IV. Write an outline of die letter. (Differentiate between significant and insignificant events described in the letter. Leave out the insignificant ones.)

II. Choose two or three paragraphs from the text of Unit Five for translation. Reason your choice and discuss possible variants of the translation.

EXERCISES

Word Combinations

Words

blank adj, n excite υ item n

bore υ, n excitement n plain adj

boring adj exciting adj point υ

boredom n excited pp prompt υ

bright adj excitedly adv 'record n

bright(ly) adv experience n re'cord υ

brighten υ freshman n recorder n

brightness n ignorance n sophomore n

confess υ ignorant adj

the trouble with... is that... next to

at times to point out smth. (that)

to keep still every other (sentence, day, etc.)

you wouldn't believe what (how)... to be much obliged to smb., for smth.

to be a surprise to smb. to be bored (to death)

to enlarge one's vocabulary to cause excitement

I. Read the text and do the following (A. Grammar, B. Word usage):

A. 1. Search the text for passive voice constructions and classify them according to tense groups. 2. Compare the " if- clauses" used in the text and explain their meaning. 3. Identify the function of the -ing- forms used in the text. 4. Select examples to illustrate the compound predicate. 5. Explain why there is no article in with college, from vacation, in class.

B. 1. Explain the difference between the following words used in the text: dictionary — vocabulary, giggle — laugh, toss — throw, pair — couple. 2. Search the text for the verb get, translate the sentences. 3. What is the most favourite word in Judy's vocabulary? Would you recommend your pupils to use it?

III. Answer the following questions:

1. What did Judy mean by classes and campus? 2. Why did Judy mention ice-cream and соrn-meal mush in her letter? 3. What did Judy think was the trouble with college? 4. What joke had gone all over college? 5. Why did Judy keep still when the girls spoke about things she didn't know? 6. Why didn't Judy study at night, no matter how many written reviews were coming in the morning? 7. In what way did Judy want to catch up with the group? 8. What did Judy mean by saying that she was at least honest? 9. What did Judy mean by saying writing this letter off and on for two days? 10. Where had Judy studied before college? 11. Why did Judy feel embarrassed at times? 12. What did Judy mean by blank years and abyss of ignorance? 13. What shows that the text was written by an American writer?

V. Try your hand at teaching:

A. Preparation. Search the texts of Units One, Two (I), Three (I), Four (I), Five (I) for polysyllables[43] with two stresses, practise their pronunciation.

B. Work in Class. a) Pronounce distinctly each word fixing the students' attention on the stresses.

b) Make the students repeat the words after you.

c) Ask the students individually and correct their mistakes. (See "Classroom English", Section VIII.)

Дата добавления: 2014-10-17