- •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
The thorn birds
(an extract)
Feona Cleary was in the kitchen, peeling potatoes. She was a very handsome, very fair woman a little under medium height, but rather hard-faced and stern; she had an excellent figure with a tiny waist which had not thickened, in spite of the six babies she had carried beneath it. Her dress was grey calico, its skirts brushing the spotless floor, its front protected by an enormous starched apron that looped around her neck and tied in the small of the spine with a crisp, perfect bow. From waking to sleeping she lived in the kitchen and back garden, her stout black boots beating a circular path from stove to laundry to vegetable patch to clothlines and thence to the stove again.
She was a silent woman, not given to spontaneous conversation. What she thought, no one knew, even her husband; she left the disciplining of the children to him, and did whatever he commanded without comment or complaint unless the circumstances were most unusual.
What none of the children save Frank could realize was that Fee was permanently and incurably tired. There was so much to be done, hardly any money to do it, not enough time, and only one pair of hands. She longed for the day when Meggie would be old enough to help; already the child did simple tasks, but at barely four years of age she couldn’t possibly lighten the load. Six children, and only one of them, the youngest one a girl. All her acquaintances were simultaneously sympathetic and envious, but that didn’t get the work done. Her sewing basket had a mountain of socks in it still undarned, her knitting needles held that yet another sock, and there was Hughie growing out of his sweaters and Jack not ready to hand his down…
Feona went back to the back door and shouted, “Tea.”
The boys trailed in gradually, Frank bringing up the rear with an armload of wood, which he dumped in the big box beside the stove. Padraic put Meggie down and went to the head of the dining table at the far end of the kitchen, while the boys seated themselves around its sides and Meggie scrambled up on top of the wooden box her father put in the chair nearest to him.
Fee served the food directly onto dinner plates at her work-table, more quickly and efficiently than a waiter, she carried them two at a time to her family, Paddy, first, then Frank, and so on down to Meggie, with herself last.
“Erckle! Stew!” said Stuart, pulling faces as he picked up his knife and fork. “Why did you have to call me after stew?”
“Eat it,” his father growled.
The plates were big ones, and they were literally heaped with food: boiled potatoes, lamb stew and beans cut that day from the garden, ladled in huge portions. In spite of the muted groans and sounds of disgust everyone, including Stu polished his plate clean with bread, and ate several slices more spread thickly with butter and native gooseberry jam. Fee sat down and bolted her meal, then got up at once to hurry to her work-table again, where into big soup plates she doled out great quantities of biscuit made with plenty of sugar and laced all through with jam. A river of steaming hot custard was poured over each, and again she plodded to the dining table with the plates, two at a time. Finally she sat down with a sigh; this she could eat at her leisure.
“Well, Meggie girl, it’s your birthday, so Mum made your favourite pudding,” her father said smiling.
There was no complaint this time; no matter what the pudding was, it was consumed with gusto. The Clearys all had a sweet tooth.
No one carried a pound of superfluous flesh, in spite of the vast quantities of starchy food. They expended every ounce they ate in work or play. Vegetables and fruit were eaten because they were good for you, but it was bread, potatoes, meat and hot floury puddings which staved off exhaustion.
After Fee had poured everyone a cup of tea from her giant pot they stayed talking, drinking or reading for an hour or more, Paddy puffing on his pipe with his head in a library book, Fee continuously refilling the cups. Bob immersed in another library book, while the younger children made plans for the morrow. School had dispersed for the long summer vacation; the boys were on the loose and eager to commence their allotted chores around the house and garden. Bob had to touch up the exterior paint-work where it was necessary. Jack and Hughie dealt with the woodheap, outbuildings and milking, Stuart tended the vegetables; play compared to the horrors of school. From time to time Paddy lifted his head from his book to add another job to the list, but Fee said nothing, and Frank sat slumped tiredly, sipping.
Finally Fee beckoned Meggie to sit on a high stool, and did up her hair in its night’s rags before packing her off to bed with Stu and Hughie; Jack and Bob begged to be excused and went outside to feed dogs; Frank took Meggie’s doll to the work-table and began to glue its hair on again. Stretching, Padraic closed his book and put his pipe into the huge shell which served him as an ashtray.
“Well, mother, I’m off to bed.”
“Good night, Paddy.”
Fee cleared the dishes off the dining table and got a big galvanized iron tub down from its hook on the wall. She put it at the opposite end of the working table from Frank, and lifting the massive cast-iron kettle off the stove, filled it with hot water. Cold water from an old kerosene tin served to cool the steaming bath; swishing soap confined in a wire basket through it, she began to wash and rinse the dishes, stacking them against a cup.
Frank worked on the doll without raising his head, but as the pile of plates grew he got up silently to fetch a towel and began to dry them. Moving between the worktable and the dresser he worked with the ease of long familiarity. It was a furtive, fearful game he and his mother played, for the most stringent rule in Paddy’s domain concerned the proper delegation of duties. The house was woman’s work and that was that. No male member of the family was to put his hand to a female task. But each time after Paddy went to bed Frank helped his mother, Fee aiding and abetting him by delaying her dishwashing until they heard the thump of Paddy’s slippers hitting the floor. Once Paddy’s slippers were off he never came back to the kitchen.
Fee looked at Frank gently. “I don’t know what I’d do without you, Frank. But you shouldn’t. You’ll be so tired in the morning.”
“It’s all right, Mum. Drying a few dishes won’t kill me. Little enough to make life easier for you.”
“It’s my job, Frank, I don’t mind.”
“I just wish we’d get rich one of these days, so you could have a maid.”
“This is wishful thinking.” She wiped her soapy red hands on the dishcloth and then pressed them into her sides, sighing. Her eyes as they rested on her son were vaguely worried sensing his bitter discontent, more than the normal railing of a working-man against his lot. “Frank, don’t get grand ideas. They only lead to trouble. We’re working class people, which means we don’t get rich enough to have maids. Be content with what you are and what you have. When you say things like this you’re insulting Paddy, and he doesn’t deserve it. You know it. He doesn’t drink, he doesn’t gamble, and he works awfully hard for us. Not a penny he earns goes into his own pocket. It all comes to us.”
The muscular shoulders hunched impatiently, the dark face became harsh and grim. “But why should wanting more out of life than drudgery be so bad? I don’t see what’s so wrong with wishing you had a maid.”
“It’s wrong because it can’t be. You know there’s no money to keep you at school, and if you can’t stay at school how are you ever going to be anything better than a manual worker? Your accent, your clothes and your hands show that you work for a living. But it’s no disgrace to have calluses on your hands. As Daddy says, when a man’s hands are callused you know he’s honest.”
Frank shrugged and said no more. The dishes were put away; Fee got out her sewing basket and sat down in Paddy’s chair by the fire, while Frank went back to the doll…
“It’s a pity there isn’t enough money to keep the little children at school. They are so clever.”
“Oh, Frank! If wishes were horses, beggars might ride,” his mother said wearily. She passed her hand across her eyes, trembling a little, and stuck her darning needle into a ball of grey wool.
“I can’t do any more. I am too tired to see straight.”
(by Colleen McCullough)
