- •Обсуждаем социальные и нравственные проблемы современного общества
- •Часть I
- •Isbn 978-5-88983-149-5 © Московский государственный
- •Предисловие
- •The thorn birds
- •Exercises
- •Vocabulary a
- •1. Paraphrase the underlined parts of the following sentences.
- •2. Find in the text the English equivalents of the expressions below.
- •3. Translate the following sentences using your active words and expressions (Ex 2).
- •4. Find in the text idioms and set expressions, equivalent to the following Russian words and phrases. Use them to translate the sentences below.
- •5. Bring out the contextual meaning of the following phrasal verbs. Fill in the gaps in the sentences below with suitable verbs.
- •6. Look up the words below and give their derivatives.
- •7. Think of possible collocations with the following verbs.
- •8. Look up the following synonyms and explain their difference.
- •9. Choose the most suitable word to fill in the gaps.
- •10. Bring out the implicit meaning of the following stretches of text.
- •11. Translate the following situations using the active vocabulary of the lesson.
- •12. Discussion
- •13. Read about the rules of ordering information in discourse (supplement. I) and do the assignments below.
- •A) Make the sentences emphatic using the devices of fronting, inversion and cleft sentences.
- •Vocabulary b
- •1. Read the following sentences and suggest Russian equivalents of the parts in bold type.
- •2. Fill in the gaps with appropriate prepositions where necessary.
- •3. Translate the sentences below into English using your active vocabulary.
- •4. Retell a newspaper article using your active items (Vocabulary b).
- •5. Render the following situations into English using your active vocabulary (a and b).
- •6. Write a précis of Text 1 (for tips, see supplement. Academic writing). Text 2 one pair of hands
- •Exercises
- •Vocabulary a
- •1. Paraphrase the underlined parts of the following sentences.
- •2. Find in the text English equivalents of the following words and expressions.
- •Connected with housework
- •Miscellaneous
- •4. Translate the sentences below using your active vocabulary (Ex. 1-3).
- •5. Suggest Russian equivalents of the following English phraseological units. Translate the sentences below into English using suitable idioms.
- •6. Look up the words below and give their derivatives.
- •7. Think of possible collocations with the following words.
- •8. Look up the synonyms below and explain their difference.
- •9. Choose the right word to fill in the gaps.
- •10. Bring out the meaning of the phrasal verbs below and illustrate their usage by your own sentences.
- •11. Use the phrasal verbs listed above to fill in the gaps in the following sentences. Each verb should be used twice.
- •12. Fill in the gaps with appropriate prepositions where necessary.
- •13. Bring out the contextual meaning of the adjectives below and give their Russian equivalents. Think of possible collocations with them.
- •14. Translate the following sentences using the active vocabulary of the lesson.
- •15. Look up the English idioms listed below in the left-hand column and match them with the corresponding Russian equivalents in the right-hand column. Use the idioms while discussing the text.
- •16. Discussion
- •17. Read the text given below and do the following assignments:
- •II. To decline – deny – give up – refuse – reject – turn down
- •3. Translate the following sentences into English, using one of the synonyms.
- •To accept – acknowledge − admit – adopt – assume – confess – recognize
- •II. To decline – deny – give up – refuse – reject – turn down
- •4. Make a review of a newspaper article using your active vocabulary. Text 3 there’s no time for “housewife’s blues”
- •Exercises
- •1. Paraphrase or explain the underlined parts of the following stretches of text.
- •2. Find Russian equivalents of the following words and expressions. Use them in situations based on the text.
- •3. Bring out the meaning of the following phrasal verbs and use them to complete the sentences below. Make up sentences of your own to illustrate the given verbs.
- •4. Bring out the meaning of the following set expressions and idioms.
- •5. Use the expressions given above to translate the following sentences.
- •6. Look up the synonyms and explain their difference. Fill in the gaps choosing the most suitable option.
- •9. Translate the following sentences using you active vocabulary.
- •10. Discussion
- •11. Read about means of text cohesion (see supplement: III. Aspects of Cohesion) and do the following assignments.
- •1) Describe the way you usually tidy up your flat/ room. Put the jobs in the right order and make up a cohesive text using suitable link-words, like in the sample below:
- •12. Read the text below and do the following assignments:
- •2) Introduce paragraphs where necessary;
- •3) Give the text a suitable title.
- •Text 4 taking over
- •Exercises
- •2. Paraphrase or explain the following stretches of text paying special attention to their underlined parts.
- •3. Supply Russian equivalents of the words and word combinations below. Reproduce the sentences in which they were used in the text.
- •5. Use the vocabulary items above to translate the following sentences.
- •6. Scan the text again and make up a list of words that denote domestic appliances and kitchen utensils.
- •7. Look up the semantically related words below and explain their difference.
- •9. Translate the following situations using your active vocabulary.
- •10. Bring out the implicit meaning of the following stretches of text.
- •11. Discussion
- •1. Find in the text examples of parallelism (for tips, see supplement: III. Aspects of Cohesion)
- •2. Find in the text the words/ phrases which fit the following definitions.
- •3. Discuss the following.
- •Revision
- •General discussion
- •1. Decide what is most important to you about where you live. Grade the list of items that follow (from 1 to 14). Explain your motives.
- •2. Discuss the following
- •Text 5 family budget
- •Distinguish between Wants and Needs
- •Pay Back Your Debt
- •Concentrate on Your Investments
- •Keep Track of Your Credit Report
- •Exercises
- •Paraphrase or explain the following sentences concentrating on their underlined parts. Think of a good translation of these sentences into Russian.
- •2. Explain the difference between:
- •3. Suggest Russian equivalents of the expressions below.
- •4. Translate the following sentences into English using the vocabulary listed above (Ex. 2 and 3).
- •5. Look up the following synonyms and complete the sentences below using the most suitable word in each case.
- •6. Look up the following words and find their derivatives and collocations.
- •7. Translate the situations below using your topical vocabulary.
- •8. Comment on the following stretches of text.
- •9. Discussion
- •10. Read the following article and do the assignments given below.
- •1. Fill in the gaps with appropriate verbs of reporting, try to avoid repetition. For tips, see supplement: IV. Appropriate language (reporting).
- •2. Bring out the message of the article and discuss it.
- •Text 6 class distinctions in modern britain
- •Exercises
- •1. Paraphrase the following sentences focusing on their underlined parts.
- •2. Find in the text English equivalents of the following.
- •3. Translate the following sentences using the items listed above.
- •6. Explain the meaning of the idioms below and give their Russian equivalents
- •7. Use the words and expressions mentioned in Ex. 4–6 to translate the following sentences.
- •9. Look up the following synonyms, explain their difference and illustrate them by your own examples.
- •11. Choose the correct word to fill in the gaps.
- •12. Scan the text again and find words/ phrases which mean the same as:
- •13. Comment on expand on the following sentences.
- •14. Find evidence in the text to confirm or to refute the following statements. Make use of the items mentioned in Ex. 12.
- •15. Discussion
- •5) What is the main aspect of social identity in Britain and in Russia?
- •1) Find in the text the following expressions and use them while discussing the questions below.
- •2) Discuss the following.
- •1. Match the definitions with the correct money word:
- •2. Choose the correct word to fill in the gaps.
- •2) Alimony – allowance – benefit – maintenance – pension – welfare
- •3) Gain – interest – proceeds – profit – surplus
- •4) Grant – scholarship – subsidy
- •5) Miscellaneous
- •3. Revise the material of Texts 5 and 6 and render the following into English.
- •6. Render the following article into English and be ready to discuss it.
- •7. Points for discussion
- •Final discussion
- •1. Think of a good translation of the quotations below and comment on them.
- •2. Comment on the proverbs in connection with the topic under discussion.
- •The three fat women of antibes
- •Exercises
- •Vocabulary a
- •1. Translate the following stretches of the text into Russian.
- •2. Paraphrase the underlined parts of the following sentences.
- •3. Suggest Russian equivalents of the words and expressions below.
- •5. Bring out the meaning and suggest Russian equivalents of the following idioms. Use them in the situations based on the story.
- •6. Translate the following sentences using the words and expressions listed above (Ex. 3 – 5).
- •7. Look up the following phrasal verbs and use them in your own situations.
- •8. Fill in the gaps using the abovementioned phrasal verbs.
- •9. Translate the sentences using the phrasal verbs (Ex.7).
- •13. Look up the following synonyms and explain their difference.
- •14. Fill in the gaps with one of the synonyms.
- •15. Look up the following words related to the concept of eating and discuss their semantic peculiarities; illustrate their usage with examples from the text or your own sentences.
- •16. Match the following definitions with the words above.
- •17. Suggest Russian equivalents of the following set expressions and comment on the symbolic meaning of their word-components denoting animals.
- •A) Match the method of cooking and its definition.
- •19. Fill in the gaps with the most suitable word.
- •20. Translate the following situations using the active vocabulary of the unit.
- •21. Comment on the following sentences in connection with the text and bring out their implicit meaning.
- •22. Discussion
- •23. Make up character sketches of Arrow, Beatrice, Frank, and Lena Finch.
- •24. Read the following text and do the assignments below.
- •In search of english food
- •Vocabulary b
- •1. Learn the following words and expressions.
- •2. Read the following sentences and translate them into Russian. Pay special attention to the parts in bold type.
- •3. Look up the following synonyms and try to explain their difference. Fill in the gaps in the sentences below with one of the synonyms.
- •4. Use your active expressions to translate the sentences below.
- •5. Make a review of current news using your active words and expressions (Vocabulary b). Text 2 ten tips on healthy eating
- •Exercises
- •1. Interpret the following sentences.
- •2. Find in the text the following words and word-combinations and translate them into Russian.
- •5. Look up the phrasal verbs and use them to complete the sentences below.
- •6. Translate the following sentences using your active vocabulary (Ex. 2–4)
- •7. Look up the synonyms and be ready to discuss their difference.
- •8. Use the most suitable word to fill in the gaps in the sentences below.
- •9. 1) Fill in the blanks in the following item with the words given below. Each word may be used only once.
- •2) Give some other examples of a special diet. Specify the peculiarities of food selection in each case.
- •1) Find in the text the expressions below and give their Russian equivalents.
- •2) Discuss the following questions using your topical vocabulary.
- •11. Read the following item and do the assignments given below.
- •1) Scan the text and find in it words and expressions which mean the same as:
- •2) Discuss the text, express your opinion of the recent trends in food manufacturing and people’s eating habits.
- •Revision
- •General discussion
- •I. Study the table below and comment on the facts given there.
- •II. Read the following quotations and comment on them.
- •III. Translate the statements below and discuss them.
- •IV. Comment on the following proverbs and sayings in connection with the problems under discussion.
- •Valley of the dolls
- •Exercises
- •1. Paraphrase the underlined parts of the following sentences.
- •2. Suggest Russian equivalents of the following expressions. Make up sentences of your own to illustrate their use.
- •3. Bring out the meaning of the following phraseological units and give their Russian equivalents. Use these expressions to translate the sentences below.
- •4. Find out the meaning of the following phrasal verbs and make up sentences of your own to illustrate their usage.
- •5. Fill in the gaps with a suitable phrasal verb.
- •6. Match the adjectives with their definitions. Think of their possible collocations and translate them into Russian.
- •7. Look up the following words and find out their possible derivatives and collocations.
- •8. Fill in the gaps with the most suitable word.
- •9. Translate the following situations using your active vocabulary (Ex. 1 – 8).
- •10. Comment on the following statements. Bring out their implicit meaning.
- •11. Discussion
- •Questions
- •13. Comment on the following.
- •Good beer and good cheer top pubs list
- •15. Read the article connie, 70, campaigns for legal recreational drugs (Reader) and do the following assignments.
- •1) Sum up the article using the words/ expressions below.
- •2. Discuss the following questions.
- •17. Render the following into English using your topical vocabulary.
- •Text 4 louise
- •Exercises
- •1. Paraphrase the sentences below. Pay special attention to their underlined parts.
- •2. Translate the following words and word-combinations into Russian and use them in situations based on the story.
- •3. Use the expressions above to translate the following.
- •4. Look up the following phrasal verbs in a dictionary and comment on their contextual meanings. Use the verbs to fill in the gaps in the sentences below.
- •5. Match the following idioms with their definitions and then use them in the sentences below.
- •6. Look up the following synonymous and semantically related words. Explain their difference and illustrate them by your own examples.
- •7. Describe the characters of the story using the words and expressions below.
- •Louise’s husbands: Tom Maitland and George Hobhouse
- •8. Bring out the implicit meaning of the following stretches of text.
- •9. Translate the following story using the material of the text (Ex 1 - 7).
- •10. Discussion
- •1) Suggest Russian equivalents of the following expressions:
- •2) Discuss the following questions using the material of the unit and the additional vocabulary (above).
- •Write a précis of the article. Text 5 a woman of substance
- •Exercises
- •1. Find in the text the English equivalents of the following expressions.
- •A) connected with one’s health and medicine
- •7. Translate the following situations using the active vocabulary of the unit.
- •8. Discussion
- •9. Sum up the Russian article below in English using your active vocabulary.
- •Final discussion
- •II. Comment on the following proverbs and sayings in connection with the problems under discussion.
- •III. Write an essay on one of the following topics.
- •Exercises
- •2. Paraphrase or explain the stretches of text below paying special attention to the underlined parts of the sentences.
- •3. Look up the following words and expressions from the text and give their Russian equivalents. Use them in situations based on the text.
- •4. Use the vocabulary items above to translate the following sentences.
- •6. Complete the following sentences using the above given verbs.
- •7. Look up the set expressions/ words below and give their Russian equivalents.
- •9. Match the adjectives on the left with their synonyms or definitions on the right. Sort them out according to the type of their evaluation.
- •11. Comment on the stretches of text below and bring out their implicit meaning. Pay special attention to the words and phrases with a symbolic meaning.
- •12. Discussion
- •1. Vocabulary work
- •2. Collect all relevant information necessary to discuss the main issues of the text outlined below:
- •3. Interpret the following concepts.
- •3. Write a summary of the text. Text 2 The Love Nest
- •Exercises
- •1. Bring out the meaning of the following stretches of text. Pay special attention to their underlined parts.
- •2. Translate the following word combinations into Russian and use them in situations based on the text.
- •3. Match the adjectives on the left with their synonyms or definitions on the right. Think of possible collocations with the given adjectives.
- •5. Complete the sentences using the phrasal verbs above.
- •6. Translate the sentences below using your active vocabulary (Ex. 1 – 5).
- •7. Look up the idiomatic expressions below and define their meaning. Comment on their stylistic reference. How does their use characterize a person?
- •10. Discussion
- •Text 3 to marry someone you are crazy about is the greatest blessing of your life
- •Exercises
- •1. Paraphrase or explain the following sentences. Pay special attention to their underlined parts.
- •4. Look up the following phrasal verbs and bring out their contextual meaning. Use the verbs to fill in the gaps in the sentences below.
- •6. Explain the difference between:
- •7. Look up the following idioms, bring out their meaning and illustrate their usage by examples from literary works you know.
- •11. Render the following article into English using your active vocabulary (Ex. 3–7, 10).
- •13. Comment on the following stretches of text.
- •14. Discussion
- •9) Comment on the saying Marriages are made in heaven.
- •The downsized male
- •Sometimes it's hard to be a man
- •What a man's got to do
- •Big boys do cry
- •The alpha male lives
- •Exercises
- •2. Paraphrase or explain the following paying special attention to the underlined parts of the sentences.
- •3. Find in the text the following words and expressions and translate them.
- •4. Use the vocabulary above to translate the situations.
- •5. Use the phrasal verbs to complete the sentences below.
- •6. Suggest Russian equivalents of the following set expressions. Translate the sentences given below.
- •8. Explain the function of the underlined prefixes. Add your own examples to each of the rows below.
- •9. Use the material of Text 4 to render the following into English.
- •10. Before discussing the article scan the text again and do the linguistic analysis outlined below.
- •11. Discussion
- •Revision
- •Лечебная сила семьи
- •Счастье на двоих
- •Final discussion
- •1. Bring out the meaning of the following proverbs and comment on them in connection with the problems discussed in the unit.
- •2. Think of a good translation of the following quotations and give your comment on them.
- •3. Points for discussion
- •5. Write an essay on one of the following topics.
- •(By Irvin Shaw) Exercises
- •2. Paraphrase or explain the following stretches of text paying special attention to the underlined parts of the sentences.
- •3. Suggest Russian equivalents of the following words and phrases from the text.
- •4. Use the words and expressions listed above to translate the following sentences.
- •5. 1) Match the adjectives on the left with their synonyms or definitions on the right.
- •6. Look up the synonyms below and explain their difference.
- •7. Fill in the gaps with one of the synonyms listed above.
- •8. Look up the following set expressions, bring out their meaning and suggest their Russian equivalents. Use the expressions to translate the sentences below.
- •10. Translate the following into English using your active vocabulary (Ex. 3 – 9) and the material of the text.
- •11. Before discussing the text study the additional material given below.
- •What do the following idiomatic expressions mean?
- •Work with partners. Take turns asking and answering the questions below. Use the above mentioned phrasal verbs and idioms in your answers.
- •12. Discussion
- •13. Write an essay about a relationship which has had an important influence on you. Use the material of the unit.
- •14. Read the following story and do the assignments below. Дом, полный любви
- •1. Render the text into English using the material of the unit, as well as the expressions below.
- •2. Interpretation questions
- •Text 2 the old folks’ christmas
- •Exercises
- •1. Paraphrase or explain the following sentences paying special attention to their underlined parts.
- •2. Translate the following words and phrases into Russian and use them in situations based on the text.
- •3. Look up the following phrasal verbs from the text and bring out their contextual meaning. Complete the sentences below with the right verbs.
- •4. Translate the following sentences into English using the vocabulary listed above (Ex. 2-3).
- •6. Explain the difference between the synonyms below and fill in the gaps in the following sentences with the most suitable words.
- •7. Translate the following situations using your active vocabulary.
- •1) Find in the text of the article and translate the following expressions:
- •2) Discuss the following points, using your active vocabulary and the expressions listed above.
- •9. Discussion
- •10. The paragraphs c – h of the text below are presented in a jumbled list. Decide where each paragraph fits. Look out for cultural-historical references and discourse markers.
- •Text 3 teenagers in turmoil
- •Exercises
- •1. Paraphrase or explain the following sentences.
- •2. Look up the following adjectives and nouns. State their contextual meaning in the given text. Make use of these words while discussing the problem of parent – child relationship.
- •3. Suggest Russian equivalents of the following expressions and make up your own situations based on the text.
- •4. Suggest Russian equivalents of the following idioms. Use them, as well as the expressions above (Ex 3) to translate the sentences below.
- •5. Look up the following phrasal verbs and bring out their contextual meaning. Use them to complete the sentences below
- •6. Find out the difference between the following synonymous words and expressions. Fill in the blanks in the sentences below with the most suitable word.
- •A) Adolescent (adolescence) – teenage – young (youth)
- •7. Translate the following using your active vocabulary.
- •9. Discussion
- •10. Read the text below and do the assignment that follow it.
- •1) Find in the text the following expressions and translate them into Russian. Use them while discussing the points given below.
- •2) Questions
- •11. Render the following article into English using the material of the unit.
- •Text 4 all over bar the shouting
- •Exercises
- •Vocabulary а
- •1. Paraphrase or explain the following paying special attention to the underlined parts of the sentences.
- •2. Translate the following words and word-combinations into Russian and use them in situations based on the text.
- •3. Look up the following phrasal verbs and bring out their contextual meaning. Complete the sentences below using the appropriate verbs.
- •4. Fill in the gaps with the appropriate prepositions.
- •5. Translate the following sentences into English using your active vocabulary (Ex.2 – 4).
- •6. Look up the words below and give their derivatives and collocations.
- •7. Bring out the meaning of the following idiomatic expressions and suggest their Russian equivalents. Translate the sentences given below.
- •8. Look up the following synonyms and explain their difference. Use the most suitable word to fill in the gaps in the sentences below.
- •Vocabulary b
- •1. Look up the following synonyms and explain their difference. Translate the sentences below into Russian.
- •2. Complete the following sentences using the most suitable synonym (Ex. 1).
- •3. Learn the following words, expressions and patterns.
- •4. Translate the following into Russian. Pay special attention to the parts in bold type.
- •5. Translate the following situations into English using vocabulary b.
- •6. Discuss the following points using your active vocabulary (a and b).
- •8. Render the following article into English using the material of the unit. Грязные слова
- •1) Translate the following words and word-combinations into Russian and use them while discussing the article.
- •2) Discuss the following.
- •10. Read the following article and do the assignments below.
- •1) Find in the text words and phrases that mean the same as:
- •2) Bring out the meaning of the underlined parts of the text and comment on them in connection with the problem raised in the article.
- •3) Points for discussion
- •Text 5 absolute truths
- •(By Susan Howatch) Exercises
- •1. Paraphrase the following stretches of text paying special attention to the underlined parts of the sentences.
- •2. Suggest Russian equivalents of the following words and expressions and use them to translate the sentences below.
- •4. Explain the meanings of the following phrasal verbs and make up sentences of your own illustrating them.
- •5. Translate the following sentences using the above-mentioned idioms and phrasal verbs.
- •7. Look up the following words and find out their possible derivatives and collocations. Use them to translate the sentences below.
- •8. Look up the following synonyms, explain their difference and translate them into Russian. Complete the sentences below with the most suitable word.
- •9. Translate the following situations using your active vocabulary (Ex. 2 – 8).
- •11. Give Russian equivalents of the following words and make sure you pronounce them correctly.
- •14. Discussion
- •1) Find in the text and translate the following words and expressions into Russian. Be ready to use them while discussing the article.
- •2) Make up an additional list of words relevant to the problem of adoption.
- •3) Discuss the following.
- •16. Reading for detail
- •How it feels to be raised in an orphanage
- •1) Find in the text words and phrases that mean the same as:
- •2) Bring out the meaning of the underlined parts of the text.
- •3) Use the following idiomatic expressions to translate the sentences given below.
- •4) Use the language material of the text to discuss the following issues.
- •17. Render the following article into English using your active vocabulary and the expressions given below.
- •Text 7 thicker than water
- •Exercises
- •Vocabulary a
- •1. Paraphrase the following paying special attention to the underlined parts of the sentences.
- •2. Find in the text the following expressions and translate them into Russian. Use them in situations based on the text.
- •3. Scan the text again and write out words and phrases pertaining to law and legal proceedings. Make up your own sentences to illustrate their use.
- •4. Look up the following idioms and suggest their Russian equivalents. Translate the sentences given below.
- •5. Look up the following phrasal verbs and bring out their contextual meaning. Complete the sentences below using the most suitable verb.
- •6. Look up the following synonyms and explain their difference. Fill in the gaps in the sentences below with the most suitable word.
- •7. Translate the following into English using your active vocabulary.
- •8. Discussion
- •1) Find in the article the words and expressions below and translate them into Russian.
- •2) Use the vocabulary listed above while discussing the following points.
- •Vocabulary b
- •2. Look up the following words and collocations and suggest their Russian equivalents.
- •4. Complete the following sentences using the most appropriate word.
- •6. There are many crimes and offences apart from the few mentioned above.
- •7. Read the following text and put each of the words below into its correct place. Discuss the problem raised in the article.
- •1) Make up a list of words and expressions related to the subject of crime and punishment to add to your active vocabulary (b).
- •2) Discuss the points below using the material of the article.
- •Final discussion
- •1. Bring out the meaning of the following proverbs and comment on them in connection with the problems discussed in the unit.
- •2. Think of a good translation of the following quotations and give your comment on them
- •3. Render the following quotations into English.
- •4. Talking points
- •5. Write an essay on one of the topics.
- •Reader Text 1 the politics of housework
- •Text 2 being a househusband
- •Text 3 the us public welfare
- •Imagine a world of givers
- •Text 5 control your food cravings
- •Text 6 another gene genie out of the bottle
- •Text 7 connie, 70, campaigns for legal recreational drugs
- •Text 8 beauty of the body
- •Text 9 health: a game of skill or a game of chance?
- •Text 10 the family unit
- •(Compiled from www.Socialevils.Org.Uk/the-decline-of-the-family.Html Text 11 city girl
- •Text 12 perfect match
- •Text 13 what’s wrong with marrying for love
- •Text 14 romantic love
- •Text 15 margaret thatcher. Biography
- •Text 16 parents are too permissive with their children nowadays a Parent Must Tell Children “I’m in charge”
- •Text 17 what’s in a name? Would you believe a man named Lynn, a woman named Douglas and a boy named Sue?
- •Text 18 confessions of a totally cool mom
- •Text 19 payback for a punk
- •Text 20 should it be a crime to hit your child
- •Text 21 when parents become victims
- •Text 22 the instant family that fell apart Adopting children with deep emotional scars can lead to serious problems in adolescence.
- •Text 23 raising a g-rated child in an X-rated world1
- •Text 24 crime in america: it is going to get worse
- •The average state inmate admits to committing more than a dozen crimes in the year before entering prison.
- •Supplement Features of Discourse
- •Ordering information
- •Cleft sentences
- •3) Inversion
- •II. Rhetoric and paragraphing
- •Types of Paragraphs
- •Aspects of cohesion
- •1) Text reference
- •2) Ellipsis
- •3) Substitution
- •4) Lexical cohesion
- •5) Conjunction/ discourse markers
- •6) Grammar cohesion/ parallelism
- •IV. Appropriate language
- •Reporting
- •Making a comment
- •1. Introduction
- •2. The main part: the content of the article
- •3. Summing up
- •Here are some other useful expressions for reviewing articles:
- •Samples
- •Academic writing
- •1. Essay
- •2) Structuring
- •3) Why and how you should quote
- •4) Editing your writing
- •Paraphrase
- •To think/ believe, suppose that…
- •3. Summary
- •5. Outlining
- •Contents
- •Text 1. The Thorn Birds (an extract)……………………………………...……….5
- •Обсуждаем социальные и нравственные проблемы современного общества
- •Часть I
1. Render the text into English using the material of the unit, as well as the expressions below.
from lack of anything to do
to whisper a welcome
to make oneself at home
not to have the heart to do smth
to go to a celebration
can’t bear to do (leave the children)
one’s happiness is bound (up) in smth/ smb
to fix one’s eyes on the phone
rattling at a door
to force the door open
the door would not open
a pitiful groan reached my ears
a desperate drumming of fists
the key sticking out from the key-hole
the door half opened
a look of unspeakable surprise and incredulous joy
to squeeze out sideways muttering …
Thank you for giving me a pass, mate
to be off duty
a mariner, first class
the smallest drop makes me drunk
beaming with happiness
2. Interpretation questions
1) In what way does the author want to emphasize the fact that the master of the house is a good father to his children? Find sentences in the story proving the statement.
2) Can you say that the master of the house is a really kind-hearted and generous man?
3) Why does he keep his father locked up?
4) How can you account for the fact that the man is good to his children and at the same time merciless and relentless towards his own father?
5) Do you think the man’s children will treat him in future the way he treats his father? Why?
6) In what way does the parents’ example influence their children’s behaviour? Support your argumentation by evidence from the story under discussion and the extract from Rich Man, Poor Man.
7) Comment on the proverb Like father, like son.
8) Interpret the title of the story. What stylistic device underlies it? What meaning does it help to convey?
Text 2 the old folks’ christmas
(condensed)
Tom and Grace Carter sat in their living-room on Christmas Eve, sometimes talking, sometimes pretending to read and all the time thinking things they didn’t want to think. Their two children, Junior, aged nineteen, and Grace, two years younger, had come home that day from their schools for the Christmas vacation. Junior was in his first year at the university and Grace was attending a boarding-school that would fit her for college.
I won’t call them Grace and Junior any more, though that is the way they had been christened. Junior had changed his name to Ted, and Grace was now Caroline, and thus they insisted on being addressed, even by their parents. This was one of the things Tom and Grace the elder were thinking of as they sat in their living-room on Christmas Eve.
Other university freshmen who lived here had returned on the twenty-first, the day when the vacation was supposed to begin. Ted had telegraphed that he would be three days late owing to a special examination which, if he passed it, would lighten the terrific burden of the next term. He had arrived at home looking so pale, heavy-eyed and shaky that his mother doubted the wisdom of the concentrated mental effort, while his father secretly hoped the stuff had been non-poisonous and would not have lasting effects. Caroline, too, had been behind schedule, explaining that her laundry had gone astray and she had not dared to trust others to track it down for her.
Grace and Tom had attempted, with fair success, to conceal their disappointment over this delayed home-coming and continued with their preparations for a Christmas that would thrill their children and consequently themselves. They had bought an imposing lot of presents, costing twice or three times as much as had been Tom’s father’s annual income when Tom was Ted’s age, or Tom’s own income a year ago, before General Motors’ acceptance of his new weatherproof paint had enabled him to buy this suburban home and luxuries such as his own parents and Grace’s had never dreamed of, and to give Ted and Caroline advantages that he and Grace had perforce done without.
Every year for sixteen years, since Ted was three and Caroline one, it had been the Christmas Eve custom of the Carters’ to hang up their children’s stockings and fill them with inexpensive toys. Tom and Grace had thought it would be fun to continue the custom this year; the contents of the stockings would make the “kids” laugh. And one of Grace’s first pronouncements to her returned off-spring was that they must go to bed early so Santa Claus would not be frightened away.
But it seemed they couldn’t promise to make it so terribly early. They both had long-standing dates in town. Caroline was going to dinner and play with Beatrice Murdock and Beatrice’s nineteen-year-old brother Paul. They had taken naps in the afternoon and gone off together in Paul Murdock’s stylish roadster, giving their word that they would stay home.
And now their mother and father were sitting up for them, because the stockings could not be filled and hung till the kids were safely in bed, and also because trying to get to sleep is a painful and hopeless business when you are kind of jumpy.
At three-twenty a car stopped at the front gate.
“There they are!”
“I told you there was nothing to worry about.”
Tom went to the window. He could just discern the outlines of the Murdock boy’s roadster, whose lighting system seemed to have broken down.
“He hasn’t any lights. Maybe I’d better go out and see if I can fix them.”
“No, don’t!” said Grace sharply. “He can fix them himself. He’s just saving them while he stands still.”
“Why don’t they come in?”
“They’re probably making plans.”
“They can make them in here. I’ll go out and tell them we’re still up.”
“No, don’t,” said Grace as before, and Tom obediently remained at the window.
It was nearly four when the car lights flashed on and the car drove away. Caroline walked into the house and stared dazedly at her parents.
“Heavens! What are you doing up?”
Tom was about to say something, but Grace forestalled him.
“We were talking over old Christmases,” she said. “Is it very late?”
“I haven’t any idea,” said Caroline.
“Where is Ted?”
“Isn’t he home? I haven’t seen him since we dropped him at the hockey place.”
“Well, you go right to bed,” said her mother. “You must be worn out.”
“I am, kind of. We danced after the play. What time is breakfast?”
“Eight o’clock.”
“Oh, Mother, can’t you make it nine?”
“I guess so. You used to want to get up early on Christmas.”
“I know, but – “
“Who brought you home?” asked Tom.
“Why, Paul Murdock – and Beatrice.”
“You look rumpled.”
“They made me sit in the ‘rumple’ seat.” She laughed at her joke, said good night and went upstairs. She had not come within hand-shaking distance of her father and mother.
“The Murdocks,” said Tom, “must have great manners making their guest ride in that uncomfortable seat.” Grace was silent.
Grace was downstairs again at half past seven, telling her servants that breakfast would be postponed till nine. She hanged the stockings beside the fireplace, went into the music-room to see that nothing had been disturbed.
Tom appeared a little before nine and suggested that the children ought to be awakened.
“I’ll wake them,” said Grace, and went upstairs. She opened Ted’s door, looked in and softly closed it again. She entered her daughter’s room and found Caroline semiconscious.
“Do I have to get up now? Honestly I can’t eat anything. If you could just have Molla bring me some coffee. Ted and I are both invited to the Murdocks’ for breakfast at half past twelve, and I could sleep for another hour or two.”
“But dearie, don’t you know we have Christmas dinner at one?”
“It’s a shame, Mother, but I thought of course our dinner would be at night.”
“Don’t you want to see your presents?”
“Certainly, I do, but can’t they wait?”
Grace was about to go to the kitchen to tell the cook that dinner would be at seven instead of one, but she remembered having promised Signe the afternoon and evening off, as a cold, light supper would be all anyone wanted after the heavy midday meal.
Tom and Grace breakfasted alone and once more sat in the living-room. Talking, thinking and pretending to read. At noon the “children” made their entrance and responded to their parents’ salutations with almost the proper warmth. Ted declined a cup of coffee and he and Caroline apologized for making a “breakfast” date at the Murdocks’.
“Sis and I both thought you’d be having dinner at seven, as usual.”
“We’ve always had it at one o’clock on Christmas,” said Tom.
“I’d forgotten it was Christmas,” said Ted.
“Well, those stockings ought to remind you.”
Ted and Caroline looked at the bulging stockings.
“Isn’t there a tree?” asked Caroline.
“Of course,” said her mother. “But the stockings come first.”
“We’ve only a little time,” said Caroline. “We’ll be terribly late as it is. So can’t we see the tree now?”
“I guess so,” said Grace and led the way into the music-room.
The servants were summoned and the tree stared at and admired.
“You must open your presents,” said Grace to her daughter.
“I can’t open them all now,” said Caroline. “Tell me which is special.”
The cover was removed from the huge box and Grace held up the coat.
“Oh, Mother!” said Caroline. “A sealskin coat!”
“Try it on,” said her father.
“Not now. We haven’t time.”
“Then look at this!” said Grace and opened the case of jewels.
“Oh, Mother! Opals!” said Caroline.
“They’re my favorite stone,” said Grace quietly.
“If nobody minds,” said Ted, “I’ll postpone my personal investigation till we get back. I know I’ll like everything you’ve given me. But if we have no car in working order, I’ve got to call a taxi and catch a train.”
“You can drive in,” said his father.
“Did you fix the brake?”
“I think it’s all right. Come up to the garage and we’ll see.”
“Mother,” he said, “I know you’ll forgive me for not having any presents for you and Dad. I was so rushed the last three days at school. And I thought I’d have time to shop a little when we got in yesterday, but I was in too much of a hurry to be home. Last night, everything was closed.”
“Don’t worry,” said Grace. “Christmas is for young people. Dad and I have everything we want.”
Caroline and her mother were left alone.
“Mother, where did the coat come from?”
“Lloyd and Henry’s.”
“They keep all kinds of furs, don’t they?”
“Yes.”
“Would you mind horribly if I exchanged this?”
“Certainly not, dear. You pick out anything you like, and if it’s a little more expensive, it won’t make any difference. We can go to town tomorrow or next day. But don’t you want to wear your opals to the Murdocks’?”
“I don’t believe so. They might get lost or something. And I’m not – well, I’m not so crazy about – “
“I think they can be exchanged, too,” said Grace. “You run along now and get ready to start.”
Caroline obeyed with alacrity, and Grace spent a welcome moment by herself.
Tom opened the garage door.
“Why, you’ve got two cars!” said Ted.
“The new one isn’t mine,” said Tom.
“Whose is it?”
“Yours. It’s the new model.”
“Dad, that’s wonderful! But it looks just like the old one.”
“Well, the old one’s pretty good. But yours is better. You’ll find that out when you drive it. Hop in and get started. I had her filled with gas.”
“I think I’d rather drive the old one.”
“Why?”
“Well, what I really wanted, Dad, was a Barnes sport roadster, something like Paul Murdock’s, only a different color scheme. And if I don’t drive this Gorham at all, maybe you could get them to take it back or make some kind of a deal with the Barnes people.”
Tom didn’t speak till he was sure of his voice. Then: “All right, son. Take my car and I’ll see what can be done about yours.”
Caroline, waiting for Ted, remembered something and called to her mother. “Here’s what I got for you and Dad,” she said. “It’s two tickets to Jolly Jane, the play I saw last night. You’ll love it!”
“When are they for?” asked Grace.
“Tonight,” said Caroline.
“But dearie,” said her mother. “We don’t want to go out tonight, when you promised to stay home.”
“We’ll keep our promise,” said Caroline, “but the Murdocks may drop in and bring some friends and we’ll dance and there’ll be music. And Ted and I both thought you’d rather be away somewhere so our noise wouldn’t disturb you.”
“It was sweet of you to do this,” said her mother, “but your father and I don’t mind noise as long as you’re enjoying yourselves.”
“It’s time anyway that you and Dad had a treat.”
“The real treat,” said Grace, “would be to spend a quiet evening here with just you two.”
“The Murdocks practically invited themselves and I couldn’t say no after they’d been so nice to me. And honestly, Mother, you’ll like this play!”
“Will you be home for supper?”
“I’m pretty sure we will, but if we’re a little late, don’t wait for us. Take the seven-twenty so you won’t miss anything. The first act is really the best. We probably won’t be hungry, but have Signe leave something for us in case we are.”
Tom and Grace sat down to the elaborate Christmas dinner and didn’t make much impression on it. Even if they had any appetite, the sixteen-pound turkey would have looked almost like new when they had eaten their fill. Tom suggested that on account of its being a holiday and their having theater tickets, they ought to take the six-ten and eat supper at the Metropole. His wife said no; Ted and Caroline might come home and be put out at not finding them. Tom seemed about to make some remark, but changed his mind.
When they returned home after the play, which had been very silly and shallow, and entered the living-room they saw that it looked as if an army had just passed through. Ted and Caroline had kept their promise up to a certain point. They had spent part of the evening at home, and the Murdocks must have brought all their own friends and everybody else’s, judging by the results. The tables and floors were strewn with empty glasses, ashes and cigarette stubs. The stockings had been torn off their nails and the wrecked contents were all over the place. Two sizable holes had been burnt in Grace’s favorite rug.
Tom took his wife by the arm and led her into the music-room.
“You never took the trouble to open your own present,” he said.
“And I think there’s one for you too,” said Grace. “They didn’t come in here,” she added, “so I guess there wasn’t much dancing or music.”
Tom found his gift from Grace, a set of diamond studs and cuff buttons for festive wear. Grace’s present from him was an opal ring. “Oh, Tom!” she said.
“We’ll have to go out somewhere tomorrow night, so I can break these in,” said Tom.
“Well, if we do that, we’d better get a good night’s rest.”
“I’ll wait for you upstairs,” said Tom.
(by Ring Lardner)
