How do you think we ought to start
How do you think we ought to start
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Lecture
O’Connor JD
(Extract)
Miss Tooley. How do you think we ought to start?
JD O’Connor. My idea is this. Suppose we just say a few ordinary
sentences. After that we’ll go back again and notice
how we’ve said them and what sort of tune we’ve
used, and then we’ll try to make some clear and
general rule about them.
Miss Tooley. Yes, that’s a good idea. Now the first thing I said
was this: «How do you think we ought to start?»
I wonder if the listeners can hear the tune. «How
do you think we ought to start?»
JD You see, listeners, that sentence starts on a fairly
high note and it continues on that same note
until it reaches the word «ought». Just listen.
Miss Tooley. «How — How do you think we — How do you
think we ought to start?»
72
JD Like that, you see. The word «ought» is said on a
slightly lower note, and the sentence continues
on that lower note until it gets to the very last
syllable.
Miss Tooley. How do you think we ought to start? How do you
think we ought to start?
JD Again, you see. The word «start» is on a slightly
lower note and not only that, it falls as you say it:
«start — start».
Miss Tooley. Yes, it does. It falls right down to the bottom
of my voice, listen: «How do you think we ought
to start? How do you think we ought to start?»
JD So the sentence is really in three parts,
corresponding to the number of stressed syllables:
«how», followed by four weak syllables, then
«ought», followed by one weak syllable; and, lastly,
«start», followed by nothing at all.
Miss Tooley. How do you think we — ought to — start?
JD We can make a good rule out of that. In sentences
like this, the first stressed syllable and any weak
or unstressed syllables following it, are said on
a fairly high note; the second stressed syllable and
any more weak syllables after that, are said on
a slightly lower note, and the same with the third,
and the fourth, and so on until you come to the
last stressed syllable of all, which not only begins
on a lower note than the previous one, but also
falls right down until it can scarcely be heard at all.
Well, now we must go back to the beginning and
see if our rule works for some of our other
sentences.
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Lecture
O’Connor JD
(Extract)
Miss Tooley. How do you think we ought to start?
JD O’Connor. My idea is this. Suppose we just say a few ordinary
sentences. After that we’ll go back again and notice
how we’ve said them and what sort of tune we’ve
used, and then we’ll try to make some clear and
general rule about them.
Miss Tooley. Yes, that’s a good idea. Now the first thing I said
was this: «How do you think we ought to start?»
I wonder if the listeners can hear the tune. «How
do you think we ought to start?»
JD You see, listeners, that sentence starts on a fairly
high note and it continues on that same note
until it reaches the word «ought». Just listen.
Miss Tooley. «How — How do you think we — How do you
think we ought to start?»
72
JD Like that, you see. The word «ought» is said on a
slightly lower note, and the sentence continues
on that lower note until it gets to the very last
syllable.
Miss Tooley. How do you think we ought to start? How do you
think we ought to start?
JD Again, you see. The word «start» is on a slightly
lower note and not only that, it falls as you say it:
«start — start».
Miss Tooley. Yes, it does. It falls right down to the bottom
of my voice, listen: «How do you think we ought
to start? How do you think we ought to start?»
JD So the sentence is really in three parts,
corresponding to the number of stressed syllables:
«how», followed by four weak syllables, then
«ought», followed by one weak syllable; and, lastly,
«start», followed by nothing at all.
Miss Tooley. How do you think we — ought to — start?
JD We can make a good rule out of that. In sentences
like this, the first stressed syllable and any weak
or unstressed syllables following it, are said on
a fairly high note; the second stressed syllable and
any more weak syllables after that, are said on
a slightly lower note, and the same with the third,
and the fourth, and so on until you come to the
last stressed syllable of all, which not only begins
on a lower note than the previous one, but also
falls right down until it can scarcely be heard at all.
Well, now we must go back to the beginning and
see if our rule works for some of our other
sentences.
IV. LECTURES
WHY USE GAMES? (by Julia Khan)
Characteristics of games
Ground rules must be set for how games are played. The authority behind the rules and the contest lies in the game itself rather than with the player or teacher and the authority must be acknowledged if the game is to be played fairly. Children are usually very concerned with fairness and with preventing others from breaking the rules.
Games are activities that children naturally and universally engage in. There is a certain timelessness in the pleasure children find in games and in how the nature of the games they play changes as they develop, ranging through fantasy, ritual, competition and luck.
Generations of children rediscover the same games and delight in playing them. Games may be seen as a route by which children come to terms with their social environment, presenting as they do a social situation which is firmly governed by rules but whose outcome is unknown. Piaget (1967) saw children’s games as «the most admirable social institutions. The game of marbles for instance. contains an extremely complex system of rules. a code of laws, a jurisprudence of its own. If we wish to gain any understanding of child morality it is obviously with the analysis of such facts as these that we must begin. All morality consists in a system of rules. » It is of course not our present concern to explore morality but to remember that children play games, and to take account of these natural tendencies when developing teaching strategies for young learners.
LECTURE — Extract (by O’Connor)
Miss Tooley: How do you think we ought to start?
J. D.: My idea is this. Suppose we just say a few ordinary sentences. After that we’ll go back again and notice how we’ve said them and what sort of tunes we’ve used, and then we’ll try to make some clear and general rule about them.
Miss Tooley: Yes, that’s a good idea. Now the first thing I said was this: «How do you think we ought to start?» I wonder if the listeners can hear the tune? «How do you think we ought to start?»
J. D.: You see, listeners, that sentence starts on a fairly high note and it continues on that same note until it reaches the word «ought». Just listen.
Miss Tooley: «How — How do you think we — How do you think we ought to start?»
Miss Tooley: «How do you think we ought to start? How do you think we ought to start?»
J. D.: Again, you see, the word «start» is on a slightly lower note and not only that, it falls as you say it: «start — start».
Miss Tooley: Yes, it does. It falls right down to the bottom of my voice, listen: «How do you think we ought to start? How do you think we ought to start?»
Miss Too ley: How do you think we — ought to — start?
J. D.: We can make a good rule out of that. In sentences like this, the first stressed syllable and any weak, or unstressed syllables following it, are said on a fairly, high note; the second stressed syllable, and any more weak syllables after that, are said on a slightly lower note, and the same with the third, and the fourth, and so on, until you come to the last stressed syllable of all, which not only begins on a lower note than the previous one, but also falls right down until it can scarcely be heard at all. Well, now we must go back to the beginning, and see if our rule works for some of our other sentences.
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REVISION EXERCISES ON TENSE AND VOICE
THE INDICATIVE MOOD
GRAMMAR EXERCISES
Ex.22.
A.: How do you think we ought to start?
В.: My idea is this. Suppose we just say a few ordinary sentences. After that we’ll go back again and notice how we’ve said them, and what sort of tunes we’ve used, and then we’ll try to make some clear and general rule about them.
A.: Yes, that’s a good idea. Now the first thing I said was this: How do you think we ought to start? I wonder if the listeners can hear the tune? How do you think we ought to start?
В.: You see, listeners, that sentence starts on a fairly high note and it continues on that same note until it reaches the word ‘ought’. Just listen.
How — How do you think we — How do you think we ought to start? Like that, you see. The word ‘ought’ is said on a slightly lower note, and the sentence continues on that lower note until it gets to the very last syllable.
A.: ‘How do you think we ought to start?’ ‘How do you think we ought to start?’
В.: Again, you see, the word ‘start’ is on a slightly lower note and not only that, it falls as you say it: ‘start — start’.
A.: Yes, it does. It falls right down to the bottom of my voice, listen: ‘How do you think we ought to start? How do you think we ought to start?’
В.: So the sentence is really in three parts, corresponding to the number of stressed syllables: ‘how’ followed by four weak syllables; then ‘ought’ followed by one weak syllable, and lastly ‘start’, followed by nothing at all.
A: How do you think we — ought to — start?
В.: We can make a good rule out of that. In sentences like this, the first stressed syllable and any weak, or unstressed syllables following it, are said on a fairly high note; the second stressed syllable, and any more weak syllables after that, are said on a slightly lower note, and the same with the third, and the fourth, and so on, until you come to the last stressed syllable of all, which not only begins on a lower note than the previous one, but also falls right down until it can scarcely be heard at all. Well, now we must go back to the beginning, and see if our rule works for some of our other sentences.
(From «A Course of English Intonation by J. D. O’Connor)
(To Units One—Three)
1. a) Comment at» the use of the Present Indefinite and the Present Continuous:
i. I’m glad to know that you are coming to England this summer. 2. Your teeth are chattering. What’s the matter with you? 3.1 am always telling Jerry that his uncle means more to him than his parents. 4. Anne is working hard for her exams now, she couldn’t take them in spring. 5. Hotels on the south coast are expensive. 6. Do you hear anything? — Yes, I hear music. 7. We may visit you and stay with you next year if it is convenient to you then. 8.1 believe he’ll be much stronger after he spends his holidays in the mountains.
b) Use the Present Indefinite or the Present Continuous instead of the infinitives in brackets:
1.What you (to think) of this drawing? — I (to think) it (to be) excellent. 2. A holiday camp usually (to have) its own swimming-pool and tennis courts. 3. She (to play) at the concert tonight. 4. You (to like) to spend your holidays with hundreds of other people? 5. What you (to listen) to? — It (to seem) to me I (to hear) a strange noise outside. 6. You (to read) anything in English now? — Yes, I (to read) a play by Oscar Wilde. 7. I’ll join them in their trip with pleasure if they (to invite) me. 8.1 (not to see) what you (to drive) at. 9, You (to enjoy) the trip? 10, Can I see Doctor Trench? — I’m sorry you can’t; he (to have) his breakfast li. I (not to like) the girl; she continually (to bother) me with silly questions. 12. Please wait till he (to finish). 13. Nell (to have) a rest in the south, too, I (to guess). — Yes, you (to guess) right. 14. You often (to get) letters from her? — Not so very often.
2. Translate the sentences into English, using I hear and I am told where possible:
Notes:
1. In spoken English I hearis often used instead of I have heard.
Examples: I hearyou wanted to see me.
He is going to write a new play, I hear.
I hear you have been asking for me?
2. I am toldand I was toldboth correspond to the Russian «мне сказали», I am told is used with reference to the present.
Example: I am toldshe is seriously ill. (= I hear she is seriously ill.)
1. Я слышал, он пишет новую книгу. 2. Мне сказали, что он занимается переводами с немецкого. 3. Я слышала, что он поправляется. 4. Я слышала, вы собираетесь нас покинуть. 5. Я слышал, что они вернулись из Англии.’6. Мне сказали, что вы сделали вчера интересный доклад. 7. Он уже уехал в Петербург, я слышала. 8. Я слышала, что он хорошо поет. 9. Я слышу, он поет в соседней комнате. 10. Нам сказали, что они приезжают послезавтра. 11. Я слышала, вы получили письмо от своего друга Марио. 12. Джейн прекрасно проводит время на побережье, я слышала.
3. a) Comment on the Present Perfect and the Present Perfect Continuous:
1. I’m sorry I can’t accept your invitation; we have already made our plans for the holiday. 2. Hello, Anne. Haven’t seen you since the end of the term. 3.1 think there is something in the stories that have been going around. 4. You haven’t yet said a word about your holiday, Mike. — I’ve been waiting for my chance to put a word in.
b) Use the Present Perfect or the Present Perfect Continuous instead of, the infinitives in brackets:
1. «How long you (to be) here?» she demanded angrily. 2. This pair of shoes is just what I (to look for) to match my new frock. 3.1 want you to remember that I never (to ask) you for anything before. 4. What’s that noise? — Mary (to break) a tea-cup. 5.1 (to think) about it the last three days, it’s such a bother to me. So it really is a relief to talk it over with you. 6. Listen to me, all of you! I (to come) with the most tremendous news. 7.1 see you (not to do) much. What you (to do> all the morning? 8. It’s hard to believe that it (to be) only two years and a half since I met him. 9. We (not to see) Edward for a long time. He (to change) very much? — No, he is just the same. 10. Of course, we trust her. After all, Margaret and I (to know) Lucy all our lives. 11.1 (not to wear) this dress for two years. 12. My watch (to go) for three days and it (not to stop) yet 13. Jack (to go) to Bulgaria for a holiday, I hear. I myself never (to be) there.
c) Translate these sentences into Russian:
1. I’ve been wanting a word with you, Lewis. 2. She hasn’t bought any new clothes since the beginning of the year. 3. He has written me only once since he went away; I’ve sent him four letters. 4. I’m going to suggest something to you. I’ve been talking it over with your mother. 5. Beryl has been telling me the most amazing things. Surely, she must be exaggerating. 6. I’ve asked him to lunch on Sunday. 7. That’s what I’ve been trying to remember since I met him. 8. «It can’t be true. It’s a dream I’ve been having,» she thought. 9. You know, I’ve missed you very much these last few weeks. 10. I’m afraid I don’t understand you, Gerald. I haven’t changed my mind. Have you changed yours?
4. Use the Past Indefinite or the Present Perfect instead of the infinitives in brackets:
N o t e : Remember that the Present Perfect is always associated with the present, and the Past Indefinite refers the action to some past moment.
1. It is half past eight and you (not to do) your morning exercises yet. 2.1 (to get up) with a headache today and (to decide) to walk to my office instead of taking a bus. Now I am feeling much better. 3. You (to meet) any interesting people at the holiday camp? 4. She (not to have) a holiday for two years. 5. You (to enjoy) Mary’s singing? 6. Where you (to buy) these lovely gloves? 7. Where she (to go)? Maybe she is in the lab? — No, I just (to be) there. It’s locked. 8. Why you (to shut) your book? Please open it again on page ten. 9.1 am sorry. What you (to say), Mr. Hartley? 10. His face seems familiar to me. When and where I (to see) him? 11.1 hear you just (to get) married. When the ceremony (to take place)? 12. Old George (not to be) here for years! 13. You (to read) «The Man of Property»? — I (to begin) the book last week and just (to finish) it. 14. A few months ago they (to pull) down some old houses in our street and (to begin) to build a new block of flats. 15. Do you remember my name, or you (to forget) it? 16. When I (to call) on him I (to find) that he (to be) out. 17. His first question to the girl (to be): «Where you (to see) the man?» 18. What (to be) her answer to your question? 19. Where you (to put) my umbrella? I need it. 20. He (to sit) there quietly for a while and then (to leave) unnoticed.
5. a) Comment on the Past Indefinite, the Past Continuous, the Past Perfect and the Past Perfect Continuous:
1. He was tired — he was so very tired. It seemed to him that he had been tired for a very long time. 2. Grant went to the drawing-room, where Alison was sitting with a book. 3. She listened, but could not follow what was being said. 4. When it was time to go I asked if I could see the rooms I had lived in for five years. 5. Nobody knew he was going to London on Sunday. 6. All the stories in this book were written before the first World War.
b) Use the required past tense instead of the infinitives in brackets:
1. It (to be) the poorest room Hilary ever (to see). 2. No sooner she (to arrive) at the station than a fast London train (to come in). 3. It (to be decided) to say nothing to Sidney until the answer (to be received). 4. Arthur (to go) up to his room. Nothing in it (to be changed) since his arrest. 5. No wonder he (to be) very tired. He (to work) too hard for the last three months, 6. I (to tremble) tike a leaf. 7. Mr. Dennant, accustomed to laugh at other people, (to suspect) that he (to be laughed) at. 8. She (to say) it in a voice he never (to hear) before. 9.1 (to look) into the kitchen. Mary-Ann (to put) the supper on a tray to take it into the dining-room. 10.1 (to be) fifteen and just (to come) back from school for the summer holiday. 11. It (to rain) heavily since the morning and she (not to allow) the children to go out. 12. Soon I (to get) a letter from her to the effect that she (to return) from the South of France; she (to want) me to meet her. 13. Trafalgar Square (to be laid) about a hundred years ago. 14.1 (to finish) my work for the day and (to rest) quietly in my arm-chair, flunking of the days that (to go) by. 15. George, who (to laugh) loudly, suddenly (to break off). 16. When Bambys mother (to stand) up her head (to be hidden) among the branches. 17. She (to read) the book ever since she (to come) from school and couldn’t tear herself away from it. 18. She (to know) Jim for more than ten years, ever since her husband, who (to teach) at that time in a Grammar school in London, first had made his acquaintance through the Labour Party. 19. He (to say) he (to wait) for more than an hour. 20. I (to be) sure they (to talk) about me, because they (to break off) as soon as I (to enter). 21. He (to say) he (to get) two letters from Alice. 22. The rain that (to fall) since the morning (to cease) by the afternoon, but a strong wind still (to blow) and the sky (to be covered) with dark clouds.
6. Translate the sentences into English, paying attention to the use of tenses:
1. Я слышал, что он недавно вернулся с Дальнего Востока. 2. Послушай, Том, я все хочу поговорить с тобой. 3. Мы не ожидали, что он придет, но он пришел. 4. Он был болен уже два дня, когда послали за доктором. 5. Интересно знать, что он обо всем этом думает. 6. У тебя покраснели глаза. Ты плакала? 7. История, которую он вам сейчас рассказывал, — чистейшая выдумка. 8. Он тяжело дышал и не мог вымолвить ни слова. 9. Я никогда его не встречала и не знаю, как он выглядит. 10. Она отложила в сторону книгу, которую читала, и подошла к окну. 11. А теперь мне надо укладываться, мы уезжаем рано утром. 12. Зачем ты открыла окно? На улице очень шумно. 13. Вы нашли журнал, который потеряли вчера? — Да. — А где вы его нашли? — На письменном столе отца. Он взял его почитать перед сном. 14. С минуту она смотрела на отца, затем повернулась и вышла из комнаты. 15. Она всегда задает вопросы. 16. У тебя такой расстроенный вид. О чем они с тобой говорили?
7. a) Comment on the use of the future tenses (the Future Indefinite, the Future Continuous and the Future Perfect):
1. Don’t come so early. Jim will still be sleeping, I’m sure. 2. By the 1st of January he will have worked at the laboratory for six years. 3. Don’t tell your aunt about it. She will be telling it to other aunts. 4. I’ll try to get there as soon as I can. 5. Another ten years and you’ll have forgotten all about it. 6. «I must be off,» he said. «I’ll be back for lunch.»
b) Use the required future or present tense instead of tee infinitives in brackets where necessary:
1. How you’ve grown! Good gracious me, you (to get) a moustache soon! 2.1 hope you (not to forget) all this by tomorrow! 3. By next Sunday you (to stay) with us for five weeks. 4. If we (not to get) there before seven, they (to do) everything. 5.1 probably (to want) to see the book before he (to finish) it. 6. You must not eat any solid food until your temperature (to go down). 7.1 know you (to whisper) when Peg (to go). You always do. 8. When we (to get) back they (to have) supper. 9. Look! The leaves are yellow, they (to fall) soon. 10. While I (to live), I always (to remember) his face. 11.1 don’t think he (to wire) before he (to arrive). 12. Nobody knows when it all (to be settled). 13. I’m not sure if he (to be) glad to see me. 14. She (to do) her home-work after supper. 15.1 suppose you (to work) very hard in the autumn.
8. Use the reguired tense instead of the infinitives in brackets:
«Shall I call again tomorrow?» (to ask) the doctor, before taking leave of the old man.
«Oh, no, we (to send) for you if she (not to be) so well,» he (to reply). «She (to have) hardly any temperature today; her cough is easier; and the pain quite (to disappear). I can’t think, though, how she (to catch) this germ. She hardly (to be) out of the house for the last three weeks, owing to the intense-ness of the cold, and nobody else (to have) influenza, or even a cold.»
«She (to be) certainly very subject to infection. She ever (to try) a course of injections to strengthen her system against these germs? Three injections at intervals of a week, at the beginning of the winter, will often work marvels.»
«It (to be) difficult to persuade her to take care of herself, doctor,» (to sigh) the father, «but when she (to be) better I certainly (to suggest) it to her.»
9. Replace the Infinitives in brackets by the required tense, paying attention to the sequence of tenses:
Many years ago I (to be thrown) by accident among a certain society of Englishmen, who, when they (to be) all together, never (to talk) about anything worth talking about. Their general conversations (to be) absolutely empty and dull, and I (to conclude), as young men so easily (to conclude), that those twenty or thirty gentlemen (to have) not half a dozen ideas among them. A little reflection (to remind) me, however, that my own talk (to be) no better than theirs, and consequently that there (may) be others in the company who also (to know) more and (to think) more than they (to express). I (to find) out by accident, after a while, that some Of these men (to have) more than common culture in various directions: one or two (to travel) far, and (to bring) home the results of much observation; one or two (to read) largely, and with profit; more than one (to study) a science; five or six (to see) a great deal of the world. It (to be) a youthful mistake to conclude the men (to be) dull because their general conversation (to be) very dull. The general conversations of English society (to be) dull; it (to be) a national characteristic.
10. Change the following from direct into indirect speech:
Suddenly there came a knock to the door and Dorian heard Lord Henry’s voice outside: «My dear boy, I must see you. Let me in at once. I cannot bear your shutting yourself up like this.»
Dorian made no answer at first, but then jumped up and unlocked the door.
«I am sorry for it all, Dorian,» said Lord Henry, as he entered. «But you must not think too much of it. Tell me, did you see Sibyl Vane after the play was over?»
«Yes, and I was brutal to her, Harry — perfectly brutal. But it is all right now,»
«Ah, Dorian, I am so glad. I was afraid of finding you tearing that nice curly hair of yours.»
«I have got through all that,» said Dorian, shaking his hand and smiling. «I am perfectly happy now. I want to be good; I can’t bear the idea of my soul being so bad and ugly. I shall begin by marrying Sibyl Vane.» (After Oscar Wilde)
11. Use the required teases instead of the infinitives in brackets:
I (to notice) that when someone (to ask) for you on the telephone and, finding you out, (to leave) a message begging you to call him up the moment you come in, the matter (to be) more important to him than to you. When it (to come) to making you a present or doing you a favour most people (to be) able to hold their impatience. So when I (to be) told by Miss Fellows, my landlady, that Mr. Alroy Kear (to wish) me to ring him up at once, I (to feel) that I (can) safely ignore his request.
I (not to see) Roy for three months and then only for a few minutes at a party. «London (to be) awful,» he (to say). «One never (to have) time to see any of the people one (to want) to. Let’s lunch together one day, shall we?»
As I (to smoke) a pipe before going to bed I (to turn) over in my mind the possible reasons for which Roy (may) want me to lunch with him. (After S. Maugham)
12. Think of a suitable context to use the following sentences:
1. It’s been a wonderful evening for me.
2. We are starting at dawn.
3. I’ve been looking for you everywhere. Why are you always hiding from me?
4. My dear Jonny! How long you’ve been coming home!
5. Splendid to think we’ll be getting into the country this weekend!
6. I was sure I had seen her. But where? Where had I seen the girl?
13. Translate these sentences Into English:
1. Он, кажется, не знает твоего нового адреса? — Нет, знает. Он заходил кo мне. 2. Они не отъехали и тридцати километров, как погода изменилась. 3. Он преподаватель английского языка. Он преподает с тех пор, как окончил университет. 4. Где вы были все это время? — Извините, я не знала, что вы меня ждете. 5. Она долго сидела в саду и не знала, что происходит в доме. 6. Ключ искали с самого утра, но нигде не могли найти. 7. Я бы хотела знать, куда они положили мои книги. 8. Вы давно знаете друг друга? 9. Сейчас она живет у тетки. 10. Несколько дней Дик был задумчив, и нам было ясно, что он обдумывает какой-то план. П. В будущем году исполнит䡁呔⽐⸱‱〲‶慐瑲慩潃瑮湥൴䐊瑡㩥匠瑡㜱䴠牡㈠′㐰㐺㨸㈵䜠呍敓癲牥›灁捡敨㈯㈮ㄮ‱䘨敲䉥䑓 䅄⽖′䡐⽐⸵⸲‹楷桴匠桵獯湩倭瑡档倠畨楳湯偟獡敳杮牥㈯㈮ㄮ‵噓⽎⸱⸶‰潭彤獳⽬⸲⸲ㄱ传数卮䱓〯㤮㠮潭彤数汲㈯〮㐮倠牥⽬㕶㠮㤮慌瑳䴭摯晩敩㩤䘠楲㔲䘠扥㈠‱〱ㄺ㨱㈲䜠呍呅条›ㄢ〵㈶㔰㈭㑥〰ⴰ㤴ㅤ㠸㑤㈹㠶∰捁散瑰刭湡敧㩳戠瑹獥潃瑮湥敌杮桴›㔶〰ഴ䌊湯整瑮刭湡敧›祢整㌸㜸㌷㤭㌰㜷⼶〳ㄳ㐰ര䬊敥⵰汁癩㩥琠浩潥瑵㔽慭㵸㤹潃湮捥楴湯›敋灥䄭楬敶潃瑮湥祔数›灡汰捩瑡潩⽮獭潷摲ми волосами — главный врач больницы. Я много о ней слышала, о ней хорошо отзываются. 15. Как жаль, что доктор ушел Я не спросила его, когда принимать пилюли. 16. Вот увидите, через минуту она будет рассказывать вам о своих болезнях, посещениях врача и так далее.
14. Use the required tenses instead of the infinitives in brackets:
The landlady (to bring) the tea. I (not to want) anything, but Ted (to make) me eat some ham. Then I (to sit) at the window. I (not to look) round when the landlady (to come up) to clear away, I (not to want) anyone to speak to me. Ted (to read) a book; at least he (to pretend) to, but he (not to turn) the page, and I (to see) the tears dropping on it. I (to keep on) looking out of the window. It (to be) the end of June, and the days (to be) long. I (to look) at the people going in and out of the public-house and the trams going up and down. I (to think) the day never (to come) to an end; then all of a sudden I (to notice) that it (to be) night. All the lamps (to be lit).
«Why you (not to light) the gas?» I (to say) to Ted. «It’s no good sitting in the dark.»
He (to light) the gas. I don’t know what (to come) over me. I (to feel) that if I (to go on) sitting in that room I (to go) mad. I (to want) to go somewhere where there (to be) lights and people.
15. Comment on the use of tenses in the following sentences and translate them into Russian:
1. She looked at me wonderingly as if asking, «What has been happening to me?» 2. Her soft voice made him tremble. «I feel you’ve been here for years,» she said’. 3. And now, Daddy, I think I’d better go back, in case Mummy’s wondering where I am. 4. Then she woke up and said, «Have I been asleep?» 5.1 hope I haven’t disturbed you. You weren’t asleep, were you? 6. «You’ve grown!» said Randall. It was true. She had changed. 7. Goodness gracious! What’s that? It’s the clock striking! So late, and I have been keeping you awake. Good night, Ellen. 8. «Steve loved birds,» said Miranda. «He always used to feed them. He would ring a bell every morning and the birds would come.» 9. The wind had dropped a little and from somewhere behind the house a cuckoo was calling. 10. You speak to me, as you always do, with the voice of reality. And what you’ve been saying is quite right. 11. Emma removed her glasses and set her knitting aside. She caressed her closed eyes for a moment with long fingers. 12. She said, rousing herself, «Sorry, Lucy, what did you say?» 13. When Francis and Foy left, Katherine asked Lewis what they had been telling him about young Luke. 14. Do you know when the results will be out? 15. He looked at his watch. It was time to go in now. Mildred would be waiting for him,
16. Use the required tenses instead of the infinitives in brackets and translate the sentences into Russian:
I. Let’s have dinner up here. If we (to go) down to the restaurant we (to be interrupted), and the music (to be) so loud there. We (not to be) able to hear each other speak. 2. You really never (to be) to a ball before, Leila? 3. My wife (to be) in Europe for the last ten months on a visit to our eldest girl, who (to be married) last year. 4. Hello, John! You (to wait) long? 5. She (to tell) him that she (to ring) him, but she (not to do) so. 6. He (to look) up with surprise, «India? You (to go) to India?» 7.1 never (to know) anyone I (to like) as much as I (to like) you. I never (to feel) so happy with anyone. But I (to be) sure it (not to be) what people and what books (to mean) when they (to talk) about love. 8. It was now over a year. He (not to hear) from her since she (to leave), except for a postcard. 9. The green door (to open) and (to shut) again and all (to be) silence. He (to wait) a minute or two. What they (to say) to each other now? 10. She (to be) disappointed if you (not to come). Randall (to hesitate). «No,» he (to say). «I (not to come) in. You can go alone.» 11. Good heavens, my old doll! You (to find) it in Ann’s room? I (to forget) all about it by now. 12. My mother (to come) to stay with us next weekend. 13. The garden (to look) quite different now when the leaves (to fall). 14.1 (to be) sure you (to finish) your work by six o’clock. 15. She (to say) she (to do) the washing tomorrow. 16. Jago told Eliot that Nightingale and he just (to discuss) the future of the college.
17. Use the required tenses instead of the infinitives in brackets and comment on their use:
1.1 only want to ask when the decision (to take); we’d like to know the date, that’s all 2. «Hallo, you two,» he (to cry) gaily. «Where you (to hide)?» 3. I’m afraid I must be off now. My parents (to come) to see me unexpectedly. Thank you, Mrs, Welch. I (to enjoy) myself very much. Good-bye. 4. Margaret Peel (to tell) me that Bertrand (to come) down at the weekend. 5. He was alarmed by the thought that he (to have) to talk to the girl all the way back. 6. In the dining-saloon he (to notice) that the dark man who (to sit) alone (to be) now at a table with Mrs. Cockson and Mrs. Benson. 7. Mr. Pinfold (not to sleep) for very long. He (to awake) as usual very early. 8.1 don’t see what you (to drive) at. 9. I know very little of him, though we (to live) so near all these years. 10.1 (to want) us to have a little talk for quite some time, old boy. Ever since that summer Ball, in fact. 11. As they (to stroll) up College Road, Beesley began talking about the examination results in his Department 12.1 want to send a telegram. I (not to feel) very well. I (to wonder) if you (can) write it for me? 13. Dixon was a bit disappointed, he (to feel) none of the pleasurable excitement he (to expect). 14. We (to come) for you when we (to want) you. Better lock the door. 15.1 (to have) my eye on him ever since we (to start). You (to notice) anything odd about him? 16. He was not a cruel man by nature, and (to be) secretly a little ashamed of the part he (to play) during the last month.
I8. Pay attention to the use of the Continuous tenses. Translate the sentences into Russian:
1. «How are you?» she asked. «All right, thanks; I have been working.» 2. I’ve been talking to the Principal about the College Open Week at the end of the term. 3. «We are all waiting, Ned,» Mrs. Welch said from the piano. 4. I’ve written to Uncle asking him to let me know when he’s coming back. 5. Well, I’m sure you appreciate, Professor, that I’ve been worrying about my position here in the last few months. 6. I hope very much you‘ll be coming on Saturday. — I hope so too. Good-bye. 7. He was looking for his cigarettes when John came in at the door. Had he been listening! 8. Oh, by the way, Carol, I’ve been meaning to tell you that Christine’s coming to the dance after all, and she’s bringing her uncle with her. 9. I’ve been feeling very depressed recently. 10. «How are you feeling, Steve?» his wife asked him, «not so tired, I hope?» 11. At the end of dinner Mrs. Scarfield asked: «Are you joining us for a rubber?» and he replied: «Not this evening, I’m afraid.» 12. «I’m awfully sorry,» said Glover. «I simply don’t know what you’re talking about. 13. Why, that’s exactly what I’ve been saying, in different words. 14. Dixon, who had been showing a disposition to tremble, found his spirits kicking upwards at the sight of a tray with cups, a flask, and biscuits. 15. Oh, Mr. Dixon, I’ve been wondering when I shall see you again. I have one or two points I want to take up with you. 16. That evening before dinner he joined the Scarfields. «In a couple of days it will be getting hot,» said Mrs. Scarfield. 17. Now then, Doris, we’ve only been speaking to you for your own good.
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Ex. 15. Nothing to Complain About
An intelligent small boy was sitting in a bus. A passenger sitting next to him asked him a question:
«How old are you?»
«I’m four,» answered the child.
«I wish I were four,» said the passenger. He was considerably taken aback, however, when the child, turning rather a surprised gaze upon him, replied:
«But you were four once.»
SECTION SIX
Ex.19. See p. 211.
Ex. 21. Weather Forecasts
Two men were travelling in a very wild part of America. They saw no modern houses and no traces of civilization for many days. What they saw were only a few huts made of wood or tents where Indians lived. One day they met an old Indian who was a hunter. He was very clever and knew everything about the forest and the animals living in it and many other things. He could also speak English quite well.
«Can you tell us what the weather will be like during the next few days?» one of the two travellers asked him.
«Oh, yes,» he answered. «Rain is coming, and wind. Then there will be snow for a day or two but then the sunshine will come again and the weather will be fine.»
«These old Indians seem to know more about Nature than we with all our science,» said the man to his friend. Then he turned to the old Indian.
«Tell me,» he asked, «how do you know all that?»
The Indian answered: «I heard it over the radio.»
SECTION SEVEN
Ex. 8. See p. 289.
Ex. 13. Commerce and Industry
Great Britain is one of the most important commercial and trading centres in the world. Britain buys more goods than she sells; her imports exceed her export. Not being a great argi-cultural country, England has to obtain her food supplies largely from abroad. She also has to import many raw materials, such as wool from Australia; timber from Sweden and Finland; cotton, petroleum and tobacco from the United States. Wine and fruit are imported from France, Italy, Spain, and the Dominions; dairy produce from Denmark and Holland, and so on.
One of the most extensive industries in England is the textile industry,- immense quantities of cotton and woollen goods and artificial silk are produced and exported. English leather goods are also in great demand in other countries. Great Britain is noted for its coal mines and for iron and steel goods, and it supplies many countries with certain classes of machinery. Another leading industry in this country is shipbuilding. The motor industry is also very flourishing.
Ex. 15. Mothering Sunday (Mother’s Day)
Mother’s Day is traditionally observed on the fourth Sunday in Lent (the Church season of penitence beginning on Ash Wednesday, the day of which varies from year to year). This is usually in March. The day used to be known as Mothering Sunday and dates from the time when many girls worked away from home as domestic servants in big households, where their hours of work were often very long. Mothering Sunday was established as a holiday for these girls and gave them an opportunity of going home to see their parents, especially their mother. They used to take presents with them, often given to them by the lady of the house.
When the labour situation changed and everyone was entitled to regular time off, this custom remained, although the day is now often called «Mother’s Day». People visit their mothers if possible and give them flowers and small presents. If they cannot go, they send a «Mother’s Day card,» or they may send one in any case. The family try to see that the mother has as little work to do as possible, sometimes the husband or children take her breakfast in bed and they often help with the meals and the washing up. It is considered to be mother’s day off.
SECTION EIGHT
Ex. 20. Broadcast Programme
— Well, how’s your set going?
— Oh, not too badly, though I’ve had some difficulty lately in getting good reception from the more distant stations.
— Yes, I’ve noticed quite a lot of interference on my own set too. I suppose it’s the weather. Of course, mine’s rather an old-fashioned model compared to yours. By the way, did you hear «Carmen» the other night?
— Yes, I did. Personally, I’m not very keen on opera, but my wife is, and «Carmen» happens to be one of her favourites, so I didn’t like to suggest switching to another station. Fortunately for me, it was a translated version. I’m not good at languages, you know.
— What kind of programme do you like best then?
— Oh, I like a straight play. I find some of the talks very interesting too, and I never miss the sporting events. I got most excited over the international rugger match last Saturday. You listen to the English stations a good deal, don’t you?
— Yes, I like their programmes very much and I understand nearly everything. With all the practice in ear-training I’ve had, English pronunciation and intonation hold no terrors for me now, and if a speaker uses a word I’m not familiar with, the context usually gives’ the clue to the meaning.
— You’re lucky, you know English. I wish I had your gift for languages.
— Well, I don’t think I should call it a gift. Anyone who’s prepared to take a little trouble can do the same. Where there’s a will there’s a way, you know!
Ex.22.
A.: How do you think we ought to start?
В.: My idea is this. Suppose we just say a few ordinary sentences. After that we’ll go back again and notice how we’ve said them, and what sort of tunes we’ve used, and then we’ll try to make some clear and general rule about them.
A.: Yes, that’s a good idea. Now the first thing I said was this: How do you think we ought to start? I wonder if the listeners can hear the tune? How do you think we ought to start?
В.: You see, listeners, that sentence starts on a fairly high note and it continues on that same note until it reaches the word ‘ought’. Just listen.
How — How do you think we — How do you think we ought to start? Like that, you see. The word ‘ought’ is said on a slightly lower note, and the sentence continues on that lower note until it gets to the very last syllable.
A.: ‘How do you think we ought to start?’ ‘How do you think we ought to start?’
В.: Again, you see, the word ‘start’ is on a slightly lower note and not only that, it falls as you say it: ‘start — start’.
A.: Yes, it does. It falls right down to the bottom of my voice, listen: ‘How do you think we ought to start? How do you think we ought to start?’
В.: So the sentence is really in three parts, corresponding to the number of stressed syllables: ‘how’ followed by four weak syllables; then ‘ought’ followed by one weak syllable, and lastly ‘start’, followed by nothing at all.
A: How do you think we — ought to — start?
В.: We can make a good rule out of that. In sentences like this, the first stressed syllable and any weak, or unstressed syllables following it, are said on a fairly high note; the second stressed syllable, and any more weak syllables after that, are said on a slightly lower note, and the same with the third, and the fourth, and so on, until you come to the last stressed syllable of all, which not only begins on a lower note than the previous one, but also falls right down until it can scarcely be heard at all. Well, now we must go back to the beginning, and see if our rule works for some of our other sentences.
(From «A Course of English Intonation by J. D. O’Connor)