
of the term, perhaps it's ... .
2. Paraphrase the following sentences using Speech Patterns 5, 6:
1. I had a vague suspicion that he was cheating. 2. The vines formed a poor (inadequate) roof. 3. I didn't know the game they were
playing. 4. It was a deserted hut that could give them some shelter. 5. She had something resembling a hat on her head. 6. The whole
affair seems to me a bit queer. 7. That I found nobody at home seemed to me odd. 8. The excuse he gave seemed to me ridiculous. 9.
He seems to me a person well-read in literature. 1 0 . H e turned the car towards a large house that seemed to be typically Swiss.
3. Make up two sentences of your own on each pattern.
4. Translate the following sentences into English using the Speech Patterns:
1. Это произошло, когда мы путешествовали по Кавказу. 2. Как только мы приехали в Лондон, мы отправились на
экскурсию. После свадьбы Майкл и Флер поехали в свадебное путешествие. 4. Ремонт на даче почти кончен, осталось
только покрасить пол. 5. Мне оставалось прочесть еще около десяти страниц, когда погас свет. 6. Геологам оставалось
пробыть в лагере еще три дня, когда внезапно разразилась буря. 7. После болезни Джон стал худым как щепка, а говорит, что
уже хорошо себя чувствует. 8. Интересно, почему это дети на людях как шелковые, а дома делают, что хотят? 9. Близнецы
были похожи как две капли воды, и никто кроме матери не мог их различить. 10. Он очень образованный человек.
Разговаривать с ним– все равно, что читать энциклопедию. 11. Девочка рано осталась без матери, и ее старшая сестра была
ей как мать. 12. Этот месяц в горах был похож на чудесный сон. 13. У них на даче есть нечто вроде террасы, но она еще не
достроена. 14. Не имею представления, что это за блюдо. Может быть, это нечто вроде рагу? 15. Это такой цветок, который
можно найти только высоко в горах. 16. Когда мы подошли к дому, нам показалось странным, что окна не освеще ны. 17. Он
показался мне очень осторожным и нерешительным человеком. 18. Мне кажется, он настоящий знаток живописи.
TEXT EIGHT THE APPLE-TREE
By John Galsworthy
(Extract)
John Galsworthy (1867—1933), a prominent English novelist, playwright and short-story writer, came from an upper middle-class family. He was edu-
cated at Harrow and Oxford and was called to the Bar. His first novel (From the Four Winds) was published in 1897, but it was The Man of Property that
won him fame. Among his numerous novels The Forsyte Saga and A Modern Comedy are the most prominent. They give a truthful picture of English
bourgeois society at the end of the 19th and the beginning of the 20th centu ries. The Apple-Tree (1917) is one of the most popular long short stories written by John Galsworthy.
On the first of May, after their last year together at.college, Frank Ashurst and his friend Robert Garton were on a tramp. They had
walked that day from Brent, intending to make Chagford 1 but Ashurst's football knee 2 had given out, and according to their map they
had still some seven miles to go. They were sitting on a bank beside the road, where a track crossed alongside a wood, resting the
knee and talking of the universe, as young men will. Both were over six feet, and thin as rails,3 Ashurst pale, idealistic, full of absence;
Garton queer, round-the-corner,4 knotted, curly, like some primeval beast. Both had a literary bent; neither wore a hat. Ashurst's hair
was smooth, pale, wavy; and had a way of rising on either side of his brow, as if always being flung back; Garton's was a kind of dark
un– fathomed mop. They had not met a soul for miles.
"My dear fellow," Garton was saying, "pity's only an effect of self-consciousness; it's a disease of the last five thousand years. The
world was happier without."
Ashurst did not answer; he had plucked a blue floweret, and was twiddling it against the sky. A cuckoo began calling from a thorn
tree. The sky, the flowers, the songs of birds! Robert was talking through his h a t . 5 And he said:
"Wel , let's go on, and find some farm where we can put up." In uttering those words he was conscious of a girl coming
down from the common just above them. She was outlined against the sky, carrying a basket, and you could see that sky
through the crook of her arm. And Ashurst, who saw beauty without wondering how it could advantage him, thought:
"How pretty!" The wind, blowing her dark frieze skirt against her legs, lifted her battered peacock tam-o'-shanter; her
greyish blouse was worn and old, her shoes were split, her little hands rough and red, her neck browned. Her dark hair waved untidy
across her broad forehead, her face was short, her upper lip short, showing a glint of teeth, her brows were straight and dark, her
lashes long and dark, her nose straight; but her grey eyes were the wonder – dewy as if opened for the first time that day. She looked
at Ashurst – perhaps he struck her as strange, limping along without a hat, with his large eyes on her, and his hair flung back. He
could not take off what was not on his head, but put up his hand in a salute, and said:
"Can you tell us if there's a farm near here where we could stay the night? I've gone lame."
"There's only one farm near, sir." She spoke without shyness, in a pretty, soft, crisp voice.
"And where is that?"
"Down here, sir."
"Would you put us u p ? "
"Oh! I think we would."
"Will you show us the way?"
"Yes, sir."
He limped on, silent, and Garton took up the catechism.6
"Are you a Devonshire girl?"
"No, sir."
"What then?"
"From Wales."
"Ah. I thought you were a Celt, so it's not your farm?"
"My aunt's, sir."
"And your uncle's?"
"He is dead."
"Who farms it, then?"
"My aunt, and my three cousins."
"But your uncle was a Devonshire man?"
"Yes, sir."
"Have you lived here long?"
"Seven years."
"And how d'you like it after Wales?"
"I don't know, sir."
"I suppose you don't remember?"
"Oh, yes! But it is different."
"I believe you!"
Ashurst broke in suddenly:
"How old are you?"
"Seventeen, sir."
"And what's your name?"
"Megan David."
"This is Robert Garton, and I am Frank Ashurst. We wanted to get on to Chagford."
"It is a pity your leg is hurting you."
Ashurst smiled, and when he smiled his face was rather beautiful.
Descending past the narrow wood, they came on the farm suddenly – a long, low stone-built dwelling with casement windows, in
a farmyard where pigs and fowls and an old mare were straying. A short steep-up grass hill behind was crowned with a few Scotch firs,
7 and in front, an old orchard of apple trees, just breaking into flower, stretched down to a stream and a long wild meadow. A little boy
with oblique dark eyes was shepherding a pig, and by the house door stood a woman, who came towards them. The girl said:
"It is Mrs. Narracombe, my aunt."
"Mrs. Narracombe, my aunt" had a quick, dark eye, like a mother wild-duck's, and something of the same snaky turn about her
neck.
"We met your niece on the road," said Ashurst, "she thought you might perhaps put us up for the night."
Mrs. Narracombe, taking them in from head to heel, answered:
"Well, I can, if you don't mind one room. Megan, get the spare room ready, and a bowl of cream. You'll be wanting tea, I suppose."
Passing through a sort of porch made by two yew trees and some flowering-currant bushes, the girl disappeared into the house,
her peacock tam-o'-shanter bright athwart that rosy-pink and the dark green of the yews.
"Will you come into the parlour and rest your leg? You'll be from college, perhaps?"
"We were, but we've gone down 8 now."
The parlour, brick-floored, with bare table and shiny chairs and sofa stuffed with horsehair, seemed never to have been used, it
was so terribly clean. Ashurst sat down at once on the sofa, holding his lame knee between his hands, and Mrs. Narracombe gazed at
him...
"Is there a stream where we could bathe?"
"There's the strame 9 at the bottom of the orchard, but sittin' down you'll not be covered!"
"How deep?"
"Well, it is about a foot and a half maybe."
"Oh! That'll do fine. Which way?"
"Down the lane, through the second gate, on the right, an' the pool's by the big apple tree that stands by itself. There's trout there, if
you can tickle them!"
"They're more likely to tickle u s ! "
Mrs. Narracombe smiled. "There'll be the tea ready when you come back."
The pool formed by the damming of a rock, had a sandy bottom; and the big apple tree, lowest in the orchard, grew so close that its
boughs almost overhung the water; it was in leaf and all but in flower – its crimson buds just bursting. There was no room for more
than one at a time in that narrow bath, and Ashurst waited his turn, rubbing his knee and gazing at the wild meadow, all rocks and
thorn trees and field flowers, with a grove of beeches beyond, raised up on a flat mound. Every bough was swinging in the wind, every
spring bird calling, and a slanting sunlight dappled the grass. He thought of Theocritus,10 and the river Cherwell," of the moon, and the
maiden 12 with dewy eyes,13 of so many things that he seemed to think of nothing; and he felt absurdly happy.
EXPLANATORY NOTES
1. to make Chagford: to reach Chagford – a town in Devonshire.
2.Ashurst's football knee: the knee that Ashurst hurt in playing football.
3.thin as rails: It is a stable set-expression, somewhat hackneyed and trite. The list of such similes in English is fairly long. They
do not create fresh and vivid images, but are frequently used by the writers as they are easily understood and grasped by the
reader.
4.round-the-corner: absent-minded.
5.was talking through his hat: was talking nonsense.
6.took up the catechism: continued questioning smb. closely.
7.Scotch fir: common North European pine.
8.we've gone down (at Oxford and Cambridge): we've left the University.
9.strame, sittin', an': dialectical forms in Devonshire and Wales.
10. Theocritus [9i:'t)knt3s]: 270 B. C. Greek pastoral poet.
11. the river Cherwell ['tjawal]: a river in Oxfordshire.
12. maiden (chiefly liter.): a girl, a young unmarried woman.
13. He thought of Theocritus, and the river Cherwell, of the moon, and the maiden with dewy eyes: This is an enumeration, the members of
which belong to different spheres. This stylistic device is used by the writer to reveal the character's feelings and meditations.
ESSENTIAL VOCABULARY
Vocabulary Notes
1. track n 1) a mark left by someone or smth. that has passed, as the tracks of an animal (a car); to leave tracks, to follow the
tracks of; tracks in the snow (in the sand); to be on the track of smb. to be in pursuit of smb., e. g. The police were on the track of the
thief, to cover up one's tracks to conceal one's movements, e. g. The man was sure he had covered up his tracks. 2) a path, a narrow
rough road, as a track through a forest (a field); a narrow, hardly visible track; the beaten track the usual way of doing things, e. g.
Andrew was not a person to follow the beaten track, to keep (lose) track of to keep in (lose) touch with, e. g. You should keep track of
current events. 3) a set of rails on which trains or trams run, as a single (double) track.
2. outline n 1) lines showing shapes or boundary, as an outline map (of Africa, Europe, etc.); the outline (outlines) of a building
(trees, mountains), e. g. Lanny could hardly make out the outlines of the big house in the dark. 2) a general statement of the chief
points of smth., as an outline of a composition (a lecture, a book); in outline done roughly, told briefly, e. g. Bosinney showed Soames
the design of the house in outline. I can tell you the article in outline.
outline vt to give the main points of, as to outline a certain historical period (events, etc.); to be outlined against smth. to stand out against smth., e. g. She was outlined against the sky.
3. rough adj 1) (of surfaces) uneven, irregular, coarse, as rough paper, a rough road, rough hair; 2) moving or acting violently, not
calm, mild, or gentle, as a rough sea, a rough crossing, a rough day, a rough child, rough luck; 3) unskilled; incomplete, not perfect,
as a rough sketch, a rough translation; a rough diamond an uncut diamond; fig. a good-hearted but uncultured fellow; 4) (of conduct or
speech) rude; uncivil, as rough reply, rough words; a rough tongue rude angry speech; 5) (of sounds) harsh, discordant, as a rough
voice; syn. coarse, rude, harsh.
4. eye n 1) the part of the body with which we see, e. g. We see with our eyes. It was so interesting that I couldn't take (keep) my
eyes off it. to keep an eye on to watch carefully, e. g. Cook asked me to keep an eye on the meat while she was away, to open a person's
eyes to smth. to bring it to his notice, e. g. His words opened my eyes to their relations, to make eyes at (a person) to look lovingly at; to see eye to eye with a person to see smth. in the same way, agree entirely with, e. g. I regret I don't see eye to eye with you on that
subject, the apple of one's eye thing or person dearly loved, e. g. His daughter is the apple of his eye. with an eye to with a view to,
hoping for, e. g. I didn't come here for pleasure but with an eye to business, to close one's eyes to to refuse to see, e. g. You should close your eyes to her misbehaviour, to run one's eyes over (through) to glance at, examine quickly, e. g. He quickly ran his eyes over the
page, to have an eye for to be able to see well or quickly, as to have an eye for beauty; 2) a thing like an eye, as the hole in the end of a needle, an electronic eye.
eye vt to watch carefully, as to eye a person with suspicion.
5. wonder vt/i 1) to be anxious to know, e. g. I wonder who he is (what he wants, why he is late, whether he'll come, if it is correct,
how you can be so tactless as to say that...). Who is he I wonder? What does he want I wonder? 2) to be surprised, e. g. I wonder at
your saying that.
wonder n cause of surprise; a remarkable thing, e. g. Manned flights to space are the wonder of modern science. Her eyes are the
wonder. A wonder lasts but nine days. ( proverb) She had worked unsparingly at this task. It is no wonder that she overstrained
herself. He refuses to help, and no wonder.
6. limp vi to walk lamely as when one leg or foot is stiff, injured, as to limp on one's right (left) foot, e. g. Ashurst was limping along. The man limped on. The wounded soldier limped off the battle-field.
limp n (usu. sing, with ind. art.) a lame walk, as to walk with a limp; to have a bad limp.
lame adj 1) not able to walk properly, as a lame man (child, horse); to be lame in the right (left) foot; to go lame; a lame duck a
disabled person (a failure); 2) unconvincing; unsatisfactory, as a lame excuse (argument, story, explanation), e. g. His explanation
sounded lame.
7. put vt/i 1) to place, e. g. Put more sugar in your tea. Put the book in its right place, the flowers into water, a mark against his
name. George put an advertisement in a newspaper. 2) to cause to be in a certain position or state, e. g. Jim was put to prison. Put
yourself in my place. Put it out of your mind. Let's put the documents in order. The new manager put an end to the slack discipline.
She knew how to put him at his ease. 3) to express in words, e. g. I don't know how to put it. I wouldn't put it that way. I've put it
badly. To put in black and white. I'd like to put a question to you. 4) to subject, as to put smb. to expense, inconvenience, test.
With postlogues
put aside to save, to move smth. away, e. g. Put aside the book. The man put aside some money for a rainy day.
put away to set aside, as to put away one's things, books, a letter, put back to replace, to move backwards, e. g. The clock was 5
minutes fast and he put back the hands. Put the dictionary back on the shelf, please.
put down to write down, e. g. Put down my address, put down to to explain the cause, e. g. The flu was put down to damp weather.
put in to speak in favour, as to put in a word for a friend, put off to postpone, e. g. Never put off till tomorrow what you can do
today. The meeting was put off till Monday (for two days), put off to escape doing doing smth. by making excuses, e. g. She tried to
put me off with a jest (promises, excuses).
put on to assume or to pretend to have; to increase, e. g. His modesty is all put on. She went on a diet, not to put on weight. We
must put on the pace, otherwise we'll be late.
