Изъявительное наклонение в английском языке. Учебно-методическое пособие в модульной технологии направление 44.03.05 (050100) «Педагогическое образова

ACTIVITY 9. Underline 10 subjects once and underline 10 predicates twice in the following sentences of the text. Identify the type of the subject and the predicate below. Translate the sentences.

Guidelines for work:

1.Read the text. Translate it if necessary.

2.Mind that the predicate of a sentence tells what the subject is or does.

3.Mind that the subject of a sentence tells who or what the sentence is about.

4.Find out the words that denoting action or state.

5.Find out the words that denoting a thing or a real abstract object.

6.Define the place of the predicate. If a word stands after the subject it is a predicate. Define the type of the predicate. Mind that endings of the predicate can help you.

7.Define the place of the subject. If a word stands before a predicate it is a subject. Define the type of the subject.

TOPIC: CHOOSING A CAREER

WHAT IS YOUR LINE?

School! Lessons, games, clubs, homework. A bell rings. You go to a classroom. A bell rings. You have lunch. A bell rings. You go home.

But one day you go to school for the last time. What to do after that? The time to choose one job out of the hundreds has come. It's going to be a hard choice. Nobody can make it for you.

Before choosing you ask yourself quite a lot of questions. What are you good at? What do you enjoy doing? Perhaps you enjoy working with your hands. Or you may prefer using your head – your brains. Are you interested in machines? Or do you like meeting people? It's difficult to know all the answers to these questions.

Many young people consider teaching as a career. It's not surprising. After your parents your teacher may be the most important person in your life. With all the teachers you meet, you think there isn't anything you don't know about the work. That's where you are wrong, since only those who are in it can appreciate it. Have you ever asked yourself why most teachers are so devoted to their work and privately think, though they may not like to admit it openly, that they serve humanity doing the most vital job of all? Those of us who spend our days in schools know how rewarding the job is. At the same time it is not easy and a real challenge to your character, abilities and talent, as teaching is a constant stream of decisions.

Children in your classroom aren't just boys and girls. Every one is a unique individual who has never been before and will never again exist. If you like people, you will love teaching. To be a good teacher you must be genuinely interested in what you are doing.

The most important things in the world are awareness and learning – wanting to know every day of your life more and more and more. Because every time you learn something new you become something new. An ignorant teacher teaches ignorance, a fearful teacher teaches fear, a bored teacher teaches boredom. But a good teacher catalyzes in his pupils the burning desire to know and love for the truth and beauty.

John Steinbeck, writing about his school days said, «I've come to believe that a great teacher is a great artist and you know how few great artists there are in the world. Teaching might even be the greatest of the arts since its medium is the human mind and the human spirit». What an incredible responsibility to be the guardians of the human spirit and the human mind! I think, that is the reason why humanity has the deepest respect for teachers.

I would never stop teaching and I'm sure that you, having chosen it for your career, feel the same way. If you don't feel that way then, please, for all our sakes, get out! The human mind and the human spirit are too wondrous to destroy. But if you are prepared to accept the responsibility, I wish you all the luck in the world.

A Teacher

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1.1.4 Итоговый контроль, направленный на проверку результатов У.Э. «Главные члены предложения».

ACTIVITY 10. Underline the subject (10) once and underline the predicate (10) twice in the following sentences of the dialogue.

А. Identify the type of the subject and the predicate below.

Guidelines for work:

1.Read the text. Translate it if necessary.

2.Mind that the predicate of a sentence tells what the subject is or does.

3.Mind that the subject of a sentence tells who or what the sentence is about.

4.Find out the words that denoting action or state.

5.Find out the words that denoting a thing or a real abstract object.

6.Define the place of the predicate. If a word stands after the subject it is a predicate. Define the type of the predicate. Mind that endings of the predicate can help you.

7.Define the place of the subject. If a word stands before a predicate it is a subject. Define the type of the subject.

TOPIC: CHOOSING A CAREER

AT THE DENTIST'S

Nell: Hello, is that you Bert? Nell here. I'm so glad I've found you in. Bert: Hello, Nell. How's things?

N.: Fine. Listen, Bert. I'm bursting with news. Just imagine: yesterday I had the first real patient of my own. B.: You don't say! Who was it?

N.: A nice old dear with a lot of teeth to be pulled out. It's such wonderful practice for me! B.: Are you quite sure that some of his teeth couldn't be filled?

N.: None of them! I sent him to have his teeth X-rayed, so it's all right. B.: How did you manage to get such a marvelous patient, I wonder?

N.: He came with a bad toothache. It had been bothering him for a day or two already. B.: Were there no other dentists in the surgery?

N.: No, I was the only one. It was Sunday.

B.: Poor old thing! I hope you didn't try to pull out all his teeth at once, did you? N.: Don't be silly. I just chose the easiest one to begin with.

B.: I see... And how did you get along?

N.: Wonderfully. I tested his blood pressure and gave him a couple of injections, though he said that my smile worked better than any injection.

B.: Oh, he did, did he? And he didn't have heart attack after the tooth was taken out? It would have been natural for an old man.

N.: No, he just felt a bit sick and giddy. I gave him a tonic and told him to stay in bed for a while and take his temperature.

B.: Perhaps I'd better drop in and check his heart? I'm on sick leave now and can do it at any time. N.: You needn't. I'll ring him up and in case he's running a high temperature I'll let you know. But

I do hope he won't. The day after tomorrow he's coming again.

B.: Are you sure he's not going to make an appointment with some other dentist?

N.: I don't think he will. When he was leaving he said he looked forward to having all his teeth pulled out and he would keep them all as souvenirs to remember me by.

B.: Well, I wish you good luck. Hope to hear from you soon. Bye for now, Nell. N.: Good-bye, Bert. I'll let you know how things are going on.

B. Demonstrate the variety of subjects and predicates presenting a 3 minute report on teaching profession. Use the speech patterns and topical vocabulary.

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Speech patterns

Topical vocabulary

To look, to look about, to look (a thing) through, to look after, to look for, to look forward to (smth. or doing smth.), look here!, look, stare, gaze, to have a look at, to differ, different, difference, to make some (no, not much) difference (to smb.), rest, the rest of, comfortable, comfort, comforting, inconvenient, to run (ran, run), to run into smb., to run into smth., to run across smb./smth., to be run over, runner, join, depend, It (all) depends.

РЕЗЮМЕ ПО У.Э. 1.1

Every English sentence but the one-member and the imperative one must have a subject. The subject is one of the two main parts of the, sentence. The most important feature of the subject in English is that

tences any word or words which occur in these positions are to be treated as the subject of the sentence. The subject determines the form of the verbal part of the predicate as regards its number and person.

The predicate is the second main part of the sentence and its organizing centre, as the object and nearly all adverbial modifiers are connected with, and dependent on, it.

The predicate may be considered from the semantic or from the structural point of view. Structurally the predicate in English expressed by a finite verb agrees with the subject in number and person. The only exception to this rule is a compound modal and a simple nominal predicate, the latter having no verb form at all.

According to the meaning of its components, the predicate may denote an action, a state, a quality, or an attitude to some action or state ascribed to the subject. These different meanings find their expression in the structure of the predicate and the lexical meaning of its constituents.

The simple nominal predicate is expressed by a noun, or an adjective, or a verbal, it does not contain a link verb, as it shows the incompatibility of the idea expressed by the subject and that expressed by the predicate; thus in the meaning of the simple nominal predicate there is an implied negation.

The compound predicate consists of two parts: the notional and the structural. The structural part comes first and is followed by the notional part.

The compound verbal phrasal predicate denotes the beginning, duration, repetition or cessation of the action expressed by an infinitive or a gerund. It consists of a phrasal verb and an infinitive or a gerund.

The compound verbal modal predicate consists of a modal part and an infinitive (or a gerund). It shows whether the action expressed by an infinitive is looked upon as possible, impossible, obligatory, necessary, desirable, planned, certain, permissible, etc. In most cases it denotes the attitude to the action of the person expressed by the subject or by the speaker.

The compound nominal predicate consists of a link verb and a predicative (nominal part). The link verb is the structural element of the predicate, as it joins the subject and the predicative. It expresses the grammatical categories of person, number, tense, aspect and mood.

The predicative is the notional part of the compound nominal predicate. It characterizes the person or non-person expressed by the subject. The characterization may concern the following:

The compound nominal double predicate combines, as its name suggests, the features of two different types of predicate. It has the features of the simple verbal predicate and those of the compound nominal predicate. It consists of two parts, both of which are notional.

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У.Э. 1.2 ВТОРОСТЕПЕННЫЕ ЧЛЕНЫ ПРЕДЛОЖЕНИЯ

Цель У.Э. 1.2: научиться интерпретировать, узнавать и употреблять второстепенные члены простого предложения в английском языке.

Учебные задачи У.Э. 1.2:

1.Научиться выявлять существенные характеристики второстепенных членов предложения

ванглийском языке.

2.Научиться выделять грамматическую основу предложения в английском языке.

3.Овладеть схемой выбора части речи при конструировании собственного высказывания.

4.Освоить способы построения и употребления предложений с второстепенными членами предложения в соответствии с коммуникативной ситуацией.

5.Научиться оценивать и корректировать правильность употребления второстепенных членов предложения в английском языке.

В рамках данного занятия необходимо продемонстрировать следующие результаты:

1.Описывать структуру и называть существенные характеристики второстепенных членов предложения в английском языке.

2.Узнавать по формальным и содержательным признакам второстепенные члены предложения в английском язык.

3.Выбирать часть речи в соответствии с ее синтаксической функцией.

4.Конструировать простые предложения и использовать их в устной и письменной речи

ванглийском языке.

План:

1.Дополнение в английском предложении. Типы дополнений. Теоретический аспект (Activity 1, 2A, 3A, 4A).

2.Определение в английском предложении. Типы определений. Теоретический аспект (Activity 1, 2B, 3B, 4B).

3.Обстоятельство в английском предложении. Типы обстоятельств. Теоретический аспект

(Activity 1, 2C, 3C, 4C).

4.Задания для самоконтроля, направленные на усвоение материала урока У.Э. «Второстепен-

ные члены предложения» (Activity 5, 6, 7, 8, 9).

5.Итоговый контроль, направленный на проверку результатов У.Э. «Второстепенные члены предложения» (Activity 10).

Основная литература:

1.Murphy, R. English Grammar in Use. – C. : Cambridge University Press, 2012. – 398 p.

2.Качалова, К.Н. Практическая грамматика английского языка с упражнениями и ключами : [учебник для вузов] / К.Н. Качалова, Е.Е. Израилевич. – М. : ЛадКом, 2014. – 716 с.

3.Кошевая, И.Г. Теоретическая грамматика английского языка : учеб. для студентов учреждений высш. проф. образования / И.Г. Кошевая. – М. : Академия, 2012. – 316 с.

4.Практический курс английского языка. 2-й курс : учеб. для студентов вузов / [В.Д. Аракин и др.] ; под ред. В.Д. Аракина. – М. : Владос, 2014. – 516 с.

Дополнительная литература:

5.Грамматика английского языка: Морфология. Синтаксис : учеб. пособие для студ.пед.пед. ин-ов и ун-ов по спец. № 2103 «Иностранные языка» : в 2-х ч. / Кобрина Н.А., Оссовская М.И., Корнеева Е.В., Гузеева К.А. ; Рец. проф. М.Я. Блох (МГПИ им. В.И. Ленина). – Изд. 2-е доп. перераб. – СПб. : СОЮЗ, 1999. – 496 с.

6.Степанова, С.Н. Английский язык для направления «Педагогическое образование» = English for the direction «Pedagogical education» : учеб. для студентов учреждений высш. проф. образования / С.Н. Степанова, С.И. Хафизова, Т.А. Гревцева ; под ред. С.Н. Степановой. – М. : Академия, 2012. – 222 c.

7.Heaton, J.B., Turton, N.D. Longman Dictionary of Common Errors: Longman, 1987. – 297 p.

8.Jones, L. Communication Grammar Practice: Activities for Intermediate students of English. – Cambridge University Press, 1992. – 105 p.

9.Swan, M., Walter, C. How English Works: A grammar practice book. With answers. – New York : Oxford University Press, 1997. – 358 p.

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Интернет ресурсы:

10.Кобрина, Н.А., Корнеева, Е.А,. Оссовская, М.И., Гузеева, К.А. Грамматика английского языка: Морфология.

Синтаксис [Электронный ресурс]. – Режим доступа : http://www.studfiles.ru/preview/3915065/

11.Nominal and functional parts of speech [Электронный ресурс]. – Режим доступа : http://www.slideshare.net/ SmilyandSerious/nominal-and-functional-parts-of-speech

12.Nominal and functional parts of speech [Электронный ресурс]. – Режим доступа : http://mir.zavantag.com/ other/25086/index.html

13.Parts of speech [Электронный ресурс]. – Режим доступа : https://www.englishclub.com/grammar/parts-of-speech- table.htm

14.Parts of speech [Электронный ресурс]. – Режим доступа : http://schools-wikipedia.org/wp/p/Part_of_speech.htm

15.Parts of speech [Электронный ресурс]. – Режим доступа : http://www.ranez.ru/article/id/197/

Теоретический аспект

1.2.1Дополнение в английском предложении. Типы дополнений.

1.2.2Определение в английском предложении. Типы определений.

1.2.3Обстоятельство в английском предложении. Типы обстоятельств.

ACTIVITY 1. Take notes of the functional parts of speech presented in appendices 4, 5, 6 and suggest their definitions in the following glossary below.

Guidelines for work:

1.Using the sources mentioned study the notion of functional parts of speech in modern English. Disclose their contents and show their distinctive features and difference from notional parts of speech.

2.Transcribe the words denoting the notions.

3.Translate the words denoting them.

4.Fill in the table according to the example presented.

GLOSSARY

ACTIVITY 2. Fill in the mind-map with an appropriate part of speech and an example where possible.

Guidelines for work:

1.Study the essential features using appendices 4, 5, 6 mentioned above. Describe the functional parts of speech generally paying attention to the requirements.

2.Show the variety of the functional parts of speech through a part of speech they can be expressed by in the sentence.

3.Suggest an example.

4.Fill in the mind-map presented below according to the example presented.

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A.

ACTIVITY 3. Fill in the missing words according to your notes of appendices 4, 5, 6.

Guidelines for work:

1.Study appendices 4, 5, 6. You can use your notes you have done before in activity 1.

2.Divide the suggested texts A, B and C into logical parts.

3.Try to define the key words that can help understand what part of speech is missing. Mind that it can be a preposition, a noun, an adjective and even an adverb.

4.Translate the sentences if necessary.

5.Re-read the information in appendices 4, 5, 6 to check your ideas and clarify some details.

6.Fill in the missing words.

A.The … can be expressed by a … in the common case or a … phrase, a substantivized … or participle; a …-pronoun; a … or a phrase with a numeral; a … or a … phrase; an … or an infinitive phrase; various … complexes; a … (then called an object clause) which makes the whole sentence a complex one.

B.… may refer to nouns and other words of nominal nature, such as pronouns gerunds and substitute

words.

An attribute may be expressed by different parts of speech by … or adjectival phrases, which characterize the person or non-person qualitatively or express the speaker‘s attitude; by … or pronominal phrases, which help to identify or define persons or non-persons; by …, ordinal or cardinal, which state the number or order, or serve to identify persons or non-persons; by … in the common case singular or prepositional nominal phrases, which characterize the person or non-person either qualitatively or from the point of view of its locative, temporal, or other features; by nouns or pronouns in the genitive case; by …, although these are rarely used as attributes; by … I and II and … phrases, characterizing the person or non-person through

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an action, process, or reaction; by …, gerundial phrases, or gerundial complexes; by …, infinitivel phrases, or complexes, which characterize a person or non-person through some real or hypothetical action in which this person or non-person is or may be involved; by adverbs or … phrases, which characterize a person or non-person through spatial or temporal characteristics, or through circumstances or facts concerning this person or non-person; by … used as a whole (the so-called – quotation nouns).

C. The … … (or the adverbial) is a secondary part of the sentence which modifies another part of the sentence expressed either by a verb (in a finite or non-finite form), or an adjective, or a stative, or an adverb.

… are grouped according to their structure (ways of expression) and their meaning.

The adverbial of … relationship presents the idea of time as related to some other event in time. This adverbial is expressed by such adverbs as still, yet, already, at last, before, after, by a noun, a gerund, or a prepositional phrase with the prepositions by, before, after.

The adverbial of … characterizes the action of the verb by indicating the way it is performed or by what means it is achieved. The identifying questions are how? in what way? by what means?

Adverbials of … are expressed by prepositional nominal phrases, participial and infinitive phrases, sometimes by absolute constructions.

The adverbial of … may also be expressed by a noun, a prepositional phrase, nominal or gerundial, introduced by the preposition for.

The adverbial of … is generally expressed by a noun or a pronoun, or by a prepositional phrase (nominal or sometimes gerundial) with the prepositions but for, except for, without.

The adverbial of … expresses some idea that contradicts what is stated in the modified part of the sentence.

The adverbial of … … expresses some fact that accompanies the event presented by the modified part of the sentence.

The adverbial of … … points out an event following the event presented in the modified part of the sentence.

The adverbial of … is introduced by the conjunctions than, as, as if, as though or the preposition like. The adverbial with than is preceded by the comparative of the adverb or the adjective it modifies, the adverbial with as - by the correlative adverbs as or so:

Adverbials of … are expressed mainly by adverbs and by prepositional phrases with the preposition to. The story is extremely long.

The adverbial of … is expressed by a noun denoting a unit of measure (length, time, weight, money, temperature).

The adverbial of … is expressed by nouns or prepositional phrases introduced by the prepositions but, except, save, but for, except for, save for, apart from, aside from, with the exclusion of.

ACTIVITY 4. Answer the questions to sum up what you have studied in the appendices.

Guidelines for work:

1.Read the questions.

2.Make up a plan of your answer.

3.Read the questions below paying attention to the key words that can be helpful for your answer.

4.Recollect all the information you have worked with in this unit. Use the glossary, your notes or appendices if necessary.

5.Recollect the types of questions in English and their answers. Write notes if needed.

6.Using topical vocabulary of the unit answer the questions.

1.Is a noun the only way to express an object? Prove it.

2.The attribute is a main member of a sentence, isn’t it? Prove it.

3.The adverbial modifier is as rich as our country, isn’t it? Prove it.

4.What are the features and requirements of functional parts of speech.

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1.2.4 Задания для самоконтроля, направленные на усвоение материала урока У.Э. «Второстепенные члены предложения».

ACTIVITY 5. Underline the object and attribute. Identify the type of the object and the attribute. Translate the sentences.

Guidelines for work:

1.Read the sentence. Translate it if necessary.

2.Find out the words that denoting a thing or a real abstract object, characteristics, quality or quantity. Divide them into two groups.

3.Define the place of the object. If a word stands after a predicate it can be an object. Ask the question. Define the type.

4.Define the place of the attribute. If a word gives some characteristics to subject or an object it can be an attribute. Ask the question. Define the type.

1.The road at the left leads to the village.

2.The house on the hill belongs to Mr. Austin.

3.Sharpen your pencils carefully.

4.Men usually read the papers in the morning.

5.Mary picked four quarts of strawberries.

6.Do you feel comfortable? You look tired.

7.The Athletics won the ball game yesterday.

8.How many crews will row on the river to-morrow?

9.We can get a good view of the city from this hill.

10.Frank will spend the summer at the seashore.

ACTIVITY 6. Complete the sentence with an object, an attribute or an adverbial modifier. Suggest as many answers as possible. Using appendix 4, 5, 6 develop the algorithm for choosing the type of the object, attribute or adverbial modifier.

Guidelines for work:

1.Read the sentence. Try to understand its meaning.

2.Define the place of the object. Recall parts of speech that express it. Try to suggest as many varieties of the object as possible. Pay attention to the meaning of the sentence.

3.Define the place of the attribute. Recall parts of speech that express it. Try to suggest as many varieties of the attribute as possible. Pay attention to the meaning of the sentence.

4.Define the place of the adverbial modifier. Recall parts of speech that express it. Try to suggest as many varieties of the adverbial modifier as possible. Pay attention to the meaning of the sentence.

1.This story is about … .

2.Athletes from around the … participate in the ….

3. ... athletes live in the … Village.

4.Athletes practice … day.

5.They compete in ….

6.The … athletes win an … Medal.

7.... athletes win the … Medal.

8.The … Medal is the top … for each ….

9.Fans come to … the Olympics.

10.Parents of … cheer for … ….

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ACTIVITY 7. Underline the object, the attribute and adverbial modifier in the following sentences. Identify the type using the algorithm worked out in the previous activity. Translate the sentences.

Guidelines for work:

1.Read the sentence. Translate it if necessary.

2.Find out the words that denoting a thing or a real abstract object, characteristics, quality or quantity, and the words that are used to modify an adjective or a verb. Divide them into three groups.

3.Define the place of the object. If a word stands after a predicate it can be an object. Define the type of the object. Recall parts of speech that express it.

4.Define the place of the attribute. If a word gives some characteristics to subject or an object it can be an attribute. Define the type of the attribute. Recall parts of speech that express it.

5.Define the place of the adverbial modifier. If a word provides additional information about an action or some part of a sentence, answers a question about it, and modifies another part of it then it can be an adverbial modifier. Define the type of the adverbial modifier. Recall parts of speech that express it.

STUDIES OF WRITTEN ENGLISH

Clarity, interest and emphasis are marks of good writing. Good writing is also based on selection of words in a sentence, on organization of sentences in a paragraph, and on unity of a written passage. These are the main objectives of the second-year studies of written english.

Patterns of written prose. When writing you may choose to describe the facts or events, to tell a story about them, to argue about them or to explain them according to your understanding. These verbs correspond to four basic forms of treating a topic: description, narration, argumentation, and exposition (explanation).

Paragraph is a single sentence or a group of related sentences expressing and developing a basic idea, or a particular phase of thought. The paragraph is a practical device in writing. Its purpose is to indicate the beginnings and endings of a thought unit. The beginning of a paragraph is indicated by beginning a line a little in from the margin.

Here is a short paragraph describing a well-known portrait: «Mona Lisa (Gioconda) is represented sitting in front of a marble balcony. The left arm rests on the arm of the seat, and the fingers fold over the end of it. The right hand, perhaps the most perfect hand ever painted, lies lightly over the left hand and wrist. On sleeves and bodice the pleats of the satin dress take the light» (From «Leonardo de Vinci» by E. Mc. Curely).

The author presents his impressions of the portrait and describes it in detail.

Here is another example of a paragraph telling a story: «A rather dreadful thing happened in the car as they were driving up from the beach to the ancient town, once a Norman port, but now left high and dry by the receding sea». (From «The Wind» by A. Bennett).

Here is an example of a paragraph of argumentation: «I am here to say a very few words or» the whole question of the treatment of animals by our civilized selves. For I have no special knowledge, like some who will speak to you, of the training of performing animals. I have only a certain knowledge of human and animal natures; and a common sense which tells me that wild animals are more happy in freedom than in captivity – domestic animals are more happy as companions than as clowns». (From «On Performing Animals» by J. Galsworthy).

The author tries to convince the reader of his point of view: he dislikes the idea of turning domestic animals into performers in the circus.

The expository paragraph below makes it clear what politeness is: «It isn't only with acquaintances and friends that politeness counts so much. Half the trouble in marriage and other family relationships begins with the throwing of politeness overboard. Politeness is often little more than the exercise of self-control, which is as valuable a quality in friendship as kindness itself». (From «Effective English and Personal Efficiency Course»).

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ACTIVITY 8. Underline the object (10), the attribute (10) and adverbial modifier (10) in the following dialogue. Act out the dialogue. Make up your own after the model.

Guidelines for work:

1.Read the dialogue. Translate it if necessary.

2.Find out the words that denoting a thing or a real abstract object, characteristics, quality or quantity, and the words that are used to modify an adjective or a verb. Divide them into three groups.

3.Define the place of the object. If a word stands after a predicate it can be an object. Define the type of the object. Recall parts of speech that express it.

4.Define the place of the attribute. If a word gives some characteristics to subject or an object it can be an attribute. Define the type of the attribute. Recall parts of speech that express it.

5.Define the place of the adverbial modifier. If a word provides additional information about an action or some part of a sentence, answers a question about it, and modifies another part of it then it can be an adverbial modifier. Define the type of the adverbial modifier. Recall parts of speech that express it.

6.Act out the dialogue.

7.Make up your own after the model.

A VISIT TO THE DOCTOR

–Well, what's the matter with you, Mr. Walker?

–You'd better ask me what is not the matter with me, doctor. I seem to be suffering from all the illnesses imaginable: insomnia, headaches, backache, indigestion, constipation and pains in the stomach.

To make things still worse, I've caught a cold, I've got a sore throat and I'm constantly sneezing and coughing. To crown it all, I had an accident the other day, hurt my right shoulder, leg and knee, and nearly broke my neck. If I take a long walk, I get short of breath. In fact, I feel more dead than alive.

– I'm sorry to hear that. Anyhow, I hope things aren't as bad as you imagine. Let me examine you. Your heart, chest and lungs seem to be all right. Now open your mouth and show me your tongue. Now breathe in deeply, through the nose... There doesn't seem to be anything radically wrong with you, but it's quite clear that you're run down, and if you don't take care of yourself, you may have a nervous breakdown and have to go to hospital. I advise you, first of all, to stop worrying. Take a long rest, have regular meals, keep to a diet of salads and fruit, and very little meat Keep off alcohol. If possible, give up smoking, at least for a time. Have this tonic made up and take two tablespoonfuls three times a day before meals. If you do this, I can promise you full recovery within two or three months.

–And if I don't, doctor?

–Then you'd better make your will, if you haven't yet done so.

–I see. Well, thank you, doctor. 1 shall have to think it over and decide which is the lesser evil: to follow your advice or prepare for a better world.

ACTIVITY 9. Pick one of these topics and discuss it, making sure each member of the group gets a chance to speak. Demonstrate the variety of objects, attributes, adverbial modifiers.

Guidelines for work:

1.Read the question. Translate it if necessary.

2.Choose one topic and make up a plan what you are going to speak about.

3.Read the questions below paying attention to the key words that can be helpful for your answer.

4.Recollect all the information you have worked with in this unit. Use the glossary, your notes or appendices if necessary.

5.Recollect the types of questions in English and their answers. Write notes if needed.

6.Using topical vocabulary of the unit discuss it.

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