I. Read the test and talk on the following points (A. Grammar, B. Word usage):
A. 1. Why is the Present Perfect used in "... as soon as you've called the register"? 2. Why is the Past Perfect Continuous used in "... who had been crossing and uncrossing his eyes in an ugly manner ..."? 3. Why is the Present Indefinite used in "... till you join us"? and in "If there's anything that puzzles you ..."? 4. Tick off all the sentences with the oblique moods. Translate them.
B. Pick out all the words and phrases describing the children's actions.
II. Read the following words with silent t, p, gh. Memorize them:
hasten, fasten, listen, Christmas, castle, whistle, jostle, nestle, wrestle; cupboard, pneumonia, psychology, raspberry; neighbour, nightingale, straight, naughty, high, height, through, sigh.
III. a) Write the Past Indefinite and Past Participle of the verbs:
grow, creep, bear, break, keep, think, leap, mean, fall, find, feel, say, cling, hear, meet, run, show;
b) the Past Indefinite and Present Participle of the verbs:
differ, prefer, murmur, appear, occur, recover, remember, chatter, refer, stir, water, fear, offer, drag, wag, plan, chat, slip, beg.
IV. Find nouns related to the verbs below. Pay special attention to the spelling of the suffix -ence/-ance. Place them in two columns:
depend, differ, exist, accept, resemble, attend, perform, insist, occur.
V. What nouns are these adjectives derived from? What is the meaning of the suffixes -еd, -у? Translate the adjectives:
a) freckled, nosed, haired, winged, homed, bearded, feathered;
b) watery, skinny, grassy, silky, bony, branchy, wavy, stony.
VI. Answer these questions:
1. How was Anne introduced to her class? 2. What did she feel at that moment? What words does the author choose to describe her feelings? 3. What instructions did the headmistress give to the young teacher? What do you think of them? 4. Why did Anne "look with fresh interest at Arnold?" Describe Arnold's appearance and behaviour. 5. How did the other children behave in Miss Enderby's presence? (Find words describing their behaviour.) 6. Why do you think "there came a faint sigh of relief" after Miss Enderby left the classroom? Describe the children's behaviour after she left. 7. What advice given her at college did Anne remember? Did she follow the advice? What was the result? Why did the children behave like that? 8. How did Anne restore the order? Do you think it was the only way out? 9. Comment on the words: "Anne's self-esteem crept back".
VII. Comment on the meaning of the prepositions for, in, with in the sentences below:
A. 1. ... you are very, very lucky this term to have Miss Lacey foryour new teacher. 2. They chose him fortheir leader. 3. Must you have George fora master - here, and our mother fora school-mistress? 4. I still want you for my wife.
B. 1. "Perhaps you could say 'Good morning' to your new teacher?" suggested Miss Enderby in an imperative tone. 2. "Good morning, children," responded Anne in a voice which bore no resemblance to her own. 3. They conversed in a whisper.
C. 1. They gazed back in some bewilderment. 2. If a man is in grief, who cheers him; in trouble, who consoles him; in wrath, who soothes him; in joy, who makes him double happy; in prosperity, who rejoices; in disgrace, who backs him against the world? Who but woman?
D. 1. Anne looked with fresh interest at Arnold. 2. Anne watched this change with some dismay. 3. With a nervous start Anne hastened forward to the door. 4. She remembered with sudden relief some advice given her at college in just such a situation,
E. 1. ... someone yelped with pain. 2. His voice trembled with horror. 3. He was dying with hunger. 4. The boys were speechless with fear. 5. Ruth's eyes were wide with wonder.
VIII. Form adjectives and nouns from the given words with the help of the prefixes an-, in-, mis-, dis-:
convenient, convenience; comfort, comfortable; dependent, dependence; different, difference; able, capable; important; experienced; obedient; understanding; honesty.
IX. a) Fill in prepositions where necessary:
Can you remember your first day... school? It was probably rather confusing. I am sure you ran ... your mother thinking she was deserting you. When the child goes ... school... his first day, he has to watch ... his mother leaving. The teacher must convince him that... the end ... the day his mother and his home will still be there. It is difficult to make the newcomer join ... a game or a walk. A new life, completely different ... what he is used ... begins.
The mothers are as upset as their children. They hang... their eyes fixed ... their children and dislike leaving them ... their fate.
The best way to deal... the situation is to get the child used ... the idea... school, to help him ... every way. Much depends ... the parents. ... the beginning ... the term the mother should take her child to see the teacher and to look ... the school. The first day should be something to look...and not to be feared.
b) Retell what you've read.
c) What measures would you suggest to settle the newcomers?
ESSENTIAL COURSE | EXERCISES | TEXT. ANNE MEETS HER GLASS | Learn to use alternative ways of controlling the class, using polite requests rather than direct commands. | Translate the given sentences into English. Check your sentences with the key. | Word Combinations | EXERCISES | An ideal school as you see it. | C) Make up your own dialogues on choosing a career. Use the word combinations in bold type in them. | My Memories and Miseries As a Schoolmaster |