поездки. 18. Мне нравились в нем ясный ум и простая речь. 19. Что привело класс в такое
возбуждение? — Волнующая для них новость; у них будет новый учитель по геометрии. 20.
Они были когда-то хорошими друзьями. Просто не могу себе представить, почему они
поссорились. 21. Старик указал на картину, которая висела на противоположной стене.
XIV. Compose 20 sentences about the text, using modal verbs must, can, may,
ought, might with the perfect infinitive:
Models: a) Judy's guardian must have (never) read her letters (должно быть, (не) читал).
b) Judy could have bought some other things with her guardian's money (могла бы
купить...).
c) Judy's guardian might have seen Judy somewhere (он, возможно, видел ее...).
d) Don't you think that Judy's guardian ought to have answered her letter (ему следовало бы
ответить на ее письмо).
XV. a) Translate the text into Russian:
Dear Daddy Long-Legs,
You never answer any questions, you never show the slightest interest in anything I do. I
haven't a doubt that you throw my letters into the waste-basket without reading them. Hereafter I
shall write only about work.
My re-examinations in Latin and Geometry came last week. I passed them both and am now
a Sophomore.
I came up a fortnight ago, sorry to leave the farm, but glad to see the campus again. It is
pleasant to come back to something familiar, I am beginning to feel at home in college.
I am beginning chemistry, a most unusual study. I've never seen anything like it before. I am
also taking logic. Also history of the whole world. Also plays of William Shakespeare. Also French.
I should rather have elected Economics than French, but I didn't dare, because I was afraid
that unless I re-elected French, the Professor would not let me pass — as it was. I just managed to
squeeze through the June examinations. But I will say that my high-school preparation was not very
good.
And here is news for you. I have begun to be an author. A poem entitled "From my Tower"
appears in the February "Monthly" — on the first page, which is a very great honour for a Freshman.
My English instructor stopped me on my way out. of college last night, and said it was a charming
piece of work except for the sixth line, which had too many feet.
But sometimes a dreadful fear comes over me that I'm not a genius.
Yours truly, Judy
( From "Daddy Long-Legs" by Jean Webster)
b) Comment on the letter above. Point out in what it differs from Judy's earlier
letters (see the text). Explain the last line of this letter. Is Judy quite serious here?
XVI. Speak about Judy. Describe her as fully as you can. When pointing out
this or that trait in her character, give your reasons. (See the text of Unit Five and Ex.
XV.).
XVII. Compose dialogues and perform them in class:
1. between Judy and Julia Pendleton about Judy's guardian;
2. between two of Judy's fellow-students about Judy;
3. between Judy and the English instructor.
XVIII. Write a composition in the form of a letter describing some of your (or
your friend's) experiences as a fresher. Use words and phrases from Essential
Vocabulary (I). See also Judy's letter (Ex. XV).
XIX. Try your hand at teaching.
1. Say what you would do in the teacher's positions
Once, after having hastily written an assignment on the blackboard the teacher left the class
alone for a few minutes. Upon her return she found several words on the blackboard were circled
with coloured chalk. At the bottom was written, "Careless writing, please do over."
2. Practise your "Classroom English".
a) Every teacher is faced with the problem of keeping discipline in the
classroom, A teacher should know how to do it to goad English. Describe the
teacher's reaction in the following situation:
1) Ann is not paying attention.
2) Ted is standing up.
3) George — you can see only the back of his head.
4) Steve — finds it impossible to be silent for more than a minute at a time.
5) Jenny — is not looking at the blackboard.
6) Peter — is sprawled out across his desk.
7) Alison — is disturbing the girl sitting next to her.
8) Beth — is copying the answer from somebody else.
9) Alan and Paul — are arguing about something.
10) Andy — the slowest and dreamiest boy in the class.
b) Play the part of a young teacher describing a lesson in a very unruly class
to his/her fellow teachers. (See "Classroom English", Section VII.)
LABORATORY EXERCISES (I)
1. Listen to the text "A Freshman's Experience", mark the stresses and tunes, repeat
the text following the model.
2. Paraphrase the given sentences.
3. Extend the given sentences.
4. Write a spelling-translation test Check it with the key.
5. Translate the sentences into English. Check them with the key.
6. listen to the text 'Town and Gown" or some other text on the history of English
Education. Write the summary of the text. Comment on it in class.
TOPIC: EDUCATION
Libraries full of books have been written on the education system in Britain, but recently it
has been changing considerably.
Compulsory education begins at 5, and children attend primary school until they are 11.
Normally the primary school is divided into Infants (5—7) and Juniors (7—11).
At the age of 11 most children go to a comprehensive school where they stay until they are
16. In the past children went to different types of secondary schools, but in most parts of the country
everybody now goes to a comprehensive.
Some parents, who do not want their children to go to a comprehensive pay to send them to a
private school. The most expensive and prestigious private schools are actually called public schools.
At the age of 16 people take their examinations. Most take General Certificate of Education
(G.С.E.). Ordinary Levels — normally called just 'O' Levels. People take 'O' Levels in as many
subjects as they want to; some take one or two, others take as many as nine or ten.
If you get good 'O' Level results, you can stay on at school until you are 18, in the Sixth
Form. Here you prepare for Advanced Level Exams ('A' Levels). Again, you take as many of these
as you want to, but most people take two or three.
In case you pass your exams well you have a chance of going on to university though this is
not automatic. The number of people who study there is strictly controlled. Other types of further
education are offered at polytechnics and colleges of higher education. Polytechnics offer the chance
to study subjects in a more practical way, and many colleges of higher education specialize in
teacher training.44
(See: Johnson K. and Morrow K. Approaches. Cambridge, 1979)
TEXT A. HIGHER EDUCATION AND TEACHER TRAINING IN GREAT BRITAIN
Nowadays teacher training in Great Britain is realized at universities, polytechnics and
colleges of higher education.45 Students working for their first degree at university are called
undergraduates. When they take their degree we say that they graduate and then they are called
graduates. If they continue studying at university after they have graduated, they are called post-
