Текст книги "Практический курс английского языка 3 курс"
Автор книги: Владимир Аракин
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cut off ... bell from ... rock! Blindly ... ship drifted along ... shore at... mercy of... tide. All o f . . . sudden, there was ... crash;...
ship had struck ... rock! In ... few minutes ... ship filled with ... water and sank to ... bottom of ... sea with all on ... board.
86. Translate into English.
1. Они укоряли себя за то, что подвели его. Ведь он был на волосок от смерти. Его спасло чудо.
2. Курение опасно для здоровья. Это настоятельная необходимость для молодых и старых отказаться от курения.
3. Каждый день она плавала и загорала сколько ее душе было угодно, не вспоминая о прошлом и не думая о будущем.
4. У него украли машину на прошлой неделе. Полиция еще не нашла ее, но она делает все возможное.
5. Не возражаете прийти в следующий вторник? Один из приятелей Томаса собирается прочитать нам следующую главу своего
последнего романа.
6. Никогда я не смогу угадать, что происходит в этой твоей хорошенькой головке!
7. Никогда больше не надену я это платье!
8. Я люблю тебя навсегда, потому что ты – это ты.
9. Сегодня Вы спасли мою жизнь во второй раз. Вы действительно один из смелых!
10. В кемпинге мы встретили много иностранцев: одного швейцарца, двух голландцев, нескольких датчан, одного испанца и трех
португальцев.
11. – Это Айвазовский или Репин? – Это же картина "Пушкин у моря" – работа кисти Айвазовского и Репина.
12. Коровы, лошади, овцы, быки – домашний скот. Скот дает нам много продуктов питания, а также кожу и шерсть.
13. Услышав новости, которые были печальными, она не могла не расплакаться.
14. Не настаивайте, чтобы я ушла. Я пришла сюда ради своих детей.
15. Профессор, только что прочитавший лекцию, отвечал на вопросы студентов.
16. Не упорствуйте в том, чтобы вам заплатили эти деньги! Они не ваши, вы их не заработали.
17. Президент сказал, что его задача – сделать бедных богатыми, а богатых еще богаче.
18. Не зная правил игры, они ушли, не приняв в ней участия.
19. —Да знаю я его секрет!—И я тоже.
20. – Число людей, изучающих английский язык, становится все больше с каждым годом. – Да, это настоятельная необходимость
для культурных и образованных (людей).
APPENDIX
TACTIC SUGGESTIONS TO STUDENTS ON WRITING SUMMARY AND ESSAYS
Summary
A summary is a clear concise orderly retelling of the contents of a passage or a text and is ordinarily about 1/3 or 1/4 as
long as the original.
The student who is in the habit of searching for the main points, understanding them, learning them, and reviewing them is
educating himself. The ability to get at the essence of a matter is important. The first and most important step in making a
summary is reading the passage thoroughly. After it write out clearly in your own words the main points of the selection.
Subordinate or eliminate minor points. Retain the paragraphing of the original, unless the summary is extremely short.
Preserve the proportion of the original.
Change direct narration to indirect whenever it is possible, use words instead of word combinations and word combinations
instead of sentences. Omit figures of speech, repetitions, and most examples. Don't use personal pronouns, use proper names.
Do not introduce any extra material by way of opinion, interpretation or appreciation.
Read the selection again and criticize and revise your words.
Narrative Essay
In narrative essays you are required to tell a story or write about an event.
Instructions
1. You must do all you can to make your essay interesting. To achieve this it is necessary to include incident and details
which are drawn from everyday life or which you have imagined. Once you've found something definite to say your essay
will be interesting to read.
2. Unity. Just as it is important to connect your sentences within a paragraph, you should make sure that your paragraphs lead
on naturally to each other. Do not repeat yourself. Make sure that every paragraph adds something new to the essay.
3. Balance and proportion. The length of a paragraph will depend on what you want to say. However, do not let yourself be car-
ried away by fascinating but unimportant details. Never attempt to write an essay in a single paragraph.
4. Do not address the teacher or make comments on what you want to say like "I do not like the subject and do not know how to
begin ..." or "...and now it is time to finish my essay", etc.
5. It is absolutely necessary to read your work through when you have finished writing. While doing so keep a sharp look out
for grammatical mistakes.
6.
After you've finished your essay choose a suitable short tail. Make sure that it has to do with the subject, but it shouldn't give the
reader too much information.
Planning
It is always best to tell things the way in which they happened. Your first paragraph should set the scene. The most exciting
part of your story should come at the end, on the way you'll keep the reader in suspense.
The general outline for stories should be as follows:
Before the Event.
The Event.
After the Event.
Before working on your plan try to decide what the main event will be so that you can build up your story round it. It is not
always necessary to make out a full detailed plan. But it is wise to note a few ideas under each heading so that you have a fairly
clear picture of what you are going to say before you begin writing. Remember that a plan is only a guide.
Examine carefully the following plan:
Title: The Stranger on the Bridge.
Main Event: Late at night a man climbs over a wall surrounding a big house.
Plan:
Before the Event:
1.Midnight: bridge – cold – dark.
2.
Frank on bridge. Someone approaching. Effect on him.
3.
Steps come nearer. Frank turns to look.
4.
Pretends to stop – sees stranger: description. The Event:
5.
Conversation: man wants information.
6.
Frank suspicious: why? Follows. Outside the house. Lights, man over wall.
After the Event:
7.
Frank now sure – telephone box.
Note: 1—7 – numbers of paragraphs in the essay.
Descriptive Essay
Planning. In descriptive essay there is no underlying «story» to hold your composition together so it is necessary to think of
a central idea to which everything you describe can be related.
In descriptive writing there is no single event which will keep the reader in suspense as there is in a story. Whether or not
your essay will be exciting to read will depend entirely on the interesting details you include. In your first paragraph you
should consider the subject in general and deal with details in the paragraphs that follow. Your description may take the form
of a personal impression or may be purely imaginary.
The general outline for descriptive essay should be as follows:
Introduction.
Development.
Conclusion.
It is absolutely necessary to make out a plan noting but a few ideas under each heading. In this way you will avoid
repeating yourself.
Examine carefully the plan below:
Title: A Walk on Sunday Morning.
Central Idea: A day spent in the city can be quite so interesting as one in the country.
Plan:
Introduction.
1. Decision to spend day in the city: square – gardens.
First impressions.
Development.
2. Arrival at square: people – pigeons – statue. Incident: boy and pigeons.
3. Leave square. Public Gardens: different atmosphere.
4. Pond most interesting. Various boats.
5. Rest. Join crowd-man-model of ship. Conclusion.
6. Midday. Leave for home. Surprise that city could be so pleasant.
Write an essay on one of the following subjects (write a plan, for your teacher to refer to it if necessary):
The Conquest of Space.
An Imaginary Journey in a Balloon.
The Man or Woman you Would Like to Marry.
Sleeping in the Open.
The Crowd outside a Cinema.
A Thunderstorm.
The Indoor Game you Like Best.
A Trip down a Big River by Boat.
CONVERSATIONAL FORMULAS
Expressing and reacting to opinions
True ... but...
This is my way of looking at it.
I think it goes further than that... a lot further.
Yes, you're right.
Well, you see what I mean.
That's one way of looking at it. But...
Yes, if you like ...
You may be right... All the same ...
Just a minute ...
Come off it...
James thinks that...
In Margaret's opinion ...
Margaret feels that...
His view is...
Group discussion
If you ask me ...
Wouldn't you say that...
Don't you agree that ...
As I see it...
I'd like to point out that...
I sometimes think that...
Would you agree that...
Do you think it's right to say that...?
I didn't quite follow what you mean, I'm afraid.
I don't quite see what you mean, I'm afraid.
I don't quite see what you are getting at.
Narrative technique
What happened to him was ...
WTiat he did was ...
You can guess how he felt.
What do you think he did?
Imagine my surprise when he ...
You'll never guess what happened next.
He wondered/He tried to find out/He hinted that...
Did I ever tell you about the time I...
That reminds me of the time I...
Funny you should mention this, because something similar happened to me once ...
Anyway. .
As I was saying ...
To get back to the story ...
To cut a long story short...
Anyway, what happened in the end was ...
Agreement
Yes, I agree entirely here.
It really looks like that.
I couldn't agree more. Y
I won't deny that.
ou know, that's exactly what I think. Y
That's my way of looking at it too.
es, that's true.
What you say is perfectly true.
I fully agree.
It goes without saying that...
I am of the same opinion.
That's a fine way of putting it.
It stands to reason.
That's a good point.
That's just what I was thinking.
Disagreement
There may be something in what you say but...
It's not at all the same thing.
I see your point but...
On the surface of it really is ...
You don't seem to realize that
but ...
... but that's not the point...
On the one hand ...
Not in the least!
On the other hand ...
Just the other way round!
Well, I'm not so sure.
I can't possibly. .
Well, I wouldn't go quite that far. .
I shouldn't say so.
I wouldn't say that exactly.
I've got some reasons to disagree.
It might be right but...
I've got an argument to oppose.
That's totally unfounded. You can't be serious.
Instructing people how to do things
First of all you ...
Oh, and by the way, don't forget to ...
The first thing you have to do is ...
Make sure you remember to ...
After you've done that you...
Oh, and be careful not to do ...
The next thing you do is...
Expressing complaints
I'm sorry to have to say this ...
I have a complaint to make...
We've got a bit of a problem
It's just not good enough. You must try to ...
here, you see ...
It is completely unjustified (unfair).
I'm sorry to trouble you, but...
It gives us real cause for grievance.
There is no excuse for ...
Next and this is very serious – I feel that...
I'd like to point out that...
I wonder if you could help me...
Expressing apology
Oh dear, I'm most awfully sorry.
I'm sorry I didn't realize.
I can't tell you how sorry I am.
I'm ever so sorry.
I just don't know what to say.
Excuse me i f . . .
You'll excuse me, won't you, if ...
. . . i f you don't mind my asking.
Expressing likes and dislikes
I
I like ... very much indeed.
I (really) enjoy. .
I've always liked/loved ...
There's nothing I like/enjoy more than ...
I'm (really) very fond o f . . .
...is (really) terrific/great/lovely.
It's too lovely for words.
I haven't seen ... for years I have liked so much.
II
(I'm afraid) I don't like ...
I've never liked ..., (I'm afraid).
... is not one of my favourite ... I (really) hate ...
I think ... is pretty awful/really unpleasant.
I'm not (really) keen on ...
. . . i s . . . ghastly/rubbish ...
I can't say ... appeals to me very much.
I must say I'm not too fond o f . . .
What a dull/boring ... Why, there's no ... in it.
Dealing with moods and feelings
J o y a n d e n t h u s i a s m : Great/That's great/Terrific. Good! Marvellous! Fantastic! How wonderful! How exciting!
How thrilling!
A n n o y a n c e :
How annoying! What a nuisance! What a bore!
That's just what I needed!
I've just about had enough of...
I just can't stand ...
... is driving me crazy (mad).
D i s t r e s s :
I'm worried I just don't know what to do ... I feel terrible. I've got a lot on my mind. I don't feel at all happy.
I'm fed up. I can't take much more of this.
I n d i f f e r e n c e :
I can't say I'm interested.
I couldn't care less.
Please yourself.
I don't mind what you do.
The whole thing bores me to death.
R e a s s u r a n c e :
Cheer up. Take .it easy.
Don't you think you're over-reacting a bit?
There's no need to get so upset.
Don't let it get you down.
It's not as bad as all that, surely?
Oh, come on, it's actually quite interesting.
I see what you mean, but on the other hand ...
EXPRESSING OPINION
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 much (little) in common ...
CHECKING UNDERSTANDING
Alright so far! Are you with me? Is that clear? Do you see what I mean? That's right. Now..., got that? Good! Now.... Fine! Now
Sorry, but I don't quite see why you have to ... . Sorry, can you say that again, please? Sorry, but I'm not quite clear on ...
C O N T E N T S
ESSENTIAL COURSE
Unit One....................................................................................................
6
Text: "Three Men in a Boat" by Jerome K. Jerome...................................
9
Conversation and Discussion:
Changing Patterns of Leisure.................................................................... 24
Unit Two.................................................................................................... 36
Text: "Encountering Directors" by Ch. Samuels....................................... 39
Conversation and Discussion:
Man and the Movies.................................................................................. 57
Unit Three.................................................................................................. 69
Text: "To Sir, with Love" by E.R. Braithwaite.......................................... 71
Conversation and Discussion:
English Schooling...................................................................................... 90
Unit Four.....................................................................................................107
Text: "The Fun They Had" by I. Azimov...................................................109
Conversation and Discussion:
Bringing Up Children.................................................................................124
Unit Five.....................................................................................................136
Text: "Art for Heart's Sake" by R. Goldberg..............................................140
Conversation and Discussion:
Painting.......................................................................................................161
Unit Six.......................................................................................................176
Text: "The Man of Destiny" by G.B. Shaw................................................179
Conversation and Discussion:
Feelings and Emotions................................................................................200
Unit Seven...................................................................................................210
Text: "The Happy Man" by S. Maugham...................................................214
Conversation and Discussion:
Talking about People..................................................................................236
Unit Eight....................................................................................................248
Text: "The Apple-tree" by J. Galsworthy....................................................251
Conversation and Discussion:
Man and Nature
268
SPEECH SOUND EXERCISES
Unit One......................................................................................................280
[e – se] – [ei – ea] – Checked Vowels – [9, 5] – Aspiration – The Prevocalic [h] – The Linking [r]
Units Two, Three........................................................................................283
[i – i:] [o: – 3:] – Palatalization – [g, n – q] – [u, u:] – [f, 3]
Units Four, Five..........................................................................................287
[A – a:] — [3u] – [ai – ais] – [au – aua] —
[tr.
Units Six, Seven, Eight................................................................................291
[d – 0: – 3u] – [01] – [1] – [d] – [z, v] – Assimilation According to the Place of Obstruction – Loss of Plosion
EXERCISES IN INTONATION
Section One. Review of Part Two...............................................................295
Section Two. Intonation Pattern XIV. Rise-Fall..........................................306
Section Three. Temporizers. Emphatic Stress.............................................313
Section Four. Wide and Narrow Range of Pitch.........................................326
Section Five. Intonation Pattern XV...........................................................334
SUPPLEMENT...........................................................................................356
GRAMMAR EXERCISES
Morphology.................................................................................................362
Syntax.................................................................................................1......405
Test Your Knowledge..................................................................................416
APPENDIX
Tactic Suggestions to Students on Writing Summary
and Essays...................................................................................................422
Conversational Formulas
425
Учебное издание
Аракин Владимир Дмитриевич, Новикова Ирина Александровна, Афанасьева Ольга Васильевна и др.
ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА Зкурс
Учебник для студентов высших учебных заведений 4_е издание, дополненное и исправленное
ПОДЛЕЖИТ ПРОДАЖЕ ТОЛЬКО НА ТЕРРИТОРИИ УКРАИНЫ
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Document Outline
ПРАКТИЧЕСКИЙ
КУРС
АНГЛИЙСКОГО ЯЗЫКА
3 КУРС
Под редакцией В.Д. Аракина
4-е издание, переработанное и дополненное
Авторы
ESSENTIAL COURSE
6.There was no potato left. There was half a pork pie left.
A Walking Tour
Picnic
A Traveller's Tale
Unit Two
SPEECH PATTERNS
1. If I were asked to cite a single reason, for your preeminence, I would point to your creation of a special world.
Outline for Motion Picture Review
Formal Versus Informal Teaching
SPEECH PATTERNS
How marvellous!
Oh no!
Units Two, Three
[0i]
[l]
[d]
Intonation Pattern XIII
Intonation Pattern VI
Intonation Pattern VII
Compound Tunes
SECTION TWO
Intonation Pattern XIV
Thumbing a Lift
joy)
Hush, Hush, Little Baby
The Arrow and the Song
H.W.Longfellow
My Soul is Dark
G.G.Byron
Those Evening Bells
Th.Moore
The Daffodils
Stopping by Woods on a Snowy Evening
Robert Frost
The Song of Hiawatha
If
SUPPLEMENT
SECTION TWO
SECTION FIVE
GRAMMAR EXERCISES
Good advice. – What good advice! Good idea. – What a good idea!
APPENDIX
Summary
Narrative Essay
Planning
Dealing with moods and feelings
ПОДЛЕЖИТ ПРОДАЖЕ ТОЛЬКО НА ТЕРРИТОРИИ УКРАИНЫ
