P art One 1st Year
Iitroduction: Layout (or Presentation) of Written Work In English schools, universities and colleges, written work is usually t out (or presented) in the following way: 1. A margin1, 2-3 cm wide, is drawn in pencil on the left, unless there a printed margin. It should be straight, and therefore drawn with a ruler. 2. The date is written in the top right-hand comer. It may be written in rious ways: (I) 15th December, 2004 (II) December 15th, 2004 (III) 15 December (,) 2004 1 ,, , ..._,.
(IV) December 15 (,) 2004 } More modem' simPllfied forms
[• Ш There is a tendency nowadays to omit full stops after abbreviations, and commas before the year. These are read as follows:
(I) and (III) — the fifteenth of December, two thousand and four.
(II) and (IV) — December the fifteenth, two thousand and four.
The words the and of, although usually spoken, are never written in I headings and only occasionally in continuous prose.
Abbreviations of the names of the months (e. g. Jan, Feb, etc.) should | in general be reserved for notes (конспекты) and other types of writing | where it is important to save time or space.
The same applies to forms such as 15.12.04, which are used mainly on forms (бланки), lists, labels, etc. Note that Americans put the month first, for example: 12.15.04.
The date is usually underlined.
3. The name, year and group number should be put in the top left-hand corner, against the margin, and also underlined. Years and group numbers should be written as follows:
3rd year, group 1; or 3rd yr, group 1; or III—1.
If necessary, "English Department", for example, can be put in brackets at the end.
4. The heading may be written: either in the centre (the usual place) or on the left, against the margin.
All the words in a heading should be written with a capital letter except for articles and prepositions.
The words "page" and "exercise" in headings can be abbreviated: Page — p.; Exercise — ex., e. g. p. 24, ex. 3.
Paragraphs should be clearly indicated. Each new paragraph should be indented (that is, it should begin a little way in from the margin). All other lines should begin right against the margin.
Abbreviations, such as e. g., etc., i. e. and the яя^-sign (&) should be avoided in the body of the work. They should be reserved for notes, etc. In addition, numbers up to at least twenty are best written in words.
EXAMPLES OF LAYOUT
1. An exercise done in a book which has the student's name, year and group number on the cover:
Page 25, Ex. 6 20th December, 2004
1
2
3 (and so on).
2. A composition done on paper:
Irina Ivanova, II — 3
20 December 2004
My Favourite Book
Lesson 1
Spelling: English Syllables. The First Type of Syllable
Vowel letters in English are pronounced according to their position in the word, i. e. according to the type of syllable they form. Traditionally there are four types of syllables. The first type, the open syllable, may consist of:
consonant + vowel: go, me, by;
consonant + vowel + consonant (except r) + silent e: take, Pete, like, tone, tune.
In an open syllable the pronunciation of vowel letters coincides with their alphabetical definition: a [ei], e [i:], i [ai], о [ou], u [ju:]. But these same sounds may be represented by other means, i. e. other combinations of letters, and in different positions:
[ei] represented by a in open syllables: made, tame, sake, Asia, age, mane, pane, sale, tale, male, brake, gate, plane, grate, waste.
[ei] represented by ai: main, rain, chain, remain, again, explain, exclaim, contain, sail,pain,painter, tail, mail, stain, wait,paid, raid, train, laid, raise, afraid, praise, pail, vain, maid, plain, gait, waist.
[ei] represented by ea: break, great, steak.
[ei] represented by eigh: neighbour, weigh, weight, freight, sleigh.
[ei] represented by a followed by nge, ste: range, strange, arrange, haste, paste, waste.
[ei] represented by ay: may, day, way, play, pray, tray.
[ei] represented by ei (in the middle of the word) or ey (when final): veil, vein, reign, prey.
[ai] represented by i and у in open syllables: dine, mine, time, style, pie, nylon, dye, good-bye, side, by, type.
[ai] represented by i before mb, nd, Id: mind, mild, kind, climb, child, find.
[ai] represented by igh: sigh, sight, night, right, high, playwright, bright, slight.
[ai] represented by uy: buy, guy.
[i:] represented by e in the open syllable: eve, me, these, scene, extreme, complete.
[i:] represented by ее: sleep, meet, keep, street, sweet, deep, green, feet, speed, -teen, beef, feel, cheek, speech, sleeve, beet, been, breed, reed, heel, steel, week, beech, teeth, geese, see, three, tree, flee, feed, proceed.
[i:] represented by ea: sea, leaf, lean,please, peace, tea, reach, read, repeat, disease, conceal, reveal, eagle, treat, East, least, seat, weak, speak, reason, treason, heat, meat, beat, beach, breathe.
[i:] represented by ie: chief, brief, belief, piece.
[i:] represented by ei: receive, perceive, seize.
[ou] represented by о in the open syllable: stone, smoke, so, rode.
[ou] represented by oa: coat, toast, road, boat, loaf, coach, roast, approach, coal, goat, loan, groan.
[ou] represented by о before Id, st: cold, told, old, gold, hold, bold, sold, most, post, ghost.
[ou] represented by ou: shoulder, poultry, soul, though.
[ou] represented by ow: know, sow, low, bow, grow, snow. Also remember: sew.
[ju:] represented by и in the open syllable: tube, tune, huge, use, useful, Susan.
[ju:] represented by ew: new, few, dew, ewe, news.
[ju:] or [u:] represented by ue: due, sue, blue.
[u:] represented by ui: juice, fruit, bruise, cruise, suit.
Exercise 1. Write the following words in spelling. If there are two ways of expressing the vowel sound, give both variants, translating the words into Russian.
[reiz]L [weist] (2), [weit] (2), [rein], [ pleirait], [bri:d], [gi:s], [bri:5], rtri:z5n], [di zi:z], [tfirf], [n'si:v], [bi'lirf], [si:z], [pi:s] (2), [steik], [stoun], [kout], [kould], [louf], [roud], [roust], [fould], [goust], [gout], [soul]Jbou], [groun], [dju:], [su:t], [bru:z], [nju:z], [d3u:s], [breik] (2), [ neiba], [salt], [fi:d].
SENTENCES FOR DICTATION
A. 1. We drank a toast to the bride and bridegroom. 2. English people often eat toast with butter and marmalade for breakfast. 3. Your hands are still dirty; wash them again with soap. 4. The boy looked hungrily at the loaf of brown bread in the shop-window. 5. The tourists were taken to the beach in a coach. 6. Roast beef is an English national dish. 7. Our ship was wrecked off the Spanish coast. 8. A hot coal dropped from the fire and burnt a hole in the carpet. 9. Goats are kept for their milk, flesh and hair. 10. The house is haunted by ghosts. 11. The boys stood close together, shoulder to shoulder.
B. 1. There were drops of dew on all the leaves. 2. My salary is due tomorrow. 3. After due consideration he decided to accept the proposition. 4. Nobody thought that Soames would sue Bosinney for that money. 5. He liked to have a glass of tomato juice before his dinner. 6. The boy fell down the stairs and the next day he was covered with braises.
Lesson 2
Spelling: The Second Type of Syllable
The second type, the closed syllable, consists of: consonant + vowel + one or more consonants (including double r. A single r forms other types of syllable).
The letter a in a syllable of this type is pronounced as [ж]: apple, cat, map, battle, barracks.
The letter e is pronounced as [e]: get, red, tell, letter.
The [e] sound can also be represented by the letters ea: deaf, spread, health, wealth, breath, ready, pleasant, weather, treasure, peasant, meadow, instead, death, measure.
The letters i,y are pronounced as [i]: sit, pit, system, mystery, symmetry, symbol, myth, rhythm, gypsy.
The letter о is pronounced as [o]: not, hot, bottle, sorry.
The sound [o] can be represented by a after w: want, watch, wander.
The letter и is pronounced as [л]: nut, hurry, butter, summer.
The [л] sound can also be represented by:
the letter o: above, love, among, brother, colour, dozen, glove, government, honey, money, stomach, tongue, wonder, worry, comfort, company, front, oven, onion, thorough.
the combination ou: country, couple, cousin, courage, trouble, southern, double, enough, rough, tough, nourish.
Remember: blood, flood, twopence.
The [u] sound can be represented by: (1) letter u: put; (2) the letters oo: book, hook, took; (3) the letters ou: wound.
Exercise 1. Dictation (on the blackboard):
man — men; cup — cap; hand — hen; tub — map; than — then; rub — ran; stand — stem; stumble — tan.
sleep — slip; leave — list; street — still; leaf— live; feet — fit; reach — rich; free — fist; repeat — pit; feel — fill; retreat — trip; heal — hill; desease — silly; deep — dip; conceal — sit; weep — whip.
reveal — sweet; nut — done; eagle — beef; cut — dove; treat — speed; hut — dozen; least — cheek; summer — money; beast — weep; hurry — worry; reason ■— deep; butter — stomach; nut — tongue.
(d) wonder — enough; colour — double; monkey — courage; government — flood; glove — rough; brother — couple.
(e) pen — head; whether — weather; red — bread; pencil — pleasure; step — health; pen-knife — peasant.
Exercise 2. Arrange the following words in two columns according to the different pronunciation of tile combination ea:
clean, read, head, pleasure, treasure, threat, reason, heat, please, measure, treason, teacher, instead, creature, spread, thread, weak, deaf, East, eagle, death, health, meal.
SENTENCES FOR DICTATION
A. 1. He was so hot he could not sleep. 2. He slipped out of bed and went up to the window. 3. Be careful, you may slip here. 4. You may dive safely here, the l^ke is deep enough. 5. He dipped his hand into the bag and brought out a handful of wheat. 6. Do you feel better now? 7. Here is a glass, Mary. Fill it with water, will you? 8. The knife is made of steel. 9. Still waters тщ deep. 10. Mother tried to comfort her weeping child.
11. He thought h^w cruel it was to whip such a little boy. 12. I'm so tired that I'm not fit for anything. 13. His feet are like ice. Give him something hot to drink and put him to bed. 14. These shoes must be soled and heeled. 15. The path led t<j a distant hill. 16. It was early spring and the trees in my garden were covered with green leaves. 17. The boy looked up and suddenly a pleased grin appeared on his face. 18. He leaped towards the beast with a knife in his hand.
B. 1. After a thorough examination the patient was sent to hospital. 2. Don't forget titot the child is still very weak. You must give her only light and nourishing food. 3. His ungloved hands were rough and cold. 4. They were driving with breath-taking speed. 5. Halfway up the mountain he stopped to take hi& breath. 6. A meadow is a piece of grassland, especially one kept for hay. 7. Treasure Island is one of the best books for children.
If the dinner w^its another minute, the steak will be as tough as leather.
A person who lives in the South is called a southerner. 10. Tom realized that it would take a lot of courage to enter the dark and empty cave. 11.1 remember wftll that plate of ham and tongue. It was dry and unappetizing.
12. Will you do it; for me, honey? (The word honey is used in American English as an endearment.) 13. Don't worry, your son is going to be all right in a couple of weejks. 14. I'm just wondering what he is going to do next. 15. The kitchen w^s clean and bright, with an electric oven and lots of shining pots and pans. A ctelicious smell of onion soup hung in the air.
COMPOSITION EXERCISES. First read the following passage.
Jim arrived h<bme and discovered that he had forgotten his door key. He rang the bell, lbut nobody came to open the door. He rang again, and waited, but still there was no answer. He walked round the house to see if he could find an Open window, but they were all locked. It was beginning to rain and he didn't know what to do. Dorothy, his wife, had obviously gone out, and he Qiidn't know where she had gone to, or when she would return. He waited for half an hour. Still nobody came. Finally, feeling wet and cold and angry, he picked up a big stone and threw it through the
kitchen window. Just as he had unlocked the window and was climbing through it he heard the front door open. His wife had come back!
(a) Complete these sentences:
1. Jim couldn't enter his house because .... 2. He realized that his wife ... . 3. He decided to break a window because ... . 4. He was climbing through the window when ....
(b) Retell this incident as it might be told by Dorothy. Begin like this:
Jim, my husband, always arrives home from work at 6 p. m. One evening I had to go out unexpectedly ....
Lesson 3
Spelling: The Third Type of Syllable
A syllable of this type consists of a vowel followed by r. It represents • a long vowel sound.
The letter a in syllables of this type is pronounced [a:]: e. g. tar, bar, target, farther, large, park.
Remember some other ways of representing this sound in the words: clerk, heart, hearth, and also: laugh, laughter, draught, aunt.
The letter о is pronounced [o:]: nor, sword, forth, corn, torn, lord, cord, born.
Remember the words where this sound is represented by the following combinations of letters:
oar: oar, board, roar, boar, coarse, hoarse;
au: pause, laundry, cause, saucer, applause, applaud, sauce, August, fault, haunt;
aw: law, draw, shawl, awful, withdraw, paw, saw, straw, dawn, lawyer, lawn, thaw, raw, awkward, trawler;
augh and ough (before t): oughtjought, caught, haughty, thought, sought, taught, naughty, brought;
our: course, court, your, source, four, pour.
The letters e, i,u + r are pronounced as [э:]:
(a) er: term, berth, perfect, mercy, German, prefer, emerge, serf, nerve, refer, insert, serve, concern, serpent, certain.
Note that in some words the sound [э:] is represented as ear: earth, early, earn, earl, heard, pearl, learn, search;
ir: fir,first, birth, affirm, girl,firm, bird, stir, skirt, birch, thirsty, third, shirt, confirm, sir, dirty;
ur: fur, curve, furnish, curse, burn, spur, furniture, surgeon, purse, turn, return, surface, sturgeon, curtain, occur, curl, surname, surf, hurt, disturb, burst, turnip, urgent.
Exercise I. Supply the missing letter (or letters) for the [з:] sound. Group them according to the way the [з:] sound is represented. Translate the words into Russian.
t — rm, f— r (2), b — rth (2), st — r, rly, G — rman, sh — rt,
s — rname, ret — rn, b — rch, ins — rt, d — rty, s — rpent, s — rface,
f — rm, n — rve, th — rsty, с — rtain, t — rn, p — rse, m — rcy, rn,
sp — r, sk—rt, s — rmon, s rch, с—rtain, p rl, с—rse, b — rn,
em — rge, — rgent, h — rt, m — rth, b — rst.
Exercise 2. Copy the sentences, choosing a suitable word from the list at the end of the exercise to fill in the blanks. Translate into Russian.
1. The ... is considered the centre of family life. 2- It's not my ... that you don't know anything. 3. They say this old house is .... 4. What is the ... of your information? 5. In the ... of the year the boy grew taller and stronger. 6. The meeting was at nine o'clock, which was an ... time for many people. 7. You'll catch cold if you sit in a ... . 8. The nobles used to treat the common people with ... contempt. 9. Your daughter is at a ... -school, I hear. 10. He stretched his cold hands to the fire which was ... in the ... . 11. Carelessness is often the ... of fires. 12. The ... must take its course; ... cannot save you from punishment. 13. The wrongdoer is constantly ... with fear of being caught.
hearth, burning, fault, cause, source, law, haunted, lawyers, haughty, draught, boarding, awkward, board, course.
SENTENCES FOR DICTATION
1. Don't laugh at the boy, you will hurt his feelings. 2. A draught through the cracks in the window-frame stirred his night-shirt. 3. He stood on the hearth-rug, his hands folded behind his back. 4. The boy caught at the oar and his friends pulled him into the boat. 5. Why are you speaking in such a hoarse voice? — I caught cold yesterday at the skating-rink. 6. People take their clothes to the laundry to have them washed. 7. His appearance on the stage called forth a storm of applause. 8. I'm sure it is not my fault that we are late. 9. Will you draw the curtains, please? 10. It usually begins to thaw at the end of March. 11. He spends all his time in his little garden, from dawn till dusk. 12. This is really an awkward situation. 13. I'm awfully sorry but I can't find your shawl anywhere.
A Text for Reproduction
Miss Robinson had been taking driving lessons and trying to pass her driving test for several years, but she had failed every time because she always became too excited and did silly things when she was driving a car. Now she was taking her test again, but she made so many mistakes that she was sure that she had no chance of passing, so she was very surprised when the examiner nodded at the end of her test and said, "All right, Miss Robinson, I'm going to pass you."
The next morning, she went out in her car alone for the first time. Her face was red, her hands were sweating and she was hardly able to believe that it was no longer necessary for her to have a good driver with her in the car whenever she went out in it.
She came to the first traffic lights and was very glad when she managed to stop the car quite smoothly and at the right place in the street. She did not want to look foolish in front of other drivers in the street.
While she was waiting for the lights to change from red to green, an old lady came to the window of her car, and when Miss Robinson opened the window and looked out, the old lady asked whether she was going into the town.
"Yes," Miss Robinson answered, "I am. I am going to the Public Library."
"Will you please take me as far as the market-place?" the old lady asked. "I have an appointment at the hospital, and there isn't a bus for another hour."
Miss Robinson had still not really understood that at last she had passed her test, and now she surprised the old lady very much by answering, "I'm very sorry, but I can't drive."
(from Intermediate Comprehension Pieces by L. A. Hill)
Exercise 1. Answer the following questions:
1. Why did Miss Robinson think that she would fail her test again? 2. What had Miss Robinson had to do before she passed her test which she did not have to do after she passed it? 3. Why did the old lady speak to Miss Robinson? 4. Why was the old lady surprised when Miss Robinson said she could not drive? 5. Why did Miss Robinson say that she couldn't drive?
Exercise 2. (a) Reproduce the story, including a detailed answer to questions 4 and 5. (b) Compose a story for the old lady to tell her friends in the evening after the incident. Begin it in the following way:
"I had a very strange experience this afternoon. I was going to town and wanted a lift because ..." Let the old lady also explain why she went up to Miss Robinson's car, how the girl at the wheel looked, and what she thought of her behaviour.