O-4. Give suitable responses.

1. Hello, Grace! 2. Good evening, Mrs Barks! 3. Hi, Mr Clark. 4. Hello! How is life? 5. Hello, Amanda. Nice to see you.

O-5. Introduce:

1. your colleague Mr Smith to Mr Brown; 2. yourself to a small friendly party; 3. your friend to your mother; 4. a young girl to elderly Mrs Barks; 5. your parents to your young boy-friend; 6. yourself to a group of managers

0-6. Act out the mini-dialogues. Make up your own dialogues using the key­words.

1. - Are you any relation to Helen! - Yes, she's my cousin. -Oh, really!

that girl, the boy on your right, the old woman, the man in the photo, Ann;

sister, brother, cousin, grandmother, nephew, uncle, niece

2.-What relation is Peter to John¹!

- They are cousins.

- Really?

that girl, John, Nick, Alex, the child, the man;

twins, brother and sister, husband and wife, mother and son

3. - To whom is she married? -To my brother. - Fancy!

your sister, your friend, your brother, Lily;

my elder brother, a doctor, a lawyer, Ted Brown

4. - How old is your mother! -40. - Fancy! I should never think so. She looks younger (older).

your brother, your friend, Mrs Parker, your teacher; about 50, over 30, nearly 20

5.-Where was she born? - In London. -Was she?

in the town of Bor, in the village of Kamenka

6. - What does your brother do? - He works at a factory, -Does he?

your mother, your friend, Mr Clark, Nancy;

studies at school, studies at the Institute, serves in the Army, works at a plant

7.-What does she look like? - She's very lovely.

your sister, Ann, your teacher, your aunt, your friend;

pretty, small, short but slender, handsome, good-looking, tall and broad-shouldered

8. - What kind of hair has she?

-As far as I remember, she has straight yellow hair.

mouth, nose, face, eyes; blue, round, snub, long 9. - What colour are her eyes, I wonder? -They are blue.

complexion, hair; dark, pink, fair, auburn

O-7. Interview your partner about her/his relatives (family). Then tell your friends about what you've learned from her/him.

Example: Have you any sisters or brothers? What does your elder brother look like? Do you take after your mother? Why do you think so?

0-8. Conversational situations.

1. You speak with your partner about what a typical actress/student/
teacher/Englishman/sportsman is like.

2. You ask your friend to do you a favour to meet your friend/sister/
mother at the station as you are very busy. You describe her ap­
pearance.

3. You are looking through your friend's family album and trying to
guess if the people in the pictures are her/his relatives or not.

4. A new student has come to your group. One of you hasn't seen
him/her yet. You ask your partner about him/her.

O-9. Role play.

Personages: People of different trades.

Stimulus: Getting acquainted.

Arrangement: Speaking on whole community.

Expected Activity: Conduct peculiarities in giving and asking informa­tion.

Speech skills and functions developed: Greetings, introducing oneself and people.

Supplement Cards with fixed information and word structures.

IV. READING AND COMPREHENSION Here is a useful piece of advice on reading.

"My dear friend!

You ask me for advice on reading. That's a very difficult thing to do. How can I possibly know what will interest other people? If you are fond of detective stories (Agatha Christie, Simenon and other mod­ern favourites), you will read them quickly, you'll "swallow" them. If the book is in English, that may mean slow progress for you. But I don't advise you to read too slowly. And don't start reading a book unless you see, from the first few pages, that you can read it with ease and understanding - "don't try to run before you can walk".

Quite often you'll find the unknown word comes again, perhaps several times, and by the end of the chapter you'll have found out its meaning by intuition. The need to use a dictionary perhaps ten or twenty times a page makes reading very dull and tiring." (from AS. Hornby)

So we are going to start learning how to read faster and get the information right. You will read good English texts on different sub­jects. All of mem have small problems to think over and discuss in class. First we start with this:

Reading with general understanding.

Close attention: develop the following reading skills:

- how to get the information;

- how to understand it as far as the main idea.

Today we are making the first step to develop your reading skill and the speed of reading. Welcome!

RC-l. Read the text carefully. Get acquainted with the family. Time your reading.

The Season of Divorce

(after John Cheever)

A. My wife has brown hair, dark eyes, and a gentle¹ nature. Be­cause of her gentle nature, I sometimes think that she spoils the chil-

dren. She doesn't refuse them anything. They always get around her. Ethel and I are married 10 years. We both come from Morristown, New Jersey. Our marriage is happy. We live in the East Fifties². Our son Carl, who is six, goes to a good private school, and our daughter, who is four, is going to school next year.

Ethel is cheerful and adaptable. She gets up at 7 and turns the dio on. After she is dressed, she wakes up the children and cooks the breakfast. All day long Ethel is busy with the housework, cooking shopping and the demands of the children.

B. We go out once or twice a week to the parties given by the
Newsomes. Sometimes we meet there Mr and Mrs Trencher. Mi
Trencher seems a pleasant man to have around, rte is a doctor. Other
doctors say that he's a good physician. The Trenchers are about 30, at
least he is. She is older.

Mrs Trencher is a plain woman. She is small, has a good figure and regular features. She has inner modesty. Dr Trencher doesn't smoke or drink, the colouring in his slender face is fresh - his cheel are pink, and his blue eyes are clear and strong.

The Trenchers live in a comfortable and unpretentious private house in our neighbourhood. The house is old and large. The halls are gloomy and empty.

C. Late afternoon Ethel takes our children to the playground anc
sits with them until it is time to take them home. Dr Trencher makes
it a regular thing to come there and talk with Ethel. To Ethel
seems strange. "He stares at me," she says. "He sighs and stares
me." I know what my wife looks like in the playground. She wears
old coat, overshoes, and a scarf is tied under her chin. The picture

a well-dressed, pink-cheeked doctor losing his heart to Ethel is hard to take seriously. But he sends her roses for birthday and makes me an­gry. Ethel thinks he is crazy and is sorry for him.

Notes

1. gentle = mild

2. the East Fifties - the streets and avenues are mostly numbered.
Here: from No. 50 to No. 58.

RC-2. Check up the level of general comprehension: perform the ABC test and see if you are true or false.

A. My wife has

1. a} blond hair and blue eyes;

b) fair hair and grey eyes;

c) brown hair and dark eyes.

2. Ethel has a gentle nature. That's why she

a) spoils the children;

b) refuses them sometimes;

c) likes the children to get around her.

3. The author thinks

a) their marriage is happy;

b) their marriage in unhappy;

c) their marriage only meets the demands of the children.

4. The author and his wife

a) have no children;

b) have one child;

c) have two children - a boy and a girl.

5. All day long Ethel is busy with
a} her work at the office;

b) herself;

c) the housework, cooking and shopping.

B. 1. The Trenchers are

a) rather young, about 25;

b) middle-aged;

c) about 30.

2. Mr Trencher is

a} an office-worker;

b) a business man;

c) a physician.

3. Mrs Trencher is

a) very bright in appearance;

b) rather plain and modest;

c) ugly and unpleasant.

4. Dr Trencher looks

a) pale and thin;

b) slender in face and pink in cheeks;

c) ill and tired.

5. The Trenchers' house is:
a} comfortable and large;

b) old and gloomy;

c) old and empty.

C.Late afternoon Ethel takes the children

a) to school;

b) to do the shopping;

c) to the playground.

2. Dr Trencher

a) comes to talk to Ethel;

b) plays with the children;

c) has a walk in the playground.

3. While in the playground Ethel looks

b) well-dressed; c) unpretentious.

} pleasant;)

4. Dr Trencher seems to be

a) in love with Ethel;

b) on good friendly terms with Ethel;

c) on business terms with Ethel.

RC-3. Quick review questions. Consult the text and answer.

A. 1. What is the author's wife by nature? 2. What does she look
like? 3. Why does he think she spoils the children? 4. What proves
that the children love Ethel? 5. What place do Ethel and her husband
come from? 6. Is their marriage unhappy? 7. Where do they live?
8. Are their children grown-up? 9. At what time does Ethel get up?
10. What is she busy with all day long?

B. 1. How many times a week do Ethel and her husband go out?
2. Where do they usually go? 3. Whom do they meet there? 4. Where
do the Trenchers live? 5. What do you make of their house? Do you
like it?

C. 1. Where does Ethel usually take the children late afternoon?
2. What is a regular thing with Dr Trencher? 3. How does Dr
Trencher show his love to Ethel? 4. Why doesn't the author take it
seriously? 5. What makes Ethel's husband angry? 6. What does Ethel
make of Dr Trencher?

RC-4. Go back to the text and say:

1. What do you know about Ethel and her family? (family ways, appearance, traces in nature, her daily round) 2. What do you make of the Trenchers? (family ways, appearance, trade and occupation, habits, household) 3. What does Ethel look like while in the playground? (appearance, clothes she wears)

RC-S. Develop your opinion and say:

1. Why is Ethel sorry for Dr Trencher? 2. What does Dr Trencher like in Ethel? 3. What is a possible end of this story?

RC-6. Intelligent text study, a) Pick out the key sentence from each part (A, B, C). b) Arrange the sentences as the story demands.

1. The Trenchers live in a comfortable and unpretentious private house
in our neighbourhood.

2. Dr Trencher makes it a regular thing to come there and talk to
Ethel.

3. Ethel and I are married 10 years.

4. All day long Ethel is busy with the housework, cooking and shop­
ping.

5. We go out once or twice a week to the parties given by the New-
somes.

6. Ethel thinks Dr Trencher is crazy and is sorry for him.

Nicely done! Next time we shall advance further.

V. WRITING PRACTICE

Drafting a Descriptive Paragraph

Drafting is the formulating stage of the writing process. A para­graph is a series of interrelated sentences that develop a single idea, or topic. Whether it is brief or lengthy, whether it stands alone or is a part of a large whole, the paragraph is the basic unit of organized and developed thought.

A descriptive paragraph can either stand by itself or be part of a longer piece of writing. In either case, it needs a topic sentence, sup­porting sentences and often a concluding sentence.

The Topic Sentence. In your topic sentence you identify the topic of your description and suggest what you plan to say about it.

Supporting Sentences. The body of a descriptive paragraph is made up of supporting sentences that develop the topic. Supporting sentences provide the detailed information that readers need in order to under­stand the topic sentence.

The Concluding Sentence. If your topic sentence begins the para­graph, close it with a concluding sentence. Your concluding sentence can reinforce the general impression that you gave in your topic sen­tence; use different words, summarize your ideas, tying together your supporting details, present your personal impressions of the topic that you have discussed.

W-l. Read the text to develop your descriptive technique.

Of all my relatives, I like my aunt Emily the best. She's my mother's youngest sister. She has never married, and lives alone in a small village near Bath. She is in her late fifties, but she's quite young in spirit. She has a fair complexion, thick brown hair which she wears in a bun, and dark brown eyes. She has a kind face, and when you meet her, the first thing you notice is her smile. Her face is a little wrinkled now but I think she is still rather attractive. She is the sort of person you can always go to if you have a problem.

She likes reading and gardening, and she still goes for long walks over the hills. She's a very active person. Either she's making some­thing, or mending something or doing something to entertain herself. She's extremely generous, but not very tolerant with people who don't agree with her. I hope, I'm as contented as she is when I'm her age.

V.

W-2. Go through the text and say

-which is the topic sentence;

- which are the supporting sentences;

- which is the concluding sentence.

W-3. The text consists of factual description and personal opinions. Go through the text and underline what is factual description once and double under­line what is pcsonal opinion.

W-4. Go through the text again and say which parts describe

- her face and body;

- her likes and dislikes;

- her character;

- her habits.

W-5. List the adjectives used in the text and say if they describe the person's character or appearance.

W-6. Now write a similar description of someone you know (friend, relative, teacher etc.).

VI. BECOME PROFICIENT BP-l. Look and study. Read paying attenion to your pronunciation and melody.

1. Greeting the Class

- Good morning/afternoon, children! (in primary schools)

- Good morning/afternoon, boys and girls! (in secondary schools)
-Sit down, please!

2. Lateness

Pupil:-I am sorry I'm late (I didn't hear the bell).

-I am sorry I'm late but I've overslept.

-1 am so sorry, I have no excuse.

-1 am sorry I am late. I have an excuse.

Teacher is satisfied:

Teacher is not satisfied:

- Very well, (go and) sit down.

- I see.
-All right.

- Why are you (so) late?

- That's no excuse.

- That's a poor excuse.

- That's not a very good excuse.

- You must learn to be on time (for

lessons).

- You must (learn to) come to lessons

on time.

3. Bringing the Class to Order

- Get ready for the lesson.
-Will you, please, stop talking?
-Will you, please, sit straight?

- Put your things away.

-I am waiting for you to be quiet.

BP-2. What will the teacher say if he (she) comes into the room to start a les­son? 156

BP-3. The lesson has begun. A schoolchild is late for the lesson. Play the pan of the teacher. What will you say to the pupil to show a) you are not satisfied; b) you are satisfied?

BP-4. Work with your partner. Play the part of a teacher and a pupil who is late.

BP-5. You are a teacher. What will you say to bring the class to order?

To the Student:

You have done it well and advanced in your English. You like it, don't you? Now pass over to Unit 2.

Unit 2 Our Furnished Flat and Accommodations Required

To the Student:

This time our household and general accommodation is our special care. We spend a large part of our life at home. Most enjoy their sur­roundings and find them comfortable. It's natural to make a small cor­ner in the world which we can recognize as our own.

Here! Sally, Florence and Mary welcome you to their living. Hope you get a pleasant sort of sensation.

Look and study. Hall

1 - front door, 2 - living-room door (lounge door), 3 - door mat, 4 - coat rack, 5 - chest of drawers for shoes, 6 - hall mirror, 7 - table, 8 - telephone, 9, 10 - lamps

Living-room (lounge)

Kitchen

1 - refrigerator (fridge), 2-kitchen table (dining table), 3, 4-kitchen chairs, 5-kitchen lamp, 6-gas cooker, 7-base unit, 8-kitchen sink, 9 -wall cupboard, 10 - houseplams

1 - bookshelves, 2 - cupboard unit, 3 - television set (TV set), 4 - stereo system, 5 -drawers, 6 - sofa (settee), 7 - armchair, 8 - coffee table, 9 - flower vase, 10 - window,

11 - curtains, 12 - cupboard base unit

^F

Bedroom

I. TEXT-ORIENTED ACTIVITIES

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