1. I like to sleep on a camp-bed, I find it very.... 2. I believe Friday the only... day for our meeting, we have only four lectures on that day. 3. Though the flat was rather.... warm, light and cosy, it was not... for our work as it was rather small. 4. These shoes are very... for wear in wet weather as they have rubber soles.
e) join or unite:
1. The two streams... at the foot of the mountain. 2.... we stand, divided we fall. 3. One by one the children... in the game. 4. The partisans’ detachment... the regular army and the enemy lost the battle against their... forces. 5. All peace-loving people should... in their straggle against a new war. 6. Won't you... me in a walk?
ХIII. Paraphrase the following:
1. It is of no importance. 2. Rivers flow into the sea. 3. You can't rely on him. 4. Make yourself at home 5. French is unlike English in having far more verbal inflexions. 6. He seems to be ill. 7. Connect these points with a line. 8. This street stretches east and west. 9. He refused to live at the expense of his parents. 10. I disagree with you. 11. I'll drive the car into the garage. 12. Will you come with us? 13. I met him by chance in London last week. 14. Listen to me, Tom! 15. This tool is easy to use. 16. These are not the same people with the same name. 17. Why is Jane silent?
XIV. Translate these sentences intoRussian. Write your own sentences with the new words and phrases:
1. He looked about the room and caught sight of the case containing the jewels which had been carelessly left open on the table. 2. The difference was curious between her intense expectation of the previous day and her present indifference. 3. United we stand, divided we fall. 4. My father reminded me that I was entirely dependent upon him. 5. The many men he ran across, belonging to a different world, had filled him perhaps with admiration and envy. 6. I'm always doing things on the spur of the moment — to my own inconvenience and other people's. 7. It made him uncomfortable to alter his plans and think out something new. 8. He was angry with Norah because she had not let the matter rest.
XV. Retell the text: a) in indirect speech; b) as if you were Anne.
XVI. Write: a) a letter from Anne to a friend of hers about her first experience at school, b) an answer of a friend of Anne's to this letter.
XVII. Make up dialogues based upon the text between: a) Anne and a friend of hers, a young teacher discussing their first lessons; b) Anne and Miss Enderby discussing the problem of discipline in class; c) Anne and her college teacher discussing situations like that described in the text.
XVIII. Miss Barrett, a young teacher from Bel Kaufman's 'Up the Down Staircase', once "had an epidemic of unprepared students". Study the reasons they gave for neglecting todo their homework. What other reasons could they have given? Elect one student to play the part of the teacher who should respond in each case. Role-play the whole situation.
Why I Didn't Do My Homework
— I know homework is essential to our well-being, and I did it but I got into a fight with some kid on our way to school and he threw it in the gutter.
— My dog chewed it.
— I didn't know we weresupposed to do it.
— I fell asleep on the subway because I stayed up all night doing my homework, so when it stopped at my station I ran through the door not to be late and left it on the seat on the subway.
— I did it but left it home by mistake.
— The baby spilled milk on it.
— My brother took "my" homework instead of "his".
— The page was missing from my book.
— I lost my book and just found it.
— There's no room in my house now my uncle moved in and I have to sleep in the hall and couldn't use the kitchen table.
— Someone stole it.
— What homework?
XIX. Translate the following putting it in your own words. Comment on what yon have read:
... Детей нет — есть люди, но с иным масштабом понятий, с иным запасом опыта, иными влечениями, иной игрой чувств. Помни, что мы их не знаем...
Все современное воспитание направлено на то, чтобы ребенок был удобен, последовательно, шаг за шагом, стремится усыпить, подавить, истребить все, что является волей и свободой ребенка, стойкостью его духа, силой его требований.
Вежлив, послушен, хорош, удобен, а и мысли нет о том, что будет внутренне безволен н жизненно немощен....
Обратили ли вы внимание, как часто, когда раздается в передней звонок, вы слышите просьбу:
— Я отворю?
Во-первых, замок у входных дверей трудный, во-вторых, чувство, что там, за дверью, стоит взрослый, который сам не может сладить и ждет, когда ты, маленький, поможешь...
Вот какие небольшие победы празднует ребенок, уже грезящий о дальних путешествиях, в мечтах он — Робинзон на безлюдном острове, а в действительности рад-радехонек, когда позволят выглянуть в окошко. (Януш Корчак. Как любить детей.)
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