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Read the following poem carefullyСтр 1 из 5Следующая ⇒
ЗбХЭ ЗбЛЗбЛ ЗбЛЗджн Unit 4
2021 - 2020
"If I Can"
More Vocabulary
The Listening Text
Interviewer: In today’s programme, we are looking at the poet Emily Dickinson. With me is the author гДбЭ Clare Lovell who has written a book which calls Emily the first modern poet. Clare, Emily Dickinson was born in 1830, so why do you call her modern?
Words and their Synonyms
Words and their antonyms:
Prepositions:
Irregular Verbs:
Derivatives:
Verb |
Noun |
Adjective | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| live | нНнЗ | living life | ЗбгЪнФЙ ЗбНнЗЙ | living = alive | Нн/Ъбн ЮнП ЗбНнЗЙ | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| challenge | нКНПн | challenge | ЗбКНПн | challenging | гЛнС ббНПн | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| move | нКНСЯ | movement | ЗбНСЯЙ | moving | гЛнС ббгФЗЪС/гКНСЯ | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ache | нДбг | ache/aching | ЗбГбг | achy | гДбг | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ease | нОЭЭ/нУеб | ease | УежбЙ | easy | Уеб | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| faint | нХЗИ ИЗЫгЗБЙ | A faint | ЕЫгЗБЙ | (feel) faint | нФЪС ИЕЫгЗБ | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| unconsciousness | ЭЮПЗд ЗбжЪн | unconscious | жЗЪн | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| waste | нИПП/неПС | waste | дЭЗнЙ/ЗеПЗС | wasteful | гИРС | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| succeed | ндМН | success | ЗбдМЗН | successful | дЗМН | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| pain | Гбг | painful | гДбг | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| strengthen | нЮжн | strength | ЮжЙ | strong | Южн | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| tradition | КЮбнП | traditional | КЮбнПн | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Collocations and Vocab for Translation, Comprehension & Essay Writing
| national identity | ЗбежнЙ ЗбжШднЙ | chronic diseases | ГгСЗЦ гТгдЙ |
| conclusive evidence | Пбнб ЮЗШЪ | beyond expectations | нЭжЮ ЗбКжЮЪЗК |
| cultural identity | ЗбежнЙ ЗбЛЮЗЭнЙ | fight diseases | нЯЗЭН ЗбГгСЗЦ |
| a vital role | ПжС Ннжн | malnutrition | УжБ ЗбКЫРнЙ |
| economic development | КдгнЙ ЗЮКХЗПнЙ | necessary precautions | ЗбЗНКнЗШЗК ЗббЗТгЙ |
| a national duty | жЗМИ жШдн | lay the foundation of | нЦЪ ЗбГУЗУ бЬ |
| a major obstacle | ЪЮИЙ СЖнУнЙ | serious consequences | ЪжЗЮИ ОШнСЙ |
| necessary measures | ЗбЗМСЗБЗК ЗббЗТгЙ | take responsibility for | нКНгб ЗбгУЖжбнЙ Ъд |
| the dawn of a new era | ЭМС ЪХС МПнП | a major factor in | ЪЗгб СЖнУн Эн |
| principal purpose | ЫСЦ СЖнУн | basic component | гЯжд ГУЗУн |
| maximum and minimum temperatures | ПСМЗК ЗбНСЗСЙ ЗбЪЩгн жЗбХЫСн | maximum speed | ЗбУСЪЙ ЗбЮХжн |
| minor injury | ЗХЗИЙ ШЭнЭЙ | exclusive | НХСн |
Exercises on Grammar
Choose the correct answer:
1. There are 3 rooms here, (half – every – each – some) with its own shower and WC.
2. I read (each – every – all – none) last article by this journalist.
3. These buildings (every – half – none – all) belong to the university.
4. Not all (what – which – that – where) glitters is gold.
5. Which of these two shirts fits you? –(Neither – Either – Each – All). They are both too tight.
6. She didn't see (some – none – any – every) of us. She was busy typing the report.
7. These books (each – every – either – neither) tell a different story about how the Pyramids were built.
8. Almost 3 in (either - every – each – neither) ten computers were found to be faulty.
9. Not (every – each – all – both) engineers have large incomes.
10. They sold 250 tickets in the first (half – all – every – each) hour.
11. I only (all – every – each – half) understood the instructions.
12. They had two serious problems, neither of (what – when – which – that) were solved.
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13. Could (every – either – neither – no) of you lend me 5 pounds, please?
14. Has (every – all – half – either) of them called yet?
15. (Some - None – Every – Half) of us is able to escape the consequences of our actions.
16. (Neither – Both – All – Every) of these methods is perfect.
17. (Every – Each - All – Neither) children should be taught to swim.
18. He kept the other (half – one – some – any) of the cake for himself
19. The company has reduced the number of staff by (all – half – some – both).
20. Poems usually have three or more verses and in (all - every – either - both) verse, there are words that rhyme.
21. They may have (either - neither – all - both) no words that rhyme, or words that partly rhyme.
22. When she was a child, she was good at (both - all – each - every) writing and playing the piano.
23. She spent nearly (either – neither - every - all) her life at home.
24. She spent about (half - every – either - both) of her time writing poems.
25. She preferred to write long letters to (each – all – both - half) friend instead.
26. I don’t like (neither – every – nor -either) of the T-shirts.
27. I need to be good at (either – neither – both - every) speaking and writing English to get the job.
28. (Each – Every – All - Both) engineer in the factory was given a separate job to do.
29. (All - Every – Either - Both) the students in my class speak English very well.
30. The cake was cut into six pieces, so three of us ate (both – every – half - neither) of it and we kept the other three pieces until later.
31. The teacher told the class that (every – all – half – neither) student had done very well that year.
32. I was offered tea or coffee, but I had (all – both – neither - either) of them because I don’t like hot drinks.
33. The tour guide gave (both – each – all - half) tourist a ticket to enter the museum.
34. My mother said I could have (either – neither – both - all) a cheese or a chicken sandwich.
35. I was very hungry, so I had (both – every – either - neither) the cheese and the chicken sandwich!
36. Two men wanted to marry her, but she accepted (all – every - either - neither) of their offers.
37. You can stay in (both – each - either - both) the three-star Sand Hotel or the two-star Blue Hotel.
38. (Both - Either – Neither - Every) hotels have a cafe for breakfast and (each - all – half – many) room has a fridge and TV.
39. (Neither - All – Both – Half) hotel has a restaurant, but there is a lovely restaurant next to the Sand Hotel.
40. (Every – Neither - All –Each) our staff members are trained to make sure that you have a perfect holiday.
41. We want (every - all – either – both) visitor to our hotels to leave with a smile on their face!
42. We looked at two hotels on the internet and (either – all – half - every) of them would be great for a holiday.
43. (Half – Either –Each - Every) of the five tourists from the north of Europe had blond hair.
44. Tarek loves tennis and watches (each – every – all - half) match on television.
45. There were two photos of me on my cousin's phone but I liked (either – all – each - neither) of them.
46. My sister bought two new skirts and (all – both – every - each) of them are long and green.
47. The film was very boring and (half - either – every - both) of the people left before the end.
48. Do you prefer coffee or tea? I like (all - neither – either – both) of them. I don't like hot drinks.
49. At a restaurant, would you rather have fish or meat? I like (all – both – every – they), but I usually have chicken.
50. Which member of your family is the best at speaking English? (Each – every – neither – either) of them speaks some English, but my mother is the best.
51. How many students in your class live near you? About (all – either – both – half) of them are from my village.
52. Which school subject do you think is most interesting? -(All – Either – Both – Every) subject is different. I don't think I have a favourite.
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53. Do you prefer to have a holiday on a beach or in the countryside? I like (all – either – every – half), but it depends on the time of year.
54. Which of these apples would you prefer? ~ I don't want (all – either – both – half) of them, thanks.
55. You can have (all – half – both – either) the white shirt or the blue one, but you can't have both.
56. I've known you for two years, but I haven't met (all – either – every – half) of your two brothers yet.
57. I can't make the meeting on Tuesday. ~ No, (all – either – neither – half) can I.
58. Which of these fur coats is yours? ~ Neither (of them – either of them – both of them – every one of them). That one over there is mine.
59. I don't go mountain climbing and I don't go mountain walking, (all – either – neither – each).
60. (All – Neither – Both – Each) of them is coming. They both have to work next weekend.
61. (All – Either – Both – Neither) Sally nor Hala likes to eat English breakfasts, even at weekends.
62. (All – Either – Both – Half) Sue or the girls are going to prepare dinner tonight.
63. (All – Either – Every – Both) information about the new product is confidential.
64. The party went on (all – both – neither – half) night and some of the neighbours complained.
65. What shall we do with (every – each - all – either) of this cardboard? Throw it out?
66. This book was written for (each – every - all – both) children, everywhere
67. More than 100 people came to the refugee centre гСЯТ ЗббЗМЖнд. Almost (every - all – each – neither) had lost family members or property or both.
68. (All – Either – Both – Neither) that we had been told turned out to be untrue.
69. The kids (either – neither - all – half) go to school on the same bus.
70. Not (all – every – either – both) the buses go to the main bus station, so be careful which one you get.
71. At least (every - half – not – something) of those books can be sold.
72. It’s at least (half – either – both – neither)a kilometre to those shops.
73. It took them a day and a/an (every – either – both – half) to reach the top of the mountain.
74. They’re offering the flowers for almost (all - half – every – neither) price.
75. (All - Every – Either - Both) the students in our class are from Cairo.
76. Ali wasn't at the meeting and (both – so - neither – either) was his assistant.
77. They have really good food at that restaurant and it's not very expensive (either – neither – all – both).
78. I don’t eat meat and my wife doesn’t (all – either – neither – half).
79. Dolphins use sound to communicate with (every – all – each – no) other.
80. The current economic crisis gives us (all – every – some – any) an opportunity to rethink our priorities.
Language Functions: Summarizing & Paraphrasing ЗбКбОнХ жЕЪЗПЙ ЗбХнЗЫЙ
| What she’s trying to say is that… | гЗ КНЗжб Южбе еж Гд.. |
| Can you paraphrase / summarise that? | еб нгЯдЯ ЕЪЗПЙ ХнЗЫЙ/КбОнХ РбЯї |
| I think I can summarise the (poem). | ГЪКЮП Гддн ГУКШнЪ КбОнХ ЗбЮХнПЙ.. |
| I think that it means… | ГЪКЮ ГдеЗ КЪдн.. |
| In other words… | жИгЪдн ВОЬЬС.. |
Test 1 on unit 4
A- Vocabulary and Structure
Choose the correct answer:
1- Almost (each - every – both – all) car pollutes the atmosphere.
2- (Half - Every – Both – All) day is a chance to learn something new.
3- We (half - every – either – all) hope you get better soon.
4- (Either – Both – All – Neither) Ali nor his wife mentioned anything about moving house.
5- Italy didn’t get to the quarter finals last year and France didn’t (neither - either – both – each).
6- Books and television are different. (Both – Half - Neither – Either) of them should replace the other.
7- I don’t want (either - every – neither – all) of my parents to know I’ve lost my job.
8- Both of her brothers (is - are – has been – was) living in Canada.
9- We rowed (shores – ashore – the shore – the shores), then explored the island on foot for the rest of the day.
10- The new bridge has been finished two years (ahead – aboard – along – abroad) of schedule.
11- She spent a lot of time (travelled – to travel – travels – travelling) around the country.
12- Mike found a (challenging – arranging – exchanging – revenging) job as a computer programmer.
13- Her poems broke the rules. This means that they didn't (make – follow – see – understand) the usual rules.
14- She said she would help me, but she (took – kept - broke – followed) her promise to me.
15- The druggist suggested a medicine to relieve the (cake – brake – fake – ache).
16- The (base – case – ease – release) with which she learns languages is astonishing.
B- Reading Comprehension
Read the following passage and answer the questions:
Television has been changing the way people live for thirty years. It influences nearly every aspect of modern life. Whereas television could be used as an educational tool for children, programs with little or no educational value are shown more often.
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Experts are concerned about the view of the world that youngsters are learning from television. Parents, schools, and religious institutions have traditionally been the social models and teachers for children. However, because television influences children’s attitudes and behavior, its role in society is becoming increasingly more powerful – it is much more than a simple recreational activity. The medium has changed childhood more than any other social innovation in the history of the world.
Exposure to excessive violence is another influence of television. According to several studies, televised violence may cause children to become more aggressive. Also, because so much violence is seen by children on television, they become more used to it as the only solution to difficult situations. Children who watch a great deal of violence on television may become apathetic toward actual aggression. One study has shown that, compared to a control group, fifth-graders who watched an aggressive television broadcast were slower to ask for adult help when a fight broke out among younger children. This decreased sensitivity to human suffering is frightening.
Clever advertising aimed at children certainly influences them. Exposing children to so much advertising of sugar-rich products on television puts their dental health at risk and has a negative influence on proper nutrition. Almost all the products that television sells to kids are products that people who care about kids feel shouldn’t be consumed in the first place. Very young children don’t even distinguish between commercials and programs. Is it fair to show advertising to young children?
Choose the correct answer:
1-Televised violence causes children to become ---------------.
a) kinder b) more caring c) more aggressive d) healthier
2-Products advertised on TV have a/an ------------------- effect on children's health.
a) useful b) harmful c) unknown d) positive
3-Social models for children in the past included:
a) radio programmes b) video games c) internet websites d) parents
4-We can understand from the passage that the writer is against:
a) proper nutrition b) advertising food products to children
c) traditional social models d) difficult situations
Answer the following questions:
5-What do you think parents should do to reduce their children's exposure to too much violence on TV?
6-How does violence on TV affect children's behaviour in difficult situations?
7-What does the underlined word 'it' refer to?
8-Find words in the passage which mean:
a) unwilling to take action over a matter of importance
b) relating to the teeth
C- Writing
Write an essay of about 180 words about:
"How to solve the problem of food shortage"
Translation
A) Translate into Arabic:
1- Cutting down forests and trees, over-cultivation of the soil and over-grazing can all contribute to desertification.
2- Many of us are very worried about the future of our planet and unless we can find a way of solving the problems we have made then the environment will suffer even more.
B) Translate into English:
Test 2 on unit 4
A- Vocabulary and Structure
Choose the correct answer:
1- Applicants for this course must speak French or German, preferably (both – neither – all – every).
2- Children under sixteen can travel (every – both – either – half) fare on trains.
3- (Every – All – Both – Neither) student gets a laptop. They have to give it back at the end of the course.
4- He was the only player who played in (half - every – both – all) single match last season.
5- We worked (each - every – both – all) other Sunday.
6- It is (each - neither – both – either) raining nor snowing.
7- (Every – All - Both – Half) of the two children were born in Italy.
8- She was found (awake – along - alive – aware) but unconscious.
9- I nearly (filled - fainted – founded – failed) when they told me the news.
10- Getting a new assistant will (lighten – frighten – deepen – harden) the workload considerably.
11- We went for a walk (a long - along – among – ahead) the beach at twilight.
12- All the police's efforts to find him were in (faint – paint – vain – pain).
13- (Traditional –Additional – Fictional – Intentional) Egyptian food is delicious.
14- Her son's death broke her (leg – nose – heart – liver).
15- Now women work (either – both – neither – any) before and after having their children.
16- There is (all – either – every – half) chance that he will recover soon.
B- Reading Comprehension
Read the following passage and answer the questions:
THE NIGHT SKY has always evoked mystery and wonder. Since antiquity, astronomers have tried to understand the patterns of the “fixed stars”, and the motions of the Moon and planets. The motive was partly a practical one but there has always been a desire to understand our place in nature. Modern science reveals a universe far vaster and more varied than our ancestors could have envisioned. No continents on Earth remain to be discovered. The exploratory challenge has now broadened to the universe. Humans have walked on the Moon; unmanned spacecraft have beamed back views of all the planets; and some people now living may one day walk on Mars. The stars were a mystery to the ancients. They are still remote, but we know that many of them are shining even more brightly than the Sun. Within the last decade, we have learned something remarkable that was long suspected: many stars are, like our Sun, encircled by orbiting planets. The number of known planetary systems already runs into hundreds – there could altogether be a billion in our galaxy. Could some of these planets resemble the Earth, and support life? All the stars visible to the unaided eye are part of our home galaxy – a structure so vast that light takes a hundred thousand years to cross it. But this galaxy, the Milky Way, is just one of billions visible through large telescopes. Astronomers still seek to understand how the universe developed.
((Illustrated Encyclopedia of the Universe))
Choose the correct answer:
C- Writing
Write an essay of about 180 words about:
Pros and cons of using mobile phones
Translation
A) Translate into Arabic:
1-The best and most beautiful things in the world cannot be seen or even touched – they must be felt with the heart.
2- No one is useless in this world who lightens the burdens of another.
B) Translate into English:
ЗбХЭ ЗбЛЗбЛ ЗбЛЗджн
Unit 4
2021 - 2020
UNI T 4 Emily Dickinson
"If I Can"
Definitions:
| Alive Нн/Ъбн ЮнП ЗбНнЗЙ | Living, not dead |
| Challenging ХЪИ / нФЯб КНПнЗр | Interesting, but difficult to do |
| Moving гДЛС/гхНСЯ ббгФЗЪС | Making you feel strong emotions ЗдЭЪЗбЗК, especially sadness |
| Publisher дЗФС | A person or company that produces books for people to buy |
| Aching Гбг/гДбцг/гжМЪ | Pain |
| Fainting Эн НЗбЙ ЗЫгЗБ | Becoming unconscious ЭЗЮП ЗбжЪн for a short time |
| in vain ЪИЛЗр/ИбЗ МПжн | Without success |
| Robin ШЗЖС ГИж ЗбНдЗБ | A small brown bird with an orange front |
| Ease нОЭЭ / нхбШцЭ/УежбЙ | Make something less difficult |
More Vocabulary
| verse | ФЪС/ИнК ФЪС / гМгжЪЙ ГИнЗК | traditional poems | ЮХЗЖП КЮбнПнЙ |
| prose | ЗбдЛС | colourful clothes | гбЗИУ гбждЙ |
| poet | ФЗЪС | follow the rules | нКИЪ Гж нбКТг ИЗбЮжЗЪП |
| poetry | ЗбФЪС | paraphrase (v. n.) | нхЪнП ХнЗЫЙ/ /нЭУС/ КЭУнС |
| rhyme (v./n.) | ЮЗЭнЙ / бе дЭУ ЗбЮЗЭнЙ | play the piano | нЪТЭ ЗбИнЗдж |
| emotions | ЗдЭЪЗбЗК/ЪжЗШЭ | accept | нЮИб |
| challenging | нЛнС ЗбКНПн | an offer | ЪСЦ |
| factor | ЪЗгб (жЗбМгЪ: ЪжЗгб) | a request | ШбИ |
| factory | гХдЪ | expression | КЪИнС |
| tour guide | гСФП УнЗНн | quantity | ЯгнЙ |
| museum | гКНЭ | society | ЗбгМКгЪ |
| have a role in | бе ПжС Эн | member | ЪЦж |
| individual | ЭСП / ЭСПн | ache (v./n.) | Гбг/нДбг |
| break for lunch | нГОР ЭКСЙ СЗНЙ гд ГМб.. | faint = pass out | нХЗИ ИЕбЗЫгЗБ |
| symptoms | ГЪСЗЦ | ease (v.) | нОЭЭ/нУеб |
| fine (v./n.) | ЫСЗгЙ / нхЫСг | cool pain | нОЭЭ ЗбГбг |
| painful | гДбг | unconscious | ЭЗЮП ЗбжЪн |
| success (n.) | ЗбдМЗН | quotation | ЗЮКИЗУ |
| follow the advice of | нКИЪ дХнНЙ | lighten | нОЭЭ |
| burdens | ГЪИЗБ | headache | ЗбХПЗЪ |
| medicine | ПжЗБ/ЗбШИ | summary | гбОХ |
| summarize | нбОХ | a book of poems | ПнжЗд ФЪС |
| company (u) | ХНИЙ | company © = firm | ФСЯЙ |
| crash | нКНШг | rescuers | СМЗб ЗбЗдЮЗР |
| passengers | ЗбСЯЗИ | fellow | Тгнб/СЭнЮ/ХЗНИ |
| angle worm | ПжПЙ ЗбГСЦ | dentist | ШИнИ ЗУдЗд |
| dentistry | ШИ ЗбГУдЗд | tourist | УЗЖН |
| tourism | ЗбУнЗНЙ | baker | ОИЗТ |
| bakery | ЗбгОИТ | sandstorm | ЪЗХЭЙ СгбнЙ |
| describe | нХЭ | description | жХЭ |
| review | гЮЗбЙ дЮПнЙ Гж гСЗМЪЙ дЮПнЙ | reviewer | дЗЮП |
| comments | КЪбнЮЗК | breakable | ЮЗИб ббЯУС |
| a fridge = a refrigerator | ЛбЗМЙ | spend…+v +ing | нЮЦн ЗбжЮК..Эн Ъгб ФнБ |
| fine | ЫСЗгЙ / нхЫуСцг | nanotechnology | КЯджбжМнЗ ЗбдЗдж |
| approximately | КЮСнИЗ | beneath | ГУЭб |
| relieve | нхОЭЭ | since antiquity | гдР ЗбЪХжС ЗбЮПнгЙ |
| luxury | СЭЗенЙ | hardship | ХЪжИЙ/гФЮЙ |
| life boat | ЮЗСИ ЗбдМЗЙ | life imprisonment | ЗбУуМъд гПн ЗбНнЗЙ |
| life insurance | ЗбКГгнд гПн ЗбНнЗЙ | lifestyle | ГУбжИ НнЗЙ |
| life cycle | ПжСЙ ЗбНнЗЙ | life sentence | НЯг ИЗбУМд ЗбгДИП |
| life story | ЮХЙ НнЗЙ | lifetime | гПн ЗбНнЗЙ/гПн ЗбЪгС |
| priorities | ГжбжнЗК | crisis | ГТгЙ |
| congestion | ЗТПНЗг/КЯПУ | shiver | нСКЪФ |
| Envision | нКОнб | the universe | ЗбЯжд |
| ancestors | ГУбЗЭ | reveal | нЯФЭ Ъд |
The Listening Text
Interviewer: In today’s programme, we are looking at the poet Emily Dickinson. With me is the author гДбЭ Clare Lovell who has written a book which calls Emily the first modern poet. Clare, Emily Dickinson was born in 1830, so why do you call her modern?
Clare Lovell: Well traditionally КЮбнПнЗр, poems usually have three or more verses and in every verse, there are words that rhyme at the end of some of the lines. Today, modern poems do not always follow these rules. They may have either no words that rhyme, or words that partly МТЖнЗр rhyme, for example young and song. Many modern poets do not really follow any rules at all! But their poems work very well.
Interviewer: So did Emily Dickinson’s poems break the usual rules?
Clare Lovell: Well they were certainly differentto most poems at that time. Many of her poems had very short lines, no titles, and sometimes no punctuation!
Interviewer: So are her poems challenging to read?
Clare Lovell: No, they aren’t. Most of them were changed by her publishers so that they are more like normal poems.
Interviewer: Tell me about her life.
Clare Lovell: When she was a child, she was good at both writing and playing the piano. But she was an unusual adult. She always wore white clothes and she spent nearly all her life at home, where she wrote her poems. She spent about half of her time writing poems, and the other half helpingwith the housework, as her mother was very ill. She had a few friends but she didn’t like to see them often. She preferred to write long letters to each friend instead. She wrote a lot of poems, but most of them were not published until after she died in 1886.
Interviewer: Did she marry?
Clare Lovell: No. We think that two men might have asked her to marry them but she accepted neither of their offers.
Interviewer: Which of her poems is most famous?
Clare Lovell: That is difficult to say! Only a few of her poems were published when she was alive, but you can read all of her 1,800 poems today. My favourite poem is called "If I can stop". It is about how important it is to help people in life. It’s very moving.
Interviewer: That sounds lovely, I’m going to read that poem next. Thank you for your time.
Read the following poem carefully
If I can stop one heart from breaking,
I shall not live in vain;
If I can ease one life the aching,
Or cool one pain,
Or help one fainting robin
Unto his nest again,
I shall not live in vain.
Word Study & Language Notes
۩ ЪИЗСЗК еЗгЙ нхУКОПг ЭнеЗ ЭЪб break:
| Not follow the usual rules | нОЗбЭ ЗбЮжЗЪП | *Break the rules |
| Make someone very unhappy | нЯУС ЮбИ../нУИИ ЗбНТд ЗбФПнП | *Break someone's heart |
| Do something that is illegal | нОЗбЭ ЗбЮЗджд | *Break the law |
| Do something better than anyone else or achieve something that no one else has achieved | нНШг СЮг ЮнЗУн | *Break a/the record |
| Not to do what you have promised to do | нОбЭ ЗбжЪП | *Break a promise |
Examples:
·Emily Dickinson's novels often broke the rules.
·It broke my heart to hear about the earthquake.
·You can go to prison if you break the law.
·He did his best to break the world record.
·I never break a promise.
**********
۩ ЗУКОПЗг BREAK Эн ИЪЦ ЗбЪИЗСЗК жЗбКЪИнСЗК жгЪ ИЪЦ НСжЭ ЗбМС ИгЪЗдн гОКбЭЙ
More phrases with “break”:
