случая, в такой чудесный день, повезти ее на машине за город, вернуться домой к
праздничному обеду, не так уж много места, не годится оставлять отца дома, выяснилось, что
все равно.,., махал ей рукой, сели обедать, приносить и уносить что-л., мы чувствовали себя
вполне вознагражденными за...
b) Get the student sitting next to yon translate half of the Russian phrases into
English (in writing) and check them with the key in your notebook. Translate the
other half yourself and ask your neighbour to correct your translation.
III. Translate in writing these passages. Compare and discuss different
variants of students' translation:
1. It occurred to Father that a thing it would be better to do even than to take Mother for a
motor drive would be to take her fishing; if you are going to fish, there is a definite purpose in front
of you to heighten the enjoyment. 2. Father said not to mind him, he said that he could just as well
stay home; he said that we were not to let the fact of his not having had a real holiday for three years
stand in our way,
IV. Try your hand at teaching:
A. Preparation. Pick out from the text all the words with the letter g in them. Classify them
according to the way g is pronounced and put them down in columns. Make up a list of words to
illustrate the same rules.
B. Work in Class. a) Show the table to the class and let the students comment on it.
b) Dictate the words in class with one student writing them on the board. Correct the
mistakes on the board. (See 'Classroom English", Sections IV, VII, VIII.)
V. a) Write the words below in the Past Indefinite. Classify them into two
groups: one with the final г doubled, the other one with one final r in the Past
Indefinite.
b) Explain to the students when the final r should be doubled:
enter, occur, offer, remember, clear, refer [rÌfE:], cheer, bar, utter [Àtq], 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.