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Education. Lesson 4

Education. Lesson 4
TO SIR, WITH LOVE
By E. R. Braithwaite
The Guianan diplomatist Eustace Braithwaite was born in 1912 in British Guiana. He flew with the R.A.F. ' during the war years. After the war colour prejudice precluded him from obtaining the kind of job for which his scientific qualifications fitted him. From 1950—1957 he worked as a school-teacher. In the sixties he was a Permanent Representative of Guiana to the UN. In 1959 Braithwaite won the Ainsfield Wolff Literary Award for To Sir, with Love, a book about his experiences .is a teacher in a school in London's East End. The other books that came from his pen are A Kind of Homecoming (1961), Paid Servant (1962), A Choice of Straws . (1965), Reluctant Neighbours (1972).



Chapter 8

(Extract)
Each Friday morning the whole school spent the pre-recess pe­riod in writing their Weekly Review. This was one of the old Man's2 pet schemes: and one about which he would brook no interference. Each child would review the events of his school week in his own words, in his own way; he was free to comment, to criticise, to agree or disagree, with any person, subject or method, as long as it was in some way associated with the school. No one and nothing was sacred, from the Headmaster down, and the child, moreover, was safe from any form of reprisal.

"Look at it this way," Mr. Florian said. "It is of advantage to both pupils and teacher. If a child wants to write about something which matters to him, he will take some pains to set it down as carefully and with as much detail as possible; that must in some way improve his written English in terms of spelling, construction and style. Week by week we are able, through his review, to follow and observe his progress in such things. As for the teachers, we soon get a pretty good idea what the children think of us and whether or not we are getting close to them... You will discover that these children are reasonably fair, even when they comment on us. I If we are careless about our clothing, manners or person they will soon notice it, and it would be pointless to be angry with them for 1 pointing such things out. Finally, from the reviews, the sensible teacher will observe the trend of individual and collective interests and plan his work accordingly."

On the first Friday of my association with the class I was anxious to discover what sort of figure I cut in front of them, and what kind of comment they would make about me. I read through some of the reviews at lunch-time, and must admit to a mixture of relief and disappointment at discovering that, apart from mentioning that they had a new "blackie" teacher, very little attention was given to me ...

It occurred to me that they probably imagined I would be as transient as my many predecessors, and therefore saw no point in wasting either time or effort in writing about me. But if I had made so little impression on them, it must be my own fault, I decided. It was up to me to find some way to get through to them.

Thereafter I tried very hard to be a successful teacher with my class, but somehow, as day followed day in painful procession, I re­alized that I was not making the grade. I bought and read books on the psychology of teaching in an effort to discover some way of providing the children with the sort of intellectual challenge to which they would respond, but the suggested methods somehow did not meet my particular need, and just did not work. It was as if I were trying to reach the children through a thick pane of glass, so remote and uninterested they seemed.

Looking back, I realize that in fact I passed through three phases in my relationship with them. The first was the silent treatment, and during that time, for my first few weeks, they would do any task I set them without question or protest, but equally without interest or enthusiasm; and if their interest was not required for the task in front of them would sit and stare at me with the same careful patient attention a birdwatcher devotes to the rare feathered visitor...

I took great pains with the planning of my lessons, using illustrations from the familiar things of their own background... I creat­ed various problems within the domestic framework, and tried to encourage their participation, but it was as though there were I conspiracy of indifference, and my attempts at informality fell pitifully flat.

Gradually they moved on to the second and more annoying phase of their campaign, the "noisy" treatment. It is true to say that .ill of them did not actively join in this but those who did not were obviously in some sympathy with those who did. During a lesson, especially one in which it was necessary for me to read or speak to them, someone would lift the lid of a desk and then let it fall with a loud bang; the culprit would merely sit and look at me with wide innocent eyes as if it were an accident.

They knew as well as I did that there was nothing I could do about it, and I bore it with as much show of aplomb as I could manage. One or two such interruptions during a lesson were usually enough to destroy its planned continuity... So I felt angry and frustrated when they rudely interrupted that which was being done purely for their own benefit.

One morning I was reading to them some simple poetry. Just when I thought I had inveigled them into active interest one of the girls, Monica Page, let the top of the desk fall; the noise seemed to reverberate in every part of my being and I felt a sudden burning anger. I looked at her for some moments before daring to open my mouth; she returned my gaze, then casually remarked to the class at large: "The bleeding 3 thing won't stay up." It was all rather de­liberate, the noisy interruption and the crude remark, and it her­alded the third stage of their conduct. From then on the words "bloody" or "bleeding" were hardly ever absent from any remark I hey made to one another especially in the classroom. They would call out to each other on any silly pretext and refer to the "bleeding" this or that, and always in a voice loud enough for my ears. ' ne day during an arithmetic period I played right into their hands. I was so overcome by anger and disgust that I completely lost my temper ... I went upstairs and sat in the library, the only place where I could be alone for a little while. I felt sick at heart, because it seemed that this latest act, above all others, was intend­ed to display their utter disrespect for me. They seemed to have no sense of decency, these children; everything they said or did was coloured by an ugly viciousness, as if their minds were forever rooting after filth. "Why, oh why," I asked myself, "did they be­have like that? What was wrong with them? "

EXPLANATORY NOTES

1.R.A.F.: Royal Air Force.

2.old Man: here School Headmaster.

3.bleeding: vulg. Bloody

1.Retell Text: “TO SIR, WITH LOVE” a) close to the text; b) as if you were one of the pupils; c) as if you were one of the narrator's colleagues.

2.Put twenty questions to the text.

3.Note down from Text the sentences containing the word combinations and phrases and translate them into Russian.

4. Find in Text English equivalents for the following words and phrases. use them in sentences:

последний урок перед большой переменой; не терпеть вмешательства; обязательное сочинение, которое пишется каждую неделю; записать что-л.; совершенствовать навыки письменной английской pi'in; достаточно честные (объективные); указать; узнать, что интересует учащихся; первое знакомство; быть вне себя от гнева; как я Выгляжу в их глазах; долго не задержусь; отсутствие всяческого уважения; оказался не на высоте; давать пищу для размышлений; редкая птичка; по всякому глупому поводу; держаться самоуверенно; сочувствовали шали тем, кто; прерывать урок

5. Explain what is meant by:

I. Each Friday morning the whole school spent the pre-recess period in writing their Weekly Review. 2. ... he would brook no interference. 3. No one and nothing was sacred ... . 4. It is of advantage to both pupils and teacher. 5. ... it would be pointless to be angry with them for pointing such things out. 6. ... the sensible teacher will observe the trend of individual and collective interests . 7. ... I was anxious to discover what sort of figure I cut in front of them ... . 8. ...they probably imagined I would be as transient as my many predecessors ... . 9. It was up to me to find some way to get through to them. 10. ...I was not making the grade. 11. ... an effort In discover some way of providing the children with the sort of intellectual challenge to which they would respond ... . 12. ... with the same careful attention a birdwatcher devotes to the rare feathered visitor. 13. ... illustrations from the familiar things of their own background. 14. ... it was as though there was a conspiracy of disinterest, and my attempts at informality fell pitifully flat. 15. ... I bore it with as much show of aplomb as I could manage. 16. ... it herald­ic I the third stage of their conduct. 17. ... everything they said or did was coloured by an ugly viciousness.

6. Answer the following questions and do the given tasks:

1. What occupation did the whole school have each Friday morning? Do you think this is common in the majority of schools? Why not? 2. What advantages did the Headmaster see in pupils' writing their Weekly Reviews? Can you find any disadvantages in I he scheme? What's your opinion of it? What traits of character tire necessary for a teacher to be involved in a scheme of the kind? 3. Why did the narrator feel "a mixture of relief and disappoint­ment" after having read a few of his pupils' reviews? 4. In what way did the narrator try to explain his pupils' lack of interest concern­ing his personality? 5. How did the narrator try to be a successful teacher? How helpful is it for a young teacher to read specialist books? Give reasons for your answer. 6. Do you find the children's unresponsiveness natural? How can you account for it? 7. What was the first phase in the narrator's relationship with his class? It was rather a quiet stage, wasn't it? Why then was the teacher dis­satisfied with it? 8. In what way did he try to interest his pupils in the subject? Can you find any reasons to explain his failure? 9. Characterize the second phase of the pupils' campaign. Do you think the teacher is to blame for it? Do you agree with the narrator that "there was nothing he could do about it"? Do you think a teacher's aplomb can help under the circumstances? Do you find the second phase more unpleasant? Why? 10. Do you think the teacher's feelings are understandable? Would you try to stop the campaign? How? 11. What do you think of the third phase of the pupils' conduct? 12. The school described in the extract was situat­ed in the East End of London. The pupils attending it had been poorly fed, clothed and housed. Some were from homes where the so-called bread-winner was chronically unemployed. Do you think the children's background can account for their bad language and misconduct? Can a teacher expect such a behaviour under other circumstances? 13. Can the pupils' behaviour be explained by the fact that their teacher was a Black? 14. The extract above describes the narrator's first weeks in school. Think of a possible develop­ment of his relations with the class. Do you think the teacher will manage in the end to gain the children's confidence and respect? What methods and techniques would you advise him to use?

7. Write a summary of Text: “TO SIR, WITH LOVE”

8. .Make up and act out dialogues between:

1.The narrator and one of the pupils (discussing some possible ways of cooperation).

2.Two pupils of the class (discussing their new teacher and the atmosphere in class).

3.The narrator and his colleague (discussing the narrator's problems with his class).

4.Pick out from Text all words and phrases belonging to emotion (irritation and annoyance) and use them in a situation of your own (a quarrel).

8. Use the following words and phrases to describe a mother's visit to the school:

to be free to comment (criticize); not to be sacred; from the Headmaster down; utter disrespect for smb.; to take pains to do smth.; to improve written English in the terms of spelling, con­struction and style; to have a pretty good idea; reasonably fair; comment on smb.; to be angry with smb.; a mixture of relief and disappointment; no point in wasting either time or effort; it is up to smb. to do smth.; intellectual challenge; to encourage smb.; lid of the desk; loud bang; to look at smb. with wide innocent eyes; to feel frustrated; to be rudely interrupted; to dare to open one's mouth; deliberate remarks; noisy interruption.

9. Translate the following sentences into Russian. Pay attention to the words and Word combinations in bold type:

 

A. 1. Anthony's letters from school were now short and hurried­ly written. 2. No boy at the school had ever taken a scholarship to the University. 3. She's been here since the school started. 4. The school will be closed until the end of the term. 5. He had an admiration for Boucher, Watteau, and all that school. 6. There was no doubt that in some fashion Clark had a moral advantage over him. 7. I knew that Sadie was a notorious liar and would tell any falsehood to procure herself even a quite temporary advantage. 8. I mean, why not take advantage of the sunshine before the fog comes back? 9. You may feel that all I've asked is that you should spy upon people to my advantage. 10. The uniform set off his figure to advantage. 11. Mary's attitude was one of K^ and penitence. 12. Mrs. Turton was the only visitor admitted to the sickroom. 13. Some British Universities lowered their standards of entry in some subjects in order to admit more students. 14. It was exciting to me to be admitted to such company. 15. You're afraid that if you admit the truth, I'll think you were mixed up in this with Wegler. 16. Our new theatres can admit a great number of people. 17. But Auntie Mame was never one to admit defeat. 18. He smiled at her unconscious admission that she would have been happy without Charles. 19. Consumption is a wasting disease. 20. Turn the water off, don't let it waste. 21. Many houses are being built on waste land outside the city. 22. Waste not, want not. (proverb) 23. I felt half faded away, like some figure in the background of an old picture. 24. The backroom on the first floor was prepared for her. 25. "Are you English?" I asked, perhaps tactlessly. "Rather. You don't think I look like an American, do you? British to the backbone, that's what lam." 26. We sat on the ground with our backs against the wall. 27. Have you any paper left? — Oh, that'll do, write on the back of the map. 28. They give you a look that says all that can be said in a civilized community, and you back out promptly and shut the door behind you. 29. When people say things behind your back, there's nothing you can deny. 30. The work was heavy and backbreaking, but it had to be done.
B. 1. It requires the feminine temperament to repeat the same thing three times with unabated zest. 2. Truly this is all Becky asked of a man, all she required, that he'd have the power to make her laugh. 3. I should have remembered that when one is going to lead an entirely new life, one requires regular and wholesome meals; 4. He had replied to the telegram he had received that he re­quired no help. 5. It gave Austin pleasure to read and memorize the great speeches whether they were required in the course or not. 6. Does he know what is required of him? 7. He didn't refer to doc­uments, but answered out of his head. 8. He always referred to her father as Dr. Lambert. 9.1 felt a certain shyness at referring to mat­ters which were no concern of mine. 10.1 murmured something po­lite that might equally have referred to her last remark or to the garden itself. 11. She made no reference to our conversation of the night before. 12. She seemed to be working in a reference li­brary. 13. Excellent references, that's all we need. 14. Old Mrs. Ra-mage seems to take pleasure in showing her temper. 15. Linda went dead white with temper and disappointment. 16. Samuel had completely got over his bad temper. 17. In all sorts of political situ­ations he had learned to keep his temper, to take advantage of men who lost theirs. 18. Her temper was beginning to rise again at the thought that this rude and impertinent man had heard every­thing. 19. Clark was a hospitable man, he liked displaying fruit on the sideboard. 20. The peacock displayed its fine tail feathers. 21. The English gave me a medal for having displayed what they called "conspicuous gallantry in the field". 22. Brodwen came bus­tling into lunch with a great display of gaiety. 23. Mary was al­ready earning a decent wage as a clerk to Larkins. 24.1 didn't know him well, but I felt that at heart he was decent, sound and healthy. 25.1 kept going as I was until he was a decent distance behind me. 26. It was a short letter, a letter of passionate reproach, to my young standards, rather indecent.

 10. Paraphrase the following sentences using your active vocabulary:

A.1. At twelve, he had been obliged to quit studies and go to work as a Western Union messenger boy. 2. Are the educational establishments for children any better in Australia? 3. All the teachers and pupils turned out to welcome the celebrity. 4. She has a nice voice, but she hasn't had any (special) education. 5. I was in possession of a better position which I didn't want to lose. 6. He knows how to show good points in his knowledge. 7. The boy was permitted to sit up a few hours, but he never Used the privilege profitably. 8. I wonder at your capacity for facing facts. 9. The University accepted many oversea students last year. 10. She was short-sighted but hated to say it was true. 11. I don't deny I took several things from my uncle's drawer, but I won't have it called a theft. 12. The door opened to let in a tall thin man. 13. She absolutely believes his version and will listen to no other. 14. Percy is always so careful about money matters. He hates spending uselessly. 15. He was losing weight so much that he constantly seemed to need a smaller size. 16. The "natural method" of learning a language is admirable for infants and horribly useless and unprofitable for other people. 17.1 don't see how you expect to recover strength if you don't take something nourishing into the system. 18. We all agreed we ought to support him. 19. You know, Thomas, I don't like discussing her in her absence.

B.1. This kind of work takes a lot of time. 2. He said they did not ask for documents. 3. Let's hope that no such terrible sacrifice will be asked of you. 4. There is no art, no skill needed for that sort of thing. 5. All the equipment necessary for experiments was simple. 6.1 soon learned however that my services would be needed on the stage that evening. 7. The clerk had an excellent testimonial from former employers. 8. I was sent to the manager. 9. Don't speak about the matter again. 10. Does this remark concern me? 11. I'm sure she didn't mean it, she said it in a fit of anger. 12. I've never seen her fly into a rage. 13. She is a woman of a gentle disposition. 14. You would never have said such an absurd thing if you had not been angry and irritated. 15. I was used to his outbursts, but still I had to make an effort to remain calm. 16. Department stores show their goods in the windows. 17. She managed to hold her emotions back when she was told of her son's illness. 18. He was always kind and considerate to me. 19. Put on some suitable clothes before you go out. 20. He gave us quite a good dinner. 21. Here I was looking forward to a good night's sleep.

11. Explain or comment on the following sentences:

A.1. He belongs to a new school of thought in linguistics. 2. I have known it since my school days. 3. He came home from school weeping, a bruise on his face. 4. At eighteen Andrew found himself alone, a first-year student at St. Andrew University, carry­ing a scholarship worth forty pounds a year, but otherwise penni­less. 5. After dinner there is a period of recreation before afternoon school. 6. He did poorly in school. 7. Rain's arrival created a stir. The eyes of the School were turned away from the cricket field.8.I had an advantage of course, because I knew everybody there.9.They took advantage of our disadvantages with remarkable speed. 10. She shone to such advantage among the other teachers. 11. Because one man admits defeat, it doesn't mean that everybody else does. 12. Sam was admitted into his master's confidence.13.I tried to spare you. You will do me the justice to admit that.14.The fascists laid waste many towns and villages. 15. There is too much waste in the house. 16. Caroline had wasted herself in her hopeless devotion to a man who did not deserve it. 17. She looked at the girl and knew well that argument or reason would be wasted. 18. He is Russian to the backbone. 19. He said he would help us and then backed out. 20. I shall not go back on my word. 21. Can you say the alphabet backwards? 22. Why did you say the alphabet backwards? 23. Why did you keep back the fact? 24. I hope you will back my plan. 25. She always keeps in the background.

B. 1. We require extra help, I think. 2. Haven't I done all that was required of me? 3. Everyone must fulfil the requirements of the law. 4. I'm sure documents are required there. 5. Anyway you're not required to see them again. 6. She had an infinite ca­pacity for patience when patience was required. 7. Two hours would be required to assemble everybody. 8. The neighbour heard the little girl refer to the woman as "mother". 9. What I have to say refers to all of you. 10. Historians refer the fall of Rome to A.D. 410. 11. He referred his depressions to his childhood illness. 12. All the parts have reference to one another. 13. You can give the landlord my respect, if you like, and tell him I hope his temper has improved. 14. Among the many excellent and de­cided qualities which characterized General Fesmond's wife, had inherited any of the qualities of the stern, fearless, hot-tem­pered soldier who had been his father... 16. Your younger son dis­plays great intelligence. 17. He proudly displayed the variegated smears of paint on his heavy silk dressing gown. 18. The old man displayed an insatiable curiosity about the galleries and the paint­ers who exhibited in them. 19. He is quite a decent fellow. 20. He has always treated me decently. 21. Salvia had not shown the de­cency of even a second of hesitation.

12. Choose the right word:

school(s) schooling


1. Nursery …. are for those who haven't yet reached compulsory …. age. 2. Compulsory …. is divided into a primary and secondary stage. 3. Computers and microelectronics can assist in setting uni­form .... tests. 4. When does compulsory…, begin in England?

admit - accept

1. Please…. my most affectionate thanks and gratitude for your constant assistance and sincere interest in my every need. 2. Ac­cording to the Universities' Central Council on Admission the Uni­versities…. significantly more overseas students. 3. To their utter astonishment the picture was ….for the show. 4. The results of his theoretical investigations were…. as a valuable contribution.

require demand

1. Teachers ... discipline. 2. The teacher ... that the pupil should slay at school after classes. 3. The strikers ... a rise. 4. Answer questions which ... short answer.

anger- temper

1. Her eyes grew steady with…., like old Jolyon's when his will was crossed. 2. Andrew reddened. But, making a great effort, he conquered his…. and his pride. 3. She was determined not to lose her…. .4. The greatest remedy for…. is delay.

decent discreet (and their derivatives)

1. There was a …. tap at the door. 2. I didn't have anything to do with him apart from the work. He was always …. to me. 3. I'm not going to let ….spoil a romantic story. 4. Carrie desperately needed ….clothes. 5. I've been afraid that he and Margaret would do some­thing…. and bring disgrace upon the family.

13. Give English equivalents for the following phrases:

A. средняя школа; ученый; обучение в школе; получить право на стипендию; учиться в школе; хореографическое училище; голландс­кая школа живописи; школа-интернат; иметь преимущество; вос­пользоваться чём-л.; в выгодном свете; принять в члены; принять в институт; признавать; соглашаться; признаться в ошибке; вход по билетам; входная плата; подавать заявление о приеме в институт; признание своей вины; чахнуть; опустошать; пустырь; попусту тра­тить слова ;транжира; повернуться спиной к; делать что-л. за спиной кого-л.; подсознательно; затылок; нарушить слово; скрывать что-л.; до мозга костей; оставаться в тени; расскажи мне о себе.

B. удовлетворять потребности; выполнять требования; письма, требующие ответа; рекомендация; справочник; иметь отношение к чему-либо.; отсылать к кому-л.; ссылаться на что-л.; владеть собой; необузданный нрав; вспыльчивый характер; быть в хорошем настро­ении; быть раздраженным ;- вспылить; выставлять картины; демонст­рировать товары; проявлять смелость; выставлять напоказ; прилич­ные условия; скромное поведение; хороший обед.

14. Translate into English:

А. 1. Профессор Уайт — крупный ученый. Для нашей школы боль­шая честь, что он приехал к нам. 2. Я знаю его очень давно. Мы учи­лись в одной школе. 3. Девушка получила право на стипендию и смогла изучать искусство в Италии. 4. Занятия к школе начинаются в 8.30. 5. Завтра не будет занятий в школе. 6. У мальчика кашель, и по­этому я его не пустила в школу. 7. У нее есть огромное преимущество перед остальными студентами: она говорит по-английски дома. 8. У него преимущество в том, что он знает всех студентов без исклю­чения. 9. Неужели вы думаете, что я не воспользуюсь этим случаем? 10. Это было совершенно простое платье, но оно выгодно подчерки­вало ее красивую фигуру. 11. Она слишком горда, чтобы принять от нас деньги, но признаться в этом не хочет. 12. Сколько студентов было принято в институт в этом году? 13. Нас не пустили в зал, пото­му что спектакль уже начался. 14. Не забудь, что сегодня вход в клуб по билетам. 15. Стадион вмещает тринадцать тысяч зрителей. 16. Как обидно, что столько усилий потрачено зря. 17. На мгновение я почув­ствовала себя неловко, я думала, что он сейчас скажет мне, что я рас­трачиваю драгоценное время на болтовню по телефону. 18. «Некото­рые люди смотрят телепередачи часами, а, по-моему, это пустая трата времени, — сказал Николай. — Для меня нет ничего лучше хо­рошей книги». 19. Хотя она и очень устала, ей было приятно сознавать, что день не пропал даром. 20. Вы должны сказать мне правду. Это единственный путь, если вы хотите, чтобы я вас поддержал. 21. Человек, который отказывается от своих слов, не может внушать доверия. 22. Вы не думаете, что будет лучше рассказать мне все? 23. Преимущество их дачи в том, что она стоит в лесу, в стороне от дороги. 24. Посмотрите, как красива эта сосна на фоне вечернего неба. 25. Я не могу понять, что это там, на заднем плане картины. 26. Работа в старой шахте была тяжелой и изнурительной. 27. Моя комната находилась в глубине дома.

В. 1.Статья неплохая, но, по-моему, следует дать больше приме­ров. 2. Элиза отдавала себе отчет, что скоро они уже больше не будут нуждаться в ее услугах. 3. Осталось только одно письмо, но оно не требует ответа. 4. В нашей стране делается все, чтобы удовлетворить растущие потребности населения. 5. Он отклонил наше приглаше­ние, сказав, что его присутствие необходимо в другом месте. 6. Сле­дует заблаговременно узнать, что требуется для поступления в этот институт. 7. Если бы вы сделали все, что от вас требуется, вы бы не оказались сейчас в затруднительном положении. 8. В своем докладе ученый ссылался несколько раз на последние эксперименты. 9. Она предъявила отличные рекомендации. 10. Меня отослали к редактору, так как у него были все справочники. 11. Я осторожно наведу справ­ки, но, по-моему, он не ссылался на ваши письма. 12. У вашего дя­дюшки горячий нрав. Он не потерпит, чтобы ему мешали. 13. Неуже­ли вы думаете, что я поддержу эту нелепую затею? 14. Стелла, что с тобой? Ты не должна терять самообладания, хотя ты и проигрыва­ешь партию. Это смешно. 15. Уолтер взял себе за правило не прини­мать важных решений, когда он раздражен. 16. С того самого дня, как Кэрри увидела платье (выставленное) в витрине магазина, она мечтала о том, чтобы купить его. 17. Джеймс редко проявлял какие-либо признаки волнения. 18. Я признаю, вы проявили мужество, ос­тавшись один в лесу. 19. С вашей стороны было очень осмотрительно избавить нас от необходимости встречаться с этим неприятным че­ловеком. 20. Во всяком-случае, при всех он хорошо ко мне относился.

15. Review the Essential Vocabulary and use it in answering the following questions:

A. What do you say if: 1. your friend is in a better position be­cause he knows two languages? 2. a school-leaver has successfully passed his institute entrance exams? 3. a student has been given a sum of money to enable him to study at a university? 4. too much stuff is thrown away in the house? 5. your friend fails to keep a promise? 6. you like the way a picture is displayed in a gallery? 7. you accept as true the fact that you are wrong? 8. you want to know all about the origin, social status and qualifications of a per­son? 9. you have spent a day uselessly?

B. What do you say if: 1. you need extra help? 2. you insist on having extra help? 3. a quick-tempered person becomes angry? 4. a person is always modest and respectable? 5. a person shows signs of anxiety? 6. a speaker makes use of his notes? 7. one's En­glish is fairly good? 8. a student has an excellent record from his supervisor on school practice?

 

 16. Respond to the following statements and questions using the Essential Vocabulary:

1. Why was his lecture so boring? Perhaps he consulted his pa­pers too often. 2. What is a school-leaver to do if he wants to become a student? 3. How can you explain that it is so easy to do the shop­ping in this store? 4. What kind of person is he? He seems to treat everyone with respect and care. 5. Why do you think she is always in an angry state of mind ? 6. Do you think that everything has been said about the matter? Are all facts known? 7. Why do you think Ann ignores her friend completely? 8. In what way can you describe consumption? 9. Would you call the lady extravagant? 10. Is the material sufficient for the article ? 11. Aren't you ashamed of discuss­ing my affairs when I am not present? 12. Is the job accomplished properly? Can we let him go? 13. Why is her English so good? 14. Why are you still in two minds about taking the girl as a secretary?

17.Use the following words and word combinations in situations:

I shouldn't have taken advantage of her weakness. 2. How dare you? 3. I have a pretty good idea of the situation. 4. Don't dis­play your ignorance in public. 5.1 admit that I was wrong. 6. He did all that was required of him. 7. But the references were excellent; 8. She so easily flies into a temper! 9. She always displays anxiety when her daughter is out. 10. Schooling is compulsory for children aged from 5 to 16 in England.



 18. Use the following words and word combinations in dialogues (to be done in pairs):

1.to take advantage of smth.; to admit; to display contempt for smb.; to feel frustrated; to play into smb.'s hands.

2.to require help; to display concern; to have the decency to ad­mit; wasted efforts; an advantage over smb.; to back smth.

3.to keep in the background; excellent references; medical school; to be in a bad temper; to keep up one's temper; to display sympathy; to refer to smb.

19. Fill in prepositions:

1. Thus, ... the ten old Forsytes twenty-one young Forsytes had been born. 2. The blackberries tasted ... rain. 3. I didn't buy the pi­ano to be sonated out... my house... an evening. 4. You are ... the few who will be equal to it. 5.1 wash my hands ... it. 6. Tom decided that he could be independent... Becky. 7. Vegetarians live ...vegetables, fruit and nuts. 8. He planted the apple-trees ... the left and the pear trees ... the right of the path. 9. The house was ... fire. They thought it had been set... fire ... purpose. 10. There are goods ... sale in all the shop-windows. You are very slow, why don't you hurry ... a bit? 11. Help me ... with my coat. 12. The garage was built ... a con­venient site. 13. I stumbled ... something soft. 14. There was no objection ... the part ... the owner ... the car. 15. ... the one hand I was, of course, glad; ... the other hand I was a little bit frightened. 16. The doctor was ... the point... leaving. 17.... reflection I gave up the idea. 18. He was arrested ... suspicion ... murder. 19. The ghastly story made my hair stand ... end. 20. Come ...! Let's lock the trunk to be ... the safe side. 21. The question wasn't even touched ....

20. Translate the following sentences into English. Pay attention to the prep­ositions:

1. По обеим сторонам улицы есть магазины. 2. Получив его теле­грамму, я сразу отправился на вокзал. 3. Честное слово, я этого не делал. 4. Как я ни старался, я не мог в тот вечер сосредоточиться на игре актеров. 5. Держитесь за перила, здесь очень скользко. 6. Про­должайте, я вас внимательно слушаю. 7. Неужели вы хотите сказать, что никогда не были в походе? 8. Теплым сентябрьским днем дети впервые пришли в школу. 9. А ну-ка! Покажи мне, что у тебя в кор­зине! 10. Анна очень страдала, когда родственники и друзья отвер­нулись от нее. 11. Джону нравилось, когда Мэри по вечерам надева­ла блузку с юбкой. 12. Такого учителя нелегко найти, таких на тысячу— один. 13. Деревня находилась к северу от реки. 14. Он все­гда старался сделать из меня бизнесмена. 15. С его стороны было глупо даже думать о ней.

21.

a) Give Russian equivalents for the following English proverbs and say­ings (or translate them into Russian),

b) Explain in English the meaning of each proverb,

c) Make up a dialogue to illustrate one of the proverbs:

It is the last straw that breaks the camel's back.

2. Experience keeps a dear school but fools learn in no other.

3. Haste makes waste.

4. Don't make a rod for your own back.

5. Don't tell tales out of school.