Текст книги "Практический курс английского языка 3 курс"
Автор книги: Владимир Аракин
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I dare say the difficulty will disappear.
I dare say it doesn't matter.
EXERCISES
1. Complete the following sentences using the Speech Patterns:
1. ... to retype the article. 2. ... to do the shopping. 3. ... to explain the circumstances to the host. 4. Helen ... did not want to be
alone with him. 5. The answer sounds .... 6. It smells ... , doesn't it? 7. The cucumbers taste ... . 8. The child felt... all night. 9. Her
feeling of ... the unknown girl was increasing. 10. It was next to impossible to hide his ... the children. 11. She felt great ... her
parents. 12. Her ... reading is well known. 13. How ... tell me such things? 14. I ... say he will touch upon the subject. 15. The child ...
(not) open his mouth. 16. They have shown some ... the authority.
2. Paraphrase the following sentences using the Speech Patterns:
1.
You couldn't help admiring her slim figure, bright eyes and soft voice. 2. It's you who must go and see for yourself. 3. The
children were upset when they understood that they were despised by their leader. 4. The stink of the stuff was unbearable. 5. My
little daughter loves cartoons and puppet films. Everybody knows it. 6. You oughtn't ask for more. 7. I had enough courage to tell him
3
that he would change his mind. 8. I find the sound of the music quite familiar. 9. What a nice tune. 10. All children knew that John
was devoted to his pets, and respected this feeling. 11. I was shocked by the encounter. 12. You oughtn't deny the fact. 13. It's you
who must decide.
3. Translate the following sentences into English:
1. Как ты смеешь смеяться над старушкой? 2. С понедельника она плохо себя чувствует. 3. Его любовь к книгам хорошо
известна в группе. 4. Как чудесно пахнут розы! 5. Ребенок не осмелился задать свой вопрос учителю. 6. Чувство глубокого
уважения к опекуну переполняло Джуди. 7. Твои слова прозвучали довольно глупо. 8. Мэри рассердилась и расстроилась,
когда услышала объяснения девочки. 9. Как вы смеете говорить со мной подобным образом? 10. В то осеннее утро она
прекрасно себя чувствовала и была в превосходном настроении. 11. Именно ты должен показать город своему другу. 12. Им
было холодно, они проголодались и очень устали. 13. Я думаю, дети сами должны помириться. 14. Елену всегда отличала
удивительная привязанность к своей младшей сестре. 15. В ее глазах можно было видеть все то презрение, которое вызывал
у нее молодой человек.
4. Make up two sentences of your own on each pattern.
5. Make up a dialogue using the Speech Patterns and act it out (to be done in pairs).
TEXT THREE
TO SIR, WITH LOVE
By E.R.Braithwaite
The Guianan diplomatist Eustace Braithwaite was born in 1912 in British Guiana. He flew with the R.A.F. 1 during the war years. After the war со1ощ
prejudice precluded him from obtaining the kind of job for which his scientific qualifications fitted him. From 1950—1957 he worked as a school-teacher. In
the sixties he was a Permanent Representative of Guiana to the UN. In 1959 Braithwaite won the Ainsfield Wolff Literary Award for To Sir, with Love, a book
about his experiences as a teacher in a school in London's East End. The other books that came from his pen are A Kind of Homecoming (1961), Paid Servant (1962), A Choice of Straws (1965), Reluctant Neighbours (1972).
Chapter 8 (Extract)
Each Friday morning the whole school spent the pre-recess period in writing their Weekly Review. This was one of the old Man's2
pet schemes: and one about which he would brook no interference. Each child would review the events of his school week in his own
words, in his own way; he was free to comment, to criticise, to agree or disagree, with any person, subject or method, as long as it
was in some way associated with the school. No one and nothing was sacred, from the Headmaster down, and the child, moreover,
was safe from any form of reprisal.
"Look at it this way," Mr. Florian said. "It is of advantage to both pupils and teacher. If a child wants to write about something
which matters to him, he will take some pains to set it down as carefully and with as much detail as possible; that must in some way
improve his written English in terms of spelling, construction and style. Week by week we are able, through his review, to follow and
observe his progress in such things. As for the teachers, we soon get a pretty good idea what the children think of us and whether or
not we are getting close to them... You will discover that these children are reasonably fair, even when they comment on us. If we are
careless about our clothing, manners or person they will soon notice it, and it would be pointless to be angry with them for pointing
such things out. Finally, from the reviews, the sensible teacher will observe the trend of individual and collective interests and plan
his work accordingly."
On the first Friday of my association with the class I was anxious to discover what sort of figure I cut in front of them, and what
kind of comment they would make about me. I read through some of the reviews at lunch-time, and must admit to a mixture of relief
and disappointment at discovering that, apart from mentioning that they had a new "blackie" teacher, very little attention was given to
me ...
It occurred to me that they probably imagined I would be as transient as my many predecessors, and therefore saw no point in
wasting either time or effort in writing about me. But if I had made so little impression on them, it must be my own fault, I decided. It
was up to me to find some way to get through to them.
Thereafter I tried very hard to be a successful teacher with my class, but somehow, as day followed day in painful procession, I
realized that I was not making the grade. I bought and read books on the psychology of teaching in an effort to discover some way of
providing the children with the sort of intellectual challenge to which they would respond, but the suggested methods somehow did
not meet my particular need, and just did not work. It was as if I were trying to reach the children through a thick pane of glass, so
remote and uninterested they seemed.
Looking back, I realize that in fact I passed through three phases in my relationship with them. The first was the silent treatment,
and during that time, for my first few weeks, they would do any task I set them without question or protest, but equally without
interest or enthusiasm; and if their interest was not required for the task in front of them would sit and stare at me with the same
careful patient attention a birdwatcher devotes to the rare feathered visitor...
I took great pains with the planning of my lessons, using illustrations from the familiar things of their own background... I created
various problems within the domestic framework, and tried to encourage their participation, but it was as though there were a
conspiracy of indifference, and my attempts at informality fell pitifully flat.
Gradually they moved on to the second and more annoying phase of their campaign, the "noisy" treatment. It is true to say that all
of them did not actively join in this but those who did not were obviously in some sympathy with those who did. During a lesson,
especially one in which it was necessary for me to read or speak to them, someone would lift the lid of a desk and then let it fall with
a loud bang; the culprit would merely sit and look at me with wide innocent eyes as if it were an accident.
They knew as well as I did that there was nothing I could do about it, and I bore it with as much show of aplomb as I could man -
age. One or two such interruptions during a lesson were usually enough to destroy its planned continuity... So I felt angry and frus-
trated when they rudely interrupted that which was being done purely for their own benefit.
One morning I was reading to them some simple poetry. Just when I thought I had inveigled them into active interest one of the
girls, Monica Page, let the top of the desk fall; the noise seemed to reverberate in every part of my being and I felt a sudden burning
anger. I looked at her for some moments before daring to open my mouth; she returned my gaze, then casually remarked to the class
at large: "The bleeding 3 thing won't stay up." It was all rather deliberate, the noisy interruption and the crude remark, and it heralded
the third stage of their conduct. From then on the words "bloody" or "bleeding" were hardly ever absent from any remark they made
to one another especially in the classroom. They would call out to each other on any silly pretext and refer to the "bleed ing" this or
that, and always in a voice loud enough for my ears. One day during an arithmetic period I played right into their hands. I was so
overcome by anger and disgust that I completely lost my temper ... I went upstairs and sat in the library, the only
place where I could be alone for a little while. I felt sick at heart, because it seemed that this latest act, above all others, was
intended to display their utter disrespect for me. They seemed to have no sense of decency, these children; everything they said or
did was coloured by an ugly viciousness, as if their minds were forever rooting after filth. "Why, oh why," I asked myself, "did
they behave like that? What was wrong with them?"
EXPLANATORY NOTES
1. R.A.F.: Royal Air Force.
2. old Man: here School Headmaster.
3. bleeding: vulg. bloody
ESSENTIAL VOCABULARY
Vocabulary Notes
1. school л 1) an educational establishment for children, as a nursery school, primary school, secondary school, boarding
school, compulsory school age, e. g. The school leaving age has been raised to 16. Most schools in England take football
seriously. 2) (no article) the time when teaching is given; the process of being educated; lessons, e. g. He was very bright at
school. It was nearly time for school. He left school when he was fifteen. 3) all the pupils in an educational institution, e. g. The
school will have a holiday tomorrow. 4) any institution giving specialized instruction, either to children or to adults; a specialized
institution which forms part of a university, as a ballet school, law school, London School of Economics. 5) a group of persons
having the same ideas about a subject, as the Dutch school of painting.
Note: The English for «учиться в школе» is 'to go to school', 'to be at school' and not 'to study at school', e. g. He learnt to read before he went to
school. Mother and Mrs. Dames had been at school together.
schooling n education obtained at school, e. g. Schooling is compulsory in Russia.
scholar n a learned and erudite person, especially one who is learned in the classical languages and their literature, e. g. Dr.
Grant is a distinguished scholar.
scholarship Л a sum of money given by an individual, a collective body, or the state, to enable a person to study, e. g. He has
won a scholarship to Cambridge.
2. advantage n 1) smth. useful or helpful, smth. likely to bring success, esp. success in competition with another or others, e. g.
The advantages of a good education are great. The shallowness of the seas round the British Isles is in some ways an advantage, to
have (gain, win, give smb.) an advantage (over smb.) to have a better position or opportunity, e. g. He has an advantage over other
students, he is well-read, to have the advantage of to be in a better position because of smth., as to have the advantage of being
modern (being cheap, etc.), e. g. He has the advantage of being young. 2) benefit, profit; to take advantage of smth. to make good use
of smth., to profit by smth., as to take advantage of an opportunity (of smb.'s weakness, ignorance, absence, etc.), e. g. Jack took
advantage of the opportunity to speak to Gwendolen, to advantage in a way that shows its good points, as to be seen (heard, shown,
exhibited) to advantage, e. g. The picture is seen to (better) advantage from a distance, ant. disadvantage.
3. admit vt/i 1) to allow a person to enter, e. g. The woman opened the door and admitted me into the house. Children are not
admitted. 2) to accept as a member of, as to be admitted to an institute (school, party), e. g. Only one hundred boys are admitted to
the school every year. 3) to have enough space for, e. g. The theatre admits only 200 persons. 4) to acknowledge, confess, accept as
true, as to admit one's mistake (fault, that one's wrong), e. g. You must admit that the task is difficult, ant. deny, e. g. I deny that the statement is true.
admission n 1) allowing to come, go in, being admitted, as admission is free, admission by ticket, price of admission; to apply for
admission to an institute (party), e. g. Admission to the school is by examination only. 2) statement admitting smth., as an admission
of guilt, e. g. The accused refused to make an admission of his guilt.
4. waste vt/i 1) to use without a good purpose or result; to spend uselessly, as to waste one's time (energy, money, work), e. g. All his efforts were wasted. 2) to lose strength by degrees, e. g. He was wasting away.
waste n unprofitable use; useless remains of smth. e. g. It's a waste of time to wait any longer. There is too much waste in the
house, to lay waste to ravage, to destroy, as to lay waste a country, a city, a village.
waste adj useless; unwanted; thrown away, as waste paper, a waste paper basket, waste effort.
wasteful adj using or spending too much or uselessly, as a wasteful man, wasteful habits, wasteful process.
back vi/t 1) to go, or cause to go backwards, e. g. Montmorency would growl and back at a rapid pace. 2) to give support to, to
help (with money, arguments, etc.), as to back smb. or smb.'s proposal (plans, etc.)
back n 1) the hinder part of the body, as to stand with one's back to the window; to turn one's back to (the audience, the window,
etc.), e. g. Turn your back to me, I'll put your collar straight, to turn one's back on smb. to turn away or run away from smb., e. g. It
was mean of you to turn your back on her when she needed your help, to do smth. behind smb.'s back to do smth. without smb.'s
knowledge, e. g. You ought not to criticize her behind her back. 2) the part of a thing which is farthest from the front, as the back of
the house, the back of one's head, the back of a chair, at the back of one's mind; 3) (modifying other nouns) away from the front, as a
back seat (street, vowel), back teeth (rows, etc.)
back adv to, in or into an earlier position or state, as to go (run, turn, be, come) back; to go back on one's word to fail to keep a
promise, e. g. One cannot rely on a person who goes back on his word, to keep smth. back from smb. to conceal, e. g. You needn't
keep this news back from him. back from at a distance from, e. g. The house stood back from the road, back and forth to and fro,
as to walk (run, fly) back and forth, backbreaking adj very hard, as backbreaking work, backbone n the row of bones joined together along the back; to the backbone (fig.) completely, e. g. He is Russian to the backbone.
background n 1) contrasting surface; on (against) the background of smth., e. g. The white house stood out on the background
of the green trees, on (against) a white (black, red) background, e. g. The girl wore a dress with white spots on a blue background.
2) the part which is at the back, as in the background (foreground) of a picture; to keep (stay, remain, be) in the background to
keep where one will not be noticed, e. g. She is very shy and always keeps in the background. 3) origin, social status and
qualifications of a person, e. g. Tell me your background (tell me about yourself).
backward adj behind others, as a backward district (child, people), backwards adv with the back coming first, e. g. Can you spell the word «backwards» ?
5. require vt to ask for, to need, as to require extra help, e. g. The matter requires great care. He did all that was. required of him.
syn. demand (to ask for with authority, to insist on having), e. g. The policeman demanded his name. The strikers demanded
immediate payment.
requirement n thing required, as the requirements of the law, to meet the requirements of people, e. g. What are the requirements
for entering this institute?
6. reference n 1) (instance of) alluding, e. g. You should make reference to a dictionary. The book is full of references to places
that I know well. 2) a statement about a person's character or abilities, e. g. The clerk has excellent references from former
employers. 3) note, direction, telling where certain information may be found, e. g. He dislikes history books that are crowded with
references to earlier authorities.
refer vt/i 1) to send, take, hand over (to smb. or smth.), e. g. I was referred to the manager. 2) to speak of, allude to; to apply to, e.
g. Don't refer to this matter again, please. Does that remark refer to me? 3) to turn (to), go (to) for information, etc., e. g. The speaker
often referred to his notes.
8. temper n 1) a disposition, as a person of even (pleasant, fiery, etc.) temper; to have an even (sweet, uncertain, quick, etc.)
temper; hot– tempered
good-tempered, bad-tempered; 2) a mood, as to be in a good (bad, forgiving, calm, friendly) temper.
Note: When the word is used without an adjective, the meaning is always "an angry state of mind".
to lose one's temper, to control (to keep) one's temper, to get (to fly) into a temper about smth., to be in a temper, e. g. I was
surprised but I did not lose my temper. There is nothing to fly into a temper about. Joseph saw that she was fighting to keep her
temper.
9. display vt 1) to show, esp. spread out or place so that there is no difficulty in seeing, as to display pictures (paintings) in a
gallery; to display goods in a shop-window; 2) to show signs of having, as to display courage (heroism, anxiety, a contempt for one's
feeling, no enthusiasm about smth.).
display n displaying, showing or exhibiting, as a fine display of courage, a display of bad temper, a fashion display, to make a
display of one's affection, e. g. There was a fine display of flowers at the exhibition.
10. decent adj 1) proper and suitable, good for a particular time or place, as decent clothes (conditions, marks); 2) modest, not
likely to cause people to feel shame, as a decent fellow (conduct, book, film).
decency n the quality of being decent, e. g. He doesn't know the meaning of shame or common decency. Have the decency to
admit it.
Word Combinations and Phrases
to take (some) paints to do smth.
to set a task
to have a pretty good idea of reasonably fair
to feel frustrated
to make (no) comment in fact
to play into smb.'s hands utter disrespect
READING COMPREHENSION EXERCISES
1. a) Listen to the recording of Text Three and mark the stresses and tunes, b) Repeat the text in the intervals after the model.
2. Put twenty questions to the text.
3. Note down from Text Three the sentences containing the word combinations and phrases (p. 77) and translate them into Russian.
4. Paraphrase the following sentences using the word combinations and phrases (p. 77):
1. She realized well enough what kind of person Lydia was.2. The boy tried very hard to make his mother buy him a puppy.
2. She didn't say anything. 4. Julia was troubled about her parents' health. 5. The manager explained to John what the latter had to
do. 6. Your actions helped Katie to do what she meant to. 7. The teacher was worried about his pupils' future. 8. The sums are rather
difficult, but the pupils know the rules and will cope with them. 9 The young mother was upset. She thought her baby was developing
too slowly. 10. Pamela always acts in a way which is more convenient for her friends than for herself. 11. She is too discreet to show
that she never respected the fellow very much. 12. The doctor didn't give his opinion of the accident. 13. I have sufficient knowledge
about her plans for the future. 14. As a matter of fact we had a very pleasant voyage. 15. She worries about the paintings. 16. I was
primarily worried about keeping them that way. 17. Jane Pucell felt upset because of the tense atmosphere in the classroom.
5. Translate the following sentences into English using the word combinations and phrases (p. 77).
1. Сердиться на вас – значит лить воду на вашу мельницу. 2. Передо мной поставили очень сложную задачу, и я должен
был ее выполнить. 3. Мы можем купить этот мебельный гарнитур, он дорог, но в разумных пределах. 4. Молодой учитель
был расстроен тем, что не все ученики его класса обладали хорошими навыками выразительного чтения. 5. Я не могу
сказать, чтобы мне понравился этот спектакль, в сущности, мне было до смерти скучно. 6. Судьба нам улыбнулась, и мы
нашли то, что искали. 7. Она всегда беспокоится о своем сыне, когда он уезжает. 8. М-р Поттер ничего не сказал по поводу
речи оратора. 9. Я прекрасно отдаю себе отчет в том, почему они навещают меня каждую неделю. 10. Я глубоко и искренне
уважаю вас, но отсутствие какого-либо уважения к вашему брату делает нашу дружбу невозможной. 11. В сущности он
поставил перед нами задачу. 12. Не стоит беспокоиться по поводу этих новостей. 13. Ее крайнее неува жение отнюдь не
облегчало жизнь в семье.
6. Make up and practise a short situation using the word combinations and phrases (p. 77).
7. Make up and act out a dialogue using the word combinations and phrases (to be done in pairs).
8. Find in Text Three English equivalents for the following words and phrases. Use them in sentences:
последний урок перед большой переменой; не терпеть вмешательства; обязательное сочинение, которое пишется каждую
неделю; записать что-л.; совершенствовать навыки письменной английской речи; достаточно честные (объективные);
указать; узнать, что интересует учащихся; первое знакомство; быть вне себя от гнева; как я выгляжу в их глазах; долго не
задержусь; отсутствие всяческого уважения; оказался не на высоте; давать пищу для размышлений; редкая птичка; по
всякому глупому поводу; держаться самоуверенно; сочувствовали тем, кто; прерывать урок
9. Explain what is meant by:
1. Each Friday morning the whole school spent the pre-recess period in writing their Weekly Review. 2. ... he would brook no in-
terference. 3. No one and nothing was sacred ... . 4. It is of advantage to both pupils and teacher. 5. ... it would be pointless to be an-
gry with them for pointing such things out. 6. ... the sensible teacher will observe the trend of individual and collective interests ....
7.... I was anxious to discover what sort of figure I cut in front of them .... 8. ... they probably imagined I would be as transient as my
many predecessors .... 9. It was up to me to find some way to get through to them. 10. ...I was not making the grade. 11. ... an effort to
discover some way of providing the children with the sort of intellectual challenge to which they would respond .... 12.... with the
same careful attention a birdwatcher devotes to the rare feathered visitor. 13. ... illustrations from the familiar things of their own
background. 14.... it was as though there was a conspiracy of disinterest, and my attempts at informality fell pitifully flat. 15. ... I bore
it with as much show of aplomb as I could manage. 16. ... it heralded the third stage of their conduct. 17. ... everything they said or
did was coloured by an ugly viciousness.
10. Answer the following questions and do the given tasks:
1. What occupation did the whole school have each Friday morning Do you think this is common in the majority of schools? Why
not? 2. What advantages did the Headmaster see in pupils' writing their Weekly Reviews? Can you find any disadvantages in the
scheme? What's your opinion of it? What traits of character are necessary for a teacher to be involved in a scheme of the kind? 3.
Why did the narrator feel "a mixture of relief and disappointment" after having read a few of his pupils' reviews? 4. In what way did
the narrator try to explain his pupils' lack of interest concerning his personality? 5. How did the narrator try to be a successful
teacher? How helpful is it for a young teacher to read specialist books? Give reasons for your answer. 6. Do you find the children's
unresponsiveness natural? How can you account for it? 7. What was the first phase in the narrator's relationship with his class? It was
rather a quiet stage, wasn't it? Why then was the teacher dissatisfied with it? 8. In what way did he try to interest his pupils in the
subject? Can you find any reasons to explain his failure? 9. Characterize the second phase of the pupils' campaign. Do you think the
teacher is to blame for it? Do you agree with the narrator that "there was nothing he could do about it"? Do you think a teacher's
aplomb can help under the circumstances? Do you find the second phase more unpleasant? Why? 10. Do you think the teacher's
feelings are understandable? Would you try to stop the campaign? How? 11. What do you think of the third phase of the pupils'
conduct? 12. The school described in the extract was situated in the East End of London. The pupils attending it had been poorly fed,
clothed and housed. Some were from homes where the so-called bread-winner was chronically unemployed. Do you think the
children's background can account for their bad language and misconduct? Can a teacher expect such a behaviour under other
circumstances? 13. Can the pupils' behaviour be explained by the fact that their teacher was a Black? 14. The extract above describes
the narrator's first weeks in school. Think of a possible development of his relations with the class. Do you think the teacher will
manage in the end to gain the children's confidence and respect? What methods and techniques would you advise him to use?
11. Retell Text Three a) close to the text; b) as if you were one of the pupils; c) as if you were one of the narrator's colleagues.
12. Write a summary of Text Three.
13. Make up and act out dialogues between:
1. The narrator and one of the pupils (discussing some possible ways of cooperation).
2. Two pupils of the class (discussing their new teacher and the atmosphere in class).
3. The narrator and his colleague (discussing the narrator's problems with his class).
14. Pick out from Text Three all words and phrases belonging to emotion (irritation and annoyance) and use them in a situation of your own (a
quarrel).
15. Use the following words and phrases to describe a mother's visit to the school:
to be free to comment (criticize); not to be sacred; from the Headmaster down; utter disrespect for smb.; to take pains to do
smth.; to improve written English in the terms of spelling, construction and style; to have a pretty good idea; reasonably fair;
comment on smb.; to be angry with smb.; a mixture of relief and disappointment; no point in wasting either time or effort; it is
up to smb. to do smth.; intellectual challenge; to encourage smb.; lid of the desk; loud bang; to look at smb. with wide innocent
eyes; to feel frustrated; to be rudely interrupted; to dare to open one's mouth; deliberate remarks; noisy interruption.
VOCABULARY EXERCISES
1. Study the Vocabulary Notes and translate the illustrative examples into Russian.
2. Translate the following sentences into Russian. Pay attention to the words and word combinations in bold type:
A. 1. Anthony's letters from school were now short and hurriedly written. 2. No boy at the school had ever taken a scholarship to
the University. 3. She's been here since the school started. 4. The school will be closed until the end of the term. 5. Htf had an
admiration for Boucher, Watteau, and all that school. 6. There was no doubt that in some fashion Clark had a moral advantage over
him. 7. I knew that Sadie was a notorious liar and would tell any falsehood to procure herself even a quite temporary advantage. 8. I
mean, why not take advantage of the sunshine before the fog comes back? 9. You may feel that all I've asked is that you should spy
upon people to my advantage. 10. The uniform set off his fig– .tute to advantage. 11. Mary's attitude was one of frank admission
'""arid penitence. 12. Mrs. Turton was the only visitor admitted to the r^^sicfe-oom. 13.~5ome British Universities lowered their
standards of entry iiTsome subjects in order to admit more students. 14. It was exciting to me to be admitted to such company. 15.
You're afraid that if you admit the truth, I'll think you were mixed up in this with Wegler. 16. Our new theatres can admit a great
number of people. 17. But Auntie Mame was never one to admit defeat. 18. He smiled at her unconscious admission that she would
have been happy without Charles. 19. Consumption is a wasting disease. 20. Turn the water off, don't let it waste. 21. Many houses
are being built on waste land outside the city. 22. Waste not, want not. (proverb) 23. I felt half faded away, like some figure in the
background of an old picture. 24. The backroom on the first floor was prepared for her. 25. «Are you English?» I asked, perhaps
tactlessly. "Rather. You don't think I look like an American, do you? British to the backbone, that's what I am." 26. We sat on the
ground with our backs against the wall. 27. Have you any paper left? – Oh, that'll do, write on the back of the map. 28. They give
you a look that says all that can be said in a civilized community, and you back out promptly and shut the door behind you. 29. When
people say things behind your back, there's nothing you can deny. 30. The work was heavy and backbreaking, but it had to be
done.
B. 1. It requires the feminine temperament to repeat the same thing three times with unabated zest. 2. Truly this is all Becky
asked of a man, all she required, that he'd have the power to make her laugh. 3. I should have remembered that when one is going to
lead an entirely new life, one requires regular and wholesome meals. 4. He had replied to the telegram he had received that he re-
quired no help. 5. It gave Austin pleasure to read and memorize the great speeches whether they were required in the course or not.
