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The Course of English for University Students (Step 4). Учебное пособие

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Conversation 12 (reported speech / simultaneous actions)

Mary: Yesterday was George's birthday. He invited me to ten but I couldn't go because I had a headache.

John: Did you tell him you had a headache? Mary: No, I told you to tell him.

John: I don't remember. When did you tell me?

Marv: We were in the garden. I said I wasn't feeling well and you said you'd tell him. I told you not to forget. I even told you to write it down.

John: I'm very sorry. I'll tell him when I see him this evening. Mary: Now tell me what happened at the party.

John: It started at eight. He gave us whisky. We drank to his health. We wished him good luck. I asked him how old he was.

Mary: What did he say?

John: He said he was thirty-four. Mary: He told me he was twenty-nine. John: Then he asked me how old I was. Marvy: What did you tell him?

John: I told him I was thirty. "Have another drink," he said. "No, thanks," I replied, and in any case I said "thirty", not "thirsty". He told me I looked at least forty.

Mary: What did you say to that?

John: I said it was because I worked too hard. Mary: Did he believe you?

John: No, he said I wasn't telling the truth. He said I was telling a deliberate lie. Mary: Were you?

John: Yes.

Conversation 13 (reported actions / priority)

John: Was George on time?

Mary: No, he was late. By the time he arrived I'd opened the mail, I'd sorted it, I'd answered the most important letters. I'd typed two reports and I'd made a cup of tea.

John: Why was he late?

Mary: He had five excuses. He said that he'd overslept, that his watch had stopped, that he'd forgotten his money, that he'd missed his bus and that he'd lost his keys.

John: What had he done when you left?

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Mary: Nothing much.

John: Had he counted the money? Mary: He hadn't even opened the safe. John: Had he mended the type-writer? Mary: No, he hadn't.

John: Had he mended the broken window?

Mary: No, he hadn't. I told you that when I left he'd done practically nothing. He'd only just finished reading the paper.

John: Where is he now? Mary: In the hospital. John: What happened?

Mary: The doctor phoned me a few minutes ago and said that George had had an accident. He said he'd sprained his right ankle and that he'd bruised his left hip. He also said that a policeman had found him lying in a ditch.

John: How did he get there?

Mary: According to the policeman he'd fallen off his bicycle. John: Any bones broken?

Mary: Yes, two. John: Which ones?

Mary: The ones he'd bought for the dog's dinner.

Conversation 14 (modal verbs)

John: What time should we leave?

George: We should leave now if we want to be there before the kick-off.

John: Are we taking a taxi?

George: We ought not to. We can't aff01'd it. But we must if we don't want to be late.

John: Is Mary coming? George: No, she isn't. John: Have you asked her? George: No, I haven't.

John: You ought to, you know.

George: Why should I? We're under no obligation to take her with us wherever we go. And in any case she doesn't like football.

John: I know she doesn't. We ought to consider her a bit more than we do. We should take her out more frequently.

112

George: Why should we?

John: Because she has us to dinner at least five times a week. We shouldn't accept so much hospitality without trying to repay it.

George: You're right, we shouldn't. Have you finished your work?

John: No, I haven't. I ought to have typed three more letters. I ought to have read the minutes of yesterday's meeting. Have you finished yours?

George: No, 1 haven't. I should have wired our agent in Paris. I should have sent off the box of spare parts. I should have interviewed applicants for the sales manager's job. I must do all this first thing on Monday. And I really oughtn't to be going to this football game.

John: Why not?

George: I should be studying for my exam next week. John: So should I. We ought to put work before pleasure.

George: It's not a case of "ought". We must if we want to get through.

References

1.Ascher, A. (1993). Think about editing. Boston: Heinle &

Heinle.

2.Bates, L., Lane, J., & Lange, E. (1993). Writing clearly Respond- ing to ESL compositions. Boston: Heinle & Heinle.

3.Barrels Nat, Written Peer Response in L2 Writing. // Forum. – Washington, USA. – January, 2003. Vol. 4, №1, p. 34-37.

4.Evans, Virginia. Successful Writing Proficiency Student's Book. – Express Publishing, 2007.

5.Hendrickson, J. (1980). Error correction in foreign language teaching: Recent theory, research, and practice. In K. Croft (Ed), Readings on English a second language (pp. 153-173). Boston: Little, Brown.

6.Fengying Mu, Motivating the students by modifying evaluation methods. // Forum. – Washington, USA. – January, 2003. Vol. 4, №1, p. 38–41.

7.Ferris, D. (1994). Can advanced ESL students be taught to recognize and correct their most frequent and serious errors? Unpublished manuscript, California State University, Sacramento.

8.Fox, L. (1992). Focus on editing. London: Longman.

9.Janopolous, M. (1992). University faculty tolerance of NS and

NNS writing errors. Journal of Second Language Writing, l, 109–122.

10.Lane, J., & Lange, E. (1993). Writing clearly: An editing guide. Boston: Heinle & Heinle.

11.Look, listen, learn: Пособие для студентов пед. ин-тов (на англ. яз.) / Л. Ф. Конончук, З. Я. Тураева, Д. А. Федосеева, Л. М. Яковлева. — Ленинград: Просвещение. Ленингр. отдние, 1971. — 205 с.

12.Raimes, A. (1992a). Grammar troublespots New York: St. Martin's Press.

13.Raimes, A (1992b). Exploring through writing: A process approach to ESL composition (2nd ed.). New York: St. Martin's Press.

14.Santos, T. (1988). Professors' reactions to the academic writing of non-native-speaking students. TESOL Quarterly, 22, 69–90.

15.Spack, R. (1990). Guidelines. New York: St. Martin's Press.

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16.Vann, R., Lorenz, F., & Meyer, D. (1991). Error gravity: Faculty response to errors in written discourse of nonnative speakers of English. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 181-195). Norwood, NJ: Ablex.

17.Vann, R., Meyer, D., & Lorenz, F. (1984). Error gravity. A study of faculty opinion of ESL errors. TESOL Quarterly, 18, 427– 440.

18.Wikiway. // https: wikiway.com/usa/detroyt

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The Course of English for University Students

(Step 4)

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