The best essays may be read in class and then placed in a wall paper, a special bulletin issued by the literary club, etc.
Note: The text above may serve as a perfect example of such description
XIX. Film: "Mr. Brown's Holiday." Film segment 3 "In Dear Old England" (Broadstairs). a) Watch and listen, b) Do the exercises from the guide to the film.
STUDIES OF WRITTEN ENGLISH (III)
The central idea of a paragraph is built up with the help of larger units than key-words, that is with the help of socalled topic sentences.
Topic sentence is a summarizing sentence of a paragraph. Topic sentences can also be used to tie up a group of paragraphs together holding the unity of a passage.
Generally the topic sentence comes first in a paragraph. It helps to understand the text and begin writing, .g. "Numerous artificial languages have been carefully constructed and some of them are still in limited use. In 1887, an artificial language, Esperanto, was created. Esperanto has little grammar and drew its vocabulary from all the European languages..." (From "One Language for the World" by M. Pei). The writer proceeds from a general statement to particulars.
Occasionally the topic sentence comes last, when the writer wishes first to prepare his reader for the general idea or a conclusion, .g. "You're like two friends who want to take their holiday together, but one of them wants to climb Greenland's snowy mountains while the other wants to fish off India's coral strand. Obviously it's not going to work" (From "The Razor's Edge" by W. S. Maugham).
Assignments:
1. Read the passage "Introducing London" and mark paragraphs with topic sentences. What central idea do they summarize? Where are they placed within the paragraph?
Find the topic sentence that holds the unity of the whole passage.
Mark the key-words that emphasize the main points of the information about London.
4. Paragraph 8 includes the key-word "parks", develop it into a topic sentence summarizing the central idea of the paragraph.
Write a paragraph describing the picture on pp. 114-115. Try your hand at various topic sentences that help to hold the unity of the paragraph.
LABORATORY EXERCISES (II)
1. Listen to the text "Some More Glimpses of London."
2. Listen to the dialogue "Sightseeing". Repeat the text in the intervals and record your versions.
Compare your version with the original and correct your pronunciation mistakes if any.
Translate the sentences into English, check them with the key.
4. Listen to the test "Behind the Scenes" or some other text on the topic "London". Discuss the text in class.
5. Listen to the "Sonnet Composed upon Westminster Bridge". Mark the stresses and tunes. Learn it by heart.
CURIOSITY QUIZ FOR EAGERS
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1. Why is the clock on the Clock Tower of the Houses of Parliament called "Big Ben"?
2. What is the "Cenotaph"? Where can it be found? What is the origin of the name?
3. The security of the Tower of London is mainly the responsibility of the Yeomen Warders or "Beefeaters" as they are popularly called. What is the origin of the word "Beefeater"?
4. What is the "Union Jack"? What does it look like? What is its origin? Where and when can it be seen?
Name five of the numerous bridges which cross the Thames. Show them on the map of London and comment on their names.
6. What is "Soho"? Where is it situated? What are its peculiar features?
UNIT FOUR
I SPEECH PATTERNS
1. Mother is hardly ever able to have a treat like that.
a) They are hardly ever able to go sightseeing.
One is hardly ever able to get tickets for this show.
We are hardly ever able to talk to each other alone.
He was hardly ever able to catch the 6.30 train home.
b) You'll hardly be able to get to the British Museum today before the closing hours.
She will hardly be able to get over her fear of heavy traffic.
2. Father was afraid that Mother might take cold if she came.
I thought that she might spoil her complexion if she went on smoking.
He said we might be late if the bus didn't come soon.
Edward hoped he might meet the girl again if he came every day to the street she lived in.
The policeman told the boy he might be run over if he was careless when crossing the street.
3. We all felt that if would never do to let Father stay home.
It will never do to underline words in a library book.
It will never do to throw cigarette-ends on the floor.
Why are you shouting at the top of your voices?
It will never do. You have treated her very badly.
Rudeness will never do.
The boy said it would never do for a young girl to use so much make-up.
4. That kept Mother busy for a little while.
At night I always keep my window open.
They never keep their door shut.
Keep your feet warm or you'll catch cold.
He kept his room scrupulously clean.
She told the child an interesting story to keep him awake.
Keeping the child warm is not the same thing as keeping him healthy.
EXERCISES
I. Paraphrase toe following, using some of the patterns above:
Pattern 1: 1. It is not often that our mother goes to the theatre. 2. It is not often that our students can listen to native English speech. 3. She very seldom can afford to get herself a new dress. 4. They cannot afford to spend their holiday at the seaside. 5. He can never refuse helping his comrades.
Pattern 3: 1. It is bad manners to stare at people. 2. The teacher said it was impolite and rude to hand in homework written carelessly. 3. "I say, Turner, I don't like the way you treat your comrades. It's too bad." 4. My mother said that it was too bad to let her do all the work alone. 5. It is wicked to hurt animals. 6. "You have come unprepared again. It is unpardonable," said the teacher.
II. Describe toe following situations in one sentence, using Pattern 2:
Example: In such cold weather it was easy for the child to catch cold, if he went for a walk. That was the cause of the mother's fear.
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The mother was afraid that the child might catch cold if he went for a walk in such cold weather.
1. She worked very little during the term, and it was quite possible for her to fail at her examination. We all told her so. 2. It was hardly possible to let the boy stay at home alone. He could make trouble if he did. We all knew that. 3. She worked too hard, and her friends were afraid that it would result in her falling ill. 4. The mother wanted the boy to become a great pianist, and so she made him practise day and night. 5. We wanted to go and see our sick friend, but the doctor didn't allow that saying that there was a chance of our catching the disease.
III. Supply adjectives:
1. It is dangerous to keep the windows... during a thunderstorm. 2. She kept her door... and didn't let anyone in. 3. Put the lemonade in the refrigerator to keep it.... 4. The epidemic was at its height, and all the doctors of the town were kept.... 5. I put the tulips in the water to keep them.... 6. Keep your eyes... and your mouth....?. This fur coat is sure to keep you... in any frost. 8. What is the teacher to do to keep his pupils...?
IV. Translate the sentences into English, using the patterns:
1. He . 2. . 3. , , . 4. , . 5. . 6. , . 7. . 8. , . 9. , .
