A Psychologist Theorized That People Who Can Hear Better When They Have Just Eaten a Large Meal

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Lesson viii college life

INTRODUCTORY READING AND TALK

The meny-become-round of college life is something that one never forgets. It's a fascinating, fantastic, fabulous experience, irrespective of the fact whether ane is a total-time or a part-time student.

Who can forget the get-go 24-hour interval at the university when one turns from an bidder who has passed entrance exams into a start-year educatee? I did it! I entered, I got in to the university! A solemn ceremony in forepart of the academy building and serious people making speeches. Hey, lad, practise yous happen to know who they are? Who? The rector, vice-rectors, deans, subdeans... and what most those ladies? Heads of departments and senior lecturers? Okay. Some of them must exist professors, some � associate or assistant professors, just, of class, all of them have high academic degrees. And where are our lecturers and tutors? Oh, how dainty...

The monitors hand out student membership cards, student record books and library cards � onefeels like a real person. First celebrations so days of hard piece of work. Then many classes, then many new subjects to put on the timetable! The curriculum seems to be adult especially for geniuses. Lectures, seminars and tutorials. Home preparations; a real avalanche of homeworks.

If one can not cope with the work load of college he or she immediately starts lagging behind. It is easier to keep pace with the programme than to catch upward with it later. Everyone tries difficult to be, or at to the lowest degree to wait, diligent. First tests and examination sessions. The outset successes and beginning failures: "I have passed!" or "He has not given me a pass!" Tears and smiles. And a long-awaited vacation.

The merry-become-round runs faster. Assignments, written reproductions, compositions, synopses, papers. Translations checked up and marked. "Professor, I accept never played truant, I had a expert excuse for missing classes". Works handed in and handed out. Reading up for exams. "No, professor, I take never cheated � no cribs. I merely crammed".

Inferior students get senior. Still all of them are 1 family � undergraduates. Students' parties in the students' clab. Meeting people and parting with people. You know, Nora is going to exist expelled and Dora is going to graduate with honours. Yearly essays, graduation dissertations, finals...

What? A teacher'south document? You mean, I've got a caste in English language? I am happy! Information technology is over! It is over... Is it over? Oh, no...

A postgraduate course, a thesis, an oral, and a caste in Philology. The start of September. Where are the students of the kinesthesia of foreign languages? Is it the English department? Oh, how nice...

1. Say a few words nearly your academy: say what information technology is chosen, speak about its faculties and their specializations.

2. Would you compare college life with a merry-go-round or with something else?

three. What do you think of the showtime months at the academy?

4. They say that it is a poor soldier who does non want to become a general. Name the steps of the social ladder which a student must laissez passer to climb up to the position of the rector. Use the words from the list below, placing one word on one stride.

Dean, assistant lecturer, head of section, vice-rector, acquaintance professor, assistant professor, subdean, professor.

○ TEXT

Ruth at Higher

(Extract from the book by A. Brookner "A Beginning in Life". Abridged)

The principal reward of being at college was that she could work in the library until ix o'clock. She was at present able to feed and clothe herself. She had, for the moment, no worries most money. In her own eyes she was rich, and information technology was known, how, she did non empathize, that she was not on a grant,' did not share a flat with five others, did not live in a hall of residence, and took abundant baths, hot h2o being the one chemical element of life at home.

There was also the extreme pleasure of working in a real library, with admission to the stacks. The greed for books was all the same with her, although sharing them with others was not equally pleasant as taking them to the table and reading through her meals. Only in the library she came as close to a sense of belonging every bit she was ever likely to encounter.2

She was never happier than when taking notes, rather elaborate notes in dissimilar coloured ball-signal pens, for the need to be doing something while reading, or with reading, was kickoff to assert itself. Her essays, which she approached as many women arroyo a meeting with a potential lover, were well received. She was heartbroken when ane came back with the words "I cannot read your writing" on the lesser.

She bought herself a couple ofpleated skirts, similar those worn by Miss Parker;* she bought cardigans and saddle shoes3 and thus constitute a style to which she would attach for the residue other life.

* Miss Parker � Ruth's teacher at schoolhouse.

The days were non long enough. Ruth rose early on, went out for a paper and some rolls, made java, and washed up, all before anybody was stirring. She was the neatest person in the house. As she opened the front door to exit, she could hear the others greeting the day from their beds with a variety of complaining noises, and escaped apace before their blurred faces and slippered feet could spoil her forenoon. She was at one with the commuters at the charabanc stop.4 There would be lectures until lunch time, tutorials in the afternoon. In the Common Room there was an electrical kettle and she took to supplying the milk and carbohydrate.5 It was more of a home than habitation had been for a very long time. There was always someone to talk to after the seminar, and she would have a walk in the evening streets before sitting down for her repast in a sandwich bar at about six thirty. And so there was work in the library until nine, and she would reach home at virtually x.

'But don't you ever get out?' asked her friend Anthea. For she was surprised to detect that she made friends easily. Needing a foil or acolyte for her flirtatious popularity, she had found her way to Ruth unerringly;6 Ruth, needing the social protection of a glamorous friend, was grateful. Both were satisfied with the friendship although each was secretly bored by the other. Anthea's conversation consisted either of triumphant reminiscences � how she had spumed this ane, accepted that one, how she had got the last pair of boots in Harrod's sale, how she had shed five pounds in a fortnight � or recommendations beginning 'Why don't yous?' Why don't you get rid of those ghastly skirts and buy yourself some trousers? You lot're thin enough to vesture them. Why don't y'all accept your pilus properly cutting? Why don't you find a apartment of your own? Yous can't stay at home all your life.

These questions would be followed rapidly by variants beginning 'Why oasis't you?' Found a flat, had your haircut, bought some trousers. It was as if her exigent temperament required immediate results. Her insistent still curiously uneasy physical presence inspired conflicting feelings in Ruth,7 who was non used to the idea that friends do not always please.

By the end of the second year a restlessness came over Ruth, impelling her to spend nigh of the twenty-four hour period walking. The piece of work seemed to her besides easy and she had already chosen the subject for her dissertation: "Vice and Virtue in Balzac's Novels". Balzac teaches the supreme effectiveness of bad behaviour, a matter which Ruth was commencement to perceive. The evenings in the library now oppressed her; she longed to break the silence. She seemed to have been eating the same food, tracing the'same steps for far as well long.8 And she was lonely. Anthea, formally engaged to Brian, no longer needed her company.

Why don't you exercise your postgraduate work in America? I tin can't see whatsoever future for you here, apart from the one you can come across yourself.

Ruth took some of Anthea'due south advice, had her pilus cutting, won a scholarship from the British Council which entitled her to a year in French republic working on her thesis, and roughshod in love. Only the last fact mattered to her, although she would anxiously examine her pilus to see if it made her look whatever better. Had she but known it, her looks were beside the point;9 she was attractive enough for a clever adult female, only it was principally every bit a clever woman that she was attractive. She remained in ignorance of this; for she believed herself to be dim and unworldly and had ofttimes been warned by Anthea to exist on her guard. 'Sometimes I wonder if you're all there,'10 said Anthea, hit her own brow in disbelief.

She did this when Ruth confessed that she was in love with Richard Hirst, who had stopped her in the corridor to congratulate her on winning the scholarship and had insisted on taking her down to the refectory for dejeuner. Anthea's gesture was prompted past the fact that Richard was a prize beyond the expectations of most women and certainly beyond those of Ruth.xi He was i of those exceptionally cute men whose fierce presence makes other men, however superior, look makeshift. Richard was famous on at least three counts.12 He had the unblemished blond good looks of his Scandinavian mother; he was a resolute Christian; and he had an ulcer. Women who had had no success with him assumed that the ulcer was a event of the Christianity, for Richard, a psychologist by training, was a student counsellor,13 and would devote three days a week to answering the phone and persuading anxious undergraduates.

Then Richard would fly home to his parish and stay up for ii whole nights answering the telephone to teenage dropouts,xiv dilapidated wives, and alcoholics. There seemed to be no end to the amount of bad news he could absorb.

Richard had been known to race off on his bicycle to the scene of a domestic drama and at that place wrestle with the conscience of an abusive husband, wife, mother, begetter, brother, sis.

He was rarely at home. He rarely slept. He never seemed to consume. His ulcer was the concern of every adult female he had ever met in his developed life. His dark gilded hair streamed and his nighttime blue eyes were articulate and obdurate every bit he pedalled off to the next crisis.

Into Ruth's dazed and grateful ear he spoke deprecatingly of his unmarried mothers and his battered wives. She idea him exemplary and regretted having no expert works to report back.15 The race for virtue, which she had always read about, was on.

And so Ruth took more of Anthea's communication and found a flat for herself.

Proper Names

Ruth [rüT] � ��

Anita Brookner [@'ni:t@ 'brUkn@] � ��

Miss Parker [mIs 'p¸thousand@] � ��

Anthea [{due north'TI@] � ��

Harrod'southward ['h{r@dz] � ��

Balzac [b{l'z{k] � ��

Brian [braI@northward] � ��

British Council ['brItIS 'kaUnsIl] � ��

Richard Hirst ['rI�@d 'hÆ:st] � ��

Scandinavian ["sk{ndI'neIvj@n] � ��

Christian ['krIstj@n] � ��

Vocabulary Notes

ane. ... and it was known, how, she did not understand, that she was not on a grant... � � �� , �� , �� ...

2. But in the library she came equally close to a sense of belonging as she was ever likely to encounter. � �� , �� , �� .

three. saddle shoes � ��

iv. She was at one with the commuters at the bus finish. � �� .

5. In the Mutual Room there was an electric kettle and she took to supplying the milk and carbohydrate. � � �� , � � �� .

vi. Needing a foil or acolyte for her flirtatious popularity, she had constitute her way to Ruth unerringly ... � �� , ��, �� , �� , �� , � � �� ...

vii. Her insistent yet curiously uneasy physical presence inspired alien feelings in Ruth ... � Ÿ ��, �� ...

viii. She seemed to take been eating the same food, tracing the same steps for far too long. � ��, �� , �� .

9. Had she but known it, her looks were abreast the point... � �� , �� , �� , �� ...

10. Sometimes I wonder if you're all in that location ... � �� , � �� ...

11. ... that Richard was a prize beyond the expectations of most women and certainly beyond those of Ruth. � ... �� , � ��, ��, �� .

12. ... on at to the lowest degree iii counts � ... �� , �� ...

13. ... was a student counsellor � ... �� ... (��.: �� , ��)

fourteen. ... to teenage dropouts ... � ... ��, �� ...

15. ... and regretted having no good works to report back. � ... � ��, �� -�� , �� .

Phonetic Text Drills

○ Practice 1

Transcribe and pronounce correctly the words from the text.

Grant, to share, residence, admission, to run across, elaborate, ball-point pen, to assert, cardigan, blurred, driver, foil, acolyte, flirtatious, unerringly, triumphant, reminiscence, ghastly, exigent, temperament, conflicting, dissertation, postgraduate, scholarship, thesis, ignorance, gesture, makeshift, unblemished, resolute, ulcer, psychologist, counsellor, abusive, battered, exemplary.

○ Exercise 2

Pronounce the words and phrases where the following clusters occur.

i. plosive + w

Could work, it was known, hot water, at 1, satisfied with, that ane, would fly, dilapidated wives, good works.

2. plosive +i

Able, pleasure, tabular array, likely, couple, pleated, saddle, kettle, supplying, entitled, at least, good looks, blue.

three. plosive + r

Extreme, approach, greeting, electric, streets, would reach, surprised, protection, grateful, trousers, streamed, presence, oppressed, break, tracing, principally, attractive, hit, forehead, congratulate, prize,undergraduates, drama, brother, crisis.

4. plosive + plosive

Bought cardigans, fabricated coffee, front door, escaped chop-chop, would exist, would take, had got, fact, refectory, would devote.

○ Exercise 3

Comment on the phonetic phenomena in the following clusters.

1. Called the bailiwick, did this, confessed that, all at that place, across those, assumed that the ulcer.

2. That she, greed for books, bought herself, could hear, blurred faces, slippered feet, asked her friend, constitute her way, had shed, had your hair, 2d year, don't yous.

3. Through, three.

○ Exercise four

Say what kind of false assimilation one should avoid in the following clusters.

1. Of existence, of working, of belonging, of complaining, of triumphant, of boots, of his.

2. Was still, as taking, as close, as she, which she, like those, was stirring, was the neatest.

○ Exercise 5

Transcribe the following words with negative prefixes.

Uneasy, unerringly, disbelief, unblemished, unmarried.

○ Exercise 6

Transcribe and intone the questions. Compare the intonation pattern of a general and a special question.

'Only 'donPt you 'ever 'go /out?' | "asked her "friend An,thea. ||

'Why donPt you lot 'find a 'flat of your own? ||

�� Comprehension Check

one.�� What was the principal reward of beingness at college?

2.�� Why did Ruth consider herself rich?

iii.�� What did Ruth like nigh working in the library?

4.�� What did Ruth do while reading?

5.�� How did Ruth modify her image?

6.�� When did Ruth go out for the academy?

7.�� How did Ruth spend her solar day in the college?

eight.�� Why did Ruth and Anthea become friends?

9.�� What sort of questions would Anthea inquire?

10. What change took place at the cease of the second year in Ruth?

11. What did Ruth do to find a new way of life?

12. When did Anthea say that she was not sure whether Ruth was all �� there?

13. What kind of gesture accompanied Anthea's words and what did it �� imply?

fourteen. What did Richard Hirst look like?

xv. What kind of responsibilities did Richard accept?

16. What kind of lifestyle did Richard have?

17. What did Richard speak of into Ruth'south ear?

18. What did Ruth think and practice?

EXERCISES

Practise 1

Find in the text words denoting:

� a short slice of writing on i item bailiwick that is written by a educatee;

� a class, usually at college or university, where the teacher and the students discuss a particular topic or subject;

� a long essay that a pupil does as office of a caste;

� financial aid that the government gives to an individual or to an arrangement for a particular purpose such as didactics, welfare, home, improvements;

� a student at a academy or higher who has not however taken his or her first caste;

� a person who has a kickoff degree from a academy and who is doing research at a more advanced level;

� someone who has left school or higher before they have finished their studies;

� a long slice of written research done for a higher university caste, especially a PhD*;

� money given to a educatee to aid pay for the cost of his or her pedagogy;

� a regular meeting in which a tutor and a small group of students discuss a field of study as role of the students' course of written report;

� a block of flats where students alive;

� a person who travels to work in boondocks every twenty-four hours, especially by train;

� a large dining hall in a university.

* PhD � doc of Philosophy (an academic degree, approximately equal to "�� " in Russian federation).

Exercise ii

Make up all possible derivatives from the stems of the verbs below.

Share, assert, attach, complain, bore, accept, require, inspire, oppress, prompt, absorb, wrestle, report.

Exercise 3

Pronounce the words correctly and comment on the shift of meaning in the pairs of ane) ane-stem nouns and adjectives; ii) i-stem verbs and nouns.

1) advantage � advantageous	anxious � anxiety
extreme � extremity	bonny � allure
greed � greedy	presence � nowadays
alien � conflict	violent � violence
two) to note � note	to examine � examine
to receive � reception	to devote � devotion
to supply � supply	to business organisation � business organisation
to subject � bailiwick	to absorb � absorption

Practise 4

Pick out from the text 1) nouns, cogent different types of classes at the university; 2) nouns, cogent money support for students; three) nouns, denoting types of written works done by students.

Exercise 5

Give the English equivalents for the following and use them in sentences of your ain.

�� ; �� ; �� ; �� ; �� ; �� -��; ��; �� ; �� ; �� ; �� -��; �� ; �� ; �� -��; ��; �� ; �� ; �� (��, ��); �� .

�.

�� ; �� -��; �� ; �� ; �� ; �� ; �� ; �� ; �� -��; ��; ��; ��; �� -��; ��; �� ; �� -��; ��; �� -��.

Exercise 6

Explicate the meaning of the following English words or phrases and say how the corresponding notions in Russian differ from the English language ones.

A dissertation, a thesis, postgraduate work, a tutorial, a grant, a scholarship, an essay, an undergraduate, a student counsellor, a commuter, a hall of residence.

Do vii

Complete the sentences.

1. The main advantage of being at college was that...

two. It was known that Ruth ...

3. There was as well the extreme pleasance of ...

iv. She was never happier than when ...

5. She plant a style to which ...

6. As she opened the front door to leave ...

7.�� In that location would be lectures until lunch time ...

eight.�� In the Mutual Room there was an electric kettle and she ...

9.�� Information technology was more of a dwelling than ...

10. Needing a foil or acolyte for her flirtatious popularity, �� Anthea ...

11. By the cease of the 2nd year ...

12. The work seemed to her too easy and she ...

xiii. She seemed to have been eating the same food ...

14. Ruth took some ofAnthea'southward advice ...

15. Ruth confessed that...

xvi. Richard was a prize across ...

17. Richard, a psychologist past grooming, was ...

18. In that location seemed to exist no cease to ...

xix. She idea him exemplary and ...

20. So Ruth took more ofAnthea's advice and ...

Do 8

Complete the sentences choosing the appropriate word or phrase from the listing. Change their form if necessary.

To take no worries about something; in one'south own eyes; a hall of residence; read through one's meals; to adhere to something; to be at one with somebody; to go out; to make friends; to find ane's way to somebody.; to become rid of something; to demand somebody's visitor; beside the point; to be on one'south guard; on 3 counts; no end to something; the concern of somebody.

1. A chatty person ... with other people very speedily and feels at ease in whatsoever visitor.

ii. It is important ... a definite style when choosing clothes; otherwise one risks looking foreign.

iii. Police ask people ... when strangers approach them, endeavor to brand contact with them or ask favours of them.

4. Sharing a room with other people, one has ... all bad habits: smoking, scattering things here and in that location, coming late.

v. Having passed the exam, she grew .... The exam was very difficult and being through with it meant success.

6. The teacher tried... a little boy in primary school; she spoke with him, made him speak and play besides, just he remained aristocratic and constrained.

7. The child seemed not ... ; he liked to stay all by himself, with no companions to play with.

eight. Virtually British students live either in ... or share flats with other students.

ix. In the evening about British students .... They get to pubs, discos or merely walk around with their friends.

10. Doctors exercise not recommend.... Information technology may lead to indigestion.

11. The athlete'south physical ability was almost.... Information technology was his mental discipline that really made him a champion.

12. There was ... her friend's communication: she always had new ideas and poured them out incessantly.

xiii. Her success rested ...: she was President of Students' Society, she had only excellent marks and she won a scholarship from the British Council.

fourteen. Hurrying up to the university in the morning time, she ... all the rest of the students: she was an integral part of this moving mass.

fifteen. His abiding failures soon became ... every lecturer. Nobody knew what to exercise in a situation like this.

16. She ... domestic chores: her mother and grandmother did everything in the house.

Exercise nine

Put in the missing prepositions.

1. The instructor demanded that the students should take notes ... coloured ball-point pens.

2. Being a psychologist... grooming, Richard devoted his life to solving other people's issues.

3. Non everyone likes to share a apartment ... somebody: it disturbs one'southward privacy.

4. Working... her thesis, Ruth learned many interesting facts.

5. The mother always grumbled when her girl was reading ... her meals.

6. The commuters were at one ... the charabanc terminate, and every person felt equally if he or she were an integral office of the oversupply.

7. Ruth could not sympathize why a certain restlessness came ... her.

8. Ruth did non have whatsoever worries ... money, because she lived at domicile with her parents.

nine. It was very easy to choose subjects ... dissertations; the professor offered a long list of topics.

10. She would never sit down ... her meal without a book, which, of grade, was a bad habit.

11. One day the lecturer returned Ruth'south essay with an inscription ... the lesser.

12. Ruth's greed ... books kept her working in the library until nine o'clock.

thirteen. Equally there was a kettle in the Common Room, some students took ... bringing tea and coffee.

xiv. The girls were bored ... each other, because they were likewise dissimilar.

15. A lot of students at the academy were ... grants, which meant that their studies were subsidized by the authorities.

sixteen. The girl decided that she would attach ... a classical style of dressing; she thought it suited her amend.

17. Those who win scholarships from the British Council are ordinarily entitled ... half a year abroad.

18. Ruth remembered the day when she met Richard Hirst ... the rest of her life.

19. The girl's talks always consisted ... stories, reminiscences and gossip.

20. Richard congratulated all students ... all possible occasions, equally he was a student counsellor.

Exercise 10

Notice in the text sentences with the words or expressions given below, translate them into Russian and inquire your classmates to interpret them back into English.

To be on a grant; a hall of residence; greed for books; elaborate notes; to be well received; a tutorial; a seminar; the second twelvemonth; the subject for i'southward dissertation; postgraduate work; to work on one's thesis; to examine; winning the scholarship; past training; an undergraduate; to stay up for 2 whole nights; to absorb; to study back.

Practice 11

Explain in what connectedness the following sentences and phrases occur in the text.

i.�� She was now able to feed and clothe herself.

2.�� She was not on a grant.

iii.�� The greed for books was still with her.

4.�� She was never happier than when taking notes.

v.�� Her essays were well received.

6.�� She found a way to which she would attach for the rest of her life.

7.�� It was more of a habitation than home had been for a very long time.

viii.�� She had found her way to Ruth unerringly.

ix.�� Each was secretly bored.

10. Her exigent temperament required firsthand results.

11. A restlessness came over Ruth.

12. She was solitary.

13. Ruth took some ofAnthea'due south advice.

14. Her looks were beside the bespeak.

xv. She was in love with Richard Hirst.

16. Richard was famous on at least 3 counts.

17. There seemed to be no terminate to the corporeality of bad news he could absorb.

18. She idea him exemplary.

xix. The race for virtue was on.

Exercise 12

Read and translate. Employ the italicized structures in sentences of your own.

1. There would exist lectures until lunch time. She would achieve home at about ten. She would take a walk in the evening streets. She would anxiously examine her hair. Richard would devote iii days a calendar week to answering the telephone.

2. Ruth was not used to the idea that friends do not e'er please.

3. Needing a foil or acolyte for her flirtatious popularity, she had establish her way to Ruth unerringly; Ruth, needing the social protection of a glamorous friend, was grateful.

4. She seemed to have been eating the same food, tracing the same steps for far also long. He never seemed to eat.

Exercise thirteen

Work in pairs. Fill in the gap in the dialogue frame with phrases from the list below. Limited surprise, annoyance, disagreement. Give your reasons.

� Why don't y'all ... ?

piece of work in the library, read through your meals, live in the hall of residence, share a apartment with five others, go out, cull the subject for your dissertation, do your postgraduate work in America, work on your thesis, take notes in unlike-coloured ball-point pens, feed and clothe yourself, fall in love, devote three days a week to studying English, accept some of somebody's advice, win the scholarship, notice a flat for yourself, stay upward for whole nights reading up for exams, congratulate somebody on winning the scholarship, notice a manner to which you would adhere for the rest of your life.

Possible responses:

And so what?

Why should I?

What's the use of ...ing?

Don't you lot call back it'south silly?

You don't say so!

Y'all must exist joking!

You lot can't exist serious!

Exercise fourteen

Make up dialogues that could take place and dramatize them in class.

one. between Ruth and Richard at the refectory, where he took her for tiffin after having congratulated her on winning the scholarship;

2. between Ruth and her friend Anthea, showtime with 'But don't y'all ever go out, Ruth?';

three. betwixt Ruth and Anthea, when Anthea is persuading Ruth to find a flat for herself;

4. between Ruth and one of her neighbours in the firm where she lived;

5. between Ruth and some student or students subsequently the seminar in the Common Room.

Practice 15

Speak of Ruth'south college life:

1. in the third person;

2. in the person of Ruth;

3. in the person of her friend Anthea.

Exercise 16

Discussion points.

1. What can you say about Ruth's personality? Evidence it.

2. What do you think of her friend Anthea?

3. Why did Ruth accept some ofAnthea's advice?

iv. What kind of person was Richard, in your opinion?

5. What does the last simply one phrase "The race for virtue was on" mean? Comment upon it.

6. Which character do you lot similar most? Why?

Do 17

Annotate on the following words of the author.

'Balzac teaches the supreme effectiveness of bad behaviour ...'

'... friends practise not ever delight.'

'... she was attractive enough for a clever woman ...'

Exercise xviii

Human action out the following mini-dialogues substituting phrases from the lists for the ones in italics.

1. � Where do you' study?

� I study at the ��rze� State Pedagogical University of Russian federation, St.Petersburg.2

' does he, does she

2 the Institute of Strange Languages, the philological faculty, the kinesthesia of oriental languages

ii. � What'due south your favourite bailiwick?

� I similar English1 well-nigh of all.

'� Linguistics, Latin, Psychology, Literature, Philosophy, British Studies, American Studies, Methods of Teaching English language, History of the Language, Grammatical Theory

3. � What subjects practise you take for the first year1?

� If we speak about English, it is mainly Phonetics and Grammer.ii

1�� the second year, the third year, the fourth yr, the fifth twelvemonth

2�� Conversation, Written Composition, Translation, Home Reading, Analytical Reading, Shut Reading, Business English

iv. � What is David good1 at?

� He is proficient at writing essays.ii

i�� clever, poor

2� memorizing foreign words, doing grammar exercises, reciting poems, writing authentic translations, giving talks

5. � Can you lot assistance me with grammar1?

� Certainty.2

1 pronunciation, the text, the do, spelling

2� Of course. I tin can. No dubiousness I can. You are welcome.

six. � Why didn't you attend the previous lesson in English1?

� The affair is that I was not well.two

1�� lecture on Literature, lecture on Linguistics, seminar on political economic system, seminar on psychology

2� was late for information technology, didn't know about it.

7. � What mark did you get for your composition1?

� I was given an fantabulous mark.two

1�� translation, test, examination

2�� a proficient mark, a satisfactory mark, a bad mark

8. � Where can I find the Dean1?

� He is probably in the Dean's ofice.ii

1�� the English teacher, the tutor, the lecturer

2� the staff room, the lecture room, the faculty role

9. � What are you going to exercise tomorrow morning1?

� I think I'll be reading up/or the examination.ii

one in the afternoon, tonight

ii writing an essay, reading upwardly for the seminar, revising for the test, preparing for my form

Practise 19

The curriculum at the faculty of foreign languages consists of several subjects which all students must study. Make a listing of these subjects. In class speak about your favourites and the ones yous dislike(d). Explain to your partners why you bask(ed) or don't (didn't) enjoy them.

Exercise xx

When do we say the following nearly people? Give answers, using the pattern.

► Pattern: She never misses classes.

We say, 'She never misses classes' if she attends classes regularly.

i. Nick has a good control of English.

2. Richard has washed well in his exams.

3. Donna lags behind the grouping.

iv. Brenda keeps up with the rest of the group.

v. Susan has failed in her exam.

6. Ray is burning the midnight oil.

7. Sara can't learn English language just past picking it upwards.

viii. David and Steve never disrupt classes.

9. Max never cribs at exams.

10. Brandon lacks fluency.

11. Helen is addicted of playing truant.

Practice 21

Name at to the lowest degree ii or three situations that cause y'all feel the emotions listed beneath.

► Blueprint: I find talking about things that don't interest me boring.

Ifind writing long tests annoying.

slow�� attending lectures (seminars, classes)

embarrassing � taking notes

depressing�� reading up (for)

confusing�� making reports

exciting�� writing essays

annoying�� doing one's homework

worrying�� correcting mistakes

agreeable�� translating from Russian into English (from English language into Russian)

� rendering texts

� doing exercises

� listening to the tapes

� transcribing and intoning

� working on one's thesis

� participating in class

� missing classes

� disrupting classes

� coming late to one'southward classes (lectures, exams)

� adulterous (in exams and tests)

� taking examinations

� declining examinations

� retaking examinations

Go on the list. Compare your answers with those of other students in the class. Talk over these situations and the feelings they cause. Also discuss what activities yous call back difficult and what � easy.

Exercise 22

Complain virtually some things or activities at college (at the university) that annoy y'all. Talk about something that yous do not enjoy. Explicate why.Work in pairs.

► Apply:

For complaining:

I'm beginning to get rather tired of...

I've had (I accept) a lot of problem with ...

The problem with ... is that...

I'k sick and tired of...

They should/ought to ...

I'm non at all satisfied with ...

For agreement:�� For disagreement:

Yep, information technology is a problem, isn't it?�� Actually? I tin't say I've

Yes, information technology can exist a trouble,�� especially noticed that...

can't it?�� I tin encounter what you mean but..

I call up I can understand�� Oh, come up on, it isn't that bad.

how you feel.��

Yes, I know what you lot hateful.��

Exercise 23

Speak in course what you lot feel when:

you get a bad marking; you lot fall (lag) backside the group; you lot fail (in) an examination; you read upward for an examination late at nighttime; y'all miss classes; you come belatedly to classes; you keep up with the rest of the grouping; you catch up with the rest; you take to retake an exam; you work in the library at the weekend; you work on your dissertation on holiday; you spend sleepless nights over a load of books; you lot look up every word in your dictionary when reading an English volume; you are not prepared for the class; you are given virtually no time to assimilate and remember several chapters; the telephone rings while you are doing your homework; your essay is well-received; another student cheats at an examination or test.

► Patterns: I feel like a failure when I fall behind the group.

I experience pleased/confused/bored, etc. when I take hold of upwards with the rest.

Exercise 24

Guess what the people in the moving-picture show feel and why. Employ the topical vocabulary.

► Patterns: He looks satisfied. He must have got a proficient mark.

She looks bored. She must be listening to a boring lecture.

Exercise 25

Translate into English.

ane. �� .

ii. �� , � �� . �� , �� .

3. �� . �� .

four. �� , �� , ��. � �� .

5. � �� , �� , �� .

half-dozen. �� , �� .

vii. �� . �� .

8. �� , ��, �� , �� . �� .

9. �� , �� .

ten. � �� , �� , �� .

11. �� , �� .

12. � �� , � �� .

13. � �� .

fourteen. �� , �� -�� .

xv. � �� .

Exercise 26

An old Chinese saying states that "a motion picture is worth a thousand words". With a partner discuss each of these pictures. Reply the questions below.

1.�� What has happened? Why practice yous think so?

ii.�� What is happening now? Why practise you call back so?

3.�� What is going to happen? Why practise y'all retrieve and so?

Exercise 27

I. Read and interpret the story.

Distractions are a problem Barbara has to deal with when she is supposed to be studying. She spends also much fourth dimension on the phone. She intends to concentrate on her homework, merely finds herself talking to friends or writing lettere instead of reading up for seminars, taking notes or writing essays. It is hard for her to say, 'No, I can't do this or get in that location. I take to study.' Her homework oft suffers because she procrastinates. When she studies in her room, it is full of distractions. Her phone, radio, record thespian and her cat are there. She finds herself daydreaming, answering the phone, listening to tapes or petting the cat. She is oftentimes disturbed by family members. Information technology is easy to see where all her time goes � not to studying. Now she is letting the answering auto do its job. She puts the cat out earlier she starts to study. Her homework is now washed before everyone gets domicile from piece of work.

2. Find the English equivalents for the following.

�� ; �� -��; �� -��; �� ; �� ; �� ; �� ; ��; � �� ; �� ; �� .

III. Speak nearly your distractions. Utilize the patterns from the text:

1) Barbara is supposed to be studying.

2) Barbara has to deal with a trouble.

3) Barbara finds herself talking to friends instead of reading up for seminars.

4) Barbara is often disturbed by family members.

Exercise 28

i. Read and interpret the story. Answer and discuss in grade the questions below. Keep the story.

It took a couple of weeks for classes to get settled, and then nosotros got downwardly to the nitty-gritty. Equally homework began pouring in, and tests loomed on the horizon, I realised that my study skills were very poor and that it was going to be a challenge in itself to teach myself to report. I experimented with several tactics, trying to find out what would work for me. I started out in the sleeping room with the door closed, but it seemed the telephone was e'er ringing. I managed to go my work done, but I was non pleased with this frustrating situation. Later I tried going exterior and preparing somewhere in the chiliad. I ended upwardly chatting with a neighbor, petting her domestic dog. Cleariy, something had to be changed. As my workload increased, and then did my frustration. Quite by accident, however, I found the solution to my problem ...

2. Observe the English language equivalents to the Russian words and phases.

�� , �� , �� -��, �� , ��, ��, �� , ��, �� -��, ��, �� (��.), ��, ��, �� , �� , ��, �� , ��, �� , �� .

3. Reply the questions and express your opinion on the post-obit.

1. What advice would y'all give to a friend of yours if he or she had to deal with the trouble of distraction?

2. What tactics do you personally choose to get yourself organised and sit down down to piece of work?

3. Discuss in class the problem of getting oneself organised and concentrated when doing one'southward homework.

Practice 29

The passages below are the beginnings of unlike stories. Finish the stories, using the vocabulary from the text and the topical vocabulary.

'Finally, the summer ended and higher began. Carol dressed in jeans and a sweatshirt, slung her book purse over her shoulder and set out for her first class ...'

'Thomas is sitting in the dining-room looking at the mess strewn around. He calls this his function. The tabular array is covered with an assortment of books, pens, and papers. Hanging on the dorsum of a chair is his black leather book bag. He is finally a college student ...'

'The term is coming to a shut. I look upon it with sadness. I volition miss my teachers and the friendships I take fabricated ...'

'I am looking frontward to the next term, but I also get nervous thinking about my new classes. Each term the classes volition get a footling harder and more challenging. I hope I am up to all those new challenges. I beloved to acquire, just I yet have a little fearfulness of failing...'

Exercise 30

Read and translate the passage. Answer the questions below.

Most people who have trouble with schoolwork don't lack intelligence � instead. Rather, they are trapped by their own attitudes towards the work. One mental attitude that gets in many students' way is the "I tin can't exercise it" syndrome. Instead of making an honest effort to do the work, the "I can't do it" blazon give up before they begin. Then at that place'due south the "I'one thousand too tired" alibi. Students with this problem give in to the temptation to nap whenever there is work to be done. Some other mutual excuse for low achievement is "the instructor is boring". These students look every form to be highly entertaining and merits they can't be expected to learn anything otherwise.

i. What exercise you think of the "I tin can't exercise it" blazon?

2. What do you think of the "I'chiliad too tired" blazon?

3. What practise you think of the "I'1000 likewise bored" type?

4. Are there people of whatsoever of these types amid your friends or classmates?

five. What type are you? Why?

6. What would you say nearly your attitude towards studies?

7. Can you remember of some more than types?

eight. What are common excuses for low achievements in this country?

9. Can you imagine an exemplary educatee? Speak well-nigh exemplary students and ordinary ones.

Exercise 31

People like to acquire differently. Some people learn better by listening, white others need to see the information. Your answers to the questions below may requite you some idea of how you prefer to acquire. When you have finished, compare your answers with those of other people in your class.

one. Do y'all prefer to learn by listening to the teacher's lecture? (Yes or No)

2. Do you prefer to learn by reading and studying your textbooks? (Yep or No)

iii. Practice you prefer to acquire by studying or working with other people? (Yeah or No)

iv.�� Do you adopt to study by yourself? (Yep or No)

5.�� Do you similar to ask the instructor questions? (Yes or No)

6.�� When you study for a test, you read your notes, don't you?

7.�� When you report for a test, you read your notes aloud, don't you?

8.�� When you study for a examination, you rewrite your notes, don't �� you?

9.�� Do you like to memorize facts? (Yes or No)

10. Do yous like to recall about ideas? (Yes or No)

Exercise 32

Respond to the statements. Piece of work in pairs.

1. Teachers adopt dull students to bright ones. They are easier to manage.

2. Yous know what students are similar nowadays! They are getting less and less intelligent every twenty-four hours.

3. To my mind, colleges shouldn't provide students with general knowledge. Emphasis should be placed on professional skills.

4. I don't think it is important for students to learn how to work with dictionaries.

Y'all may need the following phrases to express your surprise:

You don't say so!

You must be joking!

Y'all tin can't be serious!

Go along (with y'all)!

Practise 33

Challenge the post-obit statements. Give your reasons.

1. When you don't understand your teacher's caption you don't inquire to explain again because this is very embarrassing.

two. When you are really too ill to go to course you become anyway. It would be rude not to go.

3. When y'all feel that you are non doing well in a course, y'all stop going to grade considering you don't have fourth dimension to do the work.

4. If yous have the feeling that the instructor doesn't similar you, yous practice the best yous can exercise nether the circumstances.

5. If you don't similar to answer or ask questions in class you ask to speak to the teacher and explain your shyness.

Exercise 34

Discuss higher life in this country. Use these questions as a guide for your discussion.

1. What do students wear to college?

2. How practice students get to college?

iii. How exercise students know which class to go to?

4. How practise students greet the teacher?

5. How does the teacher greet the students?

six. How exercise students address the teacher?

vii. When does the term begin?

eight. How long does it terminal?

9. How long is the college solar day?

10. Who decides what a student will study?

11. Who decides which students volition attend college?

Exercise 35

Find out how colleges and universities in this state have changed since your teachers were students. Enquire your teacher to tell y'all about what it was like when he or she was at higher. Nowadays an oral report on changes in Russian colleges and universities.

Practice 36

Match the English idioms in the left column with their Russian equivalents in the right column. Illustrate the meanings of the English idioms by your ain examples.

ane.�� to go into details �� . ��

two.�� to drum something into �� . ��

somebody's head

three.�� a encephalon twister �� . ��

4.�� two and two make four �� D. ��

5.�� a stumbling cake �� . ��

half dozen.�� the key word �� F. ��

vii.�� the brain of a dove �� G. ��

8.�� to come up easy�� H. ��

nine.�� to get-go from scratch�� I. ��

10. a blueish stocking�� J. �� -��

Practise 37

Translate the proverbs into Russian and comment upon them.

i. A man is never besides onetime to learn.

2. Didactics covers a lot of ground but information technology doesn't cultivate it.

iii. Live and learn.

4. Past doing nada we larn to do ill.

5. Meliorate untaught than sick taught.

half dozen. Brevity is the soul of wit.

7. Dot your i's and cross your t's.

Exercise 38

Translate the post-obit quotations and comment upon them.

'A university should be a place of calorie-free, of liberty and of learning.

Benjamin Disraeli

'Knowledge is a city, to the building of which every human being brought a rock.'

Ralph W. Emerson

'Knowledge is ability.'

Francis Bacon

'Noesis comes, but wisdom lingers.'

Alfred Tennyson

Practice 39

Function Play. "A Talk in the Living-Room".

Setting:�� The Richardsons' house.

State of affairs: A group of students gather at Richardsons' on their vacations. They used to be classmates once. Now they are all students of different colleges and universities. In the evening they are sitting in the living-room near the fireplace and speak about their college life, sharing experiences.

Characters:

Carte I�Two�� Sarah and Terry Richardson. They have in�� vited everyone to their house. They are a �� sis and blood brother and go to a technical college. Sarah hates information technology and Terry loves it.

Card 3�Iv �� Dora and Laura. Ii medical school students. They have merely had their professional person �� experience in a hospital and compare studies and real life.

Carte Five�� Harry, a student of the chemic kinesthesia at the university. He failed to pass his exams in leap and is going to take them in autumn.

Card Half-dozen�� Barbara, a student of the French section of the faculty of foreign languages at a university. She has won a personal grant for success in studies.

Card Vii�Eight � Barry and Jerry, 2 friends who do economic science at the academy. Both are enthusiastic learners and like to speak about their future speciality.

Carte du jour Ix�� Flora, a student of an art schoolhouse. She likes her drawing classes but does not like whatever of her other subjects.

Bill of fare X�XI�� Clarry and Nora, students of a music schoolhouse. In schoolhouse years they used to be friends because they played in a school orchestra. They are thinking of creating a pop-group of their own.

Carte du jour XII�� Lany. He was expelled from the faculty of Maths for missing classes and is dreaming of getting dorsum.

WRITING

Exercise ane

Fix to write a dictation. Learn the spelling of the words and phrases in bold type from Introductory Reading and the words from exercise 1 on page 208.

Exercise 2

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A Psychologist Theorized That People Who Can Hear Better When They Have Just Eaten a Large Meal

Lesson viii college life

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