TOPIC: Sport and games. Health and physical shape. Sport in Great Britain.

Exercise 225. Match the following words with the verbs below:

bike riding, bowling, hiking, jogging, rollerblading, skiing, swimming, walking, badminton, baseball, basketball, Frisbee, golf, soccer, tennis, volleyball, aerobics, calisthenics, karate, yoga
go	play	do

Exercise 226. Role-play the jokes.

 

***

The champion athlete in bed with a cold was told that he had a temperature.

    “How high is it, Doctor?” he wanted to know.

    “A hundred and one.”

    “What’s the world’s record?”

 

***

    “Why do you play golf so much?”

    “It keeps me fit.”

    “What for?”

    “Golf.”

 

***

    Golfer: “Absolutely shocking! I’ve never played so badly before.”

    Caddy: “Oh! You have played before, then?”

 

***

    The boxer returned to his dressing-room looking drawn and haggard, for he had had a terrific beating in the ring. He felt absolutely done, and looked it. He opened his eyes when the promoter approached.

    “Hard lines, Jack,” said the promoter as he gazed down at his battered charge; “but I have good news for you!”

    “Well, what’s the good news?”

    “I’ve been lucky enough to fix a return match for you!”

Exercise 227. Read the text. Make up a plan of it. Find out about the Winter Olympic Games and share this information with class. What countries were the Olympic Games held at? (Use a map)

 

The Olympic Games.

        

The Olympic Games began in Olympia, Greece. No one knows the exact date, but it was more than  3,000 years ago.  The  first  Olympic  Games that  were recorded in history

 

 

took place in 776 B.C. After that, we know that they happened every four years until 394 A.D.

These original Olympic Games were part of religious festivals to honour the Greek gods. Every four years a truce was called and all wars stopped for one month. In the beginning, the only contest was a 190 meter sprint, and then other contests such as chariot racing, boxing and wrestling were added to the Games. The pentathlon is still important in today’s Olympic Games, although all five events are different. Only men were allowed to participate in the ancient Olympics.

The original Olympic Games lasted until 394 A.D., when they were stopped by the Romans. By that time, Greece had become part of the Roman Empire. The Romans, who were Christians, felt that the Olympic Games glorified the body and were pagan rituals.

For 1,500 years there were no Olympic Games. In the late 1800’s, an idealistic Frenchman with a dream brought them back. His name was Baron Pierre de Coubertin, and his dream was to bring the people of the world together through athletics. The first modern Olympic Games were held in Athens, Greece in 1896. Women could participate in very few events.

Since 1896, the Olympic Games have been held every four years except during World Wars I and II. There have been many changes since the days of the ancient Olympics. More events have been added and more countries send their athletes to participate in the Olympic Games.

In 1986, the International Olympic Committee (IOC) made important changes in the rules: the professional athletes are now allowed to compete in several sports and the Winter Olympic Games are separated from the Summer Olympic Games. The Winter Olympic Games are held 2 years before the Summer Olympic Games.

Once every two years, athletes from the nations of the world come together to compete in a series of athletic events called the Olympic Games. There are two sets of games – the winter games and the summer games. Some of the events involve individual athletes competing against each other, and some events involve a group of athletes, called a team, competing against other teams.

    There are more than 20 kinds of competitive games in the Summer Olympic Games, for instance archery, basketball, boxing, cycling, diving, gymnastics, rowing, shooting, swimming, track and field, water polo, volleyball, wrestling and yachting. Many of these competitions have several events. For example, the track and field event includes, for both men and women, 26 different running events, 6 jumping events and 7 throwing events. 

    The purpose of all international athletic competition is to bring athletes together to compete and to strive for excellence. The reward is not money, but a single prize, a medal. In the Olympic Games, the winner (first place) receives a gold medal. The runner-up (second place) receives a silver medal, and the second runner-up (third place) receives a bronze medal. One of the great thrills of the Olympic Games is the moment when the winners receive their medals. This is their reward for the skill, discipline and courage and the many years of hard work it took them to achieve athletic excellence.

 

 

 

Here is the list of the Olympic sites from 1896 to 2008.

Summer Games	Winter Games
1896 Athens	1924 Chamonix
1900 Paris	1928 St. Moritz
1904 St. Lois	1932 Lake Placid
1908 London	1936 Garmish-Partenkirchen
1912 Stockholm	1948 St. Moritz
1920 Antwerp	1952 Oslo
1924 Paris	1956 Cortina d’Ampezzo
1928 Amsterdam	1960 Squaw Valley
1932 Los Angeles	1964 Innsbruck
1936 Berlin	1968 Grenoble
1948 London	1972 Sapporo
1952 Helsinki	1976 Innsbruck
1956 Melbourne	1980 Lake Placid
1960 Rome	1984 Sarajevo
1964 Tokyo	1988 Calgary
1968 Mexico City	1992 Albertville
1972 Munich	1994 Lillehammer
1976 Montreal	1998 Nagano
1980 Moscow	2002 Salt Lake City
1988 Seoul	2006 Turin
1992 Barcelona
1996 Atlanta
2000 Sydney
2004 Athens
2008 Beijing

 

Exercise 228. Read the text. Choose one kind of sports which is being developed in Russia and make a short report on the analogy of the information given below.

 

A to Z of Some Popular Sports in Britain.

Angling

One of the most popular countryside sports is angling, of which there are three main types: coarse, game and sea.

Angling is am overwhelmingly male sport, with an estimated ten times as many male as female participants among Britain’s 4 million anglers. Many fish for salmon and trout, particularly in the rivers and lochs of Scotland and in Wales. In England and Wales the most widely organized form of angling is for coarse fish. Separate organizations represent game, coarse and sea fishing clubs in sport, Wales, Scotland and Northern Ireland.

The National Federation of Anglers in England organizes national championships for coarse fishing and enters a team in the world angling championships.

Badminton  

Badminton takes its name from the Duke of Beaufort’s country home, Badminton House, where the sport was first played in the 19^th century. Around 5 million people play badminton in Britain and there are over 5,000 clubs. The All England Badminton Championships, held at the National Indoor Arena in Birmingham, is the premier tournament in the world grand prix circuit.

A mini version of the game – Short Badminton – and badminton for the disabled have been introduced in recent years.

Basketball

In Britain over 3 million people participate in basketball. The English Basket Ball Association is the governing body in England, and there are similar associations in Wales, Scotland and Northern Ireland.

The leading clubs play in the National Basketball Leagues. Mini- basketball and micro- basketball are versions of the game which have been developed for players under the age of 13.

Wheelchair basketball is played under the same rules, with a few basic adaptations, and on the same court as the running game. Over 30 teams play in the National League.

Boxing

Boxing in its modern form is based on the rules established by the Marquess of Queensberry in 1865. In Britain boxing is both amateur and professional, and in both strict medical regulations are observed.

All amateur boxing in England is controlled by the Amateur Boxing Association of England. There are separate associations in Scotland, Wales and Northern Ireland. The associations organize amateur boxing championships as well as training courses for referees, coaches and others. The wearing of headguards is now compulsory in all British amateur competitions.

Professional boxing is controlled by the British Boxing Board of Control. The Board appoints inspectors, medical officers and representatives to ensure that regulations are observed and to guard against overmatching and exploitation.

Cricket

The basic rules for cricket were drawn up in 1835 by the Marylebone Cricket Club, which still frames the laws of the game today. The administrative centre of the English game is based at Lord’s cricket ground in north London.

Cricket is played in schools, colleges and universities, and amateur teams play weekly games in cities, towns and villages. Throughout Britain there is a network of cricket consisting of first class, minor counties and club games with a variety of leagues.

The main competition in professional cricket is the Britannic Assurance County Championship, played by 18 first-class county teams in four-day matches.

A World Cup takes place every four years.

Women’s cricket is played at local, county and international level.

Football

Association football is controlled by separate football associations in England, Wales, Scotland and Northern Ireland. In England 340 clubs are affiliated to the Football Association (FA) and  more than 42,000 clubs  to regional or district  association.  The FA,

 

 

founded in 1863, and the Football League, founded in 1888, were both the first of their kind in the world.

During the season, which lasts from August until May, over 2,000 English League matches are played.

In England the major annual knock-out competitions are the FA Cup and the Coca Cola Cup (the League Cup).  

Greyhound Racing

Greyhound racing is one Britain’s most popular spectator sports and takes places at 37 major tracks. Meetings are usually held three times at each track, with at least ten races a meeting. The main event is of the year is the Greyhound Derby, run in June at Wimbledon Stadium, London. There are also about 50 mainly small tracks which operate independently. Like the major tracks, they are licensed by local authorities.

The rules of the sport are drawn up by the National Greyhound Racing Club, the sport’s judicial and administrative body. The representative body is the British Greyhound Racing Board.

Horse Racing

Horse racing takes two forms – flat racing and National Hunt (steeplechasing and hurdle) racing. The main flat race season runs from late March to early November, but all-weather flat racing and National Hunt racing take place throughout the year.

The Derby, run at Epsom, is the outstanding event in the flat racing calendar. Other classic races are: the 2,000 Guineas and the 1,000 Guineas, both run at Newmarket; the Oaks (Epsom); and the St Leger (Doncaster). Floodlit racing takes place at Wolverhampton all-weather racecourse. Britain has 59 racecourses and about 13,000 horses currently in training.

The most important National Hunt meeting is the National Hunt Festival held at Cheltenham in March, which features the Gold Cup and the Champion Hurdle. The Grand National, run at Aintree, near Liverpool, is the world’s best-known steeplechase and dates from 1839.

The British Horseracing Board is the governing authority for racing in Britain. Its responsibilities include the fixture list, race programmes, relations with the Government and the betting industry, and central marketing. The Jockey Club, as the regulatory authority, remains responsible for licensing, discipline and security.

Motor-car Sports.

The main four-wheeled motor sports include motor racing, autocross, rallycross, rallying and carting. In motor racing the Grand Prix Formula 1 World Championship is the major form of the sport.

The governing body for four-wheeled motor sport in Britain is the RAC (Royal Automobile Club) Motor Sports Association. The Association issues licences for a variety of motoring competitions. It also organizes the Network Q RAC Rally, an event in the contest for the World Rally Championship, and the British Grand Prix, which is held at Silverstone as part of the Formula 1 World Championship.

British car constructors, including McLaren and Williams, have enjoyed outstanding success in Grand Prix racing and many other forms of racing.

 

Exercise 229. Read the text. Pay attention to the words in bold type. Match the words on the left with the word or phrase of similar meaning.

 

Track and Field: Running Events

        

Track and Field is the name given to a variety of events that require running, jumping and throwing. They are called track and field because the running is done on a dirt part that is called a track, and the other events are done in the open, grassy area called a field.

    Running is a very simple sport. The object is to run from one place (starting line) to another (the finish line) faster than one’s opponents. Running may be the oldest human sport because of its simplicity. Running events, called races, are very popular with spectators and television viewers.

There are several kinds of running events of different lengths. The shortest race is 100 meters long and is called a sprint or dash. The runners line up at the starting line with their feet braced on starting blocks. Each runner is assigned a path, called a lane. The starter fires the starting gun and the runners run as fast as they can to the finish line. The first runner to cross the finish line wins the race.

There are two short races that require the runners to jump over low barriers, which are called hurdles, as they run along their lanes. This kind of race is called hurdles, and there are two distances – 110 meters (100 for women) and 400 meters (for men and women).

Longer races, called the middle distance events, are held on a 400 meter oval track. Therefore, the 400 meter run is one lap around the track, and the 800 meter run is two laps. One might expect the 1,600 meter run to be four laps around the track, but in fact, it is 1,500 meters. This race is sometimes called the “metric mile”. In the middle distance races, the runners do not have to stay in their lanes, so they all run as close as possible to the inside of the track.

The long distance races require stamina, rather than speed. The longest race is the famous marathon, named for Marathon, a city in Greece where the Greeks won a great military victory over the Persians, in 490 B.C. A Greek soldier named Pheidippides ran from Marathon to Athens, a distance of about 25 miles, to bring news of the great victory. Today, the marathon race is 42,195 meters long.

There are also three other long distant races. One is called the steeplechase, which is a 3,000 meter race that requires the runners to jump over hurdles and water. The other two races involve walking, instead of running. The walker must maintain a stride in which he always has one foot touching the ground.

The relay is a team event in which four runners each run part of the total distance. Each runner carries a stick, called a baton, and passes it to the next runner. A good exchange of the baton is as important as speed, and many relays have been lost because of a poor exchange.

 

1. track	a. once around the track
2. opponent	b. measurement along the ground
3. race	c. a race involving a baton
4. spectator	d. a dirt path
5. brace	e. a step taken by a runner
6. distance	f. support
7. lap	g. competitor
8. stamina	h. a running event
9. stride	i. endurance
10. relay	j. one who watches

 

Exercise 230. Make a presentation on some particular kind of sport. Choose one and follow the plan.

1. Introduce the topic. Why have you chosen this particular kind of sport?

2. Talk about the history of this kind of sport. When and where was it established? Is it a team sport? What are the rules? Can both men and women go in for it? Are there international championships? Is it an Olympic kind of sport? Is it developed in our country? 

3. Do you go in for this kind of sport? Why? Can you recommend going in for this kind of sport? Why?

 

Summarizing Exercise

 

Exercise 231. Translate into English using your Active Grammar and Active Vocabulary.

 

1. Как ты смеешь наговаривать на людей! Лучше займись своим делом! 2. Ты не должен пить даже пиво, если собираешься садиться за руль! 3. Поверь мне, тебе не нужно распрямлять волосы, твои естественные кудри тебе так идут. 4. Вы должны порвать с этим человеком, он недостоин вашего внимания. 5. Спортивная обувь должна быть прежде всего удобной. 6. Мне придется сбегать в булочную во время перемены. 7. Ты должен был купить альбом для наклеек для Стива! Теперь он расстроится. 8. Вы не должны были ехать на такой скорости! Теперь мне придется вас оштрафовать. 9. Я заметил, что она постоянно кивала головой, пока слушала его. Должно быть она делала это, чтобы показать одобрение. 10. Тебе не нужно было делать столько пауз во время чтения. 11. Тебе придется идти за подмогой, иначе наша машина завязнет в грязи.

Unit 7

Exercise 232. Answer the questions. Mind the use of Active Vocabulary.

 

1. How do you vary your diet?

2. Can you think of various reasons for being late for classes?

3. What rare varieties of animals live in our country?

 

4. Can you give an example of a word with two variants of pronunciation?

5. What scene from the film you’ve watched lately impressed you most?

6. What people usually make scenes?

7. What scenery do you prefer while travelling by train?

8. Do you always like the scenery in modern plays?

9. Are you supplied with books by the University library?

10. Where do you store your food supplies?

11. What does the shape of the Apennine peninsular remind you of?

12. Are the outlines of objects distinct when you dive with your eyes open?

13. Are you in a good shape?

14. Why do teenagers not often realize the value of their parents’ advice?

15. What features of character do you value?

16. What is the most valuable thing in the world?

 

Exercise 233. Find the difference between the synonyms. Make up illustrative examples.

                  

scene, view, outlook

 

Exercise 234. Give an example of a channel and a canal. Use a map.

 

Exercise 235. Read the proverb. Find the Russian equivalent. Illustrate it.

                  

We never know the value of water till the well is dry.

 

Exercise 236. Translate into English using your Active Vocabulary.

 

А

1. Во время экскурсии мы увидели разнообразие представителей фауны этого парка. 2. Разве ты не знаешь, что первая сцена происходит на даче? 3. Я не собираюсь быть свидетельницей того, как ты устраиваешь сцену! 4. Он такой поверхностный человек, тебе скоро наскучит общаться с ним. 5. Мелкий песок не подходит для бетонирования. 6. Что заставило его впасть в такую крайность? 7. У нас все еще остается большой запас дистиллированной воды для проведения эксперимента. 8. Она заставила купить его дорогое кольцо в форме подковы. 9. Мы высоко ценим ваш вклад в развитие экологического образования в России. 10. Конечно, эта картина приобретет большую ценность после смерти художника.

B

1. На корабле началась паника из-за того, что запас пресной воды практически иссяк. 2. Декорации к пьесе были очень красочными, очертания замка были переданы с мельчайшими подробностями, но это не спасло спектакль. 3. Я не понимаю, зачем Мэри купила это платье, оно совсем бесформенное. 4. На территории нашей страны климат изменяется как с севера на юг, так и с запада на восток. 5. 6. Они были знакомы со школы и очень дорожили своей дружбой. 7. Только  в  этих     чрезвычайно    тяжелых    условиях   он  начал  понимать   ценность

 

человеческой жизни. 8. Канал был довольно мелким, и большие корабли не могли пройти по нему. 9. Снабжение армии было чрезвычайно плохим, и командующий не видел другого выхода, кроме отступления. 10. Прекрати устраивать сцены, ты же не маленький ребенок!

 

Exercise 237. Read Studies of Written English in your textbook. Then read the text below. What organizational patterns are supposed to be followed while writing an essay? What layout and peculiarities are typical for a Russian writer of essays?

 

Writing compositions for an English speaking academic audience

 

Writing compositions for an English speaking academic audience requires writing well at the sentence level, the paragraph level, and at the organizational level. At the sentence level, students should be able to identify and write simple, compound, and complex sentences, and sentences containing adjective clauses and appositives. At the paragraph level, students should be able to identify and write paragraphs including topic sentences and supporting details. At the organizational level, students should learn how to write essays of the following genres: Giving Instructions, Cause/Effect, Comparison/Contrast, Persuasion, and Writing a Research Paper.

The classic organizational pattern that readers of English expect is a straight line of development which includes introductions, main ideas, topic sentences, supporting details, conclusions, etc. This organizational pattern can be stated simply: “Tell your audience what you are going to tell them; then tell them; then tell them what you told them.” Although the organizational patterns of the cultures such as those identified above are all valid, in order to succeed when writing for an English speaking academic audience, it is necessary to adapt to their expectations.

However, adapting to the cultural expectations of the US academic audience is not an easy task. A Japanese writer, for example, will often begin by writing about a variety of items surrounding a topic before arriving at the main point which is stated in the conclusion. A typical comment that a reader of an essay written by a Japanese writer might be: “When is he/she going to get to the point?” and the Japanese writer might respond: “But I do not like to be so direct; it is not the Japanese nature to be so direct.” Likewise, a Mexican writer will often begin with a brief introduction and then write about one side of an issue and then another – often with much adornment – before coming to the main point in the conclusion. A typical comment that a reader of an essay written by a Mexican writer might be: “But I don’t understand his/her main point; it’s never really stated, and it’s not clear.” The Mexican writer might respond: “But I would like you to understand all the possibilities and the context so you can get involved in what I have to say.”

An important reason for writing, especially for non-native speakers of English, is to influence one’s social, economic, or political environment. Thus, meaningful writing often challenges the existing power structures. Students should understand the power realities, and that teachers should teach the “communicative codes of the powerful” including ways of writing.

Only by adapting to the communicative codes of the powerful will writers strengthen their capacity to be heard.   Perhaps  through  writing  that  meets  the  expectations  of  the   US

 

academic audience, non-native speakers of English can influence social, economic, and political developments to conform to their vision of a better world.

(from http://eslbee.com/advanced_composition.htm)

Exercise 238. Read the tips to writing an essay. Can you add some items?

 

1. Brainstorm and plan your essay in advance.

2. Do not write straight away. Plan before you begin.

3.  Analyze the subject.

4. Collect and organize the necessary information. Jot down the main ideas, supporting paragraphs and points.

5. Write clear and simple sentences to express your meaning. Use simple words.

6. Stay focused on the main idea of your essay.

7. Ensure the conclusion of the essay touches upon the main concepts of your essay.

8. Re-read your essay.

9. Check for spelling and grammar mistakes.

Exercise 239. Study the note on Parts of an Essay.

 

Parts of an Essay:

 

1) Introduction Paragraph

 

The introduction paragraph is the first paragraph of your essay. It introduces the main idea of your essay. A good opening paragraph captures the interest of your reader and tells why your topic is important.

1. Write the thesis statement. The main idea of the essay is stated in a single sentence called the thesis statement. You must limit your entire essay to the topic you have introduced in your thesis statement.

2. Provide some background information about your topic. You can use interesting facts, quotations, or definitions of important terms you will use later in the essay.

 

2) Supporting Paragraphs

 

Supporting Paragraphs develop the main idea of your essay.

1. List the points that develop the main idea of your essay.

2. Place each supporting point in its own paragraph.

3. Develop each supporting point with facts, details, and examples.

To connect your supporting paragraphs, you should use special transition words. Transition words link your paragraphs together and make your essay easier to read. Use them at the beginning and end of your paragraphs.

 

 

Examples of transition words that can help you to link your paragraphs together:

 

 

For listing different points	For counter examples	For additional ideas	To show cause and effect
First	However	Another	Therefore
Second	Even though	In addition to	Thus
Third	On the other hand	Related to	As a result of
	Nevertheless	Furthermore	Consequently
		Also

        

        

Like all good paragraphs, each supporting paragraph should have a topic sentence, supporting sentences, and a summary sentence.

 

3) Summary Paragraph

The summary paragraph comes at the end of your essay after you have finished developing your ideas. The summary paragraph is often called a “conclusion”.
It summarizes or restates the main idea of the essay. You want to leave the reader with a sense that your essay is complete.

1. Restate the strongest points of your essay that support your main idea.

2. Conclude your essay by restating the main idea in different words.

3. Give your personal opinion or suggest a plan of action.

Exercise 240. Read the essay. The author of it got A+ when the paper was graded. Write an essay on one of W.S. Maugham’s stories you have read for your home reading classes.

 

Animal Farm

 

“Animal Farm” is not just about a story about animals it is about human nature and behaviour.

      

“Animal Farm” by George Orwell is a novel based on the lives of a society of animals living on the Manor Farm. Although the title of the book suggests the book is merely about animals, the story is a much more in depth analysis of the workings of society in Communist Russia. The animals are used as puppets to illustrate how the communist class system operated, and how Russian citizens responded to this, and how propaganda was used by early Russian leaders such as Stalin, and the effect this type of leadership had on the behaviour of the people of Russia.

One thing which relates to the topic is how the pigs are favoured on Animal Farm. The main source for this was because their leader Napolean was a pig, the pigs were subject to favouritism by Napolean, and were given privileges that other animals were not given, such as sleeping in beds, wearing clothes and drinking beer. The pigs were also the only animals involved in making the vital decisions on Animal Farm.

The fact emulates in a way how our Government tends to operate. The Government Party members are paid an exuberant amount of money, with this money the members of the Government can purchase costly cars and houses, if they wish to do so. They make all the important decisions about the country where as the tax payers rarely have a say in it.

 

Another thing that “Animal Farm” and today’s society have in common is that the powerless people are subject to propaganda. In “Animal Farm” Squealer and Napolean used propaganda by telling the animals that Snowball was a traitor, and convincing them that he was a criminal. They threatened that if Napolean was not in leadership Jones may come back. This happens in our society during the election period, the opposing parties all warn the public of the consequences of voting the other party, and how bad it would be if they were in power.

The issue of Boxer the horse represents how people are used for their skills and talents. As soon as they are not needed they are disregarded. Boxer was the hardest worker on the farm, he contributed the most to the development of the windmill. As soon as Boxer was unable to continue working, Napolean got rid of him. “Boxer’s face disappeared at the window…Boxer was never seen again.” This scene illustrates that “Animal Farm” is a story about human nature, as it is a human tendency to use people to achieve certain means, but disregard them as soon as they are no longer needed.

Clover’s feelings for Boxer also illustrates how animal farm is about human nature and behaviour, Clover’s fondness for Boxer showed when Boxer confided in Clover admitting to her how much his split hoof hurt, Clover treated Boxer’s troubled hoof with poultices of herbs. After Boxer’s hoof had healed, he worked harder than ever, Clover tried to convince Boxer he shouldn’t be working so hard and he should be taking better care of his help, but Boxer paid no attention. When Boxer had his fall Clover was first to come to his aid, for the next two days Boxer had to stay in his stall, Clover would give Boxer medicine, In the evenings Clover would lay in his stall and talk to him. When the Knacker’s came to collect Boxer Clover did all in her power to stop the knackers taking Boxer away. This example of behaviour indicates the human quality of love and compassion towards others.

Although “Animal Farm” tells the story of Russian society using animals, the fact that it is a story about real people makes “Animal Farm” a story about human nature and behaviour.

 

Lauren Archibald

Word count: 627

(from http://www.123helpme.com/assets/5100.html)

 

Unit 8

 

Exercise 241. Consult the dictionary and find the meanings of the following phrasal verbs.

 

to do for someone

to do for something

to do something out/over

to do someone out of something (informal)

to do something up

to do with something

to do without someone/something

Exercise 242. Consult the dictionary and find the meanings of the following idiomatic expressions. Use them in the examples of your own.

 

to do one’s best

to do something by/in fits and starts

to do the food

to do one's hair npw

to do the honours

to do someone in (informal)

nothing doing (informal)

to do the room(s), the house etc

to do a subject

to do a sum

to do the trick (informal)

Exercise 243. Answer the questions. Mind the use of Active Vocabulary.

 

1. What is your attitude to army service?

2. Do you come back to the restaurant if the service is slow?

3. Who usually serves a festive table in your family?

4. Have you ever been to a marriage service?

5. Are you familiar with the majority of computer programs?

6. What do you do when you hear a familiar song on the radio?

7. What is your first impression of our department?

8. Do you always rely on the first impression?

9. What film has impressed you most by special effects?

10. What building in Moscow is the most impressive?

11. When a child, were you disobedient?

12. Do you always remember to turn off the light when you leave your flat?

13. What do you do to make your friend look at the matter in the right light?

14. When does it get light in summer?

15. What is more picturesque to your mind: sunlit or moonlit mountain scenery?

16. What can prevent you from going out?

17. Can you earn your own living at present?

18. What habits should you do away with?

19. Are you good at doing sums?

20. What subjects did you do well at school?

21. Who does your hair?

22. When do you advise to have nothing to do with a person?

 

Exercise 244. Translate into English using your Active Vocabulary.

 

1. Вы могли и не спрашивать у меня разрешения занять эту комнату. Она всегда в вашем распоряжении. 2. Я слышал, что ты провалилась на экзамене. Так тебе и надо.   Не  следовало  пропускать  так  много  занятий.  3.  Нам  очень   понравилось

 

обслуживание в этом отеле, мы бы хотели вернуться сюда еще. 4. Его слова служат нам напоминанием о нашей ответственности. 5. Я знакома с творчеством этого автора, поверьте мне, эту книгу стоит прочитать. 6. Как ты можешь быть настолько фамильярен с почти незнакомым человеком? 7. Я бы не сказала, что этот фильм произвел на меня глубокое впечатление. 8. Улица была залита светом газовых фонарей. 9. Детектив был уверен, что новая улика поможет пролить свет на это запутанное дел. 10. Казалось, ничто не могло нарушить его планы по объединению двух фирм. 11. Своим поступком вы заслужили наше уважение. 12. Я сделаю все возможное, чтобы мы закончили работу над проектом во время.

 

Should and Ought

 

There’s hardly any difference between these verbs. Very often they are interchangeable. There’s, however, a difference in construction. Whereas should is followed by the infinitive without the particle to, ought is always followed by the to -nfinitive. When reference is made to the present or future, the Indefinite (Non-perfect) Infinitive is used; when reference is made to the past the Perfect Infinitive shows that the obligation was not carried out.

Should was originally the past tense of shall, but in course of its development it has acquired new shades of meaning.

	Should	Ought
	1. Obligation, a moral obligation or duty
Imperative	E.g. You should never break your word.	E.g. You ought to take care of him.
		In this meaning OUGHT is more common.
	2. Advice (“ нужно, следовало бы, следует ”)
	E.g. You should take a taxi not to be late.	E.g. You ought to come in time.
	In this meaning should is more common.
	3. Criticism of a past action (“ не следовало, не надо было; следовало, надо было ”)
	E.g. You should have bought the book. You shouldn’t have eaten another piece of cake!	E.g. You ought to have known about it. You ought not to have come so late.
Suppositional (Should and ought are not used to refer to the past)	1. Near certainty (“ должно быть, по-видимому ”)
	E.g. Flowers should grow well here.	E.g. Flowers ought to grow well here.
	2. Set expression E.g. Why should I do it? Why should he have taken the book? (“Чего ради? С какой стати?”)

 

Exercise 245. Read and comment on the meaning of the modal verb should. Translate the sentences into Russian.

 

A. 1. The children should spend more time in the open air. 2. You should work harder if you want to get through that exam. 3. The British Government shouldn’t attempt to cope with the crisis at the expense of the workers. 4. We shouldn’t be going to that club now: we should be studying for our exam instead. 5. Whom should I invite to my birthday party? 6. Should I see them off?

 

B. 1. You should have seen your dentist about that toothache weeks ago. 2. We should have asked Mary to dinner yesterday. 3. You shouldn’t have worn this dress last night. 4. You shouldn’t have refused her invitation to last night’s party. 5. Should we have accepted their proposal? 6. What should we have suggested?

Exercise 246. Read and comment on the meaning of the modal verb ought. Translate the sentences into Russian.

 

A. 1. You ought to be more careful. 2. You ought to be serious. 3. You ought to go there at once. 4. We ought to work systematically. 5. You ought to respect old people. 6. You ought to be working now and not talking to your friends. 7. You ought to be starting early in the morning. 8. The work ought to be done in time. 9. She ought not to stay out late. 10. They ought not to be talking so loudly here.

 

B. 1. She ought to have read the whole story weeks ago. 2. They ought to have done it at once yesterday. 3. They ought to have been working all this time instead of having a break. 4. This translation ought to have been done long ago. 5. They ought to have told us about it earlier. 6. You ought not to have been sitting here all this time. 7. I ought to have talked to her after classes, oughtn’t I?

Exercise 247. State the function of the modal verb should.

Whole duty of children

Robert Louis Stevenson

 

A child should always say what’s true

                                 And speak when he is spoken to,

                                 And behave mannerly at table;

                                 At least as far as he is able.

The Curtain Poet

Edwin Brock

 

A home should have a wife, a cat

and blinds upon the windows that

when pulled aside are suddenly drawn back

 

again. A wife should have a cat to kick,

a home to love and, if I have not made

my meaning plain, a curtain to be drawn

aside and suddenly pulled back again.

A man should have a wife to love,

a home to kick and cats upon the curtains which

he may from time to time refrain

from seizing to and back again.

But if a home should have a man

who waits upon a window-sill

endeavoring to find a plan

for all that moves outside the pane

be sure the home will have a wife

perhaps the wife will have a cat

but if by now my meaning is not plain

the wife in all sincerity should

turn her back upon the scream

and, singing, seize the cloth across again.

 

Exercise 248. Read the jokes. State the function of the modal verbs should, ought to.

 

    Mother (at dinner): Peggy, darling, you should not scratch your nose with your spoon.

    Peggy: Oh, mother – ought I to have used a fork?

 

    Mrs. Alien: Why should I be wearing this old squirrel fur coat all my life?

    Mr. Alien: Why not, dear? Squirrels do.

Exercise 249. Make up sentences using the following expressions to give advice or make a demand.

1. take a taxi

2. have all the documents printed at once

3. make a presentation

4. give up smoking

5. get down to business

6. cross the river

7. not/forget to water the flowers

8. forget one’s manners

9. charge the battery

10. not/talk back

11. not/drive fast

12. not be cruel to animals

Exercise 250. Give advice as shown in the model.

   

Model. The voltage is decreasing. (check the fuse) – You should have checked the fuse.  

 

1. I have been having splitting headaches lately (consult a doctor). 2. I’m afraid I’ll miss the plane (take a taxi). 3. I have been putting on weight lately (take up swimming). 4. I’ve lost my handbag (phone the Lost Property Office). 5. I need a good rest (go to the South). 6. I want to win the competition (get into training at once). 7. I want to get a good knowledge of Great Britain (travel about the country). 8. I don’t understand Beethoven's music (read more about him and his life). 9. I catch colds very easily (wear warm things). 10. There’s something wrong with the tap (call a plumber).

Exercise 251. Answer the following question.

1. What should one do if he/she has a sore throat?

2. What should one do if he/she has a splinter?

3. What should one do to improve one’s English?

4. What should one do to entertain one’s guests properly?

5. What should one do if his/her walkman broke?

6. What should one do if he/she wants to reduce his/her weight?

7. What should one do if he/she wants to learn to drive?

8. What should one do if he/she wants to upgrade his/her computer?

9. What should one do if he/she wants to find a birthday present for his/her friend?

10. What should one do if he/she wants to show affection?

11. What should one do to get a good crop?

12. What should one do to make a tasty vegetable salad?

Exercise 252. Agree to the statements according to the model.

Model: You shouldn’t have trusted him. – Right you are. I shouldn’t have trusted him, he is such a double-faced man.

 

1. She shouldn’t have married John. 2. We shouldn’t have invited Smith. 3. He shouldn’t have taken this job. 4. You shouldn’t have bought a digital camera. 5. You shouldn’t have given him so much power. 6. You shouldn’t have asked personal questions. 7. He shouldn’t have spoken about it in public. 8. We shouldn’t have parked your car here. 9. You shouldn’t have spent your honeymoon in town. 10. You should not have given them all this information.

Exercise 253. Read and translate the proverbs and illustrate them with a situation.

 

1. Beggars should not be choosers. 2. He should have a long spoon who sups with the devil. 3. One should not wash one’s dirty linen in public. 4. When duty calls, no man should disobey.

Exercise 254. Read the following situations and answer the questions using the modal verb ought. Think of a similar situation.

 

1. Many a night Andrew turned from side to side with growing pain. Paying no attention to his state he always went to work in the morning but once he was taken to hospital from the factory. What ought he to have done?

2. John took Mary to the theatre to see “Swan Lake”. Their seats were in the gallery, and poor Mary didn’t enjoy the ballet at all; being very shortsighted she couldn’t make out anything on the stage. What ought John to have done?

3. We decided to go on a picnic. It took us much time to get everything arranged. But we forgot to listen to the weather forecast; and when we were about to start it began to rain heavily. What ought we to have done?

4. During the term Alex didn’t work hard. He came to his lectures late, if he came at all. His professors were very angry with him but Alex didn’t take it seriously. When the examinations began he was a complete failure. What ought he to have done in order to do well at the University?

Exercise 255. Read the text and say what the choice of must, have to, should and ought depends upon.

 

Must you use “must”?

“I must have more English lessons”, is a cry often heard among students of the language. “I must study harder because I must take my examination next June.” Must, in short, becomes a very overworked word. They would understand a native speaker who said, “I ought to have more lessons because I have to take my examination next June”, but they find it difficult to judge for themselves the distinctions between must, should, have to and ought.

First, consider MUST. It carries an idea of immediacy and urgency which is part of its appeal to the often frustrated learner. Basically it has two meanings. The first is that of necessity. “You must hurry up if you don’t want to be late for the concert.” “She must make up her mind quickly”. The second meaning is of there being no alternative. “He must be here. I saw him come in only a minute ago.” “I can’t find my diary. I must have left it on my desk in the office.” Note also that must may be employed to press an invitation. “You must come to have dinner with us soon.” “Tell Jane she must come with us when we visit Oxford.”

Must has one form only, but a future tense is made by coupling it with a future word or phrase. “I must buy a new evening dress next week. The Langs have invited us to their party.” Otherwise the missing tenses are supplied by HAVE TO. “When we lived on a farm we had to get up at five in the morning.” “He’ll have to work harder if he wants to pass his examinations.”

In the present tense there is a clear distinction between the use of MUST and HAVE TO. “I must see the Prime Minister immediately – it’s a matter of urgency”, suggests a necessity that has suddenly arisen. “I have to check in at the airport by 14.00 hours”, suggests a necessity that you have been aware of for some time.

 

 

Like must, OUGHT also has one form and its missing tenses are supplied by have to. But its meaning is clearly different – that of obligation. “You ought to write to your mother more often”, means that you have a duty to write to your mother more often. It can be used with a past infinitive to form a past tense: “I ought to have realised what was happening”; in indirect speech: “He said that you ought to speak to her more politely”; and with a future word to express the future: “If they want to spend their summer holiday in Russia, they ought to book soon”.

SHOULD is very close to ought but not so strong. It suggests not so much a duty, but a wiser course of action. “You really should wear a hat if you are going out in the sun.” “You should see his garden – it is a perfect picture.” Frequently it is followed by the old subjunctive: “I should get plenty of fresh air, if I were you."

In the second person, the choice between MUST, HAVE TO, OUGHT and SHOULD will depend to some extent on the relationship between the speaker and the person he is speaking to. To tell someone they MUST do something is to command them to do it, and HAVE TO similarly puts the speaker in a superior position. The use of OUGHT suggests strong advice. SHOULD has an altogether milder suggestion.

Exercise 256. Choose the appropriate modal verbs form the box.

 

can could may might must

have to be to need should ought to

                                                                 

 

1. You … take your umbrella with you, mark my words, it is going to rain.

2. If you want to explore the city, you … take a guided bus tour.

3. - … I borrow your lighter? - Sure, no problem. Actually, you … keep it, I’ve given up smoking.

4. Driving in such a condition … be dangerous. You … use my car. You … think twice before you do it.

5. Poor dear, you … see the doctor about stomach!

6. … you wait here, please?

7. It … have rained heavily last night – look at the slab paths, they are muddy.

8. You … be awfully tired after the game. You … have some rest.

9. I … speak German fluently when I was a child and we lived in Germany. Then we moved back to the USA, and I forgot almost everything I knew as a child. Now, I … only say a few things in the language.

10. Thank you. You … not accompany me, I know the way.

11. I think you … have been more polite with Tiffany. Such behaviour is highly improper.

12. - Where is my hat? – Oh, it … be in the closet or it … be on the pier-glass table. Or you … have left it in the office, dear.

13. You … take care of this problem yourself, Ms. Sullivan, because if you don’t, you’ll be fired.

 

14. … we pull over at the next rest stop or a gas station? I really … use the bathroom and I’m not sure if I … hold it until we get to Charlotte.

15. … I suggest something? I am positive that you … spend this weekend with us.

16. You … have been lying on the bed the whole day! Look, you haven’t even cleaned the room and washed up!

17. You … not leave your child unattended. Don’t leave small objects lying around, he,,, swallow them.

18. I … help her, boss. For no particular reason. I just feel that I … help her.

19. - Why … be so cruel with me? All I did was loving you all these years. - Why … I listen to such nonsense?

20. You … have missed him, he is usually off duty at 6.

21. The body was found in the reception-room 5 minutes ago. Nobody has left the office yet, so the killer … be someone in this room. It … be anyone of the employees!

22. He … to arrive at 6, he has promised us.

Exercise 257. Choose the appropriate modal verb. Pay attention to Time Aspect.

 

1. The vacuum cleaner doesn’t work. It … during production.

a) should have been damaged b) must have been damaged c) can be damaged

 

2. The parcel … this afternoon. I don’t understand what has happened.

a) should have been delivered b) should be delivered       c) should be delivering

 

3. If he isn’t here yet, he … for us at the office, let’s give him a call.

a) must still be waiting      b) must still wait               c) must still have waited

 

4. I’m not really sure where he is. He … on the phone in the living room, or maybe he’s in the bedroom.

a) might talk                      b) might have talked          c) might be talking

 

5. Ted … the magazine to Bill. What a shame, I was going to read it.

a) must return                    b) must have returned       c) must not have returned

 

6. You … the tickets for this play in advance. They sell out quickly.

a) have to book                 b) have to be booked         c) has to book

 

7. You can’t mean that! You …!

a) have got to be joking     b) must joke                                c) have to have joked

 

8. Anne called and apologized for not coming. She … at the University to meet her Supervisor.

a) should have stayed        b) should have been staying c) had to stay

 

9. You … the air pressure in your tires. You don’t want to get a flat tire on your trip.

a) ought to checked  b) ought to be checking     c) ought to check

 

10. He … in the Central Park every Sunday morning. By the way, he still keeps fit.

a) would be jogging            b) must be jogging             c) used to be jogging

 

11. When you were in Egypt, you … scuba diving classes. The Red sea is so beautiful.

a) ought to be taking         b) should have taken c) can take

 

12. Somebody called and didn’t leave a message on the answering machine. It … Richard.

a) might have been            b) should have been c) had to be

 

13. The picture … through this window, don’t you see how convenient it was for the robbers. 

a) had to be stolen                 b) have to be stolen           c) has to be stolen

 

14. We agreed to meet Clair at the entrance to the theater. She … for us now.

a) ought to wait                 b) ought to be waiting c) ought to have waited

 

15. She …. That’s why her eyes were so red and swollen.

a) can be crying                 b) may be crying      c) must have been crying

 

16. The TV’s still on! Of course! Harry! Who else …?

a) could it have been          b) should it have been c) can it be

 

17. The accident … immediately, that’s why our company regrets to say that we won’t be able to cover the damage.

a) must have been                       b) must report c) must be reported

 

18. That painting … by Picasso. It could be a forgery.

a) might not have been painted   b) might not paint             c) might be painting

 

19. Mike, you … your brother’s birthday! It was yesterday and you didn’t even call him.

a) could have remembered b) can remember      c) might have remembered

 

Exercise 258. Translate into English using modal verbs you have studied.

 

А

1. Вам следует внимание больше на грамматику. 2. Правительство должно удовлетворить все требования шахтеров. 3. Не следует позволять детям делать все, что они хотят. 4. Куда бы нам поехать этим летом? 5. Вам следует воздержаться от приема острой пищи. 6. С какой стати я должна ехать в эту экспедицию? У меня и так дел хватает. 7. У меня очень болит голова и острая боль в сердце. К какому врачу мне следует обратиться? 8. Вам следует больше почитать о географии Англии. 9. Почему мы должны подписывать этот контракт? Он нас совсем не устраивает. 10. Вам не следует ставить эту пьесу. Это слишком трудно для вас.

 

В