What is understood by a course what attributes may qualify this word

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Поддержка инструмент перевода: Клингонский (pIqaD), Определить язык, азербайджанский, албанский, амхарский, английский, арабский, армянский, африкаанс, баскский, белорусский, бенгальский, бирманский, болгарский, боснийский, валлийский, венгерский, вьетнамский, гавайский, галисийский, греческий, грузинский, гуджарати, датский, зулу, иврит, игбо, идиш, индонезийский, ирландский, исландский, испанский, итальянский, йоруба, казахский, каннада, каталанский, киргизский, китайский, китайский традиционный, корейский, корсиканский, креольский (Гаити), курманджи, кхмерский, кхоса, лаосский, латинский, латышский, литовский, люксембургский, македонский, малагасийский, малайский, малаялам, мальтийский, маори, маратхи, монгольский, немецкий, непальский, нидерландский, норвежский, ория, панджаби, персидский, польский, португальский, пушту, руанда, румынский, русский, самоанский, себуанский, сербский, сесото, сингальский, синдхи, словацкий, словенский, сомалийский, суахили, суданский, таджикский, тайский, тамильский, татарский, телугу, турецкий, туркменский, узбекский, уйгурский, украинский, урду, филиппинский, финский, французский, фризский, хауса, хинди, хмонг, хорватский, чева, чешский, шведский, шона, шотландский (гэльский), эсперанто, эстонский, яванский, японский, Язык перевода.

enter, occur, offer, remember, clear, refer [rI`fE:], cheer, bar, utter [`Atq], star, prefer, stir [stE:].

VI. a) Write an outline of the text (see Ex. IX on p. 59). (The outline may be written in the Present or Past Indefinite tenses.)

b) Discuss the outlines written by several students and choose the best one. Improve it by using some variants from other students’ works. Write it down on the board and make the students copy it in their exercise books.

VII. Write two questions to each item of the outline: one should help to reveal the contradictions between what the members of the family said and did, the other (with a modal verb) — what they could or ought to have done.

e.g. 1. Did the girls really think that their mother’s old bonnet was «awfully becoming» to her? 2. Don’t you think they should have bought something for their mother too? (Make the students reason out their answers.)

VIII. Study the Vocabulary Notes end Essential Vocabulary (I) and a) Paraphrase the following (in writing):

1. to make smb. do smth.; 2. to have smth. arranged; 3. to recover after a disease; 4. to stand up and sit down; 5. to look in the opposite direction; 6. to come to one’s mind; 7. to appear unexpectedly; 8, a great pleasure; 9. at last; 10. to be able (to spend money on smth., etc.); 11. to continue to do smth.; 12. not to let smb. do smth.; 13. to conceal some tact; 14. to enjoy oneself; 15. to love (take interest in); 16. for a short time; 17. to take a taxi; 18. to become dirty; 19. to laugh at (mock) smb.; 20. to get other people into a mess.

b) Make op sentences with the phrases yea have written.

IX. A word in one language may have different equivalents in another.

a)Look op the words given above in an English-Russian dictionary, find out the exact meaning of each pair of words and write sentences illustrating the difference in their use.

b)Ask the students to translate the Russian variants of your sentences.

X.Translate the sentences into English using Essential Vocabulary (1);

1.Какое удовольствие слушать ее пение! 2. После концерта детей угощали чаем с пирожными. 3. Выключи радио, эта музыка действует мне на нервы. 4. Я повернула за угол и столкнулась лицом к липу со своей подругой. 5. Почему нужно переворачивать все вверх дном, чтобы найти какой-то пустяк? 6. Мальчика лечили от кори, но оказалось, что у него скарлатина. 7. Девочке нравилось, что с ней обращаются как со взрослой. 8. Она не могла удержать ребенка от шалостей. 9. Мы прекрасно провели время на пляже. Было очень весело. 10. Дэвиду не приходило в голову, что он всех задерживает. 11. Детей нужно приучать хорошо (kindly) обращаться с животными. 12. Кто бы мог подумать, что она станет талантливой актрисой! 13. Ах, вот как ты держишь свое слово! 14. Ваш приятель — такой весельчак, — Да? Представьте, мне это никогда не приходило в голову. 15. Это случилось много лет назад. Она, должно быть, уже забыла обо всем. 16. Как весело играть в эту игру! 17. Школьные товарищи Роберта смеялись над его зеленым костюмом. 18. Какая забавная шляпка!

XI. Retell the test following the outline (see Ex. VI, p. 132). Speak about the contradictions between the words and the behaviour of the members of the family:

е.g. … They said, they realized what their mother had sacrificed for their sake and wanted to thank her for everything she had been doing for them. In fact, I believe, they just wanted to make it a holiday for themselves. They stayed at home … etc.

XII. a) Translate these sentences into Russian.

I. We may just as well dance now. 2. I would rather hire a taxi. I’m very tired. 3. It will never do to punish the child for what he has not done. 4. He never keeps people waiting if he can help it. 5. We must keep him from making trouble. 6. Take my gloves, they will keep your hands warm. 7. It’s no use

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trimming this old hat, it won’t look better. 8. We got everything arranged for the trip by 9 o’clock. 9. We got her to believe our story. 10. The arrangements for the party will keep me busy the whole day, I’m afraid. 11. You shouldn’t keep the children out after dark. 12. Keep the ticket if you don’t want to be fined.

b) Write sentences of your own using the phrases in bold type. Address them to the other students who should reply them expressing their approval or disapproval.

P r o m p t s: How nice (good, clever, bad, awful) of you (him, her)! I don’t think you should have done it. Sure. But that’s not quite true. No wonder. I am delighted at your idea.

ХIII. Make up a conversation which took place after the day described in the text between: the two girls, the two boys, the father and his son, the mother and her friend, two neighbours. You may find the following openings useful:

I say…; Honestly…; If you ask me…; You know what I think…; The point is…; Don’t you agree that…; I must say that…; Tell you what,..; Eventually…; Actually…; Definitely… .

XIV. Fill in prepositions or adverbs where necessary:

discuss the matter … our way home. 7. I’m sure you’ll get… all the difficulties … the end. 8. Pete didn’t

want to take his younger brother fishing, he was afraid that he would be … his way. 9. The students-…

The children were allowed to stay … home … school, as the mother’s birthday was a great occasion … all the family.

XV. Translate the sentences into English, using Essential Vocabulary (I) and Patterns 1-4:

1. У меня так много дел, что я просто не могу позволять себе терять время. 2: Вот та самая шляпа, о которой я вам говорила. Я уверена, что она очень пойдет вам. 3. Не могу себе представить, как вы сумеете преодолеть все эти трудности. 4. Я не могла позволить себе купить такой дорогой подарок. 5. Я надеюсь, что мы успеем добраться до станция метро до того, как оно закроется. 6. Сегодня я получила от него письмо. Он пишет, что у него масса работы и он почти никогда не может даже доставить себе такое удовольствие, как сходить в кино. 7. Вы все время встаете и садитесь, входите и выходите. Не годится работать таким образом. 8. Завтра у нас вечер, и я хочу принарядиться по этому поводу. 9. Что-то выпало из моей сумочки, вероятно, авторучка. 10. Он, должно быть, все приготовил к отъезду. 11. Разве мог кто-нибудь подумать, что она сказала это в шутку? 12. Неужели ты не можешь заставить ребенка вовремя лечь спать? 13. Все семейство великолепно провело время за городом, хотя героине дня пришлось остаться дома и готовить обед. 14. Этот цвет тебе очень к лицу.

XVI. Review the text. Say a few words about the style and language of Leacock’s story. Be sure to touch on a) selection of words, b) syntax, c) method of characterization, d) humour.

XVII. Try your hand at teaching.

1. Say what you would do in the teacher’s position:

John’s first day in school went smoothly. On the second day, another child sat in the place John wanted. John refused to sit in any of the vacant places and was given the choice of sitting down at another place or standing. He chose to stand. His parents came to school several times in the next few weeks, very distressed that all John did at school was stand.

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2. Practise your «Classroom English».

Ask your pupils: a) to do Exercise XIV on p. 134 (written work); b) to get ready with Exercise XVm (orally).

XVIII. a) Translate the text below into Russian:

To me it has always seemed that the very essence of good humour is that it must be without harm and without malice. I admit that there is in all of us a certain vein of the old original demoniacal humour or joy in the misfortune of another which sticks to us like our original sin. It ought not to be funny to see a man, especially a fat and pompous man, slip suddenly on a banana skin. But it is. When a skater on the pond who is describing graceful circles and showing off before a crowd, breaks through the ice, everybody shouts with joy. To an original savage, the cream of the joke in such cases was found if a man who slipped broke his neck, or a man who went through the ice never came up again. I can imagine a group of pre-historic men standing round the ice-hole where he had disappeared and laughing till their sides split. If there had been such things as a pre-historic newspaper, the affair would have been headed up: «Amusing Incident. Unknown Gentleman Breaks Through Ice and Is Drowned».

But our sense of humour under the civilization has been weakened. Much of the fun of this sort of the thing has been lost on us. (From «Humour As I See It» by Stephen Leacock)

b)Discuss the following questions:

1.Do you agree with Leacock that good humour must be without harm and without malice? 2. What purpose should humour serve? 3. Is Leacock right when he says that humour has been weakened under civilization? Does he really mean it? 4. Do you agree to Leacock’s opinion that humorous Siies of life are revealed only to the few who have given thought to it? 5. Do you think that his story «How We Kept Mother’s Day» and the like may get people to understand their imperfections and try to get rid of them? 6. Is that story true to life? 7. What do you think is the essence of good humour?

LABORATORY EXERCISES (I)

1.Listen to the text «How We Kept Mothers Day», mark the stresses and tunes, repeat the text following the model.

2.Make your sentences less categoric by using the given model.

3.Write a spelling-translation test. Check it with the key. Check your spelling with a dictionary.

4.Paraphrase the sentences using the given patterns.

5.Extend the following sentences.

6.Translate the given sentences. Check your translation with the key.

7.Listen to the text «Being a Househusband» or some other text on the topic «Family Holidays». Find the English equivalents of the given Russian phrases. Get ready to speak on the part of the wife.

TOPIC: MEALS

TEXT A. AN ENGLISHMAN’S MEALS

Four meals a day are served traditionally in Britain: breakfast, lunch, tea and dinner.

In many countries breakfast is a snack rather than a meal but the English breakfast eaten at about eight o’clock in the morning, is a full meal, much bigger than on the Continent.31

Some people begin with a plateful of porridge but more often cornflakes with milk and sugar. Then comes at least one substantial course, such as kippers or bacon and eggs. Afterwards comes toast with butter and marmalade or jam. The meal is «washed down» with tea or coffee.

Most British people now have such a full breakfast only on Sunday mornings. On weekdays it is usually a quick meal: just cornflakes, toast and tea.

English lunch, which is usually eaten at one o’clock, is based on plain, simply-cooked food. It starts

31 the Continent (remember the capital letter and the article): the mainland of Europe, as distinct from the British Isles (the name is used by the British)

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with soup or fruit juice. English people sometimes say that soup fills them up without leaving sufficient room for the more important course which consists of meat, poultry or fish accompanied by plenty of vegetables.

Apple-pie is a favourite sweet, and English puddings of which there are very many, are an excellent ending to a meal, especially in winter. Finally a cup of coffee — black or white.

Tea, the third meal of the day, is taken between four and five o’clock especially when staying in a hotel when a pot of tea with a jug of milk and a bowl of sugar are brought in. Biscuits are handed round.

At the weekends afternoon tea is a very sociable time. Friends and visitors are often present.

Some people like to have the so-called «high tea» which is a mixture of tea and supper — for example meat, cheese and fruit may be added to bread and butter, pastries and tea.

Dinner is the most substantial meal of the day. The usual time is about seven o’clock and all the members of the family sit down together. The first course might be soup. Then comes the second course: fish or meat, perhaps the traditional roast beef of old England. Then the dessert is served: some kind of sweet. But whether a person in fact gets such a meal depends on his housekeeping budget. Some people in the towns and nearly all country people have dinner in the middle of the day instead of lunch. They have tea a little later, between five and six o’clock, when they might have a light meal — an omelette, or sausages or fried fish and chips or whatever they can afford.

Then before going to bed, they may have a light snack or supper — е.g. a cup of hot milk with a sandwich or biscuit.

The evening meal as we have said already goes under various names: tea, «high tea», dinner or supper depending upon its size and also the social standing of those eating it.

(See: Potter S. Everyday English for Foreign Students. Lnd., 1963}

TEXT В. AT TABLE

N i с к : I say, mum, I’m terribly hungry. I haven’t had a thing all day. I could do with a snack. M o t h e r : Why, you’re just in time for dinner.

N i с к : No soup for me. I’d rather have beefsteak.

M o t h e r : Are you quite sure you wouldn’t like some soup? It tastes all right. N i c k : There is nothing like steak and chips. I’ll go and wash my hands.

M o t h e r : How’s the steak? I’m afraid it’s underdone.

N i c k : Oh, it’s done to a turn, just to my liking. I don’t like meat overdone. May I have another helping of chips?

M o t h e r : Yes, certainly. Hand me your plate, please, and help yourself to the salad. Just to see how it tastes.

N i c k : Oh, it’s delicious.

M o t h e r : Shall I put some mustard on your steak?

N i c k : No, thanks, I don’t care for mustard. I’d rather take a spoonful of sauce. Pass me the sauce, please.

M o t h e r : Here you are. Oh, isn’t there a smell of something burning? N i с к : So there is.

M o t h e r : I’ve left the layer-cake in the oven. N i c k : For goodness’ sake get it out quick.

M o t h e r (coming back): Oh, Nick! How awkward of you to have spilt the sauce over the tablecloth. Get a paper napkin from the sideboard and cover it up.

N i c k : I’m terribly sorry. I was quite upset about my favourite cake getting spoiled.

M o t h e r : Don’t worry. Here it is, brown and crisp on the outside. What will you have, tea or coffee?

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N i с к : A cup of tea.

M o t h e r : Any milk? Shall I put butter on your bread?

N i c k : No, thanks. I can’t see the sugar-basin.

M o t h e r : It’s behind the bread-plate. Have a better look.

N i c k : I’m afraid it’s the salt-cellar.

Mo t h e r : So it is. In my hurry I must have left it in the dresser.

Ni c k : It’s all right I’ll get it myself.

M o t h e r : Help yourself to the cake. There’s nothing else to follow.

N i c k : I’ve had a delicious meal.

TEXT С. IN THE DINING-HALL

—Let’s go to the dining-hall. We haven’t much time left, but we’ll manage it all right if you hurry. You take a place in the queue and I’ll see what we can get for dinner.

—All right. What is on the menu?

—Cabbage soup with meat, chicken soup with noodles and pea soup.

—I don’t know whether I’ll have any. What have they got for seconds?

—Fried fish and mashed potatoes, beefsteak, bacon and eggs.

—And for dessert?

—A lot of things. We can have stewed fruit or cranberry jelly or strawberries and cream.

—Then, I’ll take cabbage soup with sour cream and… Well, and what about some starter? We’ve completely forgotten about it.

—As we are in a hurry I believe we can do without it. I never thought you were a big eater.

—Neither did I. But I wouldn’t mind having something substantial now.

—So we’ll take one cucumber salad and one tomato salad. That’ll do for the time being. I think I can manage a bit of fish-jelly as well and then chicken soup with noodles. That’ll be fine.

32 Compare Essential Vocabulary given in this lesson with the first-year vocabulary on the same topic.

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Study the meanings and use of these items of your Essential Vocabulary:

1.Food and Meal. Food is a general term for anything that people eat: bread, meat, fish, vegetables, fruit, milk, tinned goods, sweets, etc.

е.g. Man cannot live without food. The doctor said that the patient needed good nourishing food. Where do you buy your food?

Meal is a generalizing collective term for breakfast, lunch, tea, dinner and supper (cf. the Russian arch, трапеза).

е.g. How many meals a day do you have? Supper is an evening meal. I don’t want any hot meal; I think I’ll do with a snack.

2.Course is a dish served at a meal; a part of a meal served at one time.

е.g. Dinner may consist of two or more courses. What shall we take for our second course? Soup was followed by a fish course.

3.To fry, to roast, to stew. To fry means «to cook (or be cooked) in boiling fat». We usually fry fish, potatoes, eggs, bacon, pancakes, etc.

To roast means «to cook (or be cooked) in an oven or over an open fire.» In this way we may cook meat (veal, pork), fowl (chicken, turkey), etc.

To stew means «to cook by slow boiling in a closed pan with little water.» In this way meat may be cooked, also vegetables, fruit, etc.

4.Starter (pl -s) is a dish served before or at the beginning of a meal (it may be salad, fish, olives, soup, fruit juice, etc.) Hors d’oeuvre (pl -s) is usually used on menucards.

5.Omelette is eggs beaten together with milk and fried or baked in a pan. The English for яичница is «fried eggs». We eat fried eggs, soft-boiled eggs, hard-boiled eggs, scrambled eggs, poached eggs, four-minute boiled eggs.

6.Porridge is a dish of oatmeal or other meal (buckwheat, semolina, millet, etc.) boiled in some water. Milk and sugar or milk and salt are added to it.

7.Toast is sliced bread made brown and crisp on the outside by heating in a toaster. Toast is placed on a toastrack.

8.Chips are fried pieces of potato, often eaten with fried fish.

9.Soft and strong drinks прохладительные и крепкие напитки.

Soft drinks are lemonade, fruit drinks, fruit juice, etc. Strong drinks are wine, liqueurs, brandy, vodka, etc.

10.Jelly is usually made by boiling fruit (cranberries, strawberries, raspberries, gooseberries, currants, apricots, etc.) and sugar. Something is added to make the mixture stiff.

11.Marmalade is a kind of jam made from orange or lemon cut up and boiled with sugar.

12.Pudding is a very popular English dish. It is a thick mixture of flour, suet, meat, fruit, etc., cooked by boiling, steaming or baking. There are many kinds of pudding. Some of them are quite substantial and serve as the main course of lunch or dinner. Others are rather like sweet cake and eaten

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for dessert.

EXERCISES

I. Study Text A and a) spell and transcribe English equivalents of the following:

(первый) завтрак, каша, корнфлекс, бекон, тост, мармелад, сок, достаточный, пудинг, компот; основательная (еда), ростбиф, омлет, сосиски, сухое печенье.

b) give the four forms of the following verbs: eat, fry, roast, accompany, fill, bring.

c) explain the meaning of the following phrases:

a full meal, plain food, a sociable time, a housekeeping budget, to go under various names, social standing.

II.Try your hand at teaching:

A.Preparation. Write 15 questions about Text A. See to it that a word or phrase from Ex. I is used either in each of your questions or in answers to them.

B.Work in Class. Ask your questions in class and correct the students’ mistakes (see «Classroom English», Sections I, II, III, VIII, IX).33

III. Study Texts В and С and a) explain the meaning of:

delicious (about food), layer-cake, oven, napkin, a big eater, done to a turn, seconds. b) give the Infinitive oft

overdone, spilt, upset, mashed, stewed.

IV. a) Give a summary of Text В in reported speech.

Example: Text С is a talk between two friends in the dining hall of their Institute. They seem very hungry, but they haven’t got much time left before the end of the break, so one of them stands in the line, while the other reads the menu. There is a rich choice of dishes in it but as they are in a hurry they take only salads, fish jelly and chicken soup, which shows that they are obviously Russians: the English are not overfond of soup, as you know.

b) Learn Text С by heart and recite it la pairs.

V.Study Essential Vocabulary II and the commentary to it and answer the following questions:

1.What kinds of food do you know? Give as many nouns denoting food as you can. 2. What meals do you know? 3. What dishes do you know? Give as many names of dishes as you can. 4. What is understood by a «course»? What attributes may qualify this word? 5. What can be boiled? 6. Do we fry meat or do we roast it? 7. What is an omelette made from? 8. What are cornflakes generally eaten with? 9. What is the difference between fried potatoes and chips? 10. What kind of meal is five o’clock tea in England? Do you know other names for this meal? 11. What kinds of fruit do you know? 12. Do we roast fish? What is the way to cook it? 13. Do you ever have stewed fruit for dessert? 14. Do you usually have a starter before dinner or do you do without it? 15. Where do you have your meals on weekdays and on Sundays?

VI. Fill in prepositions or adverbs where necessary:

1. Take another helping … salad. 2. I think I’ll trouble you … a second cup of tea. 3. Will you please pass … the sugar. 4. She is going to make some fish soup … dinner. 5. Marmalade is made … orange peel.

33 One of the students may ask questions, another correct the mistakes after each question and answer

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(Functions of English. Teacher’s Book. Cambridge Univ. Press, 1981)

19. What do you usually order … dessert? 20. The way to refuse … a dish is … saying «No, thank you.» 21. You may ask … a second helping.

VII. Translate these sentences into English:

1. На завтрак подали корнфлекс с молоком. Затем последовал поджаренный бекон. 2. Невозможно представить себе английский завтрак без тостов. Их намазывают маслом н джемом. 3. Завтрак часто едят наспех, так как все спешат. 4. Обед обычно состоит из двух блюд. Мясное блюдо подается с большим количеством овощей. За ним следует компот. 5. Так называемый «большой чай» — весьма основательная трапеза. 6. Он всегда не прочь, как он выражается, «плотно закусить». 7. Ничего нет вкуснее земляники со сливками! 8. Бифштекс вкусный? — Помоему, он недожарен. — А мне кажется, он как раз такой, как надо. 9. Что желаете на второе? — Какое-нибудь рыбное блюдо, как обычно. 10. Для меня ничего нет лучше жареной картошки, конечно, если она румяная и поджаристая. 11. Сколько вам кусочков сахара? — Благодарю вас, я пью чай без сахара. Ломтик лимона, пожалуйста.

VIII. a) Act out the dialogues below: A. Inviting someone out

S.: Hallo, Bill, have you got any plans for this evening? В.: No, really, no.

S.: Well, would you like to have a meal with me? В.: Oh, well, I’m not sure I can manage that.

S.: There’s a nice Chinese restaurant in town — the food’s very good there. В.: Oh, that sounds very nice, thanks.

S.: I’ll call for you about 8, then. В.: 8 o’clock. Fine, thanks.

B. Asking your friends to do you a favour.

J.: I’m just going shopping. Do you want anything? M.: Are you going past the baker’s by any chance, Jan? J.: Yes.

M.: Well, I wonder if you could get me fifteen Danish pastries. J.: Fifteen? I can’t imagine why you want fifteen.

M.: Well, I want to give everyone in the class one for tea. J.: OK! I hope I’ll get one of them.

M.: Of course, thanks a lot.

b) Make up dialogues of your own using word combinations from the texts.

IX. Ask your partner

1. About the dinner he usually has (time, place, dishes). 2. If he takes any starter and what he likes for it. 3. What kind of soup he likes best of all. 4. What his favourite meat dishes are. 5. What kinds of fish he knows. 6. Ifhe likes stewed carrots. 7. What other stewed vegetables or fruit he eats. 8. What he wants for dessert. 9. How many lumps of sugar he takes with his tea. 10. If he prefers strong or weak tea. 11. What he usually does if he spills some liquid on the table-cloth. 12. If he can cook any dishes. 13. About the way he cooks meat (fry, roast, stew). 14. If he sometimes eats out. 15. If he prefers eating out.

X. Compose dialogues between a Russian and an Esglish student discussing a) English and Russian meals; b) their favourite dishes; c) where each of them has his meals.

XI. a) Study the text:

Bread -and-Butter Pudding

Beat up two eggs and add to them one pint of milk and a little flavouring. Butter the pie-dish and cut three slices of bread-and-butter in fingers, removing the crusts. Put a layer of bread in the dish, sprinkle with sugar and a few cleaned currants or raisins, add more bread, fruit and sugar and then pour over the

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(See: Musman R. Britain Today. Lnd.,

milk and the eggs. Leave to soak for one hour, then bake in a slow oven about an hour. Sprinkle with sugar before serving.

b) Describe the way you cook your favourite dish. You may need some verbs besides those in the text, such as mince, mix, grate, grind, chop, sift, roll, bake.

XII. Try your band at teaching:

A.Preparation. Find 3 proverbs dealing with the topic. Translate them and give their Russian equivalents.

B.Work in Class. Get a member of the class to write one of them on the blackboard. Make another student translate it and give its Russian equivalent. Tell the class to think of a short situation illustrating the proverb. Correct the mistakes. (Look up the words you may need to do the exercise in class in

«Classroom English», Section VIII.)

ХIII. a) Read the text below and comment on it:

Tea

Britons drink a quarter of all the tea grown in the world each year. They are the world’s greatest tea drinkers. Many of them drink it on at least eight different occasions during the day. They drink it between meals and at meals. They drink it watching television. Join the Tea-V set! says one well-known tea advertisement.

1974)

b) What is the attitude towards tea drinking in this country? XIV. Translate toe following sentences:

1. «Сколько раз в день вы едите? — спросил врач. ~ Регулярное питание очень важно для здоровья». 2. Он съел полную тарелку каши, хотя говорил, что совсем не хочет есть. 3. Сегодня в меню есть мясные блюда, тушеные овощи, сладкий пудинг, разные закуски и даже мороженое с фруктами на десерт. 4. Сколько вам кусочков сахара? — Достаточно двух 5. Не хотите еще немного салата? — Благодарю вас, мне достаточно. 6. Суп вкусный? — Я еще не пробовала, он очень горячий. 7. Вы сказали сестре, чтобы она принесла чистую посуду? 8. Вы какой любите чай

— крепкий или слабый? — Не очень крепкий, пожалуйста. 9. Что сегодня на второе? — Жареная рыба с картошкой. 10. Обед подан в столовой. И. Тебе намазать хлеб маслом? — Да, и вареньем. 12. У нас сегодня был легкий завтрак, и после прогулки мы проголодались. Было бы неплохо сытно поесть. 13. Он наскоро поужинал и принялся за работу. 14. Она любит консервированные ананасы больше, чем свежие. 15. В этом доме гостей всегда угощают совершенно особенным яблочным пирогом (apple-tart). Он необыкновенно вкусен. 16. Ее муж любит, как он говорит, вздремнуть полчасика (take a пар) после плотного обеда. — Это вредно для пищеварения. Ему бы лучше пройтись с полмили. 17. Ты уже накрыла на стол? — Нет еще. Не могу найти чистую скатерть.

XV. a) Study the text:

Pubs

For many British people, the pub is the centre of their social life. People from some countries find this rather shocking, but for most people in Britain a pub is a place with a friendly atmosphere where they can meet their friends and talk over a drink — and often over a meal.

At lunchtime you can often get sandwiches or a plough-man’s lunch (bread and cheese). In the evening many pubs serve ‘basket meals’ (especially chicken and chips served in a basket) at the bar, and some have restaurants where you can get a complete meal.

It is quite normal for women to go into pubs in Britain, but like everybody else they must follow the licensing laws. These are very complicated and control the time pubs are allowed to open. (See «Approaches.» Cambridge 1979.)

b) Comment on the text adding some more information on the topic.

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XVI. Make up dialogues:

Suggested Situations

A. Helen has invited some friends to a dinner party. She has cooked ail the dishes herself and proudly mentions the fact. Her friends do not find everything quite to their liking, but try not to show it. On the whole, every one is having great fun.

B, An irritable husband is sitting at dinner and criticizing his wife’s cooking. He is trying to teach her the way this or that dish should be cooked though he knows very little about it. The wife is doing her best to defend herself.

C.A hostess is treating a lady-visitor to a meal. The visitor keeps repeating that she is on a slimmingdiet, that she never eats anything fattening and that, in general, she eats like a little bird. Yet she helps herself to this and that very heartily, till the hostess begins watching the disappearing food with some anxiety.

D.A slow waitress is taking an order from a hungry and impatient client. All the client’s efforts to order this or that dish are refused on all kinds of pretexts: the pork is fat; the beef is tough; they haven’t got any more potatoes in the kitchen; the ice-cream has melted; the cook has a toothache, etc.

E.Two very young and extremely inexperienced housewives are advising each other as to the best way of feeding their husbands. One of them is inclined to take the line of least resistance and to serve only tinned food for all the meals. The other points out that tinned food alone will never do and suggests

other ways of solving the problem.

XVII. Brash up your table manners.

A. Answer the following questions and then check your answers by comparing litem with the answers below:

1. What is the correct way to sit at table? 2. Should you use your fork or your knife for taking a slice of bread from the bread-plate? 3. How should you get a slice of bread from the plate standing on the far end of the table? 4. What is the correct way of using spoon, fork and knife? 5. How should you cut your meat? 6. What are the dishes for which knife shouldn’t be used? 7. What is the way to eat chicken? 8. What is one supposed to do with the stones while eating stewed fruit? 9. What should you do with the spoon after stirring your tea? 10. What should you do if your food is too hot? 11. What should you say to refuse a second helping? 12. What should you say if you like the dish very much? 13. What should you say if you dislike the dish? 14. What shouldn’t one do while eating? 15. Where should one keep the newspaper or the book during a meal, on the table or on one’s lap?

В. Make up dialogues discussing good and bad table manners. Use the material of Section A for questions and that of Section В for answers.

Answers to Exercise XVII.

a)«It tastes (really) fine» or «It is delicious.»

b)Never eat the stones (trying to be overpolite). Neither would it be a good idea to dispose of them by dropping them under the table, placing them in your pocket or in your neighbour’s wine-glass. Just take them from your mouth on your spoon and place them on your own saucer.

c)Nowhere near the table. Reading at one’s meals is a bad habit; it is bad for your digestion and impolite towards others sitting at the same table.

d)Sit straight and close to the table. Don’t put your elbows on the table. Don’t cross your legs or spread them all over the place under the table.

e)Never lean across the table or over your neighbours to get something out of your reach. Just say: «Please pass the bread.» Or. «Would you mind passing the bread, please?»

f)Nothing. Keep your impressions to yourself and don’t embarrass your hostess.

g)Fish dishes are generally eaten without using knife. If one does, it is considered a serious breach of good table manners. The same refers to rissoles, cereal and, in general, to anything that is soft enough to

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