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Read the text and consider its following aspects. a) Comment on the syntax and the rhythmic effect achieved in "I can wash a blouse, think a thought

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  6. B) Explain a considerable number of abbreviations occurring in the text (we're, it's, that's, you'll, you're, I've, etc.).
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  11. I. 1. Have you ever considered how different reading can be? a) Read the following text.
  12. I. a) Read the following text about public speaking.

a) Comment on the syntax and the rhythmic effect achieved in "I can wash a blouse, think a thought, write a letter."

b) Explain:

teaching not the subject but the whole child; individualization and enrichment ; enlarge his scope; to motivate стимулировать and distribute books; their background consists of the simplest comics and thrillers ; some com­mittee комиссия was asked to come up with нагонять some titles; a man's reach should exceed превосходить his grasp возможности; to the young, cliches seem freshly minted выдуманные; hitch подцепляй your wagon to a star судьбе;...who teaches English on one foot; to teach against insuperable непреодолимые odds

C) Indicate the stylistic devices in the following sentences. Comment upon the fitness of the comparison with sparrows in the first sentence. What is the speak er's attitude conveyed by the last sentence?

1. They crowded in the doorway, chirping чирикая like agitated sparrows, pecking клюя at the seeds семена I had strewn рассыпала. 2.1 had succeeded, I thought, in establishing a mood. I mean, I got them to be quiet. 3....Enter Admi­ral Ass, in full regalia , epaulettes эполеты quivering колышутся with indignation возмущении.


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