Learn the following conversational formulas and phrases which are common at conferences and public meetings.

¨ The meeting is declared open - разрешите считать собрание открытым.

¨ The floor is open for nominations - прошу выдвигать кандидатуры.

¨ We are to elect the chair/the president and the secretary of the meeting - мы должны выбрать председателя и секретаря собрания.

¨ I move (make a motion) (that) nominations (should) be closed - предлагаю прекратить выдвижение кандидатур.

¨ I second the motion - поддерживаю предложение.

¨ The floor is open for discussion - начинаем прения.

¨ Conduct the meeting, please - пожалуйста, ведите собрание.

¨ N. will keep the minutes - Н. будет вести протокол.

¨ The following items are on the agenda; Item One ... Item Two... - на повестке дня следующие вопросы: 1. ... 2. ...

¨ The agenda is carried (adopted, passed) - повестка дня принята.

¨ The floor is given to N. for the report - слово для доклада предоставляется Н.

¨ There is a motion to fix the time limit at 10 minutes - есть предложение установить регламент 10 минут.

¨ Submit questions in writing, please - вопросы прошу подавать в письменном виде.

¨ Who asks the floor? - Кто просит слова.

¨ May I speak on the point in question? - разрешите выступить (высказаться) по данному вопросу.

¨ May I take the floor ? - прошу слова.

¨ N. has the floor - слово предоставляется Н.

¨ The motion is carried (adopted) - предложение принято.

¨ The motion is voted down (overruled) - предложение отклонено.

¨ Let’s attend to the other items of the agenda - есть предложение перейти к другим пунктам повестки.

¨ I move that the discussion should be stopped owing to the late hour - я предлагаю прекратить прения в связи с недостатком времени.

¨ Hear! Hear! - Правильно! Правильно!

¨ I’m putting the matter to the vote - ставлю вопрос на голосование.

¨ Shall we draw up a resolution on the points discussed? - будем ли мы принимать резолюцию по обсуждаемым вопросам?

¨ The resolution is passed unanimously (by an overwhelming majority) - резолюция принята единогласно (подавляющим большинством голосов).

¨ The majority has it - принято большинством голосов.

¨ Who’s in favour of (against) it? - кто за (против)?

¨ Who’s abstained (from voting)? - кто воздержался (от голосования)?

¨ The agenda is complete - повестка дня исчерпана.

¨ I declare the meeting closed - объявляю собрание закрытым.

¨ Would you care to comment on that? - не хотите ли высказаться по этому поводу?

¨ Aren’t you losing sight of some facts? - не упускаете ли вы из виду некоторые факты?

¨ I’m afraid I’ve put it clumsily. - кажется, я неудачно выразился.

¨ Is that a question or a speech? - Это вопрос или выступление?

¨ It’s hard to put it into words - это очень трудно сформулировать.

¨ He’s put it very well - он очень хорошо сказал.

¨ Any questions? - Есть вопросы?

¨ Let me be the judge of that - разрешите мне судить об этом.

¨ It’s your information - это для вашего сведения.

¨ Let it be challenge to you - подумайте над этим (вопросом).

¨ Do I make myself clear - моя мысль ясна?

¨ Would you mind explaining? - объясните, пожалуйста.

¨ Let’s go forward, shall we ? - давайте дальше.

¨ Keep to the point - не отклоняйтесь.

Use these expressions in a situation of your own.

Read the following text.

     Recently I was teaching to a third-grade class. I threw out a number of ideas and asked the students to write something for me without worrying about grades or spelling. Most of the class got right away, but a few students looked puzzled, almost panicky. One girl said, “I want to write, but I just don’t know how to get started.”

     That wasn’t the first time one of my students had made that kind of statement or the first time I had thought about the problem of getting started. Many times during the years right after I graduated from College, I sat staring at blank paper wanting very much to write but unable or afraid to get started.

     At that moment I had an idea. I decided that after the rest of the class was through with writing I would talk with all the children about how people get themselves ready to work. This would not be intended as a way of criticising the students having trouble, but rather a way of getting the students to think about the rituals people develop to help themselves concentrate and do serious work.

     So that I wouldn’t embarrass anybody, I decided to start talking about my own problems with getting started and rituals I’ve developed to overcome them. I explained that each morning before I write I go to the photograph and decide what record I want to hear. The record I choose sets the tone and rhythm for my work.

     After putting on music, I place a bit, think about what I’m going to write, sit down slowly at my desk, adjust my pad of yellow lined paper to just the right angle, fiddle with my fountain-pen a bit, look off into space and then begin to write as if I’ve woken up from a trance. I write for about an hour and a half a day, no more.

     I explained that I’m a steady writer, but that a good friend of mine who’s also a writer works in a thoroughly different manner.

     After giving these examples, I asked if any student had ever had problems beginning to work and had come up with a personal solution. I was greeted with silence, and just when I was beginning to think that the student didn’t understand what I was talking about, one girl raised her hand. She said, “I heard an ice skater on TV the other night. She said she has to sit alone in a coner and think for a while before she can skate. Is that the kind of thing you mean?”

     One boy mentioned that he liked to close his eyes and shut everything out before he got to work. The girl who had said she didn’t know how to begin writig said that she was a bit like me. She said she liked to walk around and think before getting to work.

     I was becoming clear that the students were exciting by thinking of work habits as a personal matter. from this discussion I realized that the sdudents had come to think of work as something that had no personal style. For the most part, they considered it something one did because others insisted on it, rather than something that enriched them.

     Consequently, the students and I took a detour from writing and spent a lot of time looking at people’s working habits.

     At this point, I decided the children and I were ready to take the topic of work habits further and develop the whole curriculum around the theme of people working. There is no limit to the possibilities of bringning the real and rewarding world of personal, non-mechanical work into classroom.

 

 

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