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The farmer and the boy

One morning a farmer met a boy and asked him if the latter wanted a job. The boy (to answer) that he (to do). The farmer (to want) to know if the boy (can) give him a good character. The boy said that he (can) and (to add) that it (to be) from Mr. Muggs, the shopkeeper, his previous master.

The farmer agreed. The farmer told the boy to go and ask Mr. Muggs to come there and speak to him. He said that he (to wait) there for some time. Twenty minutes (to pass) and then forty minutes (to pass), but Mr. Muggs (not to come).

Later in the afternoon the farmer (to see) the boy again and he said that Mr. Muggs (not to come) with the boys character. The boy (not to be) surprised to hear it. He said he (not to ask) Mr. Muggs to come there.

The farmer asked why the boy (not to do) it. The boy (to answer) that he (to tell) his old master who (to want) the character. The farmer not (to understand). Then the boy (to explain) that his old master (to tell) him the character of the farmer.

 

Text 2

The new teacher

The school in Pine Clearing was new and fine. The people (to be) proud of it, s well as of the schoolmistress, a young widow, who was clever and had a good education.

One day when she (to leave) the school the chairman of the school board (to come) up to her Mrs. Martin, we would like you to have an assistant as the school (to get) too large for one little woman. I (to go) to meet him now. At that moment a coach (to stop) at the gate and they (to see) a young man jump out of it. He (to look) strong and active. His eyes (to be) blue, his hair (to be) short; but his face (to have) no expression, it was like mask. (to introduce) himself to everybody as Charles Twing, the new assistant. The Chairman (to think) that he never (to see) such an expressionless face before; he was sure that as soon as Mrs. Martin (to look) at him she (to send) him away. Mrs. Martin asked Mr. Twing if he (to be) at college, and if he ever (to teach) at school. It turned out that he never (to do) such things. The schoolmistress (not to say) anything to this. She said she (to expect) him to come to the school early the next day.

The next morning when Mrs. Martin came to the school the new assistant (not to come) yet. But soon he appeared with a crowd of children. They (to laugh) and (to look) very happy. Mrs. Martin (to get) angry, but Mr. Twing promised that he (to listen) and (to learn) very quickly.

A month passed. All (to go) well in the school. Mrs. Martin (to begin) to like her new assistant and they (to become) good friends. She never (to ask) him what he (to do) before he (to become) a teacher.

One day a piano (to bring) to the school as the children (to be) going to give a concert. Mrs. Martin wanted Mr. Twing to do something too and he (to decide) to recite a poem. While he (to do) it at the concert a voice from the audience shouted: Bravo, Johnny Walker! Mr. Twings face (to become) white and he (to go) away quickly. After the concert Mrs. Martin (to find) him in a little room. He (to tell) her that he (to be) a clown before he (to come) to the school.



Text 3

A powerful king

Once there (to rule) a powerful king over the island of Samos. He was rich and prosperous, and at last his prosperity (to rise) to such a height that he (to begin) to be afraid that the gods (can) be jealous of his happiness. So, some messengers (to send) to consult an oracle in another country. They (to tell) to bring the answer as soon as they (to get) it. When they (to reach) the oracle they (to receive) the answer: Tell the King that if he (to want) to escape the anger of the Gods, he must throw into the sea that which he (to hold) to be the dearest of all his possessions. The messengers returned and the King (to tell) what the oracle (to say). The King therefore (to take) a boat and (to go) out to sea, and (to throw) away a ring which he (to value) greatly because it (to give) to him by his dead wife. That night he (to think) over what he (to do) that day and wondered if the gods (to keep) him safe from harm. When he (to wake) up in the morning he (to sit) down to breakfast. Imagine his surprise when he (to open) a fish that (to prepare) for him and (to see) the ring he (to throw) away the day before! A fisherman (to catch) the fish that morning and (to bring) it to the palace, not knowing what (to be) inside it. The king then (to understand) that the gods (to refuse) his sacrifice. He soon (to begin) to lose his power and (to die) in great misery. This story is a warning to us not to flatter ourselves that our happiness (to be) enduring, unless we (to depend) more upon ourselves than upon what we (to have).

Text 4

The keys

One day Sarah and her little son Ben (to drive) home from London. The weather (to be) fine and warm though it (to rain) since morning. They (not to be) to their place for a long time and they (can) s some changes. Mum, look, a new house (to build) in our street near our cottage. Sarahs cottage was a nice little place. It was theirs though in fact they (not to pay) all the money for it yet. As soon as they (to arrive) and (to come) into the house Sarah (to take) ff her bag from her shoulders and (to put) it on the stairs in the hall.

Ben (to run) into the sitting-room, (to turn) on the television though his mother (to forbid) him to do it. The boy made the TV work very noisily. Sarah (to leave) the house to take the food box from the car. At that moment their dog (to push) the door and it (to lock). Sarah (cannot) get inside. The keys (to be) in the bag, the windows and the back door (to close) and n (not to hear) her shout.

Sarah (to hear) the music playing and some voices speaking. She (to understand) that if she (not to shout) at the top of her voice, the boy (never to come) to the door. So she (to do). Ben (to come), (to push) the keys through the letter-box and Sarah (to be) able to open the door. Ben (to give) the keys, the dog (to tell) to sit quiet, and they both (to go out) to take the food. While Sarah (to take) the box out of the car Ben (to lock) the door and (to push) the keys into the house through the letter-box. How do you like that?

TEXT 5


Date: 2015-12-11; view: 1620


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