- •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
10. Discussion
1) Describe the relationship between Louise and the storyteller.
2) How did Louise happen to have outlived her two husbands?
3) What was Louise’s life like during the war?
4) Why did Iris have to postpone her marriage indefinitely? Do you think the narrator’s advice to her was wise?
5) Interpret the author’s words: “She died gently forgiving Iris for having killed her.” Do you agree that Iris killed her mother?
6) What is your impression of Louise? Does it coincide with that of the storyteller?
7) Do you think S. Maugham depicted a common human character? What traits make it typical? Are these qualities mostly male or female? Have you had experience in communicating with such people?
11. Read the article HEALTH: A GAME OF SKILL OR A GAME OF CHANCE? (Reader) and do the assignments below.
1) Suggest Russian equivalents of the following expressions:
hereditary health conditions, to have a genetic cause, genetic and environmental factors, to prescribe preventive measures, to trace one’s family's health history, to take a proactive role with one’s health, to be predisposed to illness, to be obsessed with health, to counteract the harmful genes, to withstand overwork, fatigue etc, to mobilize one’s faculties, to handle life’s inevitable challenges, to lead a productive, fulfilling life, to build resilience, to stretch one’s powers, the pursuit of health.
2) Discuss the following questions using the material of the unit and the additional vocabulary (above).
1. What problem does the article deal with?
2. Comment on the title of the article. How does the author answer his own question?
3. What idea does the author try to convey through the image of a thrilling game created in the article?
4. Sum up the author’s point of view on the problem in question and bring out the message of the article.
5. What arguments does the author put forward in favour of his point of view? Is his argumentation convincing?
6. Are there any recipes for a healthy living?
7. What are the main health principles which help to counteract the harmful genes?
8. Interpret the following statement: “The person who makes health his whole time occupation has lost it already.” Do you support the idea expressed in this statement?
9. Do you know any other rules that a person should follow to be fit?
Write a précis of the article. Text 5 a woman of substance
(an extract)
“Amputate!” Emma cried, her face turning deathly white. “But he has been so well for the last few days.”
“No, he hasn’t. Your brother has been hiding the facts from you, Mrs. Lowther. He has also been refusing to have the operation. Despite our warnings he has been fighting us. But you can’t fight gangrene. It’s virulent, and ultimately deadly.”
Emma sat down abruptly, her eyes pinned on the doctor.
“Isn’t there an alternative?”
The doctor shook his head. “No, there isn’t. Unless you want to call death an alternative.”
Seeing the fear registering on her face, the doctor seated himself next to her and took her hand.
“I’m so sorry. I don’t mean to be brutal. But circumstances necessitate honesty, even bluntness, I’m afraid. Time is of the essence.”
“What happened, Doctor? I thought you had been able to remove all the shrapnel from his foot and calf.”
“We did, but the gangrene set in several days ago and it travels rapidly. It’s already above his knee. You must sign the papers giving us permission to operate. Otherwise …” – he lifted his hands helplessly, his face grave.
Emma swallowed, “But – but – Winston has to make that decision!”
“Mrs. Lowther, don’t you understand? Your brother is incapable of making the decision in his present state of mind. You must take the responsibility. Now. Tomorrow will be too late.”
Emma bit her lip and nodded. Her heart was heavy as she said, “Give me the papers, please.”
The doctor stepped to his desk, returned with the documents, and handed them to her with the pen.
“You are doing the right thing. Mrs. Lowther. The only thing you can do. Your brother will be grateful to you for the rest of his life. Please believe that.”
Emma looked at him somberly but made no comment. She signed, and although she was quivering inside, her hand was steady.
“May I see my brother now?” she asked dully.
“Yes, of course. I’ll take you to him right away,” the doctor said. His face was sympathetic as he led her out of the office.
Winston was in a ward with other sailors who had been wounded. Screens had been placed around him, and as Emma walked past them and approached the bed she saw that his eyes were glazed over with pain and beads of perspiration stood out on his forehead. She leaned down to kiss him and he let out a stifled scream, his eyes febrile. Emma pulled back in alarm.
“Whatever is it, Winston, dear?”
“You touched the bed,” he moaned. “I can’t stand the slightest movement. The pain is excruciating.” He drew in his breath sharply and closed his eyes.
Emma watched him with consternation. After a moment she said with the utmost quiet, “Why didn’t you tell me you had gangrene, Winston?”
He opened his eyes and glared at her, the old bravado of childhood momentarily invading his face.
“I’m not having it off, Emma!” he cried vehemently. “I’m not going to be a cripple for the rest of my life!”
Emma sat down on the chair near the bed and nodded, her heart aching for him.
“I know how you must feel, dear. It’s a terrible thing you have to face. But if they don’t amputate you’ll – you’ll die.”
“Then I’ll die!” he shouted, defiance now supplanting the feverishness in his blue eyes. “I might just as well be dead with only one leg! I’m a young man, Emma, and my life will be over. Finished.”
“No, it won’t, darling. You will be incapacitated to a certain extent. I realize that. And the prospects must seem terrifying to you right now. But isn’t amputation preferable to not being here at all?”
“I’m not having my leg off,” he mumbled in a tired voice.
Emma’s tone was pleading as she continued, “Winston, listen to me. You must have the operation. You must. And immediately. If you delay any longer your whole system will be poisoned.” Her voice broke at this thought. “If you won’t do it for yourself, do it for me. Please! Please, Winston!” she begged. “I love you very much. Apart from the children, you and Frank are the only family I have …” She groped in her bag for a handkerchief, pulled it out, and blew her nose, attempting to control herself. “I’ve had too many losses in the last few years, Winston. I don’t think I could endure the loss of another loved one. I just couldn’t. It would kill me.” Tears filled her eyes, and she finished tremulously, “I just couldn’t stand it if you died, too, love.”
“Don’t cry, Emma. Please don’t cry, pet.” A spasm of pain streaked through him like a ripping knife and he flinched, his face ashen and sweating more profusely now. He sighed. “All right, then, let them cut it off. To tell you the truth, I don’t think I can take the pain much longer.” A faint smile touched his white lips. “Half a loaf is better than no bread at all, I suppose. You’d better sign the papers and get it over with, Emma.”
“I already did.”
He mustered a grin. “I might have known. Old Miss Bossy Knickers.”
Emma smiled weakly. “It’s going to be fine, Winston. I know it is. The doctor is preparing the operating theatre now. In a few minutes the nurses will be coming in to get you ready.”
She stood up. “I have to go. The doctor said I must make it brief. Every minute counts now.”
“Emma –”
“Yes, love?”
“Will you – can you wait?”
“Of course I’ll wait, dear. I wouldn’t dream of leaving until it’s all over.” And she blew him a kiss, not daring to approach the bed again.
Emma gazed out of the window of the waiting room of Chapel Allerton Naval Hospital, her thoughts with Winston, now undergoing surgery. How frightening for him to lose a leg. He who had taken such pride in his good looks, and his virility, who had loved sports and dancing and was so physical by nature. She acknowledged that he would indeed have a number of major readjustments to make, and in many ways he would have to start a new life. But, despite the restrictions the amputation of his right leg would impose, she was thankful he was alive. He had been wounded during a naval battle in the North Sea. His battle ship had staggered into Hull half crippled, and it was nothing short of a miracle that the ship had made it to that great Humber port, so fortuitously close to Leeds and the naval hospital. Otherwise he might be dead by now.
Emma leaned her head against the window, closing her eyes. In a few weeks she would be twenty-nine. Only twenty-nine and yet she felt like an old woman, weary and worn out from her responsibilities these days. A nurse thoughtfully brought her a cup of tea and Emma sat down to drink it – and to wait. That seemed to have become one of her chief occupations of late: waiting. Mostly she waited for letters from Paul, feeling crushed and apprehensive when she did not receive one, filled with soaring relief when there was a note, however brief and hastily written.
She took Paul’s letter out of her handbag and read it again. It was worn from too much handling and some of the words had blurred from her tears. He had returned to France to rejoin Colonel Monash and the Austrian Corps in the middle February. Now it was the beginning of April. But he was still safe and well. When Paul had left he had taken an essential part of her with him and she felt incomplete, only half alive without him.
The minutes ticked by slowly. Almost two hours had passed since Winston had been wheeled down to the operating room. Had something gone wrong? Had they been too late? Quite unexpectedly, just then she thought she was going to scream from frustration, the doctor strode in. He was nodding and smiling. “He’s fine, Mrs. Lowther.”
Emma closed her eyes and exhaled with relief. “Are you sure?”
“Absolutely! He’s a little woozy from the anaesthetic, but he’s young, healthy, and strong. He’ll mend well.” The doctor’s eyes clouded. “There’s just one thing.”
“What?”
“We had to amputate very high. The gangrene was well above the knee and we had to cut a good four inches above that, to be certain we got it all.”
“What does that mean exactly?”
“It means there’s the possibility he might not be able to wear an artificial limb.”
“My brother’s not going to spend the rest of his life on crutches,” Emma cried. “Or in a wheelchair. He’s going to wear an artificial leg if – if I have to damn well design a special one myself! My brother is going to walk, Doctor!”
And walk he did. But it was a grueling period for Emma. Winston’s mood swings were erratic and, not unnaturally, highly emotional. He plunged from relief in being alive to depression, from depression to rage, frustration, and self-pity, and then unexpectedly the euphoria returned, but soon to be replaced by foul black moods. Emma cajoled, threatened, screamed, implored, and challenged, using every ruse she knew to shatter the melancholia that engulfed him and lift him out of it, her only tools her stubborn belief in the indomitability of the human spirit and her conviction that anything was possible in life, if the will was strong enough.
Slowly she made progress with Winston, badgering him relentlessly, and after several weeks she managed to instill in him the determination to lead a normal life. She gave him strength, and her optimism bolstered his own natural courage.
The Limb Fitting Centre at Chapel Allerton Hospital in Leeds was already renowned throughout England for the remarkable feats of rehabilitation accomplished there since the outset of the Great War. The doctors worked painstakingly with the men, especially those who had lost legs, endeavouring to get them ambulatory in the shortest possible time.
Winston was no exception. His flesh healed quickly and within two months the doctors had him moving about on crutches. He was fitted for a leg, released from the hospital, and went to live with Emma during his recuperation period. To Emma’s relief, when the leg arrived he was able to wear it, in spite of the shortness of the stump. All what was required were two extra stump socks to cushion the stump against the metal. Three times a week he was driven to Chapel Allerton Hospital in one of the Harte vans, where he underwent physical therapy and wore the leg for half an hour at a stretch. And so he commenced the long and difficult task of adjustment to the artificial leg and learning to walk with it correctly.
One day in October, eight months after the amputation, Winston literally strolled into Emma’s office, self-confident, smiling, steady on his feet, and in absolute control of the leg, and it was one of the most gratifying moments of her life. His limp was negligible as he had taken her advice, proffered months before, to make the leg an integral part of him.
“I can’t dance, but there’s not much else I can’t do,” he informed her proudly. He placed his walking stick on a chair, moved across the room without it, and sat down. “I can certainly move with great speed if I have to and I can climb and descend stairs easily. Believe it or not, I can also swim. And now that I have the final release from the hospital I am going to look for a job.”
“But Winston, I told you months ago you could come and work for me. It’s a holding and acquisition company which I formed in 1917.” Emma leaned forward. “I financed it myself and I own one hundred per cent of the shares, but it’s run for me by a man called Ted Jones. Apart from Ted, and the other directors, no one else knows I’m behind it. Except for you, now. I want to keep it that way, Winston.”
Winston grinned. “You are a dark horse!” he exclaimed. “And even more successful than I realized. You know, I think I’d like to work for you, Emma. It sounds challenging.”
“I’m delighted. You can start on Monday if you like. It’s up to you.” She smiled. “Any questions, Winston?”
“Yes, quite a lot.” He grinned engagingly. “But they can wait until later. Until I start working for you on Monday. Right now I have an appointment.”
“Who with?” she asked in surprise.
“With one of the nurses from the hospital. That pretty brunette – Charlotte. I’m taking her out to tea.”
Emma laughed gaily. “You don’t waste much time, do you? But I’m glad to hear it. Now I know you’re really your old self.”
(by Barbara Bradford)
