5 курс под редакцией В. Д. Аракина Москва, Владос, 1999 unit one text one the passionate year
жүктеу/скачать 446 Kb.
|
Commentary 1. Browning, Robert: an English poet and playwright (1812-1889) 2. vs.: short for versus (Lat.) against 3. Admiral Ass: the nickname given to James J. McHabe, the administrative assistant, because he signed his innumerable circulars "James J. McHabe, Adm. Asst." 4. Gielgud, John: an outstanding English actor and producer 5. ...enter Admiral Ass: the verb: "to enter" is used like this (the form of the Subjunctive I) in stage directions in a printed play (e.g. Enter Hamlet = Let Hamlet enter) 6. prissy: a blend of precise and sissy; prim and precise (coll., USA)
8. trivia-in-triplicate: from trivia, a Latin noun in the plural, which means trifles; triplicate a threefold (e.g. to draw up a document in triplicate — to write a document together with three copies of it). The author of the letter wants to say that Bester is overburdened with his administrative duties. ESSENTIAL VOCABULARY Vocabulary Notes 1. Negotiate vi/t 1) discuss matters in order to come to an agreement; negotiate with smb. for, on, over smth. (for peace, truce, ceasefire, etc.) 2) bring about (a desired object), by preliminary discussion, arrange (a business affair), e.g. The Ministers negotiated a top-level meeting. Negotiations л the act of negotiating, making arrangements, as to enter into (conduct, carry on, hold, resume) negotiations with smb.; break-down of negotiations; negotiations on an issue, e.g. The negotiations on the oil issue are in progress. Negotiating parties groups of persons discussing political or business matters Negotiator n one who negotiates 2. distribute vt hand, give or send out among a number of persons, e.g. The teacher distributed the examination papers to the class (among the pupils). Distribution n distributing or being distributed Distributor n a person or thing that distributes 3. Exceed vr 1) go beyond what is allowed or necessary, as to exceed one's authority, the limits of decency; e.g. The driver was fined for exceeding the speed-limit. You have exceeded your instructions {i.e. done more than you had authority to do). 2) be greater than, e.g. 30 exceeds 13 by 17. Exceedingly adv extremely, to an unusual degree, as an exceedingly difficult book Word Discrimination: exceed, surpass. Exceed is applied mostly to things in the sense of going beyond in measure, degree, quantity, and quality; one thing exceeds another in magnitude, height, or any other dimensions. It is usually taken in an indifferent or in a bad sense, particularly in regard to persons, as a person exceeds his instructions or exceeds the due measure. Surpass signifies to exceed or be superior in that which is good. E.g. His playing now surpasses his teacher's. His record was surpassed the other day. Either of the verbs may be used in reference to expectations. E.g. His success exceeded (or surpassed) his expectations. 4. Involve vt 1) mix up in, as involve smb. in war, crime, debt, scandal, mystery, etc., e.g. He is deeply involved in debt. 2) have as a necessary consequence, as involve great expenses, difficulties, complications, serious trouble, much work, an increase in, etc., e.g. The war has involved an enormous increase in the national debt. 3) be (get, become) mixed up with smb., e.g. It was clear he didn't want to get involved with us. Involved a complicated in thought or form, as involved reasoning, an involved mechanism, sentence, etc. Involvement n the state of being involved 5. Aspire vi desire earnestly (to, after, at or infin.), e.g. We aspire after what is great and unusual. Aspiration n (for, after), as the aspirations of the people for freedom 6. Ambition n strong desire to be or do smth., or for success, fame, honour, e.g. His ambition is to be a great scientist. Ambitious a 1) full of ambition, e.g. He is an ambitious boy; he wants to become famous. 2) needing great efforts in order to succeed, showing ambition; e.g. His plans are very ambitious, he wants to master the language in a year. Word Discrimination: aspiration, ambition. Both nouns express strong desire to achieve something but there is a subtle difference between them. Aspiration usually expresses an ardent desire for what is elevated, noble, spiritual or pure, the striving after which is uplifting or ennobling.
observer n 1) one who observes, as an observer of nature 2) one who keeps rules, customs, etc., as an observer of old traditions 9. Impose vt 1) put or lay (a duty, tax, punishment, obligation, curfew, etc.), e.g. A fine was imposed on him for careless driving. 2) force or persuade a person to do or take smth. by using unfair methods, tricks, etc., e.g. He imposed his will on his family. Imposition n the act of putting or laying a tax, burden, punishment, etc. on smb., as the imposition of new taxes Imposing a making a strong impression because of striking character or appearance; causing admiration, as an imposing lady, an imposing building Word Combinations and Phrases To set the alarm (-clock) for To work magic To bring out something To take (it) out on smb. (coll.) To enlarge (widen) one's scope To doom one (or: be doomed) to failure Easier said than done To fight (teach, etc.) against To pay somebody a compliment as it were To figure (smb., smth.) out (coll.) Great (fearful, insuperable, etc.) odds To get (find, take) one's bearings EXERCISES 1. a) Listen to the recording of Text Five and mark the stresses and tunes, b) Repeat the text in the intervals after the model. 2. Consult a dictionary, transcribe the following words and practise their pronunciation: blouse, syllabus, individual, mature, background, frequently, oversupply, reality, capacity, failure, progress, frustration, cliche, sparrow, phonograph, record player, regalia, epaulette, emergency, chaos, romanticize, insuperable, endowed, refuge, dour, senior, experienced, ghost, soured, administrative 3. Read the following words; a) observing the principal and secondary stresses: congratulation, negotiation, federation, individualization, aspiration, ,institution, requisition, indignation, evacuation b) observing the principal stress: motivate, distribute, agitate, materialize, indicate, crystallize, 'desiccate 4. Read out the following words and word combinations paying attention to the phonetic phenomena of connected speech. 1) Assimilation: a) The alveolar consonants [t, d, n, I] become dental before th- : set the alarm; congratulations on the baby's new tooth; not the subject but the whole child; to bring out the best in him; beyond the prescribed work; all this is easier said than done; and thrillers; except the fact that they have always been taught; to excite the class; on the blackboard; when the dismissal bell rang; find the Requisition Forms; I got them to be quiet; in the classroom; in the school system b) The alveolar consonants [t, d] become post-alveolar under the influence of [r]: her troubles; the recent strike threats; I've been trying; that's frustration; to have a dream; I had strewn; strange as it may seem; drill; strident; attractive; truly; trivia-in-triplicate; administrative c) The backlingual consonants [k, g] become labialized before [w]: require, quit, frequently, quiet, quivering, bilingual, language 2) The linking "r" there is bound to be; there is an oversupply of them; or other; (in) their own words; enter Admiral Ass; are in love; there are a few good; or a refuge 5. Read the following extracts out loud: from "Is it wise. I asked..." up to "...cliches seem freshly minted" and from "There are a few good, hard-working, patient people..." up to "...an excuse or a refuge". Beat the time. Remember that parentheses as a rule should be unstressed and constitute the tail of the intonation group they belong to. Use proper intonation patterns to convey appropriate attitudes. 6. Study the following proverbs, a) Translate them into Russian or supply their Russian equivalents, b) Practise their reading paying attention to the vowels [з:,и, u], the phonetic phenomena of connected speech and the intonation: 1. A bird in the hand is worth two in the bush. 2. Between two stools one goes to the ground. 3. Choose an author as you choose a friend. 4. Don't halloo until you are out of the wood. 5. He who would search for pearls must dive below. 6. Many words hurt more than swords. 7. No news is good news. 8. Of two evils choose the least. 9. The early bird catches the worm. 10. The work shows the workman. 7. Read the text and consider its following aspects. a) Comment on the syntax and the rhythmic effect achieved in "I can wash a blouse, think a thought, write a letter." b) Explain: teaching not the subject but the whole child; individualization and enrichment; enlarge his scope; to motivate and distribute books; their background consists of the simplest comics and thrillers; some committee was asked to come up with some titles; a man's reach should exceed his grasp; to the young, cliches seem freshly minted; hitch your wagon to a star; ...who teaches English on one foot; to teach against insuperable odds c) Indicate the stylistic devices in the following sentences. Comment upon the fitness of the comparison with sparrows in the first sentence. What is the speaker's attitude conveyed by the last sentence? 1. They crowded in the doorway, chirping like agitated sparrows, pecking at the seeds I had strewn. 2.1 had succeeded, I thought, in establishing a mood. I mean, I got them to be quiet. 3. ...Enter Admiral Ass, in full regalia, epaulettes quivering with indignation. d) Exemplify the use of colloquialisms and learned words. Why does the writer of the letter make use of both? e) Comment on the passage beginning "There are a few good, hard-working, patient people...". What immediate impression does it make on you? What is the key sentence of the passage? Enlarge upon the idea expressed in it. 8. Copy out from Text Five the sentences containing the word combinations and phrases and translate them into Russian. 9. Translate the following sentences into Russian: 1. Disputed wills were always painful. They brought out the worst in everybody. 2. The ivory colour of the walls seems to bring out the beauty of the rugs. 3. I'm sorry, it's my own fault and I've no right to take it out on you. 4. I can't figure out what you're getting at. 5. She had, as it were, got her bearings in the household before she approached Finch on one of the chief objects of her visit. 6. He was holding them, as it were, in the net of his mockery. 7. The clock lost twenty minutes every day, and might have been counted a sluggard but for the fact that its alarm had to be set half an hour later than the time when one wished to be called, so urgent was it in its desire to go off. 8. If only he could figure out a way to achieve it without harm to himself. 9. The author works his magic in a story that is a marvellous combination of detection, pursuit, and imaginative reconstruction. 10. They were trying to figure out what had gone wrong. 11. He looked about him in the moonlight, getting his bearings. 12. The walls were painted yellow; the basic hue seemed dark and smooth, claylike as it were. 13. Enlarging one's scope involved endless trips to the town library, sleepless nights, millions of questions to which there didn't seem to be any answers. It was all uphill work; it was like an ocean, and he was alone in the middle of it, without any hope to find his bearings. 14. "In this accursed town the very fact that you were born in the slums dooms you to failure," he said in rage. "I understand that you're fighting against fearful odds, but why should you take it out on me, of all people?" 10. Paraphrase the following sentences using the word combinations and phrases: 1. Miss Barrett didn't want her lessons to be observed until she gained a little experience in dealing with her pupils. 2. The tragic turn of events revealed her good qualities. 3. I can't understand this man. 4. You should read more in order to extend your knowledge. 5. This attempt is sure to fail. 6. He told her something flattering. 7. They say this doctor can do wonders. 8. They fought bravely but the chances were not in their favour at all. 9. I admit you have cause for irritation, but don't scold the child, he's not to blame. 11. Translate the following sentences into English using the word combinations and phrases: 1. Он, так сказать, сделал ей комплимент, заметив, что темная шляпа ей очень идет, оттеняя ее седые волосы. 2. С какой стати ты вымещаешь свою злость на мне? Ты же знаешь, что это произошло не по моей вине. 3. Изучение иностранных языков способствует расширению кругозора; кроме того, как только человек начинает разбираться в иностранном языке, он глубже постигает и родной язык. 4. Я ничего не буду предпринимать, пока не начну ориентироваться в обстановке. Без этого все мои усилия обречены на неудачу. 5. Вчера он пытался выместить на мне свое раздражение, а сегодня сделал мне комплимент! Я не могу его понять! 6. Я восхищаюсь этой балериной. Она творит чудеса на сцене. 7. Мне придется поставить будильник на 6 часов, чтобы не опоздать. 8. Он преподавал в весьма неблагоприятной обстановке и, несмотря на это, делал чудеса. 9. Как ты думаешь, почему Смит уехал так внезапно? — Я тоже этого в толк не возьму. 10. Тебе необходимо расширять свой кругозор! — Легче сказать, чем сделать! 12. Compose short situations in dialogue form using the word combinations and phrases. 13. Answer the following questions: 1. What advice did Miss Barrett get a) from her college professor b) from the English Syllabus c) from Dr. Bester, her immediate supervisor? What did she think of all this advice? 2. How did Miss Barrett characterize her pupils? 3. On what "principles" were the books for the school in question selected? 4. What was the quotation that involved the class in a spirited discussion? 5. What problems emerged in the course of the discussion? 6. Why did the teacher regard the groan her pupils gave at the sound of the bell as the highest compliment to her? 7. What was the cause of Miss Barrett's conflicts with McHabe? 8. What did Paul Barringer look like? 9. Was his attitude to teaching similar to Miss Barrett's? 10. How did Miss Barrett classify her fellow-teachers? 11. What was the teachers' dislike of Dr. Bester motivated by? 12. What opinion have you formed of Miss Barrett on the basis of her letter? 14. Study the vocabulary notes and translate the examples into Russian. 15. Translate the following sentences into Russian paying special attention to the words and word combinations in italics: A- 1. A high-ranking official has arrived in the capital to negotiate the ambassador's release. 2. It looked as if the negotiations would collapse before they started. 3. The negotiators meet tomorrow for further discussions. 4. A pretty girl standing in the middle of the room was distributing the toys and sweets among the children. 5. The profits are supposed to be distributed to the shareholders. 6. He ascribed his poor condition to the heat that certainly exceeded anything he had ever experienced. 7. It is the best known of the author's works, although his three later books surpass it in many ways. 8. He described the operation as an enormous success far exceeding expectations. 9. He was doing his best to avoid Martha, it would have been too painful to get emotionally involved once again. 10. He involved himself in what he always knew was a vain struggle. 11. The guerillas denied they were involved in the air crash. 12. The policy aimed at the country's economic independence from her neighbour succeeded remarkably well considering the involvement of the two economies. 13. Nick himself regarded his relations with Helen as a great passion and had no idea that his mother described it to her friends as "Nick's unfortunate involvement". 14. His statement that aroused much controversy was: "Cruelty is permissible where self-preservation is involved," B. 1. His aspirations were conventional enough, but they differed from the aspirations of the majority of young men. 2. "I'm not ambitious." "What you mean is you're not particularly ambitious to be rich or famous." 3. He was a heartless, humourless, calculating man of ambition. 4. Bob hoped to become a dramatic critic. Ernest knew something of this ambition, but not all of it, for Bob could be secretive when he chose. 5. He was murdered after what seems to have been a frustrated kidnap attempt. 6. Their anger and frustration are likely to stiffen their resistance. 7. Though the flashing emotions are very much on the surface, what makes the piece particularly interesting is Pirandello's characteristic observation of the tragedy and frustrations below the surface of the comedy, and the dazzling contrasts between reality and deception. 8. She led him about, showing him all the electrical devices. They delighted him. He must press the electric buttons and observe all the resulting phenomena. 9. They said they would observe the cease-fire if the other side abided by it. 10. Hands in pockets, he lounged over to Finch, and, with an eager smile lighting his clever, humorous astonish face, observed: "I want to tell you, Whiteoak, how awfully pleased I am with your performance today." 11. Finch, scarcely noticed by the family once their rejoicing over his return had subsided, was only an observer of this drama. 12. This was what he always left out of account — the accuracy of her observation. 13. He recalled the imposing facade of the house. 14. Mrs. Brooke set briskly about her self-imposed task of retrieving the family fortunes. 15. His grandmother! That imposing, sinister old woman! 16. The seven accused had been held in jail since the weekend, when the judge imposed stiff jail-sentences on them for contempt of court during the noisy trial. 17. A partial ban was imposed on the students' committee. 18. After several planes had been hi-jacked, the airlines imposed tight security measures. 19. They protested against minority groups imposing silence on speakers. 20. New restrictions on travel were reported to have been imposed. 16. Paraphrase the following sentences using your active vocabulary: 1. The secretary handed the booklets to all the participants in the conference. 2. The two parties decided to discuss matters in order to come to an agreement. 3. On several occasions he did more than he had authority to do. 4.1 wish he hadn't got mixed up in this. 5. I've rescued Jane from a sense of defeat and disappointment. 6. She is a better dancer than her teacher used to be in her youth. 7. The Browns were popular in town and a lot of parents ardently desired that their little boys should be the playmates of the Browns' only child. 8. This girl is in the habit of noticing things. 9. The Browns used to celebrate all the holidays. 10. When they learnt what he was up to they decided not to let him put his scheme into effect. 11. The old lady's appearance and character never failed to impress people. 12. The talks went off extremely well. 13. The building of the house will require great expenses. 14. The teacher remarked that the woman's son was too vivacious. 15. The suspect was closely watched by the police. 16. Every citizen is to pay an income tax. 17. Use the active word combinations and vocabulary of this lesson to make up a sentence or question to provoke the given remark: 1. Oh, this surpassed my expectations! 2. Naturally, these plans were doomed to failure from the start! 3. Yes, indeed! And that's why he got his bearings very quickly! 4. That's why a considerable fine was imposed on him. 5. Easier said than done! 6. You don't say! Can he have paid me such a compliment? 18. Translate the following sentences into English using your active vocabulary: 1. Переговоры между этими фирмами не прекратились бы, если бы в стране не начался энергетический кризис. 2. Ожидают, что переговоры между двумя премьер-министрами возобновятся и будут проходить в Лондоне. 3. Договаривающиеся стороны не смогли прийти к соглашению, и политические обозреватели полагают, что переговоры обречены на провал. 4. Министры иностранных дел встретились, чтобы договориться о встрече на высшем уровне. 5. Результаты переговоров превзошли все ожидания. 6. Сражение повлекло за собой большие потери в живой силе и технике. 7. В 1914 году многие государства оказались втянутыми в первую мировую войну. 8. После беспорядков в городе был введен комендантский час. 9. Дом выглядел очень внушительным, и у Каупервуда появилось честолюбивое стремление купить его. 10. Джемма разделяла стремление Овода посвятить себя освобождению Италии. 11. Наблюдательный человек сразу бы понял, что попытки навязать таким людям свое мнение связаны с известным риском. 12. Он был уволен из полиции за действия, которые официально были квалифицированы как превышение власти. 13. Врач сказал, что больной должен быть под постоянным наблюдением, с какими бы трудностями это ни было связано. 14. Миссис Смит ходила в церковь и соблюдала религиозные праздники, но ей не удалось навязать свои взгляды сыну. 15. Оставь меня в покое, я не хочу ввязываться в это дело. 16. Этот честолюбивый замысел сопряжен с большим риском. 17. Наблюдательная девочка не могла не заметить безысходного отчаяния сестры. 18. «Соблюдение этих правил требуется от всех, кто принят в нашу школу, — сказал м-р Ривз. — Правила устанавливает школьный совет». жүктеу/скачать 446 Kb. Достарыңызбен бөлісу:
|