Владимира Дмитриевича Аракина одного из замечательных лингвистов России предисловие настоящая книга
Bob: What are you going to take... as a career?
John: Architecture. Actually, I've already started. I began my studies ... last October.
Bob: What are you going to do when you finish?
John: Oh, I shall go back ... home and practise ... my native town. There's a lot of useful work to be done there — building schools, hospitals, homes ... the people.
Bob: What made you decide to take ... architecture as a career?
John: Well. I was good ... Maths and Art... school and I think I had a certain feeling ... design. My teacher encouraged ... me and said I had a bent... architecture.
Воb: I find that some young people fail to take ... a career because they're not sure what they want to do and what career opportunities there are.
John: Yes, that's true. But usually your personal qualities show......school, don't they? Teachers guide and encourage ... the young to take ... the careers ... which they're best suited.
b) Tell your friends how John chose his career.
c) Make up your own dialogues on choosing a career. Use the word combinations in bold type in them.
X. a) Read the following:
Caring teachers take an active part in defending peace and in solving other social problems, such as straggling for better living conditions and a happier future for their pupils. Their demands are well grounded since millions of boys and girls throughout the world are being deprived of a happy childhood.
b) Support the idea with information from Russian and/or foreign press. Pay special attention to the situation in the USA and Great Britain.
c) Speak on:
1. your idea of a happy childhood;
2. the problem of deprived children in Russia and abroad.
XI. Here is a series of extreme opinions. Build a conversation about each topic. Begin as in the model:
English is a very easy language to learn.
A.: It says here English is a very easy language to learn.
В.: I'm not sure I quite agree. I'd say it's fairly difficult.
A.: Why do you think that?
В.: Well, ...
1. A teaching career isn't suitable for men.
2. Teaching a foreign language in a school is pointless.
3. Education is the responsibility of teachers and parents shouldn't interfere.
4. Schoolchildren should be allowed to choose the subjects they want to study.
5. In the near, future schoolteachers will be replaced by computers.
XII. Translate the sentences below into English. Use Essential Vocabulary II:
1. Любовь к детям заставила его стать учителем, и он никогда не жалел о своем выборе. 2. Похоже, придется выбирать между работой в детском саду и учебой в пединституте. 3. В моей работе нет большого разнообразия, но у нее есть свои достоинства. 4. Боюсь, что в этот раз школьникам нелегко будет справиться с заданием. 5. Успехи учеников в большой степени зависят от их учителя и его профессионального мастерства. 6. Работа в школе потребует от вас ума, такта и чувства ответственности. 7. Уважение людей можно заслужить только честным трудом. 8. Не каждый, кто получает профессию учителя в Великобритании, может найти себе работу. 9. Я работаю учителем уже много лет и могу сказать, что не смог бы найти более благородного труда. 10. Мой друг выбрал себе профессию врача, еще когда учился в школе. Он всегда был уверен, что эта работа самая важная на свете. 11. Любовь к музыке и интерес к педагогике (theory of education) заставили меня подумать о профессии учителя музыки. 12. Часто выпускникам школ бывает трудно решить, какую профессию выбрать. В этом случае учителя и родители могут помочь им сделать правильный выбор университета.
ХIII. Role-piaying. a) Act out in pain the following situations; use Essential Vocabulary II:
1. Mike's father has been asked by the headmaster to come to school because of his son's unusual behaviour: bad marks, lots of missed classes, rude behaviour. Discuss the causes of his behaviour and steps to be taken.
2. Next year George and Nick are going to take entrance examinations at the University. Imagine a talk between them about their plans and the reasons that have determined then choice.
3. Mother and daughter have a very serious talk about the girl's decision to take up teaching as a career. Her mother, though, is rather sceptical about her choice.
4. Imagine a talk between two friends, one of whom is fed up with his or her present boring, unrewarding job. The other tries to suggest what he or she should do.
Prompts: might it be an idea to ...; have you ever thought of...; you could always ...; if I were you, I'd ...; why don't you .,.; you'd better ...
b) Role-play the following situation:
You are at a Parent-Teachers association meeting. You are discussing a problem you feel very strongly about Among you there is a mother who's sure that children shouldn't be strictly disciplined at school, a father who has the opposite opinion, a father who tends to blame teachers for his children's faults, a grandmother who tends to spoil her grandchildren, a mother who gives other parents advice for the only reason that her daughter is at the head of the class.
XIV. Pick one of these topics and discuss it, making sure each member of the group gets a chance to speak;
1. How to encourage a child to make better progress at school? Should parents use; praise, presents, promises of future rewards?
2. Should a child be punished? If not, how to make children obey?
3. Should children be allowed to wear clothes of their own at school? Should boys be allowed to have long hair, and girls to use make-up?
4. How can parents help teachers with out-of-school activities?
5. Should parents insist on their children doing equally well in all the subjects or should they encourage their sons and daughters to specialise in one or two subjects essential for their future career?
XV. a) Read and translate the text:
My Memories and Miseries As a Schoolmaster
The parents of the boys at school naturally fill a broad page in a schoolmaster's life and are responsible for many of his sorrows. There are all kinds and classes of them. Most acceptable to the schoolmaster is the old-fashioned type of British father who enters' his boy at the school and says:
"Now I want this boy well thrashed if he doesn't behave himself. If you have any trouble with him let me know and I'll come and thrash him myself. He's to have a shilling a week pocket money and if he spends more than that let me know and I'll stop his money altogether."
Brutal though his speech sounds, the real effect of it is to create a strong prejudice in the little boy's favour, and when his father curtly says, "Good-bye, Jack" and he answers, "Good-bye, father," in a trembling voice, the schoolmaster would be a hound, indeed, who could be unkind to him.
But very different is the case of the up-to-date parent. "Now I've just given Jimmy five pounds," he says to the schoolmaster, in the same tone as he would use to an inferior clerk in his office, "and I've explained to him that when he wants any more he's to tell you to go to the bank and draw for him what he needs." After which he goes on. to explain that Jimmy is a boy of very peculiar disposition, requiring the greatest nicety of treatment; that they find if he gets in tempers the best way is to humour him and presently he'll come round. Jimmy, it appears, can be led, if led gently, but never driven.
During all of which time the schoolmaster, insulted by being treated as an underling, has already fixed his eye on the undisciplined young pup called Jimmy with a view of trying out the problem of seeing whether he can't be driven after all. (From "College Days" by S. Leacock)
b) Answer the questions below:
1. How does the author characterize two opposite types of "British father"? 2. Why, in Leacock's view, the "old-fashioned" type is more acceptable for a schoolmaster? Would you prefer to have Jack or Jimmy for a pupil? 3. How did the acquaintance with the fathers influence the schoolmaster's attitude to the boys? Do you find it natural? 4. Do you think the problems raised in the text are outdated? Justify your answer. 5. In what way should teachers and parents cooperate in educating the child?
XVI. Act as an interviewer. Let the rest of the group speak about why and how they decided to qualify as a teacher of languages. Find out:
1. if anybody or anything influenced their choice;
2. when they finally made up their minds;
3. what attracts them in the work;
4. what they consider its advantages and disadvantages.
XVII. Interview a teacher at the school where you have school practice. Ask him or her the questions from Exercise XVI and also try to find out:
1. how long he or she has been in teaching;
2. if he or she ever regretted having taken up the job;
3. what is the most notable feature of teaching;
4. what advice he or she can give to a teacher trainee.
Discuss the interviews in class.
XVIII. Comment on the picture. You may find these phrases useful:
a Teacher-Parent Association meeting; to keep discipline in the classroom; to use traditional (new) methods; to be in the habit of giving orders; to be strict with the pupils: to tell the pupils off; a bossy teacher.
"I will now explain the progressive methods by which your children are taught — so keep quiet, sit up straight and don't fidget."
XIX. Film "Mr. Brown's Holiday"10. Film segment 1 "An Unexpected Turn'' (London), a) Watch and listen, b) Do the exercises from the guide to the film.11
STUDIES OF WRITTEN ENGLISH I
Clarity, interest and emphasis are marks of good writing. Good writing is also based on selection of words in a sentence, on organization of sentences in a paragraph, and on unity of a written passage. These are the main objectives of the second-year studies of written English.
Patterns of written prose. When writing you may choose to describe the facts or events, to tell a story about them, to argue about them or to explain them according to your understanding. These verbs correspond to four basic forms of treating a topic: description, narration, argumentation, and exposition (explanation).
Paragraph is a single sentence or a group of related sentences expressing and developing a basic idea, or a particular phase of thought. The paragraph is a practical device in writing. Its purpose is to indicate the beginnings and endings of a thought unit. The beginning of a paragraph is indicated by beginning a line a little in from the margin.
Here is a short paragraph describing a well-known portrait: "Mona Lisa (Gioconda) is represented sitting in front of a marble balcony. The left arm rests on the arm of the seat, and the fingers fold over the end of it. The right hand, perhaps the most perfect hand ever painted, lies lightly over the left hand and wrist. On sleeves and bodice the pleats of the satin dress take the light" (From "Leonardo de Vinci" by E. Mc. Curely)
The author presents his impressions of the portrait and describes it in detail.
Here is another example of a paragraph telling a story: "A rather dreadful thing happened in the car as they were driving up from the beach to the ancient town, once a Norman port, but now left high and dry by the receding sea." (From "The Wind" by A. Bennett)
Here is an example of a paragraph of argumentation: "I am here to say a very few words or» the whole question of the treatment of animals by our civilized selves. For I have no special knowledge, like some who will speak to you, of the training of performing animals. I have only a certain knowledge of human and animal natures; and a common sense which tells me that wild animals are more happy in freedom than in captivity — domestic animals are more happy as companions than as clowns." (From "On Performing Animals" by J. Galsworthy)
The author tries to convince the reader of his point of view: he dislikes the idea of turning domestic animals into performers in the circus.
The expository paragraph below makes it clear what politeness is: "It isn't only with acquaintances and friends that politeness counts so much. Half the trouble in marriage and other family relationships begins with the throwing of politeness overboard. Politeness is often little more than the exercise of self-control, which is as valuable a quality in friendship as kindness itself." (From "Effective English and Personal Efficiency Course")
Note: These patterns of writing seldom occur alone, more often they are joined together.
1. Read the text "Anne Meets her Class" and point out the paragraph» of description, narration, argumentation and exposition. What does the author like to describe in this episode? What is he telling the reader about? What argument is Anne thinking of to manage the class? What is Miss Enderby trying to explain to Anne?
2. Search Texts А, В (Р. II) for the basic forms of treating the topic "On Teaching" and prove your selection of paragraphs.
3. Write a paragraph describing the picture suggested by the teacher.
4. Write a short paragraph about your visit to a former schoolmate.
5. Write a paragraph supporting or arguing Jane's and Bob's idea about teaching. (See the Dialogue.)
LABORATORY EXERCISES (II)
1. a) Listen to the additional text "What's Your Line?" on the topic "Choosing a Carrer", mark stresses and tunes, practise reading the text.
b) listen to the dialogue and learn it by heart.
2. Respond as in the models. Check your replies.
3. Write a spelling-translation test, check it with the key.
4. Write the dictation "Five Hundred Years of English Language Teaching", check your spelling with a dictionary.
5. Translate the sentences into English, check your translation with the key.
6. a) Listen to the text and find English equivalents to the given words and word combinations.
b) Check the words and word combinations.
c) Listen to the text again and do the tasks after it.
It would have been natural if you had punished the child for his behaviour yesterday.
It wouldn't have been so cold in the morning if the wind had stopped blowing.
It would have been strange if he hadn't called on me when he was here last summer.
It would have been quite dark in the forest if we hadn't made a good fire.
Grant would have accepted Mario's invitation if he hadn't made up his plans for the summer.
Anne would have taken her spring exams if she hadn't fallen ill.
We shouldn't have made friends with them if we hadn't stayed in the same camp.
We should have finished our work yesterday if you had helped us.
They wouldn't have quarrelled if they both were less nervous.
You would have improved your spelling long ago if you were more diligent.
We should have invited him to our party if we knew him better.
She wouldn't have forgiven him if she didn't love him so much.
The children seem to like each other very much. You don't seem to understand me.
She seemed to know grammar much better than we thought.
They did't seem to have met before.
Can't you keep from talking all the time? Try and keep from gossiping about other people. She couldn't keep from scolding the child, though she knew she shouldn't do it.
We can't keep from laughing when we look at him.
EXERCISES I. Change these sentences, using Patterns 1a and 1b:
Example: We should meet a lot of tourists if we went to a tourist camp next summer.
We should have met a lot of tourists if we had gone to a tourist camp last year (last summer, when we had our holiday, etc.).
1. Mario wouldn't come to England if John didn't invite him. 2. Peter would accept your invitation if he were not ill. 3. It wouldn't be a hardship for the children to sweep and clean the rooms, would it? 4. If the weather were fine we should go to a holiday camp next summer. 5. We would live in a hotel if the rates were not very high. 6. It would be natural if they didn't meet after their quarrel. 7. My friend and I would go to the cinema after this lesson if the rest of the students agreed to go with us. 8. If the weather didn't change we should go to the country tonight.
II. Combine the fallowing sentences into one, using speech Pattern 1c:
Example: They quarrelled. They both are very nervous.
They wouldn't have quarrelled if they both were not very nervous.
1. Bob recovered. The doctors that had treated him are very experienced. 2. Mary passed her exams. She is industrious. 3. We invited John Brown to our tea-party. We are acquainted with him. 4. I didn't leave the children alone. They are naughty. 5. She didn't agree to teach us French. She doesn't know the language well. 6. Martha understood the German delegates, she is a German. 7. I gave you this book because it's very interesting. 8. I advised my friends to have a walking tour because I myself am fond of walking tours.
III. Make up sentences after Patterns 2 and 3, using the following words and phrases:
a) Pattern 2: to be busy, to know a lot, to understand each other, to hate (smb. or smth.), to love music, е.g. Ann seems to love children, I often see her playing with little boys and girls in our yard.
b) Pattern 3: to scold each other, to argue (about smth.), to meet (with), to write a letter, to dream (of smth), е.g. She can't keep from crying when she reads sentimental poetry.
IV. Translate these sentences into English, using the patterns from Units One and Two:
1. He беспокойся, ребенок не был бы таким веселым, если бы он был серьезно болен, 2. Тебе не пошло бы, если бы ты носил бороду я усы, ты бы выглядел гораздо старше своих лет. 3. Было бы лучше, если бы они не позволяли детям смотреть телевизор так поздно. 4. Было бы естественно, если бы дети спросили меня об их новой учительнице, но никто не задал этого вопроса. 5. На твоем месте я ела бы поменьше сладкого, ты располнеешь. 6. Было бы естественно, если бы он стал ученым, ему хорошо давались точные науки в школе, но он стал актером. 7. Ты бы давно закончила этот перевод если бы не болтала по телефону. 8. Ты бы не забыла мне позвонить, если бы не была такой рассеянной.
V. Make up a dialogue, using the patterns from Units One and Two.
Example: A.: If my mother hadn't been ill 1 should have gone to the South last summer.
В.: You had bad luck. And what are your plans for the coming winter holidays?
A.: I haven't made any plans so far.
В.: Wouldn't you like to stay with me at my aunt's in the country?
A,: But would it be convenient to her?
A.: Well, that's very nice of you to invite me.
TEXT. A DAY'S WAIT by Ernest Hemingway
Hemingway, Ernest (1899-1961): a prominent American novelist and short-story writer. He began to write fiction about 1923, his first books being the reflection of his war experience. "The Sun Also Rises" (1926) belongs to this period as well as "A Farewell to Arms" (1929) in which the antiwar protest is particularly powerful.
During the Civil War Hemingway visited Spain as a war correspondent. His impressions of the period and his sympathies with the Republicans found reflection in his famous play "The Fifth Column" (1937), the novel "For Whom the Bell Tolls" (1940) and a number of short stories.
His later works are "Across the River and into the Trees" (1950) and "The Old Man and the Sea" (1952) and the very last novel "Islands in the Stream" (1970) published after the author's death. In 1954 he was awarded a Nobel Prize for literature.
Hemingway's manner is characterized by deep psychological insight into the human nature. He early established himself as the master of a new style: laconic and somewhat dry.
He came into the room to shut the windows while we were still in bed and I saw he looked ill. He was shivering, his face was white, and he walked slowly as though it ached to move. "What's the matter, Schatz?"12
"I've got a headache."
"You'd better go back to bed."
"No, I'm all right."
"You go to bed. I'll see you when I'm dressed."
But when I came downstairs he was dressed, sitting by the fire, looking a very sick and miserable boy of nine years. When I put my hand on his forehead I knew he had a fever.
"You go up to bed," I said, "you're sick."
"I'm all right," he said.
When the doctor came he took the boy's temperature.
"What is it?" I asked him.
"One hundred and two."13
Downstairs, the doctor left three different medicines in different colored capsules with instructions for giving them. One was to bring down the fever, another a purgative, the third to overcome an acid condition. The germs of influenza can only exist in an acid condition, he explained. He seemed to know all about influenza and said there was nothing to worry about if the fever did not go above one hundred and four degrees. This was a light epidemic of flu and there was no danger if you avoided pneumonia.
Back in the room I wrote the boy's temperature down and made a note of the time to give the various capsules.
"Do you want me to read to you?"
"All right, if you want to," said the boy. His face was very white and there were dark areas under his eyes. He lay still in the bed and seemed very detached from what was going on.
I read aloud from Howard Pyle's14 Book of Pirates, but I could see he was not following what I was reading.
"How do you feel, Schatz?" I asked him.
"Just the same, so far," he said.
I sat at the foot of the bed and read to myself while I waited for it to be time to give another capsule. It would have been natural for him to go to sleep, but when I looked up he was looking at the foot of the bed, looking very strangely.
"Why don't you try to go to sleep? I'll wake you up for the medicine."
"I'd rather stay awake."
After a while he said to me, "You don't have to stay in here with me, Papa, if it bothers you."
"It doesn't bother me."
"No, I mean you don't have to stay if it's going to bother you."
I thought perhaps he was a little light-headed and after giving him the prescribed capsules at eleven o'clock I went out for a while.
It was a bright, cold day, the ground covered with a sleet that had frozen so that it seemed as if all the bare trees, the bushes, the cut brush and all the grass and the bare ground had been varnished with ice. I took the young Irish setter for a little walk up the road and along a frozen creek.
At the house they said the boy had refused to let any one come into the room.
"You can't come in," he said. "You mustn't get what I have." I went up to him and found him in exactly the position I had left him, white-faced, but with the tops of his cheeks flushed by the fever, staring still, as he had stared, at the foot of the bed.
I took his temperature.
"What is it?"
"Something like a hundred," I said. It was one hundred and two and four tenths.
"It was a hundred and two," he said.
"Who said so?"
"Your temperature is all right," I said. "It's nothing to worry about."
"I don't worry," he said, "but I can't keep from thinking."
"Don't think," I said. "Just take it easy."
"I'm taking it easy," he said and looked worried about something.
"Take this with water."
"Do you think it will do any good?"
"Of course, it will,"
I sat down and opened the Pirate Book and commenced to read but I could see he was not following, so I stopped.
"About what time do you think I'm going to die?" he asked.
"About how long will it be before I die?"
"You aren't going to die. What's the matter with you?"
"Oh, yes, I am. I heard him say a hundred and two."
"People don't die with a fever of one hundred and two. That's a silly way to talk!"
"I know they do. At school in France the boys told me you can't live with forty-four degrees. I've got a hundred and two."
He had been waiting to die all day, ever since nine o'clock in the morning.
"You poor Schatz," I said. "Poor old Schatz, it's like miles and kilometers. You aren't going to die. That's a diflerent thermometer. On that thermometer thirty-seven is normal. On this kind it's ninety-eight."
"Are you sure?"
"Absolutely," I said. "It's like miles and kilometers. You know, like how many kilometers we make when we do seventy miles in the car?"
"Oh," he said.
But his gaze at the foot of the bed relaxed slowly. The hold over himself relaxed too, finally, and the next day it was very slack and he cried very easily at little things that were of no importance.
1. to shiver υi дрожать, as shiver with cold
Syn. to tremble, to shudder, to start; to tremble is the most general word; shuddering/starting is generally the result of (great) fear or disgust, е.g. He seemed perfectly calm, only a slight trembling of his voice and hands showed he was excited. Keith shuddered at the sight of the dead body. The child was shivering with cold. She started when they came in.
2. ache n (a continuous, not sharp or sudden, pain). Usually used in compounds: headache, toothache, stomachache, earache, backache, е.g. I had a bad headache yesterday. Some people have (a) bad earache when the plane is losing height. But: to have a sore throat, eye, finger, etc., е.g. I can't speak loude?, I have a sore throat.
Syn. pain n to feel (have) a bad (sharp, slight) pain in ..., е.g. I feel a sharp pain in my right knee. My leg gives me much pain.; painful adj болезненный, тяжелый
Ant. painless, е.g. It was a painful (painless) operation.
to ache υ i/t болеть (чувствовать боль) — to be in continuous pain, e, g. My ear aches. After climbing the mountain he ached all over.
Cf.: hurt υt/i причинять боль, е.g. It hurts the eyes to look at the sun. My foot hurts (me) when I walk.
3. medicine n 1. лекарство, е.g. What medicine (s) do you take for your headaches? 2. медицина, e.g. He is fond of medicine, he wants to become a surgeon.
medical adj, е.g. He studies at a Medical Institute. He is a medical student. My medical knowledge leaves much to be desired. You'd better consult your surgeon.
4. condition n 1. состояние; to be in (a) good (bad) condition, е.g. After the thunderstorm our garden was in a terrible condition, quite a number of trees were broken. Every parcel arrived in good condition (nothing was broken or spoiled).; to be in no condition to do smth., е.g. He is in no condition to travel. The ship was in no condition to leave harbour, He can sing very well, but tonight he is in no condition to do it, he has a sore throat.
2. условие; under good (bad) condition(s), е.g. The unemployed live under very hard conditions.; on condition that = if, е.g. I will do it on condition that you give me the time I need.; conditional adj, е.g. Conditional sentences contain "if or its synonyms.
5. foot n (pl feet) 1. нога (ниже щиколотки, ступня), е.g. The boy jumped to his feet. A dog's feet are called paws.; 2. фут (около) 30,5 см, pl часто без изменений, е.g. The boy was too tall for his age and he was three foot two in his shoes.; 3. подножие, нижняя часть, основание, as the foot of the mountain, at the foot of the page, the foot of the bed, е.g. This boy is at the foot of his class.
Ant. top, head, as the top of the mountain, the top (head) of the page, at the head of the bed, etc. е.g. This boy is at the head of his class.
on foot (= walking, not riding), е.g. When people are having their walking holiday they cover long distances on foot. (Cf.: by train, by bus, etc.)
footnote n сноска
6. prescribe υi прописывать лекарство, е.g. Doctor, will you prescribe a tonic for me? What can you prescribe for my headache (cold, etc.) ?
prescription n рецепт; to make up a prescription for smb., е.g. Please call in at the chemist's and have this prescription made up for me; to write out a prescription.
7. bare adj 1. обнаженный, голый, непокрытый (usu. about some part of our body), е.g. His head was bare.
Syn. naked (= having no clothes on), е.g.Victorine was shocked when she learned that she would have to sit for the painter quite naked.
barefoot adj predic, adv = with bare feet, without shoes and stockings, е.g. Children like to go (run, walk) barefoot.
barefooted adj, attr. Barefooted people were standing on the bank.
bare-legged (-armed) adj = with bare legs (arms), е.g. When we speak of bare-legged children we mean children wearing shoes, but no stockings; bare-footed children wear neither shoes nor stockings.
bare-beaded, adj = without a hat, е.g. It's already too cold to go bare-headed.
2. пустой, голый, лишенный чего-л., as a bare room (with little or no furniture), bare walls (without pictures or wallpaper), bare trees (without leaves), bare facts (only facts; nothing but facts).
Cf.: a bare room (no furniture), an empty room (no people), a vacant room (a room in which either no one is living at present or no one is working; a room which can be occupied), е.g. After the piano was taken out, the room seemed quite bare. I thought I heard voices in the next room, but it was empty. "Won't you look for a vacant room in which we could have a consultation?" — "I'm told that all the rooms are occupied."
8. refuse υt/i отказывать(ся), е.g. She refused my offer. She can't refuse her children anything. He refused to do what I asked him.
N о t e: In the meaning of sacrificing smth., parting with smth., the English verb to give up is used, е.g. He gave up the idea of going there. Roger promised to give up smoking, but he didn't keep his promise.
refusal n, е.g. He answered her invitation, with a cold refusal,
9. like adj похожий, подобный, е.g. They are as like as two peas. What is he like? (= What sort of person is he?) What does he look like? ( = What kind of appearance has he got?) How does she look today? (= What is her appearrance today?) It looks like gold. (= It has the appearance of gold.) It looks like rain. It was just like him to take the biggest piece of cake. There is nothing like home.
like prep or adv подобно, как, е.g. I can't do it like you. They are behaving like little children, I've never heard him sing like that.
Note: to act like means to do smth. in the same way or in the manner of other people, е.g. She can play like a real pianist.; to act as means acting in the capacity of smb., e g. Some of our students act as guides during summer.
alike adj predic одинаковый, похожий, подобный, е.g. The houses in this street are alike. (Cf.: The houses in this street are like those in the next street.)
likeness n сходство, е.g. I cannot see much likeness between the twins.
unlike adj непохожий, е.g. She was unlike all other girls.
unlike prep в отличие от, е.g. Unlike other girls she was not at all talkative.
Гильдия лингвистов-экспертов по документационным и информационным спорам Общество любителей российской словесностиМонографияЯзыковой вкус интернет-эпохи в России (функционирование русского языка в Интернете: концептуально-сущностные доминанты): Монография. – М.: Изд-во РУДН, 2008.
- Г 421 Гершель, Джон. Философия естествознания: Об общем характере, пользе и принципах исследования природы : пер. с англ. / Гершель, Джон. - Изд. 2-е.