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Translation of attributive constructions.

⇐ ПредыдущаяСтр 8 из 15Следующая ⇒

 

Ø Многочленные атрибутивные словосочетания состоят из цепочки определений, составляющих препозитивную группу. Их перевод требует разделения всей цепочки на смысловые группы слева направо, затем выявляется опорное слово и переводится, а далее переводится вся группа в обратном порядке, справа налево. При этом переводятся все смысловые группы по очереди и присоединяются к опорному слову. Ø She gave him an I- know- you-very-well look –Она оглядела его все понимающим взглядом.
A). Translate the following word combinations.

 

1. Welfare expenditures. 2.Birth control. 3.Child-care workers. 4.Drafting committee. 5.Community centre. 6.Capital flow rates. 7.District attorney. 8.Business calculations. 9.Space age. 10.Air force unit. 11.Pall tax.

12. Anti-poll tax bill.13.Washington jobless march. 14. Labour movement.15.Labour conditions. 16. Labour spy. 17. War expenditure. 18. War heroes 19.Would-be President. 20. Jaw-dropping deals. 21. Up-to-date students’ speech. 22. Would-be student.

 

B). Translate sentences with extended attributive

constructions.

 

1.He was no longer the sexy officer, he was the evil-lock-her-up-forever-in-a-tiny-cell-with-a-luminous-orange-jumpsuit-and-noisy-flip-flops-and-no-hot-water-or-makeup-type officer. 2. «Oh, nothing sensible. You wouldn’t like it. Just boy-meets-girl stuff.» 3.«You know they do a lot of Make-A-Wish Foundation stuff for people who are dying?» 4.Because he’s probably given me god-only-knows-what disease? 5.I’d always thought him harmless,

 

and actually sort of nice — in that bumbling, dude-how’s-it-going kind of way. 6.«Well one’s about London nightlife, a sort of what’s-on-in-the-capital thing, and the other’s a sports show.7. Mr. Lawrence might have been very capable, but he carried himself more like a hound without a hunt: a let-me-know-when-you’re-ready look on his sad face. 8.The Judge’s face wore his own I-knew-they-were-guilty-all-along expression. 9.This to-be-or-not-to-be struggle.10.A take-it-or-leave-it statement. 11. The six-foot-high letters along the fuselage trumpeted ‘UNITED STATES OF AMERICA’12.Their communication devices, transport, and weapons were all state-of-the-art.13. World without bombs conference program. 14.Miner’s demo support grows.15.Health hazard pay plan for miners.   С). Translation the sentences with words NEITHER and NOR. 1. This report cannot give any idea of the peculiarity of the situation. Nor could the speech of the Prime Minister in Parliament. 2. I am not a politician, nor am I specially well-informed about politics. 3. He was plump, careless in manners, not the kind of person that an old-style diplomat could have felt at home with across any kind of table. Nor did Charles.4. It is not likely that Parliament can do anything constructive this week. Nor indeed can one see much that it could do next week except confirm the Government in their firmness.5. The council evidently did no more than touch briefly upon it. Nor did it explain the reasons why. 6. We did not learn what happened there after our departure, nor did they break the news to us. 7. The book contains practically no bibliographical matter. Neither will problems of form be discussed. 8. A practical joker would not persist in his tricks when he realized how violently public opinion had turned against him, nor is it likely he would have communicated his campaign to the Press.  

SORT OF - как бы, вроде, скорее; a sort of — нечто вроде; sort of life — образ жизни; what sort of — что за; какое; каков;sort of goods — род товаров He sort of hinted — Он вроде бы намекнул. She is sort of edged – Она в подпитии. His mind was a sort of salmagundi - У него в голове был полный ералаш. This sort of work won't do for him.- Эта работа ему не подойдёт. I'm too old for this sort of caper. – Староват я для таких шалостей /глупостей/. Poetry is a sort of divine madness.-Поэзия — это разновидность божественного безумия. Paul's an easy-going sort of fellow.- Павел добродушный парень. She uses a wheelchair sort of thing.Она ездит на чём-то вроде инвалидной коляски. Your hair is a sort of funky. Comb it. У тебя дикая причёска. Причешись.

D).Translate the following paying attention to phrases with SORT OF.

 

1. In this new dress I feel sort of... 2. It is a sort of a great human progress. 3. We sort of expect it of politicians and don't hope for much more. 4. It was sort of a spooky story… 5. I sort of gave my parole officer your address. 6. He sort of invited himself, mostly to stalk Elena. 7. We sort of met earlier today 8. Turns out he was right... sort of… 9. I said, sort of, not officially. 10. Dirty secrets and murder sort of go together. 11. They ruled against me sort of 12.Actually, I sort of have plans. 13. He sort of asked me out. 14. We cannot impose the sort of democracy that we want. 15. There was another chap there, sort of running the place, called Josh. 16.'You know Bunny?' - 'Sort of. Do you?' - 'Sure... ' 17. "What do you think of it, Morris?" - "... I sort of liked it..." 18. It's getting sort of interesting... 

 

JMEDIA LOG

Abolition of student maintenance grant 'will hurt those most in need'

 

Education experts have expressed fears that the abolition of the student maintenance grant for the poorest young people, combined with increasing tuition fees, will set back widening participation and deter those from the most disadvantaged backgrounds from going to university.

As of Monday, students from low-income homes applying to go to university will no longer be entitled to a maintenance grant to support their living costs, but will instead have to borrow the money in the form of an additional loan, further increasing their debt.

 RIP maintenance grants. It’s one more move to keep the poor from education.

 Rhiannon Lucy Cosslett

The scrapping of the grant comes as the government puts pressure on universities to widen participation rates to attract those from the poorest backgrounds – in particular white working-class boys who are the least likely group to go to university.

Higher education experts are concerned that the switch to a loan, just as universities are announcing plans to raise tuition fees beyond £9,000 a year, will damage progress in widening participation and lumber those who choose to go to university with even greater debt.

Sally Hunt, general secretary of the University College Union (UCU), said: “Cost does matter and there is a very real danger that raising tuition fees combined with the ending of maintenance grants will damage progress made by widening participation initiatives.”

She said recent UCU research showed that when young people choose to go to university, those from disadvantaged backgrounds are more likely to put cost at the forefront of their decision-making, often opting for institutions close to home that offer cheaper study that can be combined with part-time work.

Hunt continued: “The continued squeeze on students risks creating a polarised university system of haves and have-nots where costs determines young people’s choices.”

After the tuition fee increase in 2012, when fees rose to up to £9,000, critics feared that poorer students would choose not to go to university to avoid long-term debt, but contrary to those concerns record numbers of disadvantaged young people have been choosing to go to university.

The Guardian.

Monday 1 August 2016 17.43 BST



UNIT  VIII

Bella “Bel” Kaufman was born in Berlin, Germany. Although born in Germany, her native language was Russian. She was raised in Odessa. She emigrated to the United States in 1923 at the age of 12 with her parents, moving to New York City. In 1965 she published the novel “Up the Down Staircase”, which became an enormous success, remaining on the “New York Times” Best Seller list for 64 weeks. In 1967, the book was turned into a film of the same name.   Other novels by Kaufman are: “Love, etc.” 1979, “This and That: Random Thoughts and Recollections”, 2012, “La Tigresse and Other Short Stories”, 2013.

Up the Down Staircase

The plot of the novel. Fresh out of graduate school, Sylvia Barrett begins her teaching career as an English Literature teacher at Calvin Coolidge High School. The school is overly bureaucratic and disorganized, with forms needing to be completed for every small task, keys allocated to teachers even for things that do not exist, lack of supplies or people to fix broken items, overcrowded classrooms, and staircases labeled as up and down. This bureaucracy is designed to deal with the chaos that exists both within the staff and student body. Despite these problems, Miss Barrett comes into the school with an idealistic view of being able to assist students in learning, regardless of obvious or hidden obstacles. Some of the students who may be facing some of these obstacles are moody but bright Joe Ferone who is always on the verge of expulsion, romantic but socially awkward Alice Blake, and Roy Hackett, whose surrogate mother pleads on his behalf for Miss Barrett to pass Roy despite him continually falling asleep in class. Miss Barrett's fellow English teacher, Paul Barringer, who is the center of attention of many a female student and who has aspirations of getting out of teaching to become a novelist, tries to advise Miss Barrett not to take her job so seriously. Through it all, will the school get the better of Miss Barrett or will she get the better of the school and the students?As for the title words “up” and “down” are antonyms. It can be interpreted in three ways. The first one is that the pupils try to go up but fail due to teachers. The second interpretation is that according to Sylvia’s ranking system some teachers are best or “up” and others are not or “down”. And the last one is that the final goal means “up” and everyday routine means “down”.

Chapter One

Hi, Teach

 

 Hi, teach!

Looka her! She's a teacher?

Who she?

Is this 304? Are you Mr. Barringer?

No. I'm Miss Barrett.

I'm supposed to have Mr. Barringer.

I'm Miss Barrett.

You the teacher? You so young.

Hey she's cute! Hey, teach, can I be in your class?

Please don't block the doorway. Please come in.

Good afternoon, Miss Barnet.

Miss Barrett. My name is on the blackboard. Good morning.

O, no! A dame for homeroom?

You want I should slug him, teach?

Is this homeroom period?

Yes. Sit down, please.

I don't belong here.

We gonna have you all term? Are you a regular or a sub?

There's not enough chairs!

Take any seat at all.

Hey, where do we sit?

Is this 309?

Someone swiped the pass. Can I have a pass?

What's your name?

My name is on the board.

I can't read your writing.

I gotta go to the nurse. I'm dying.

Don't believe him, teach. He ain't dying!

Can I sharpen my pencil in the office?

Why don't you leave the teacher alone, you bums?

Can we sit on the radiator? That's what we did last term.

Hi, teach! You the homeroom?

Pipe down, your morons! Don't you see the teacher's trying to say something?

Please sit down. I'd like to—

Hey, the bell just rung!

How come Mrs. Singer's not here? She was in this room last term.

When do we go home?

The first day of school, he wants to go home already!

That bell is your signal to come to order. Will you please—

Can I have a pass to a drink of water?

You want me to alphabetize for you?

What room is this?

This is room 304. My name is on the board: Miss Barrett. I'll have you for homeroom all term, and I hope to meet some of you in my English classes. Now, someone once said that first impressions—

English! No wonder!

Who needs it?

You give homework?

First impressions, they say, are lasting. What do we base our first—Yes? Do you belong in this class?

No. Mr. McHabe wants Ferone right away.

Who?

McHabe.

Whom does he want?

Joe Ferone.

Is Joe Ferone here?

Him? That's a laugh!

He'll show up when he feels like it.

Put down that window-pole, please. We all know that first impressions—Yes?

Is this 304?

Yes. You're late.

I'm not late. I'm absent.

You are?

I was absent all last term.

Well—sit down.

I can't. I'm dropping out. You're supposed to sign my Book Clearance from last term.

Do you owe any books?

I'm not on the Blacklist! That's a yellow slip. This here is a green!

Hey, isn't the pass back yet?

Quit your shoving!

He started it, teach!

I'd like you to come to order, please. I'm afraid we won't have time for the discussion on first impressions I had planned. I'm passing out—

Hey, she's passing out!

Give her air!

—Delaney cards. You are to fill them out at once while I take attendance from the Roll Book. Standees—line up in back of the room; you may lean on the wall to write. Print, in ink, your last name first, your parent's name, your date of birth, your address, my name—it's on the board—and the same upside down. I'll make out a seating plan in the Delaney Book. Any questions?

In ink or pencil?

I got no ink—can I use pencil? Who's got a pencil to loan me?

I don't remember when I was born.

Don't mind him—he's a comic.

Print or write?

When do we go to lunch?

I can't write upside down!

Ha-ha. He kills me laughing!

What do you need my address for? My father can't come.

Someone robbed my ball-point!

I can't do it—I lost my glasses.

Are these going to be our regular seats—the radiator?

I don't know my address—we're moving.

Where are you moving?

I don't know where.

Where do you live?

I don't live no place.

Any place. You, young man, why are you late?

I'm not even here. I'm in Mr. Loomis. My uncle's in this class. He forgot his lunch. Hi, Tony—catch!

Please don't throw—Yes, what is it?

This Mrs. Singer's room?

Yes. No. Not anymore.

Anyone find a sneaker from last term?

Hey, teach, can we use a pencil?

You want these filled out now?

There's chewing gum on my seat!

First name last or last name first?

I gotta have a pass to the Men's Room. I know my rights; this is a democracy, ain't it?

Isn't. What's the trouble now?

There's glass all over my desk from the window.

Please don't do that. Don't touch that broken window. It should be reported to the custodian. Does anyone—

I'll go!

Me! Let me go! That's Mr. Grayson—I know where he is in the basement!

All right. Tell him it's urgent. And who are you?

I'm sorry I'm late. I was in Detention.

The what?

The Late Room. Where they make you sit to make up your lateness when you come late.

All right, sit down. I mean, stand up—over there, against the wall.

For parent's name, can I use my aunt?

Put down your mother's name.

I got no mother.

Well—do the best you can. Yes, young lady?

The office sent me. Read this to your class and sign here.

May I have your attention, please. Please, class!

There's been a change in today's assembly schedule, listen carefully:

 

PLEASE IGNORE PREVIOUS INSTRUCTIONS IN CIRCULAR #3, PARAGRAPHS 5 AND 6, AND FOLLOW THE FOLLOWING:

 

THIS MORNING THERE WILL BE A LONG HOMEROOM PERIOD EXTENDING INTO THE FIRST HALF OF THE SECOND PERIOD. ALL X2 SECTIONS ARE TO REPORT TO ASSEMBLY THE SECOND HALF OF THE SECOND PERIOD. FIRST PERIOD CLASSES WILL BEGIN THE FOURTH PERIOD, SECOND PERIOD CLASSES WILL BEGIN THE FIFTH PERIOD, THIRD PERIOD CLASSES WILL BEGIN THE SIXTH PERIOD, AND SO ON, SUBJECT CLASSES BEING SHORTENED TO 23 MINUTES IN LENGTH, EXCEPT LUNCH, WHICH WILL BE NORMAL.

 

I can't hear you—what did you say?

They're drilling on the street!

Close the window.

I can't—I'll suffocate!

This is a long homeroom?

What's today's date?

It's September, stupid!

Your attention, please, I'm not finished:

 

SINCE IT IS DIFFICULT TO PROVIDE ADEQUATE SEATING SPACE FOR ALL STUDENTS UNDER EXISTING FACILITIES, THE OVERFLOW IS TO STAND IN THE AISLES UNTIL THE SALUTE TO THE FLAG AND THE STAR-SPANGLED BANNER ARE COMPLETED, AFTER WHICH THE OVERFLOW MAY NOT REMAIN STANDING IN THE AISLES UNLESS SO DIRECTED FROM THE PLATFORM. THIS IS A FIRE LAW. DR. CLARKE WILL EXTEND A WARM WELCOME TO ALL NEW STUDENTS; HIS TOPIC WILL BE "OUR CULTURAL HERITAGE." ANY STUDENT FOUND TALKING OR EATING LUNCH IN ASSEMBLY IS TO BE REPORTED AT ONCE TO MR. McHABE.

 

Water! I gotta have water! My throat is parching!

He thinks he's funny!

May I have your attention?

No!

 

TOMORROW ALL Y2 SECTIONS WILL FOLLOW TODAY'S PROGRAM FOR X2 SECTIONS WHILE ALL X2 SECTIONS WILL FOLLOW TODAY'S PROGRAM FOR Y2 SECTIONS.

 

Where do we go?

What period is this?

The two boys in the back—stop throwing that board eraser. Please come to order; there's more:

Is this assembly day?

BE SURE TO USE THE ROWS ASSIGNED TO YOU:

THERE IS TO BE NO SUBSTITUTION.

 

Excuse me, I'm from Guidance. Miss Friedenberg wants Joe Ferone right away.

He isn't here. Will you pass your Delaney cards down, please, while I—

I didn't start yet! I'm waiting for the pen.

How do you spell your name?

Hey, he threw the board eraser out the window!

Will you please—

Here's my admit. He says I was loitering.

Who?

McHabe.

Mr. McHabe.

Either way.

Now class, please finish your Delaney cards while I call the roll.

I didn't finish!

I never got no Delaney!

Any. Yes?

Mr. Manheim next door wants to borrow your board eraser.

I'm afraid it's gone. Please, class—

You give extra credit for alphabetizing?

We go to assembly today?

You want me to go down for the stuff from your letter-box, Miss Barnet?

All right. Now we'll just have to—

I can't write—I got a bum hand.

You gonna be our teacher?

Please come to order while I take attendance. And correct me if I mispronounce your name; I know how annoying that can be. I hope to get to know all of you soon. Abrams, Harry?

Here.

Quiet, please, so I can hear you. Allen, Frank?

Absent.

Absent?

He ain't here.

Isn't. Amdur, Janet?

Here.

Mr. Grayson says there's no one down there.

How can he say that when he's there?

That's what he says. Any answer?

No. Amdur, Janet?

I was here already.

Arbuzzi, Vincent? Yes, what do I have to sign now?

Nothing. I came back from the bathroom.

Can I have the pass?

Me, I'm next!

I said it first!

Blake, Alice?

I'm present, Miss Barrett.

Blanca, Carmelita?

Carole. I changed my name.

Blanca, Carole?

Here.

Borden—Yes?

Miss Finch wants you to make this out right away.

I'm in the middle of taking attendance. Borden—

She needs it right away.

Excuse me, class.

 

IN THE TWO COLUMNS LABELED MALE AND FEMALE, INDICATE THE NUMBER OF STUDENTS IN YOUR HOMEROOM SECTION BORN BETWEEN THE FOLLOWING DATES—

 

Please don't tilt that chair—Boy in the back—I'm talking to you—Oh!

So I fell. Big deal. Stop laughing, you bums, or I'll knock your brains out!

Are you hurt?

Naw, just my head.

You've got to make out an accident report, Miss Barrett, three copies, and send him to the nurse.

Aw, she ain't even allowed to give out aspirins.

Only tea.

Get your feet offa me!

You call this a chair?

He can sue the whole Board of Education!

Perhaps you'd better go to the nurse. And ask her for the accident report blanks. Yes, what can I do for you?

Miss Friedenberg wants last term's Service Credit cards.

I wasn't here last term. And what do you want?

Miss Finch is waiting for the attendance reports and absentee cards.

I'm in the middle of—Yes?

The office wants to know are the transportation cards ready?

The what cards?

Bus and subway.

No. Yes?

You're supposed to read this to the class. It's from the liberry.

Library. May I have your attention, please?

 

THE SCHOOL LIBRARY IS YOUR LIBRARY. ALL STUDENTS ARE ENCOURAGED TO USE IT AT ALL TIMES.

 

STUDENTS ON THE LIBRARY BLACKLIST ARE NOT TO RECEIVE THEIR PROGRAM CARDS UNTIL THEY HAVE PAID FOR LOST OR MUTILATED BOOKS.

 

THE LIBRARY WILL BE CLOSED TO STUDENTS UNTIL FURTHER NOTICE TO ENABLE TEACHERS TO USE IT AS A WORKROOM FOR THEIR PRC ENTRIES.

 

Yes, who sent you here?

You did. Here's the stuff from your letter-box. Where do I dump it?

Is that all for me?

Excuse me, the nurse says she's all out of accident reports, but she wants the missing dentals.

The missing what?

Dental notes.

I see. And what is it you want?

New change in assembly program. Your class goes to different rows. X2 schedule rows.

I see. And you?

Mr. McHabe says do you need any posters for your room decoration?

Tell Mr. McHabe what I really need is—Yes?

The office wants the list of locker numbers for each student.

I haven't even—Yes?

This is urgent. You're supposed to read and sign.

 

TO ALL TEACHERS: A BLUE PONTIAC PARKED IN FRONT OF SCHOOL HAS BEEN OVERTURNED BY SOME STUDENTS. IF THE FOLLOWING LICENSE IS YOURS—

 

Tell Mr. McHabe I don't drive. Now, class—

Hurray! Saved by the bell!

Just a minute—the bell seems to be fifteen minutes early. It may be a mistake. We have so much to— Please remain in your—

That's the bell! You heard it!

All the other teachers are letting them out!

But we must finish the—

When the bell rings, we're supposed to go!

Where do we go, assembly?

Please sit down. I'd like to—We haven't—Well. It looks as if you and I are the only ones left. Your name is—?

Alice Blake, Miss Barrett. I just wanted you to know how much I enjoyed your lesson.

Thank you, but it wasn't really a—Yes, young lady?

I'm from the office. She says to announce this to your class right away.

 

PLEASE DISREGARD THE BELLS. STUDENTS ARE TO REMAIN IN THEIR HOMEROOMS UNTIL THE WARNING BELL RINGS.

 

I'm afraid they've all gone.

I've got to go too, Miss Barrett. I wish I had you for English, but my program says Mr. Barringer.

I'm sure he's a fine teacher, Alice, and that you'll do well with him.

You Barrett?

What's that, young man?

Late pass.

That's no way to hand it to me. Throwing it like that on my desk—

My aim is bad.

There's no need for insolence. Please take that toothpick out of your mouth when you talk to me. And take your hands out of your pockets.

Which first?

What's your name?

You gonna report me?

What's your name?

You gonna give me a zero?

I'm afraid I've had just about—What's your name?

Joe.

Joe what?

Ferone. You gonna send a letter home? Take away my lollipop? Lecture me? Spank me?

All I asked—

Yeah. All you asked.

I don't allow anyone to talk to me like that.

So you're lucky—you're a teacher!

Kaufman, Bel,,Up the Down Staircase, Harper Perennial, 1991, p.p. 3-12

Notes.

Delaney – professor at Cambridge who was the first to use the cards with the personal information about students.

PRC –Personal Record Card

PPP - Pupil Personality Profile

VSP – Visual Seating Plan

Board of Education – a body of officials appointed to oversee a local or statewide school system.

ü 1. Find in the text words and expressions from the WORD LOG, and use them in situations of your own. 2.Find in the text the English equivalents for the following phrases   Классная дама; я не отсюда; кто-то стащил мой пропуск; я буду у вас классным руководителем; ничего удивительного; ты из этого класса; меня исключают; обходной лист; я задыхаюсь; журнал посещаемости; стоящие; не обращайте на него внимания; с прошлого года; мы живем в демократической стране; сообщить завхозу; делай, что хочешь; план собрания; ответит за опоздание; считать недействительным; руководство;  ну, и что; умираю со смеху; дополнительное занятие; я грубиян; любое место; государственный номер машины; данные личной карточки; поладить с кем-то; нажаловаться на; рапортичка об отсутствующих. 3.Insert prepositions and adverbs,  if necessary.   ___ the blackboard; don’t belong ___here; any seat ___ all; leave the teach ___; pipe ___; to come ___ order; to have a pass ___ a drink ___ water; I’ll have you ___ homeroom; you belong ___ this class; he’ll show ___, when he feels ___ it; I am dropping ___; to be ___ the blacklist; to feel the card ___ once; ___ I take attendance ___ the Roll Book; line ___ in back of the room; to lean ___ the wall; I’ll make ___ a seating plan; to call ___the roll; to take ___attendance; to make ___ an accident report; ___three copies; to use ___ all times; I wish we had you ___ English; hand it ___ me.     4. Explain the meaning of the sentences, paying attention to the words in italics.   1. I don’t belong here. 2. Are you a regular or a sub? 3. You want me to alphabetize for you? 4. My aim is bad. 5. I’ve had just about…6.Any student found talking is to be reported to Mr McHabe. 7. There‘s no way to hand it to me. 8. I got a bum hand. 9. The place where they make you sit to make up your lateness when you come late. 10. He’ll show up when he feels like it.   5.Give Russian equivalents of the following.   Pipe down; I’m dropping out;, my throat is parching; please come to order; here is my admit; license; this is urgent; either way; the bathroom; big deal; an accident report; Guidance; ignore the information; the circular; to follow the following; to report to; subject classes; star-spangled banner; adequate seating space; under existing facilities; unless so directed from the platform; a firelaw; assigned to you; there’s to be no substitution; to be encouraged to do smth; until further notice; PRC entry.   6. Give the correct version of the following.   1. I don’t live no place. 2. I never got no Delaney. 3.My aim is bad. 4.May I have your attention? 5.You gonna be our teach? 6.Looka her 7.I gotta go to. 8. He ain’t dying / I ain’t / we ain’t. 9. I gotta have water. 10. Get your feet offa me. 11. You gonna report me. 12. Naw.   7. Give written translation of all the 11 messages coming from the Office during the class. 8.Translate into English using words and phrases from the text.   1. Пожалуйста, не стойте в дверях. Это нарушение правил пожарной безопасности. 2. Этот зал предназначен только для торжественных собраний. 3. Я не из этого класса, просто хочу сказать, что машину, припаркованную напротив университета, арестовала полиция за неправильную стоянку. 4. Замолчите и садитесь. Я собираюсь сделать перекличку. 5. «Тебе нравятся уроки математики или литературы?» «Мне все равно». 6. В этом году очень молодой преподаватель будет вашим классным руководителем. 7.Первое впечатление очень часто обманчиво. 8. Странно, но наш новый учитель появляется, когда захочет. 9. Я попал в черный список и потому ухожу из школы. 10. Умираю со смеху, когда наша училка проверяет присутствующих. 11. Мне понравился Ваш урок, и мы все хотим, чтоб Вы преподавали у нас английскую литературу. 12.В рамках имеющихся возможностей не получится, чтоб все учащиеся имели компьютеры. 13. Для тех, кто не поместился в зал, сегодня обеденный перерыв будет в обычное время.14. Надо отправить в администрацию рапортичку о происшествии в трех экземплярах. 15. Сегодня очень много отсутствующих, и об этом надо сейчас же доложить в администрацию. 16. Вы можете пользоваться библиотекой в любое время. 17. Каждый учащийся имеет свой персональный шкафчик, где хранит все свои вещи. 18. До сигнала тревоги вы должны оставаться в классе. 19. Извини, но мне придется доложить о тебе, написать письмо домой, но не драться или читать тебе мораль; это бесполезно! ü WORD LOG a homeroom period a regular a sub to sharpen a pencil to leave smb alone to pipe down to drop out to be on the blacklist to take attendance to call the roll to give extra credit a bum hand to slug smb to have a pass to a drink to swipe a pass a roll book late room he kills me laughing to make up smth to come to order either way a book clearance a dame for homeroom to move Delaney card

Ø TRANSLATION TIPS

Ø Суффикс -er образует существительные, обозначающие агент действия, практически от любого глагола. Многие из них являются окказиональными словами, со сжатым значением целого предложения. Ø Суффикс –able образует прилага-тельные от глаголов. В нем есть модальное значение, поэтому при переводе неологизмов с ним используются модальные слова: возможно, нельзя, невозможно и др.  

A).Translate sentences with  expressive

derivatives.

1. The boys ate quickly and quietly, wolfed their food. Aron said, “Will you excuse us, Father?” Adam nodded, and the two boys went quickly out. Samuel looked after them: “They seem older than eleven”, he said. “I seem to remember that at eleven my brood were howlers and screamers and runners in circles. These seem like grown men.” 2.On the two previous mornings Newman had come to breakfast late; and I didn’t fancy that at any time he was an early riser. 3.“Have you ever seen Mother cry, Tom?” “No, not that I can remember. No, she’s not a crier.” “Well, she cried. Not much, but a lot for her.” 4.I had sized up the Taylor woman as a package-leaver as soon as

 

 

she joined us. 5.I managed to smile at him. How had I ever thought Wayne Martin a harsh, unreachable man? There was nothing but kindness in him now. 6.Through the glasses it was possible to see a series of ridges running laterally across the faces of others; they were quite climbable. The men below had lights to illuminate the scalable rock. 7.“War bread” - Pain de guerre… Oh, the delicious rolls of the garret days! As for tobacco, it was all but unfindable.   B). Translate sentences with non-finite forms. 1. Ferst turned round sharply. The movement was that of a man used to being spied on. 2.The difficult thing is that I can’t see Aunt Emily being influenced by anybody! She was such a decided old lady! 3.People have been known to read the same passages and use the same telephone numbers hundreds of times without remembering them. 4.It seemed to me that regional speech is in the process of disappearing, not gone, but going. 5.What was Bennett’s unfailing strength appears to be totally wanting in Galsworthy. 6.Little girls felt she belonged to their everyday world of dull lessons to be learned, stiff shoes to be limbered up, scratchy flannels to be endured in cold weather, measles and disappointed expectations. 7.The two men who were said to have tried to stop a prosecution witness from telling the truth in court were at the Old Baily yesterday sentenced to two years imprisonment. 8.Having overcome and lived through all sorts of difficulties – wars, unemployment, sickness and the like – these elderly people have kept homes together and raised families to be confronted, at the end, by a stranger coming in to discuss their personal affairs, just because they are poor.   C). Translate the sentences with modal verbs. 1. I want to be helpful to you both, if you will let me. 2. None of your foul language, Captain, if you please. I may have married a common sailor but I will be treated like a lady. 3. We must just try again to understand you. For understand you we will. 4. He shall not get away with it this time. He shall pay for it, he shall! 5. Listen, what shall I do when I’m introduced? Ought I to shake hands? Or

what? 6. You would not have to scratch deep to find her origin. 7. He was very jovial, very hearty, and laughed a great deal, but you didn’t have to be a great judge of character to know that his noisy friendliness was merely cover for a very astute man of business. 8. The delegation was to have left Moscow on Tuesday.

JMEDIA LOG

What is bad behaviour?

 

UK schools are allowed to discipline pupils who behave badly in various ways. But what exactly is bad behaviour? The following is a list of serious and not-so-serious types of bad behaviour seen by a teacher in a London secondary school.

 • Playing truant (not coming to school without permission from parents)

 • Smoking, swearing, hitting, kissing, running, stealing

 • Not doing homework

 • Cheating in exams (copying from secret notes or another pupil)

 • Calling a teacher or another pupil bad names (bullying)

 • Not listening or not paying attention in lessons

 • Wearing unsuitable clothes for school

Punishments in UK schools

Here are some of the ways that UK school children can be punished.

 • Exclusion: a pupil is excluded from the school and cannot come back. The pupil has to find a new school or a different method of education (home tutor, special centre for difficult pupils).

 • Suspension: when a pupil is suspended they cannot enter the building or attend lessons until the school has a meeting about their case. Suspension can last from 1 to 45 days in a school term. The school usually gives work to do at home with a tutor (special teacher).

 • Detention: a pupil is detained. This means he or she is asked to stay at school at the end of the school day. The pupil must work for 30 minutes or an hour more before they are allowed to leave the school.

 • Lines: a pupil has to write a sentence many times (100 times) on a sheet of paper: An example sentence: I must not shout in class. This punishment is sometimes given during detention too.

Case Study

Freya MacDonald, a 15-year-old pupil from Scotland, made the news in the UK when she refused to accept her school’s punishment. Freya's family say that she was given detention many times for trivial things such as drinking fizzy drinks in class and coming into school through a fire door. After her secondary school gave her detention for the eleventh time, she went to a lawyer and took legal action against the school. The teenager said that it is not legal to keep a pupil in the school building if the student does not want to be there because Scottish law says that it is illegal to detain children against their will.

Many schools in the UK now give parents a home/school contract. This is a contract explaining the school discipline and rules. Parents must sign this document and agree that they accept the school's rules. They are responsible for their child's behaviour and must respect the discipline methods used in the school.

 




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