Базовый курс английского языка - Эккерсли К.Э.
ISBN 5-7871-0174-X
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(2) time, e.g.
He talked about it all through dinner. The railway line was repaired through the night when the trains were not running.
(3) agency, e.g.
He bought the property through a house agent. He got the job through (= by the influence of) his uncle.
To
To expresses:
(1) direction of movement, e.g.
I am going to London. Come to me.
(2) a limit, e.g.
Classes are from 9 o'clock to 5 o'clock. He was faithful to the last/ end. He read the paper from beginning to end.
(3) comparison, e.g.
This car is superior to that one. What he said to you is nothing to what he said to me.
To is used:
(a) as a part of the infinitive, e.g.
I want to go home.
(b) with an indirect object, e.g.
Give that to me.
To is not much used as an adverb. It is an adverb in:
Pull the door to. The work must be done, so set to (= get to work).
, Towards (toward)
Towards expresses:
(1) "in the direction of', e.g.
Go towards the window. Their house faces towards the south.
(2) approaching (of ti,me), e.g.
I hope to arrive towards six o'clock. Shakespeare's best comedies were written towards the end of the 16th century.
(3) with regard to, e.g.
I have always felt kindly towards him.
¦ УПРАЖНЕНИЯ
1. Работа со словами. Придумайте предложения:
confused (use also confusion)', inform (use also information); forgive; sideboard (name six other articles of furniture); sigh (note the pronunciation); scoundrel; corpse; bet; sovereign (two meanings of this word); private; evidence; introduce; rumour; dawn (What is the opposite?); witness; capture; whereabouts; penalty; imagine; destination; a fairy tale; inside out (use also upside down, from top to bottom, back to front); generations; approve; playwright
591 ¦
2. Ответьте на следующие вопросы. Ответ должен состоять из одного предложения:
1. Who is "Mr. Stuart"?
2. Why did the landlord think there was some doubt about Prince Charles being dead?
3. What was Maunsell's "evidence" that the Prince was alive?
4. What were the terms of the bet that Maunsell made with Harcourt?
5. What were the terms (for reward or for penalty) in Cromwell's proclamation?
¦ 6. Give Harcourt's description of Prince Charles.
7. How did Maunsell think that Charles could change his appearance?
8. What was the one thing he thought the Prince could not change? Why couldn't he change that?
9. Why did Maunsell know that he could recognize the Prince?
10. Explain Maunsell's final remark.
3. Придумайте предложения со следующими идиомами: call out; call at; call in; call off; call for; call away; call up; call on;
call a spade a spade
Сочинение
Напишите короткий рассказ или пьесу под названием "Loyalty".
QP0K15
The Story of Hob
(A letterfrom the author of this book to a teacher in Greece)
LONGMANS, GREEN & CO.LTD., 48 GROSVENOR STREET LONDON, W.I.
18th January 19-
Dear Miss-,
I was very pleased to receive your letter and to hear of the work you had been doing with Essential English. And so your students have been asking questions about Hob! They have been asking what is his nationality, why he should be learning English, etc., etc. So, too, have quite a lot of other people.
The problem about Hob was not an easy one. You see, in these ' books I could teach all the "favourable" adjectives easily enough. Lucille could be beautiful, gay and well-dressed; Frieda could be charming;1 Olaf could be clean and manly, Pedro could be the handsome, well-travelled man of the world; Jan could be clever and hardworking and attractive; and no Poles or Frenchmen or Swedes would rise up in anger against me. But how could I teach the opposites of these? Who ever knew a Pole, Frenchman, Swiss, Swede, or South American who was lazy, badly-dressed, careless, untidy? What storms I should have brought on my head if a character of any recognizable nationality had all these bad qualities. It was then that I thought of Hob. He, like all my "characters", had been a student in one of my classes. I knew his story though I didn't want to tell it just then. However, I can do so now without hurting anyone.
* * *
The story goes back many years now to the Lancashire town of Manchester. In a little house there, in a small street lived the Hobdell family. It was a large family, but the only ones I knew were Eliza and Berta, Ben and Albert and Irene. Tom and Aggie I never met. Albert (familiar to readers of Essential English as "Uncle Albert") was a fine-
looking fellow, six foot two in height, broad-shouldered and strong as a horse. He was no scholar-he couldn't even write his own name (he was, as he himself said, no credit to his teachers), but he was shrewd and sharp-witted and the merriest, liveliest and most warm-hearted companion you could wish for. But it's not Albert so much as Irene that my story is chiefly concerned with. Irene was the youngest of the family. She was about twenty when I first knew her, gay, laughing, full of life and high spirits (she had Albert's nature), and the prettiest girl in Manchester. She was, I'm afraid, a sore trial to Eliza-the oldest of the family-a sour-faced woman of forty odd. Eliza had always been full of "don'ts" and "mustn'ts"-"Ben, don't eat so much"; "Albert, don't laugh like that". (Albert said that when he was a boy, she used to say, "Albert, go and see what Irene's doing, and tell her she mustn't".) Now, it was, "Irene, you mustn't wear that short dress: it's not proper." Poor Eliza saw impropriety everywhere. She even, so Albert told me, put cotton trousers on the legs of the piano because she thought bare legs were improper. She was about as cheerful as a wet Sunday afternoon in Manchester-which is saying a lot-but her sourness seemed to have no effect on Irene, nor for that matter on Albert and Ben; they just laughed and made a joke of it all. Eliza and Berta, who was even sourer but less talkative than Eliza, thought Irene ought to stay at home in the evenings sewing or knitting; Irene preferred going out with soldiers (this was during the war) to knitting socks for them.
