Номер 3, страница 140, часть 2 - гдз по английскому языку 10 класс учебник Демченко, Юхнель

3. a. Read the continuation of the chat room. Match the questions with the answers.

Q1. Could you explain the thinking behind the “On Education” column? I frequently enjoy the stories told in the space, but I have a question to ask: Why does the news column often allow its reporters’ opinions to shine through? (Andy Guess)

Q2. Why are there so many grammatical errors in your newspaper? I grew up hearing that I should polish my English grammar by reading your newspaper, but over the past couple of years I’ve got the impression that many of your writers must not even have graduated from high school! (Peter Kurz)

Q3. Could you maybe explain why the models look so angry? It’s awfully hard to pay attention to the clothing when the model is wearing a “hate you” look. (P.H.T., Michigan)

Q4. Why do you call it Home and Garden when you have fewer and fewer articles on gardening and plants? (Jeff Kargas)

Home reporter

A1. So sorry to hear that it seems as if we are doing less on gardening. But from our point of view, that is not the case. We’ve been pretty consistent in our gardening coverage. Our longtime garden columnist, Anne R., writes three times a month in the spring, summer and fall, and twice a month in the winter. Stephen O. answers questions from readers in the ‘Garden Q and A’ that is found on the same page.

In addition, we run feature articles on gardens that we find particularly interesting.

Education editor

A2. That’s a very good question and one that many readers might wonder about. The thinking behind such columns is that they provide a different kind of reading experience. They are a regular feature by a particular writer. They offer a lot of original reporting and yet, they do give the writers an opportunity to develop their own voice and have a personal viewpoint. The way the column is boxed in the newspaper with its own “On Education” headline indicates that this is not a news story.

Deputy news editor

A3. I get versions of this question all the time, and I’m sure I’ll see more this week, so I may as well try to answer it now. Often, such questions include some variation of the everything-was-better-long-ago theme. Many readers believe that there were fewer factual errors, fewer typos, fewer grammatical mistakes back in the old days. I honestly don’t know if this is true, though the perception worries me. I do take a bit of comfort in the fact that I’ve been hearing similar complaints for all of the 17 years I’ve been at the newspaper. Or maybe things really were better up until 17 years ago, when I started working. In this case, this is really something to worry about.

Fashion critic

A4. Ah, the strange world of runway¹ models! You know, the 50s and 60s saw beautiful models like Suzy Parker and her sister Dorian Leigh [1¹]. In the early 90s, when the supers first appeared on the runway — Naomi, Linda, Christy and others — we were all struck by their beauty and command, but the main difference between then and now is that those models were presented to the public by photographers like Irving Penn and Richard Avedon. Consequently, no bad qualities showed.

b. Read again and answer the questions.

1. Do you think the newspaper has enough coverage of garden matters?

2. Does an author have the right to express his opinion in an article?

3. What’s the real reason for a respectable newspaper to be making mistakes?

4. Does the look of models depend on the photographer?

c. Rate one question and answer here as the most interesting.

d. Report the questions in the chat room to the editor-in-chief of the newspaper. Use the grammar notes.

To ask a reported question, you

1. Decide on the tense and type of the direct question – general, alternative or special.

2. Introduce the reported question. Use

   • asked, wondered,

   • wanted to know / to learn / to hear / to find out,

   • was interested to know / to learn / to hear / to find out

3. Place the conjunction:

   • if, whether – for general and alternative questions,

   • what, who, when, why, where, how, etc. for special questions.

4. Change the word order of the direct question to turn it into a statement, simultaneously shifting its tense according to the rule of the Sequence of Tenses.

e. Report the answers (statements) in the chat room to the editor-in-chief of the newspaper. Use the note. Change the tenses of the underlined verbs.

To report a statement you

1. Introduce the reported statement with an introductory verb:

   • said, answered, added, reported, stressed, wrote that / why / where ...

   • told smb that / why / where ...

   • let smb know that / why / where ...

   • explained to smb, wrote to smb that / why / where ...

2. Pay attention to the tense of the direct statement, the pronouns and adverbs that have to be changed.

3. Shifting its tense according to the rule of the Sequence of Tenses.

4. Change the pronouns and adverbs.

d. Передайте вопросы из чата главному редактору газеты. Используйте грамматические заметки.

Ответ:

Q1. Andy Guess asked the editor-in-chief to explain the thinking behind the 'On Education' column and wanted to know why the news column often allowed its reporters' opinions to shine through.

Q2. Peter Kurz asked why there were so many grammatical errors in the newspaper.

Q3. P.H.T. from Michigan asked why the models looked so angry.

Q4. Jeff Kargas wondered why they called it Home and Garden when they had fewer and fewer articles on gardening and plants.

Перевод:

Q1. Энди Гесс попросил главного редактора объяснить идею, лежащую в основе колонки «Об образовании», и хотел узнать, почему новостная колонка часто позволяет просачиваться мнениям репортеров.

Q2. Петер Курц спросил, почему в газете так много грамматических ошибок.

Q3. П.Х.Т. из Мичигана спросил, почему модели выглядят такими сердитыми.

Q4. Джефф Каргас поинтересовался, почему они называют это «Дом и сад», когда у них все меньше и меньше статей о садоводстве и растениях.