- •Unit one
- •Commentary Notes
- •1. Beautiful, wonderful, watchful
- •2. At Columbia
- •3. On the East Side
- •Structural patterns
- •Vocabulary
- •N ow {that)
- •Exercises
- •I. Translate the following phrases and sentences from the text:
- •II. Give the principal forms of the following verbs:
- •III. Find in the text English equivalents for the following Russian phrases and sentences. Use them in situations based on the text:
- •IV. Answer the following questions:
- •VI. Talk about:
- •VII. Make up a character sketch of Erik Gorin as you see him.
- •VIII. Suggest a title for the text and give reasons for your choice.
- •XI. Translate the following sentences using the structural patterns:
- •XIII. Give English equivalents for the following short sentences (see Vocabulary and Ex.III):
- •XIV. Suggest Russian equivalents for the word combinations in bold type and explain the use of the synonyms in the following sentences:
- •XV. Read the following sentences paying careful attention to the words and word combinations in bold type. Suggest their Russian equivalents:
- •XVI. Translate the following situations paying careful attention to the words and word combinations in bold type:
- •XVII. Read the text and retell it following the points in the outline given below. Make a list of the words and word combinations in the text which you could use to develop each point:
- •Outline
- •XVIII. Make up situations based on the episode from the autobiography of Charlie Chaplin using the following word combinations and structural patterns:
- •Revision (Unit One)
- •Additional material
- •Vocabulary Extension
- •Outline
Additional material
Vocabulary Extension
Read the following excerpt from the book «Live with Lightning» by Mitchell Wilson. Retell it following the points in the outline. Make use of the word combinations listed below each point:
The physics department had two undergraduate divisions for freshman physics. The division in which Erik taught was meant only for those students who intended to devote themselves professionally to engineering, medicine, or to one of the physical or biological sciences.
Fifteen hours of laboratory teaching a week required a minimum of five additional hours to correct reports and quizzes and another three or four hours to prepare for the demonstrations. This in itself was a full-time schedule; but to Erik, it had to be subordinated to his own studies. His lectures consumed another fifteen hours a week and this in turn required a minimum of an additional fifteen hours of reading. His work began at eight o'clock, and he went to bed, when he finished at midnight, too exhausted to read any further, and too dull to talk, and only vaguely satisfied that he had just managed to complete the minimum of all the work he had planned.
In whatever spare time he could find, he read the current research journals, trying to understand the implications of the experiments which were being performed throughout the world; but he always bogged down. He didn't know enough. Sometimes he despaired of ever learning anything at all.
Through the rushing time of that year, Erik lived on two levels - one of complete absorption in his work, a driving passionate desire to stuff himself as full of knowledge as he could; and the other one of hurried meals, of exhausted sleep and comparative loneliness.
Outline
The division where Erik teaches (the physics department; to be meant for; to devote oneself to).
The conditions under which Erik works (to require a minimum of; to correct reports and quizzes; to prepare for demonstrations; a full- time schedule; to be subordinated to; to consume time; in return; at midnight; to be too exhausted to do smth; to manage to do smth; to complete smth).
Erik tries to find time to work for his doctorate (to find spare time; to read the current research journals; to understand the implications of the experiments; to despair of doing smth).
Erik lives on two levels (complete absorption in one's work; to stuff oneself as full of knowledge as one can; hurried meals; exhausted sleep).