Г.М. Фролова, Г.В. Стрелкова,
М.С. Лебедева, Н.Н. Иванова,
Н.Ю. Окова, С.Д. Толкачёва
АНГЛИЙСКОГО
ЯЗЫКА
для первого курса
языкового вуза
Учебник подготовлен
на кафедре лексикологии
английского языка
Московского государственного
лингвистического
университета
ио
Издательство "ИЛБИ"
Москва
1997
ББК 81.2 Англ-9
Ф91
Рецензенты: доктор филологических паук, профессор
ГД. Томахин, доктор педагогических наук,
профессор ЭАШтульман.

Фролова Г.М. и др.
Ф 91 Учебник английского языка для исрного курса
языкового вуза. — М.: ИЛБИ, 1994.	' 16 *
Учебник поможет тем, кто уже изучал английский ин.ж, по
нуждается в закреплении и повторении его граммнти'нч кни основ.
Оригинальные упражнения, ролевые игры, иигсресвви имитпкп
позволят значительно расширить словарный hihui и оПгч печвт
развитие навыков общения на английском языке ' Ibjihhiim и упряж
нения, предлагаемые авторами учебника, MOiyi Пытъ и< ii<»n,iona
ны как для групповой, так и для индиаидуал1,п<>|| punon.i
Для студентов первого курса языковых ну ion и «к ем жслпминпх
изучать английский язык.
Ф
4602020102-5
ОШб(ОЗ)—94
Вез объяви.
ВПК НI 2 Аш > 9
Лицензия ЛР № 062933 от 20
ISBN 5-87483-009-Х
августа 1993 г.
© Г.М. Фролов!!, Г II. ( iprilKIHin,
М.С.Лебедева, Illi lliuinohn
Н.Ю. Окопа, С.Д I (HiKii-it iiii
ПРЕДИСЛОВИЕ
Настоящий учебник предназначен для студентов, продолжаю-
щих изучение английского языка на базе знаний, приобретенных в
средней школе.
Цель учебника состоит в обучении иностранному языку как сред-
ству общения в трех видах речевой деятельности: чтении, говорении
и письме. Учебник способствует обогащению словарного запаса
студентов, приобщению студентов к самостоятельной учебно-ис-
следовательской работе над языком иразвиваетуних аналитический
подход к изучаемым языковым явлениям путем сопоставления их с
с соответствующими явлениями родного языка. Учебник отвечает
основным дидактическим и методическим принципам обучения.
Тексты служат цели отработки учебно-познавательной темы и
соответствующих действий и являются источником политических,
художественных, страноведческих и литературоведческих знаний.
Тексты представляют собой образцы английского литературного
языка в его устной и письменной разновидностях.
Данный учебник исходит из принципов поаспек'ного обучения
языку и предназначен служить основой для занятий по практике
устной и письменной речи, что определило его структуру и содержа-
ние отдельных разделов.
Основной текст каждого урока снабжен комментарием, состоя-
щим из трех разделов:
1.	Примечания (Notes) поясняют реалии текста.
2.	Грамматический комментарий (Grammar commentary) пояс-
няет незнакомые для студентов грамматические явления и система-
тизирует полученные ими ранее знания.
3.	Лексический комментарий (Vocabulary commentary) включает
слова и словосочетания, как подлежащие активному усвоению, так
и не входящие в активный словарь, но нуждающиеся в объяснении.
Комментарий составлен на английском языке, что, по убежде-
нию авторов, позволяет студентам выработать навык работы с лек-
сикографическими пособиями на изучаемом языке и знакомит их с
научно-методической терминологией.
Упражнения учебника делятся на следующие разделы:
1.	Grammar Review. В данный раздел входятупражнения, направ-
ленные на преодоление типичных грамматических ошибок сту-
дентов и закрепление практических навыков употреблени
повторяемых явлений. Каждому упражнению или группе упражг
3
ний на одно и то же явление предшествует правило-напоминание
особенностей употребления данного явления.
Трактовка грамматических явлений основана на работах зару-
бежных авторов: “A University Grammar of English” R.Quirk,
S.Greenbaum, G.Leech, J.Svartvik; “A Communicalive Grammar of
English” G.Leech, J.Svartvik; “A Practical English Grammar”
AJ.Thomson, A.V.Martinet; “A Reference Grammar for Students of
English” R.D.Close, “Practical English Usage” M.Swan; “Guide to
Patterns and Usage in English ” A.S ЛогЬу, а также использована «Грам-
матика современного английского языка» Е.М.Гордон и И.П. Крыло-
вой.
2.	Comprehension Exercises. Упражнения данного раздела спо-
собствуют более глубокому проникновению в структуру и содержа-
ние основного текста, обращают внимание студентов на различия
средств и способов формирования и формулирования мысли в рус-
ском и английском языках.
3.	Activation Exercises. В данный раздел входятупражнения, пред-
назначенные для усвоения некоторых грамматических явлений (А)
и лексического материала (В). Этот раздел включает как языковые,
так и условно-речевые и речевые упражнения. Многие подготови-
тельные упражнения имеют коммуникативную направленность.
’	4. Speech Exercises. Упражнения данного раздела направлены на
стимулирование устного или письменного связного, последова-
тельного и логически-стройного высказывания. Раздел содержит
большой объем текстового дополнительного материала, который
используется для обучения различным видам чтения (ознакомитель-
ное, изучающее, просмотровое, поисковое), а затем служит основой
для обучения говорению и письму.
Большое количество упражнений и текстов создает возможно-
сти для дифференциации и индивидуализации обучения, а также для
организации самостоятельной работы студентов.
У чебник познакомит студентов с элементарными приемами на-
учно-исследовательской работы с языковым материалом, а также
будет способствовать развитию у них языковой интуиции.
Авторы будут признательны всем преподавателям и студентам за
замечения и советы, которые помогут улучшить учебник.
UNIT1
THE WEATHER
The English are famous for their tea and their weather. And
the English are always talking about their weather. But English
weather is never the same two days running. So everyone
notices it. Awful day, isn’t it? Lovely weather for ducks. Did you
have good weather? What was the weather like? Nice day. Fine
day today. A beautiful day, isn’t it? Isn’t the weather awful?
What a dreadful day! It’s pouring outside — raining cats and
dogs.
The best time of the year in England is the spring and early
summer. Then the cold winds and the fog and the heavy rains
have all gone, and the sun is warm for the first time. Of course
it rains sometimes then too, and it is often cloudy, but not so
often as in the winter. It rains quite often all the year round in
England. That’s why it is such a green country, with long rich
grass for the cattle and sheep, and beautiful lawns in the gardens.
The autumn is sometimes a time of very good weather, with
clear blue skies and the sun shining every day. But the spring is
better because after the spring comes the summer, the short
English summer, when people go to the seaside, to the coast, to
bathe in the sea and dig in the sand. But in the autumn, even
when the sun shines, there is the winter to follow.
Sometimes England has no snow at all in the winter, but the
North and Scotland usually have some after Christmas. If there
is a long frost and the ice is hard enough, then everyone who
has skates gets them out and skates on the rivers and pools. The
east wind is cold and blows in from the North Sea. Then all
England shivers, especially in the east. The Welsh are lucky,
because Wales is in the west and is warmer than most of
England.
England is a difficult country for people who work out of
doors, people like the milkman, people like farmers, and
postmen and policemen. In the morning it can be cold, in the
afternoon warm and in the evening raining. One day it rains, the
next day it may be sunny and the next it can be cold again.
5
But foggy weather is the very worst. The thick white fog
rolls in from the sea all over London and the cities, and then
mixes with smoke from a million chimneys. The fog gets thicker
and dirtiei, and yellower and full of black soot. In London this
is called smog, a mixture between smoke and fog. Then it is
dark in the middle of the day and people cannot see their way,
buses and cars crawl along slowly with their lights on, blowing
their horns, and everyone coughs.
Everyone in England hates to wake up in the morning and
see the yellow fog through the window. They get up, eat their
breakfast and put on their coats and scarves and gloves and hats.
“Terrible weather!” say twenty million Englishmen, as they
go to work that morning.
NOTES
Smog is a mixture of smoke and fog in the atmosphere (derived
from “smoke” and “fog”) It is a rare phenomenon nowadays
thanks to central heating facilities.
GRAMMAR COMMENTARY
1.	If there is a long frost and the ice is hard enough, then
everyone who has skates gets them out and skates on the
rivers and pools
Often a noun is uncountable when it refers to a
phenomenon in general but it becomes countable when it refers
to one occurrence, occasion or period of that phenomenon.
We had ten degrees of frost
last night.
If there is a long frost,
people skate on the rivers
and pools.
We usually get forty
centimetres of rain a year.
It is spring. The heaVy rains
have all gone.
Прошлой ночью было де-
сять градусов мороза.
Если долго держится мороз,
люди катаются на коньках
на замерзших реках и пру-
дах.
У нас обычно выпадает со-
рок сантиметров дождя в год.
Весна. Обильные дожди пре-
кратились.
Note that the noun wind is preceded by the definite article
or by much, little, etc. when it is uncountable. When it is
countable it is usually used with the indefinitearticle and a
descriptive attribute.
I
6
The wind blew my hat off.	Ветер сдул с меня шляпу.
We usually get a lot of wind	Обычно в марте очень ветре-
in March.	но.
Thcreris a high wind	Сегодня дует сильный ветер,
blowing today.
2.	In spring the sun is warm for the first time.
There are a number of nouns in English denoting objects
considered to be unique. They are used with the definite article
as reference is always made to the same object. Here are some
of them: the sun, the moon, the earth, the sky, the world, the
stars.
3.	England is a green country, with long rich grass for the cattle
and sheep.
The collective noun cattle is plural, it has no singular form
and always takes a plural verb.
These cattle are on their way to market.
The nouns sheep, swine, deer, fish have the same form for
both singular and plural.
These arc sheep. This is a sheep.
4.	Present and Past Continuous are used with always, forever,
continually and constantly to describe frequently repeated or
habitual actions. This use of the Continuous tense forms
conveys an emotional colouring; very often it is a feeling of
disapproval or irritation; sometimes the speaker finds the
action unexpected. Compare:,
He always does his homework.- (This means he does his
homework regularly, it is his habit — a good one, the speaker
thinks).
He is always doing his homework. (One may be under the
impression he never does anything but his homework; the
speaker is annoyed. The use of the Continuous form implies he
does his homework very often, probably too often for the
speaker’s taste).
VOCABULARY COMMENTARY
1.	English weather is never the same two days running.
“Running” after a noun in the plural means “in succession”.
I’ve been trying to get	Две недели подряд я пыта-
'tickets to the opera for two юсь достать билеты в оперу,
weeks running.
7
2.	The English are always talking about their weather. But
English weather is never the same two days running.
weather, -n,[u]
Why do people speak so
much about the weather?
The weather was fine and
we decided to take a walk.
What is the weather like
now?
погода
Почему люди так много го-
ворят о погоде?
Погода была прекрасная, и
мы решили погулять.
Какая сейчас погода?
What will the weather be
like tomorrow?
in cold (wet, hot, rainy,
foggy, cloudy, frosty, all
sorts of) weather
Какая будет завтра погода?
в холодную (сырую, жар-
кую, дождливую,туманную,
облачную, морозную, лю-
бую) погоду
Мы ходим гулять в любую
погоду.
We go for a walk in all sorts
of weather.
3.	Of course, it rains sometimes then too. Anyhow, it rains
quite often all the year round in England.
to rain ,-vi
It began to rain heavily
(hard).
Do you think it will rain
tomorrow?
It was raining a little in the
morning.
rain, -n [u]
The rain has stopped, we
can go outside.
It looks like rain.
I like to walk in the rain.
We went out in the rain
without our coats on.
Don’t stay out in the rain!
Note the use of the preposition “in” and the definite article with
the noun “rain”.
идти (о дожде)
Пошел сильный дождь (ли-
вень).
Как ты думаешь, завтра бу-
дет дождь?
Утром шел небольшой
дождь.
дождь
Дождь перестал, мы можем
выйти.
Похоже, что будет дождь.
Я люблю гулять под доведем.
Мы вышли в дождь без паль-
то.
Не мокни под дождем!
8
a pouring rain	ливень, проливной дождь
a drizzling rain	изморось, моросящий дождь
heavy rains	сильные дожди
Note: the indefinite article is used with the noun “rain” when it
has a modifier expressed by an adjective.
Весна — прекрасная пора.
Всему свое время.
4.	The autumn is sometimes a time of very good weather.
The noun “time” is a polysemantic noun. In this sentence it
means “a season”, “a period” associated with good weather. It
may be translated into Russian as пора, период, время, сезон.
Spring is a lovely time.
There is a time for
everything.
Now was a time for
decision.
Note the use of the indefinite article with the noun time which
is used here as a countable noun? It refers not to the
phenomenon in general but to one occurrence of this
phenomenon.
Сейчас пришла пора при-
нять решение.
5.... after the spring comes the summer... when people go to
the seaside, to the coast.
coast, -n, [c]
flat (steep, rocky) coast
I live ten miles from the
coast.
Looking down from the
plane, we could see the
Dutch coast.
Note: be careful not to mix up “coast” with beach or “shore”;
the land along the sea only,
regarded especially as a bound-
ary. “Coast” is used for the
division between sea and land,
when we see it at a distance, or
think of it as a whole — полоса
суши, прилегающая к морю,
побережье.
ровный (крутой, скалистый)
берег
Я живу в 10 милях от побе-
режья.
Глядя вниз из самолета, мы
могли видеть голландский
берег.
9
shore, —n, [u, c]	stretch of land bordering on the sea or a large body of water берег, побережье
seashore sandy (foggy) shore	land bordering on the sea песчаный (туманный) берег
beach, -n [c]	the pebble or sandy shore washed by the sea or a lake; a place of rest for swimmers and sunbathers — пляж, отлогий морской берег
Note: “Beach” and “shore” are both used to mean the land at
the edge of the sea (we also talk about the shore of a lake). A
beach is relatively flat, covered with sand or small stones, and
suitable for swimming, sunbathing or landing small boats.
“Shore” is a more general word: it can include not only
beaches, but also rocky or steep places.
6. The east wind is cold and blows in from the North Sea.
to blow,— vt, -vi /blew, blown/ The wind blew hard all last night. It was blowing hard. There was a cold wind blowing. The wind has blown off my hat.	flow as a current of air — дуть (о ветре) Всю ночь дул сильный ветер. Дул сильный ветер. Дул холодный ветер. Ветер сдул мою шляпу.
7. The Welsh are lucky, because Wales is in the west and is
warmer than most of England, lucky, -adj	having, bringing, resulting from good luck — счастливый, удачливый
You are lucky not to be caught in the rain. You are lucky to have such a devoted friend. Yesterday was a lucky day for me.	Вам повезло, что Вы не по- пали под дождь. Вам повезло, что у Вас та- кой преданный друг. Вчера у меня был удачный день.
10
Isn’t he a lucky fellow?	Вот счастливец!
8. The thick white fog... mixes with smoke from a million
chimneys.
to mix, -vt, -vi	/of different substances/ — put, bring, together so that the substances are no longer distinct — смешивать, мешать
The painter mixed several colours together. to mix smth up with Mary mixed up eggs with sugar. Mix up the salt with the ,	pepper. to mix smb /smth up with smb/smth	Художник смешал несколь- ко красок. тщательно смешивать Мэри тщательно смешала яйца с сахаром. Тщательно перемешай соль с перцем. confuse in the mind, be enable to distinguish /from/ — пу- тать.
You are always mixing me up with my twin brother. I always mix them up.	Вы всегда путаете меня с мо- им братом-близнецом. Я всегда их путаю.
9. They get up, eat their breakfast and put on their coats and
scarves and gloves and hats, to put smth on, -vt	clothe oneself with — надевать чего-либо
Ant. to take smth off, -vt It is very cold outside today. Put on your warm coat.	remove — снимать что-либо Сегодня холодно. Надень свое теплое пальто.
Compare: Put it on.
Pay attention to the word order.
Take off your hat. /Таке it off/.	Снимите свою шляпу.
GRAMMAR REVIEW
I. Impersonal sentences with the formal subject it are used to
speak about time, weather, temperature, distance, all kinds of
measurements or to express attitude to the present situation.
11
It’s an awful day!	Ужасный день!
In the morning it may be cold.	Утром может быть холодно.
It was seven o’clock. It was dinner time.	Было семь часов вечера, вре- мя ужина.
It’s a long way from here to the station.	Отсюда до станции далеко.
Exercise 1. Give a good reason for the following advice or
requests. (Impersonal sentences maybe of help)
Follow the model.
Model: Put on your coat.
a)	Put on your coat. It’s cold outside. You may catch
cold.
b)	Put on your coat. It’s very windy today. The coat
will keep you from the wind.
c)	Put on your coat; it’s getting cold.
1. Open the window, please. 2. Will you please switch on the
light. 3. Please hurry up. 4. We’ll have to take a taxi or go by
bus. 5. You needn’t put on your warm jersey. 6. Don’t make
noise, please. 7.1 think you should take your sun glasses. 8. You
haven’t forgotten your umbrellas, have you? 9. Let’s go for a
swim. 10.1 hope we’ll be able to go skiing tomorrow. 11. Very
soon we’ll be skating.
The state of the weather can also be expressed by the
construction with the introductory there.
Compare: It was raining (verb).
There was rain (noun).	Шел дождь.
It was frosty (adj).	Морозило.
There was frost (noun).
Exercise 2. Describe the weather using the words below.
(Impersonal sentences or sentences with there is/are may help
you).
1. to rain, rain, raihy; 2. mud, muddy; 3. wind, windy; 4. fog,
foggy; 5. to snow, snow, snowy; 6. to freeze, frost, frosty.
II. The nouns weather, advice, information, money, work, hair,
furniture, knowledge, progress, news, are uncountable in
12
English. They have no plural form and are not used with the
indefinite article.
Mrs. Bond always gave her Миссис Бонд всегда давала
children a lot of advice. детям массу советов.
Did you have good weather? Хорошая была погода?
Exercise 3. Answer the following questions using the nouns
advice, hair, information, knowledge, money, news, progress,
work or the pronoun it.
1.	Do you regularly read newspapers, listen to the radio and
watch TV? Are you always interested in the news? When is the
news televised?
2.	What do people do when they are not sure of how to behave?
Do you always follow the advice you get? Why do you
sometimes disregard it?
3.	What do you spend your pocket money on? Do you get a
grant or do your parents give you some money regularly?
4.	Are you satisfied with the progress you are making in
English? Why? What helps one make good progress in a
subject? Do you think your knowledge of English is already
good enough to read books in the original? to teach others?
5.	What kind of weather do we have in Moscow in winter?
What do you like to do in frosty weather?
6.	What kind of person would you call learned?
7.	What do we say about a person who did not know much but
now knows a lot more?
8.	What is the meaning of the word blonde? brunette? When do
some women start dyeing their hair?
9.	What kind of work do you get tired of? What do you like to
do after work?
Exercise 4. Translate the following into English paying attention
to the use of uncountable nouns.
a)	1. Том говорит, что делает очень важную работу. 2. Мне
нужен профессиональный совет. 3. Перестань все время
говорить о деньгах. Ты только о них и говоришь. 4. Эти
новости уже не новости. Я узнал о них вчера. 5. У тебя
слишком длинные волосы. Я думаю, что тебе надо их
постричь (to have smth. done). 6. В прошлом году Петр
сделал большие успехи в языке. Упорная работа помогла
ему добиться этого. 7. Если хотите, чтобы мы использова-
ли ваши сведения, пожалуйста, присылайте их вовремя.
8. Разрешите дать вам один совет. Я уверен, что он вам
13
пригодится. 9. Возьмите эти деньги. Они ваши. Вы оставили
их вчера на столе. 10. Вчера была очень хорошая погода.
b)	1. Мне хочется купить новую мебель. 2. Я помню, что
Анна дала тебе массу советов. Ты последовал хотя бы одному
из них? 3. Михаил тратит слишком много денег на пустяки,
потому что сам их не зарабатывает. 4. Я очень быстро устаю
от скучной работы. 5. Мы получили эти сведения час тому
назад. Они очень важны. 6. Сосчитай деньги и положи их в
кошелек. Будь осторожен и не потеряй их. 7. Дайте мне
другую работу. Мне не нравится эта. Я хочу работу поинте-
реснее. 8. Спасибо за хорошие новости. Когда вы их узнали?
9. Мне надо вымыть волосы. Они уже грязные. 10. В жаркую
погоду в лесу душно.
Exercise 5. Read the text and get ready to discuss the problems
of giving and getting advice.
Most Americans don’t like to get advice from members of
their family. When they need advice they don’t usually ask
people they know. Instead many Americans write letters to
newspapers and magazines which give advice on many different
subjects including family problems, sex, the use of language,
health, cooking, childcare, clothes and how to buy a house or a
car.
Most newspapers regularly print letters from readers with
problems. Along with the letters are answers written by people
who are supposed to know how to solve these problems. Some
of these writers are doctors; others are lawyers or educators.
But two of the most famous writers of advice are women
without special training for this kind of work. Experience is
their preparation for giving advice.
Questions for discussion. What is your attitude to advice?
What do you think of getting advice from newspapers and
magazines? Is it better than asking people you know for advice?
III.	1. The following geographical names have no article:
a)	the names of continents (North) America, (Central) Asia;
b)	the names of countries, states, etc:
(modern) Britain; (west) Scotland (note: the Ukraine, the
Crimea, the Argentine and plural names: the Netherlands, the
United States of America—the USA);
c)	the names of cities and towns: (ancient) Rome, (suburban)
London;
d)	the names of lakes: Lake Baikal, Silver Lake;
14
e)	the names of mountain peaks: Vesuvius;
f)	the names of separate islands: New Zealand.
2.	The following geographical names are used with the definite
article:
a)	the names of countries whose name contains a common
noun: The USSR, the Federal Republic of Germany also see l.b
(note).
b)	the names of oceans, seas, rivers: the Atlantic (Ocean), the
Black Sea, the Volga;
c)	the names of mountain groups: the Himalayas;
d)	the names of groups of islands: the Hebrides.
Exercise 6. Agree or disagree with the following statements.
Make sure to begin your answer with one of the following
commonly accepted phrases:
Yes, that’s true. There I agree with you completely. What
you say is perfectly true, or I don’t think that’s quite right.
You’re not quite right there; I’m afraid I don’t agree with you.
That’s not quite so. As far as I remember...
1. London stands on the shore of the North Sea.
2. New York is the capital of the USA. 3. The British Isles are
situated to the west of the coast of Europe. 4. Great Britain is
separated from the continent by the Atlantic- Ocean. 5. The
Thames flows to the English Channel. 6. Ireland is part of Great
Britain. 7. Scotland is the coldest part of Great Britain. 8.
London-derry is a city in Northern Ireland. 9. Loch Ness is a
lake in Scotland. 10. The Pennines are as high as the Himalayas.
Exercise 7. Study point 4 of the Grammar Commentary.
Respond to the following emotionally, expressing your attitude.
Start your sentences with “You Know...”, “The trouble/ thing
is...”, “Unfortunately”, “I’m under the impression that...”.
Make use of the model.
Model: A. Doesn’t your sister like cooking? She seems to
spend very much time on it.
B. Oh, yes. She’s constantly/always cooking
something. She spends all her free time in the
kitchen.
1.	Is it true that the English like to talk about their tea and their
weather?
2.	Whenever we meet, Peter tells me the same story.
3.	Your neighbours quarrel so often!
4.	Didn’t Jane read a lot about history at school?
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5.	Have you lost your umbrella again?
6.	1 don’t like the climate here. Not a day without rain.
7.	When we were at college 1 often saw Helen writing letters.
8.	Nick likes singing very much, doesn’t he?
9.	Don’t you think Mary buys very many unnecessary things?
Exercise 8. Speak about the same things neutrally and
emotionally. The adverbs always, constantly, continually,
forever may help you stress your attitude! Make use of the
model.
Model: to sing — to be singing.
1. Ann sings in our choir. She has a nice voice.
2. Ann is constanty singing. She says this helps her do things.
1.	to tell fairy tales — to be telling fairy tales
2.	to come — to be coming
3.	to buy smth — to be buying smth
4.	to forget to do smth — to be forgetting to do smth
5.	to buy lottery tickets — to be buying lottery tickets
6. to ask questions — to be asking questions.
Exercise 9. Act out the following situation.
Sally and Peter often quarrel. Today they are quarrelling
again. Like all people who are excited they both tend to
exaggerate things.
Information about Sally: today she is late; she never comes
in time; she is never punctual; today she talked on the phone to
her friend and forgot about time. She thinks that Peter scolds
her too often; he finds fault with her all the time; he very often
says unpleasant things to her.
Information about Peter: he thinks he tells Sally nothing but
the truth; if he does not like something he says so in plain
English; today he wants to know what made Sally late.
COMPREHENSION EXERCISES
Exercise 1. Translate the following sentences from the text.
The purpose is for you to compare the ways of expressing the
same idea in English and in Russian.
1.	It rains quite often all the year round in England. That’s why
it is such a green country, with long rich grass for the cattle and
sheep.
2.	But in the autumn even when the sun shines, there is the
winter to follow.
16
3.	The east wind is cold and blows in from the North Sea. Then
all England shivers, especially in the East.
4.	England is a difficult country for people who work out of
doors, people like the milkman, people like farmers, and
postmen and policemen.
5.	One day it rains, the next day it may be sunny and the next it
can be cold again.
6.	In London this is called smog, a mixture between smoke and
fog.
7.	Then it is dark in the middle of the day and people cannot see
their way, buses and cars crawl along slowly with their lights on,
blowing their horns, and everyone coughs.
8.	What a dreadful day! It’s pouring outside — raining cats and
dogs.
9.	The thick white fog rolls in from the sea all over London and
the cities.
Exercise 2. Find in the text English equivalents for the following
Russian words and phrases. Group them according to subject
matter: пора хорошей погоды, славиться чем-либо, ехать
на взморье, дрожать от холода, красивые газоны, ясное
голубое небо, два дня подряд, идет дождь круглый год,
короткое английское лето, плотный белый туман, в
середине дня, какой ужасный день! в Уэльсе теплее, чем
где-либо в Англии, с зажженными фарами.
Exercise 3. Arrange the points in logical order to be able to
reproduce the original text using the given words and phrases as
key words.
1.	to work out of doors, one day it rains, the next day it may be
sunny,
2.	The short English summer, to bathe in the sea, to dig in the
sand, to go to the seaside;
3.	the English are always talking about their weather, two days
running;
4.	to wake up in the morning, to see something through the
window, to get up, to put sth. on, to go to work;
5.	sometimes England has no snow at all even in the winter, a
long frost, to skate on the rivers and pools, the east wind blows
in from the North Sea, to shiver, to be lucky;
6.	the best time of the year, the cold winds and the heavy rains
have all gone, long rich grass, beautiful lawns, clear blue skies;
7.	foggy weather, to roll in from the sea, a mixture between
smoke and fog, to crawl along slowly, to blow a horn.
Exercise 4. Answer the following questions about the text.
1.	What are the English famous for?
2.	Why are the English always talking about the weather?
3.	What is the best time of the year in England? Why?
4.	Why is England such a green country?
5.	What is the autumn like in England?
6.	How do the English spend their short English summer?
7.	What is the winter like in England?
8.	What is the warmest place in England Why?
9.	Why is England a difficult country for people who work out
of doors?
10.	What weather is the worst in England? Why?
ACTIVATION EXERCISES
Exercise 1. Find in the right hand column English equivalents
for the Russian sentences given in the left hand column.
I.	*
1.	Довольно тепло (прохладно, холодно), правда? 2.	Стоит прекрасная (жаркая, чудесная) погода. 3.	Какой прекрасный (хороший, очаровательный, восхитительный) день (ночь). 4.	Я думаю, что хорошая погоДа постоит. Я бы сказал, что погода улучшается. Постепенно прояснится. Проясняется. 5.	Какая ясная (звездная, безоблачная) ночь! На небе ни облачка!	1.	A fine morning (evening), isn’t it? It’s wonderful out. 2.	Rather warm (cool, cold) isn’t it? 3.	What a clear (starlit, cloudless) night! Not a cloud in the sky! 4.1 expect we’ll have a fine day. The sun is coming out. 5. What a fine (nice, most lovely, glorious) day (night)!
18
6. Чудесное утро (вечер),
не правда ли? На улице
чудесно!
7. Я думаю, что день
будет чудесный. Солнце
выходит.
II.
j 1. Небо все в облаках. На
небе низко висят облака.
2.	Дождь (снег)
прекратился (перестал).
Но погода такая
неопределенная (не
установилась),
переменчивая.
3.	Начинает моросить.
Идет мелкий моросящий
дождь. Все еще идет
сильный дождь. Льет как
из ведра. Дождливая
погода (шутл.)
4.	Кажется, день сегодня
пасмурный (серый,
мрачный). Какой
дождливый (облачный,
туманный, ветреный,
штормовой) день.
Туманный день
(туманно).
6. We are having a spell of fine
(hot, wonderful) weather.
7.1 think it will continue
(keep) fine. The weather is
improving, I should say. It will
clear up by and by. It’s clearing
up.
1.	It’s beginning to drizzle.
There’s a fine drizzling rain.
The rain is still falling. It’s
coming down hard (in torrents,
in buckets). It’s lovely weather
for ducks.
2.	It seems a dull (wet, damp,
gloomy) day. What a rainy
(cloudy, foggy, windy, stormy)
day. It’s hazy (misty).
3.	-1 expect we’ll have rain (a
shower, a thunderstorm). It
will turn out a wet day. It
won’t keep fine. We are in for
bad (cold, rainy, freezing)
weather.
4.	It’s a dull morning (day),
isn’t it? Rather nasty out!
Beastly weather! What
wretched (frightful, terrible
awful) weather!
19
5.	Я думаю, что будет
дождь (ливень, гроза).
День окажется серым.
Хорошая погода не
продержится. Плохой
(холодной, дождливой,
морозной) погоды не
миновать.
6.	Мрачное утро (день),
правда? На улице
довольно пасмурно.
Отвратительная погода.
Какая ужасная (жуткая,
неприятная) погода!
7.	Дождь все еще идет.
Идет сильный дождь
(сверкает молния, гремит
гром, идет град).
Сверкает вспышка
молнии. Слышишь
раскат грома? Какой
сильный удар грома! Всю
неделю то и дело идет
дождь. Дождь идет уже
целую неделю.
8.	Не попади под дождь
(ливень!) Ты
промокнешь насквозь. Я
вымок (промок насквозь,
до костей). Моя одежда
насквозь мокрая.
III.
1. Идет жаркая волна.
Установилась жаркая
погода.
5.	The rain is still falling. It’s
pouring (lightning, thundering,
hailing). There goes a flash of
lightning! Do you hear the
crashing of the thunder? What
a tremendous clap of thunder!
It’s been raining off and on for
a week now. We’ve been
having rain for a week now.
6.	The sky is overcast. The
clouds are hanging low in the
sky.
7.	Don’t get caught in the rain
(in a shower). You’ll get wet
through and through. I’m
drenched (soaked, wet to the
skin). My clothes are soaking
wet.
8.	It has stopped (ceased, left
off) raining (snowing). But the
weather is so uncertain
(unsettled, changeable).
1.	There’s hardly a breath of
air (There’s not a breath of
air). Not a leaf is stirring. No
wonder, with such a blazing
(scorching) sun.
20
2.	Жаркий (душный,
пыльный, знойный,
жаркий и влажный) день.
Воздух влажный.
3.	Дышать нечем (ни
дуновения ветерка). Ни
листочек не колышится.
Не удивительно, такое
палящее (обжигающее)
солнце.
4.	30° тепла в тени.
Температура повышается.
5.	Жара невыносимая
(гнетущая).
2.	A heat wave is coming on.
Hot weather has set in.
3.	It’s a hot (close, stifling,
dusty, sultry, sticky) day. The
air is humid.
4.	The heat is unbearable
(oppressive).
5.	It’s 30 (degrees) in the
shade. The temperature is
rising (going up).
IV.
1.	Река замерзла. Мороз
скован реку.
Установилась холодная
погода. Термометр
показывает 0°. Я дрожу
от холода. У меня зубы
стучат от холода.
2.	Становится прохладно.
Какой холодный
(морозный) день!
Ужасно холодно на улице.
3.	Идет снег. Какие
мягкие, пушистые и
большие снежинки! Они
надают очень густо.
Сильный снегопад.
4.	Была тяжелая
(суровая, мягкая) зима.
Но в воздухе уже весна.
1.	Snow is falling. What soft
fluffy, large, snow flakes! They
are coming down thick. There’s
a thick (heavy) snowfall.
2.	The river is frozen over. The
frost has locked the river. Cold
weather has set in. The
thermometer is at zero. I’m
shivering. My teeth are
clattering with the cold.
3.	-It is getting chilly. What a
cold (frosty) day! It’s
extremely (bitterly, beastly)
cold out.
4.	A strong wind has risen. The
wind is blowing the snow high
in the air. It looks as if we’re
going to have a snowstorm.
21
5.	Морозит. Стоит
суровый (сильный)
мороз. Неожиданно
установился период
холодной погоды. Я
промерз до костей.
6.	Поднялся сильный
ветер. Ветер метет снег.
Похоже, что будет буран.
7.	Стоит оттепель. Тают
снег и лед. На улице
слякоть (грязно). Иди
осторожно, вокруг
слякоть и грязные лужи.
Местами еще очень
скользко.
5.	There’s been a thaw (it’s
thawing). The snow and ice are
melting. It’s slushy (muddy,
dirty) out. Look out for the
slush and mud puddles. It is
still very slippery in places.
6.	It’s been a hard (severe,
mild) winter. But spring is in
the air.
7.	It’s freezing. We’re having a
severe (hard) frost We’re
having a sudden spell of cold
weather. I’m chilled to the
bone.
Exercise 2. Work in pairs. Take turns to read the parts.
Respond as you wish. The response may be in any form
(statement, question, exclamation) as long as it is appropriate.
(The vocabulary given in ex. 1. may be of help).
I.	A.— Oh, goodness gracious! Now, do look up at the sky.
I’ve never seen such black clouds. Oh, we’ll get drenched!
B.—
II.	A.— What does it look like outdoors?
B. —
III.	A.— The sun is trying to come out. Shall we go to the
suburbs?
B.—
IV.	A.— The first snowfall of the season! What a beautiful
sight! I’m going out. Are you?
B. —
V.	A.— I should like to go to Sochi, but I’m so afraid of the
heat. How about you?
B.—
22
VI.	A — What’s the matter? You are shivering all over! And
your clothes are soaking wet!
B. -
VII.	A — Has it stopped raining?
В,— No, not yet. Why?
A.—
VIII.	A.— How do you like it here?
B.— London is a wonderful city, but your weather is
terrible!
A —
IX.	A.—
B.— The weather forecast promised a dry, sunny day,
didn’t it?
X.	A — I must be going now and I wouldn’t like to get wet
through and through.
B. —
Exercise 3. Fill in the gaps choosing an appropriate word from
the list (sea, shore, beach, seaside, coast)
1.	We’ll soon be able to see the French...
2.	The sea was so rough that the boat was thrown onto the ...
3.	The ... gets very crowded by 11 o’clock.
4.	The Crimean ... is very beautiful.
5.	The children spent hours on the...collecting shells and
looking for shrimps in the rock pools.
6.	The hotel has its own ...
7.	Yalta is a... town.
8.	The ... is always very crowded in summer, so we perfer to
stay inland.
9.	Qreat waves were breaking on the ...
10.	The ship was wrecked on the Kent...
11.	We went to the... every morning.
12.	There are numerous islands off the ...
13.	We went for a walk along the...
14.	The village is on the South ...
15.	A lot of Englishmen go to the ... in summer.
16.1 want to go to the ... for a holiday.
17.1 wish I lived at the...!
23
18. You are lucky to have a chance of going to the ... for
your holiday.
Exercise 4. Repeat the dialogue in pairs, choosing your own
variations from the lists below:
I. A. What country are you from?
B. From India.
A.	What’s the climate like there?
В.	I like it, but it’s often very hot in summer.
Practice A: What country are you from?
B: From... 1
A: What’s the climate like there?
A: I like it, /but/ it’s 2 very 3 in 4.
1. Russia	2. almost always	3. cold	4. spring
Britain	occasionally	/bitterly	winter
Sweden	sometimes	cold/	autumn
Bulgaria Canada Cuba France Egypt Yiet-Nam Norway	often seldom hardly ever frequently never	frosty sultry stormy cloudy nice pleasant windy rainy snowy humid stifling	summer
II. A. I’m going on an excursion tomorrow.
B. But what will you do if it turns wet?
A.	If it turns wet, I’ll go to the pictures instead.
В. I think you’ll have to.
Practice A. I’m going on an excursion tomorrow.
B.	But what will you do if it 1+s?
A.	It it... 1+s F1L..2.
В.	I think you’ll have to.
1+s
	windy	foggy	wet	slushy
turns	stormy	hot	damp	muddy
	thundery	sultry	gloomy	slippery
	rainy cold	frosty chilly	stuffy close	windy
24
snows
drizzles
rains
pours
thunders
lightens
raining
drizzling
starts snowing
thundering
2
return home
take an umbrella /a sunshade/
put off /cancel/ the excursion
go swimming at the swimming-pool
cancel the outing
stay indoors
go to a museum
watch TV
spend the day reading in a cosy arm-chair
play tennis
Exercise 5. Answer the following questions using the
vocabulary of Unit 1.
1.1.	In which months is the weather fine in the Moscow area?
2.	Are we always pleased to have dry weather? When are we
not pleased to have it?
3.	Would it be wise to go for an outing in wet weather?
4.	Is it usual to have occasional rain in September in Moscow?
What about February?
5.	Does it clear up quickly after rain? Is this a feature of any
particular season?
6.	Where do you get the weather forecast from? Do you always
rely on what it says?
7.	Would you take a raincoat with you if the forecast said
occasional rain?
8.	What do you usually do if you are wet through?
9.	Which do you like better: when it’s cold or hot?
10.	What weather do you like best of all?
11.	What is the weather like today?
12.	Is it wet (cold, frosty, foggy) today?
13.	What would you like to do on a nasty rainy day?
14.	Why is the weather so important if you want to go to the
country?
If/. What part does the weather play in your plans for a holiday?
25
IL 1. Which season is the best in the Moscow area (in your
native town) in your opinion?
2.	Why do most people prefer summer to any other season of
the year?
3.	Why do many Englishmen go abroad for their holidays
(especially to France, Spain, Greece and Portugal)?
4.	What are the advantages and disadvantages of each season of
the year?
Exercise 6. Translate into English. Refer to the commentary if
necessary.
I.	1. Три дня подряд я пытаюсь тебе дозвониться, но
безуспешно. 2. Вот уже два дня подряд идет сильный снег. 3.
Сегодня опять очень ветреный день. Вот уже неделю непре-
рывно дует ветер. 4. Вот уже три дня подряд я пытаюсь его
увидеть, но безуспешно. Он очень занят. 5. Тебе повезло, что
три дня подряд стояла сухая и теплая погода.
II.	1. Ты любишь гулять в морозную погоду? 2. Ты не
знаешь, какая завтра будет погода? 3. Почему москвичи так
много говорят о погоде? 4. Очень неприятно оказаться за
городом в сырую туманную погоду. 5. В сентябре в Москве
не всегда бывает хорошая погода. 6. Какая ужасная сегодня
погода!
III.	1. Когда мы приехали на вокзал, пошел очень сильный
дождь. 2. Думаю, что дождя завтра не будет. 3. Не похоже,
что вечером будет дождь. 4. Мой брат очень любит гулять в
дождь. 5. Не выходи сейчас. На улице проливной дождь.
IV.	1. Ранняя осень — прекрасная пора. 2. Сентябрь — пре-
красная пора в Крыму. 3. Слишком холодно для этой поры.
4. Осень пора фруктов. 5. Весна — пора чудесных первых
цветов: сирени, тюльпанов, нарциссов, крокусов. 6. Ноябрь
в Англии — пора дождей, туманов и сильных ветров.
V.	1. Как прекрасно полежать на пляже в жаркий летний
день! 2. Мои друзья живут недалеко от побережья. 3. Как бы
мне хотелось жить в небольшом курортном городке у моря!
4. Ahi личане предпочитают отдыхать летом на побережье.
VI. 1. Начинает дуть сильный ветер. Возможно, будет пурга.
2. Какой сильный ветер! 3. Ветер с запада обычно приносит
дождь. 4. Вчера весь день дул сильный ветер. 5. Холодный
ветер дует с Северного моря.
VII.	1. Нам повезло, что мы не попали под дождь. 2. Мне
повезло, что удалось провести отпуск на Кавказе.- 3. Как ей
повезло!
26
VIII.	1. Прежде всего тщательно перемешай яйца и сахар,
затем добавь муку. 2. Я всегда путаю эти два слова. 3. Сестры
очень похожи. Их очень легко спутать.
IX.	1. Надень плащ. На улице идет проливной дождь. 2.
Зачем ты надела такой теплый свитер? Сегодня совсем не
холодно. 3. Снимите пальто. Оно совсем мокрое. Вы попали
под дождь. 4. Я советую тебе надеть теплую одежду, чтобы не
простудиться. 5. Надень плащ и теплый шарф. На улице
моросит, и дует сильный ветер.
Exercise 7. Translate into English using the vocabulary of
Unit 1.
1.	Осенью погода обычно сырая. Часто идут дожди. Дуют
сильные ветры. Дни стоят очень пасмурные. Небо затянуто
облаками. Солнца мало. По ночам иногда бывает сильный
туман.
2.	Какой сырой, ветреный и мрачный день! Время от
времени начинает моросить. В такую погоду совсем не
хочется выходить на улицу.
3.	Началась оттепель. Снег тает. На улицах лужи. На небе ни
облачка. В воздухе чувствуется весна.
4,	Какая неустойчивая погода! Дождь то шел, то прекращал-
ся в течение недели. Со стороны моря идет густой туман.
Вчера мы попали под ливень, промокли насквозь и вынуж-
дены были вернуться домой.
5.	Зима в нашем городе наступает рано. Иногда уже в конце
ноября все покрывается снегом. Замерзают реки и озера.
Часто дуют холодные сильные ветры. Иногда бывает пурга.
Дни становятся все короче и короче, а ночи длиннее.
Временами выходит солнце, но оно совсем не греет.
6.	Каждый день облачное небо, ливни, грозы. Этот период
ненастной погоды продолжается уж слишком долго.
7.	На улице +30° в тени, и температура продолжает повы-
шаться. Жара невыносимая. Просто нечем дышать! Так
душно, что невозможно находиться в помещении.
8.	Установилась холодная погода. Со вчерашнего дня моро-
зит. Сегодня ужасно холодно на улице.
9.	В течение дня погода в Англии меняется несколько раз,
гораздо чаще, чем на континенте.
10.	Туман очень густой. Все машины медленно ползут с
зажженными фарами.
27
SPEECH EXERCISES
Exercise 1. Study the following texts and say what in your
opinion the advantages and disadvantages of each season are.
(The phrases given below will help you to express an opinion of
your own or ask for somebody else’s opinion).
Asking for an opinion
Well? What do you think?
Do/ Don’t you agree?
What’s your view (then)?
How do you see it (then)?
Let’s have your opinion
What’s your opinion of...?
Expressing your own opinion
I think that
In my opinion
In my view
I feel that
My view is that
To my mind...
A — In my opinion the pleasantest season is (the) spring.
In May the weather is finest and all nature is loveliest. The trees
put forth little buds and new leaves; the meadows grow green
again; the flowers begin to bloom. The collective farmers till the
soil and sow the seed. The nightingale, swallow, cuckoo and
other birds come back from Italy or Africa and build their nests,
all the while singing their merry songs. Meanwhile the new crop
is shooting up, and if there are no sharp frosts during the night,
nature looks full of promise, and the corn-fields are made bright
by blue cornflowers and red poppies.
Spring flowers! The lilacs unfold their pa.e hearts. There
shines the wild daffodil — soft, slim, yellow; there is the starry
narcissus, the macinth almost lost in the herbs; among them
stand tulips — the red bubbles of dark wine; the yellow, more
cup-like; the large parti-coloured gold and red, noble and
sombre.
В — I, for one, like(the) summer, in fact, I prefer it to any other
season. By the end of June, when the days become considerably
warmer, summer has come. If the heat gets too oppressive, we
can go and bathe in running water. And many people enjoy a
game of tennis in summer. In the summer the hot sun ripens
the com and fruit, and the farmer gets ready for the harvest.
There are plenty of strawberries, cherries, currants,
gooseberries, raspberries, apricots, peaches, plums and
blackberries, which are ripe and afford a treat for the old and
the young. And what pleasure can compare with that of
watching the glorious sunrise and sunset! Clouds? Rain? Well,
well, it isn’t always cloudy, and there is no such thing as
perpetual rain.
28
С,— Strange as it might seem, I like (the) autumn.
There are some drawbacks, I admit,— the shorter days and
longer nights for instance. The weather also leaves much to be
desired. But is there anything more beautiful than an Indian
summer — when we have one! We miss the songs of the birds,
you say. Well, I can and do enjoy the sparrow, bluebird,
crossbill and the few others that remain with us. Oh, I know
what you want to say. The November fogs, and mist, and sleet
are not pleasant things. But what should we do without apples,
pears, walnuts, grapes, which get ripe in September and
October and may be picked. I, for one, could not get along
without fruits or nuts, and for the sake of these I’m willing to
put up with some discomforts.
D — When autumn is over and winter sets in, 1 don’t mind it at
all. I know it is the season of snowstorms, and of ice, of frozen
rivers and ponds, and of slippery streets. But think of the
skating on the ice, or skiing in the country, and the sledging. In
snowy weather, tobogganing is my favourite pastime. Then
think of the joy of the children. At the first heavy snowfall, they
are out making snowmen, building snowhuts, and pelting one
another with snowballs. Of course, if the winter is severe, one
must take care not to get frost-bitten. To me, winter has its own
peculiar interest and beauty, and there-is no reason to feel bored
to death when there are interesting books, theatres and
concerts, and the cinema.
Exercise 2. Comment upon the followng proverbs and illustrate
their meaning.
1.	If there were no clouds, we should not enjoy the sun.
2.	Small rain lays great dust.
3.	As welcome as a storm.
4.	After rain comes fair weather (sunshine).
5.	It never rains but it pours.
6.	April weather.
7.	For a rainy day (to save, to put by, to lay up).
8.	Every cloud has a silver lining.
Exercise 3. Read the following text and explain why the author
compares the weather in Washington with a winning candidate.
The weather in Washington reminds me of a winning
candidate who promises everything, but you never know just
when to expect it at all.
29
Sometimes it’s April in January, and March often behaves
like December or May.
Or as Mark Twain found it here: ’When you arrived (at the
station at night) it was snowing. When you reached the hotel it
was sleeting. When you went to bed it was raining. During the
night it froze hard and the wind blew some chimneys down.
When you got up in the morning, it was foggy. When you
finished your breakfast at ten o’clock and went out, the
sunshine was brilliant, the weather balmy and delicious, and the
mud and slush deep and all-pervading. You will like the climate
— when you get used to it.’
If you care to follow Mark Twain’s advice, take an umbrella,
and overcoat, and fan, and go forth.
My advice on what to expect, season by season, regarding
the weather is:
Spring— it’s a wonderful, most attractive, liveliest time of
the year. Mild weather usually arrives earlier than it does in
most northern cities. (Prepare for possible 27°C in March),
flowers burst into bloom starting with magnolia, then followed
by cherry blossoms, azalea and pansies.
Summer — it can be hot, humid, sticky. Man wear tropical
outfits.
Autumn — the best season except for spring; in some ways
the best of all. The climate is dry, mild. If you are driving, the
colour in the mountains is beautiful.
Winter — unpredictable, some years raw, cold, soggy; others
short and mild. You don’t have to bring your umbrella and
galoshes, but come prepared to buy them.
(From Washington. A Modem Guide to the Nation’s
Capital by M.Frome)
Exercise 4. Read the following story and find a topic sentence*
in each paragraph. Do the assignments after the text.
September Mood in England
'It’s Monday morning. Miss Goodbody walks into the office.
Her holiday is over and she has just returned to work. She looks
brown and relaxed and happier than usual. The other girls stand
round her. “Where did you go?” one asks. “Italy. Little place
* A topic sentence states briefly the topic with which the paragraph is
concerned. Everything else in the paragraph is an enlargement upon or a
development of it. A topic sentence may occur anywhere m the paragraph.
30
near Naples”. “What was the weather like?” “Hot, of course.”
“Where did you go?” “Oh, Eastbourne.” “Did you enjoy it?”
“Yes, quite. It rained a bit though.”
It’s September. The holidays are over and the girls are
restless. Their job-changing season has begun.
Mr. Wetherington comes in ten minutes later. He is not
very happy. Every Monday morning since early June he has
heard the same conversation in the train on his way to the
office in London. Someone is just back from holiday.
Everyone else is asking where he went and what was the
weather like and did he enjoy himself? A bit tedious really —
especially if, like Mr. Wetherington, you had your holiday
two months ago.
But it isn’t only holiday talk that is worrying him. He is
thinking about the winter. Five years ago he had central heating
installed in his house. Now his wife wants them to put in double
glazing. She tells him it will save fuel as well as keep the house
warmer.
She’s right of course. But to double-glaze all the windows
will cost quite a lot of money. Perhaps he can leave it for the
moment. After all, it’s still quite warm. May be October — or
even the whole winter — will be mild and they’ll hardly notice
the necessity for double glazing. Mr. Wetherington isn’t very
good at making decisions.
At home his wife is thinking about all the jobs she has to do
at this time of year, like buying school uniforms for the
children, seeing how much of their last year’s winter outfits are
still big enough and making sure that winter overcoats, gloves
and heavy shoes are clean and ready for use.
Old Mr. Hart, the retired bank manager, who lives opposite
the Wetheringtons is busy in his trim and always tidy garden.
He’s tying up roses just now and thinking that soon he’ll have
thousands of leaves to sweep up and burn and shrubs to be
pruned and everything made ready fot the winter. “Autumn’s a
fine time”, he says to himself. 4No worrying now about how
the plants will do. That’s all over. There’s lots of colour still left
in the garden. The leaves will be showing their autumn colours
soon and I’ll see the beechwood on the hill behind all red and
yellow and brown like a forest fire in the setting sun. It’s a great
time of yqar”.
It’s September and a typical English autumn is about to
begin.
31
Assignments
1.	Make up situations based on or connected with the story
using the suggested vocabulary. You are welcome to enlarge
on the story.
to look brown, to go to the seaside for holidays, a crowded
beach, lovely weather, to improve (about the weather),
uncertain (changeable weather), sultry days, there’s hardly a
breath of air, to keep fine, wretched weather, to drizzle, to have
occasional showers, lovely weather for ducks, a spell of
wonderful (rainy, nasty, wretched) weather, to enjoy oneself, to
be annoyed at holiday talk, to be back (fresh) from holiday, to
have central heating installed, to put in double glazing, (not) to
be good at making decisions, to face a problem, to be ready for
use, to make smth ready for the winter, to be busy in one’s trim
and tidy garden, to sweep up leaves, to prune shrubs, autumn is
a fine time of the year, to set in (about a season or the weather).
2.	Dramatize the text.
Role 1. Miss Goodbody returns to work after holidays feeling
happier and more relaxed than usual.
Role 2. Mr. Wetherington comes to the office in a gloomy
mood. He looks annoyed and worried.
Role 3. Mrs. Wetherington is eager to put in double glazing.
She is trying to convince Mr. Wetherington of the necessity
for double glazing. But the latter isn’t very good at making
decisions.
3.	Think of a situation around the following sentence.
“A typical English autumn is about to begin.”
Exercise 5. Read the following extract aniLexplain how the
description of the weather helps to bring out the emotional state
of the characters.
A Farewell to Anns (extract)
by Ernest Hemingway
Introduction
“A Farewell to Arms” is the story of an American
ambulance officer, Frederick Henry, serving with the Italian
Army during the 1914-18 war. He falls in love with an English
girl, Catherine Barkley. He is wounded. On returning to the
front he finds himself part of the dcsorganized retreat. Henry
32
makes up his mind to desert from the Army. As he runs the risk
of being arrested in Italy he and Catherine cross the border and
find refuge in Switzerland. Catherine is expecting.
We had a fine life. Wc lived through the months of January
and February and the winter was very fine and we were very
happy. There had been short thaws when the wind blew warm
and the snow softened and the air felt like Spring, but always
the clear hard cold had come again and the winter had returned.
In March came the first break in the winter. In the night it
started raining. It rained on all morning and turned the snow to
slush and made the mountainside dismal. There were clouds
over the lake and over the valley. It was raining high up the
mountain. Catherine wore heavy overshoes and I wore Mr.
Gutlingen’s rubber-boots and we walked to the station under an
umbrella, through the slush and the running water that was
washing the ice of the roads bare, to stop at the pub before
lunch for a vermouth. Outside we could hear the rain.
“Do you think we ought to move into town?”
“What do you think?” Catherine asked.
“If the winter is over and the rain keeps up it won’t be fun
up here. How long is it before young Catherine?”
“About a month. Perhaps a little more”.
“We might go down and stay in Montreux”.
“Why don’t we go to Lausanne? That’s where the hospital
is”.
“All right. But I thought maybe that was too big a town”.
“We can be as much alone in a bigger town and Lausanne
might be nice”.
“When should we go?”
“I don’t care. Whenever you want, darling. I don’t want to
leave here if you don’t want”.
“Let’s see how the weather turns out.”
It rained for three days. The snow was all gone now on the
mountainside below the station. The road was a torrent of
muddy snow-water. It was too wet and slushy to go out. On the
morning of the third day of rain we decided to go down into
town.
“That is all right, Mi;. Henry”, Guttingen said. “You do not
have to give me any notice. I did not think you would want to
stay now the bad weather has come.”
2 Учебник английского языка
33
“We have to be near the hospital anyway on account of
Madame”, I said.
“I understand”, she said. “Will you come back some time
and stay, with the little one?”
“Yes, if you would have room.”
“In the spring when it is nice you could come and enjoy it.
We could put the little one and the nurse in the big room that is
closed now and you and Madame could have the same room
looking out over the lake.”
“I’ll write about coming”, I said. We packed and left on the
train that went down after lunch. Mr. and Mrs. Guttingen came
down to the station on a sled through the slush. They stood
beside the station in the rain waving good-bye.
“They were very sweet”, Catherine said.
“They were fine to us”.
We took the trian to Lausanne from Montreux. Looking out
the window toward where we had lived you could not see the
mountains for the clouds. The train stopped in Vevey, then went
on, passing the lake on one side and on the other the wet brown
fields and the bare woods and the wet houses. We came into
Lausanne and went into a medium-size hotel to stay. It was still
raining as we drove through the streets and into the carriage
entrance of the hotel The concierge with brass keys on his
lapels, the elevator, the carpets on the floor, and the white
washbowls with shining fixtures, the brass bed and the big
comfortable bedroom all seemed very great luxury after the
Guttingens. The windows of the room looked out on a wet
garden with a wall topped by an iron fence. Across the street
which sloped steeply, was another hotel with a similar wall and
garden. I looked out at the rain falling in the fountain of the
garden.
Catherine turned on all the lights and commenced
unpacking.
Exercise 6. Read the following weather reports* published in
newspapers and use them while acting out the following
situations:
I. April: Saturday: mainly cloudy, occasional rain with sleet
or snow over hills slowly dying out, hill fog patches, wind
NE fresh or strong, max temp 5C.
* There are some styles in which articles are dropped, for instance in weather
reports: Dull day, wind NE strong to gale force.
34
Outlook for Sunday: Bright weather with sunny intervals
showers will spread slowly S during Saturday, replacing the
mainly cloudy weather with occasional rain or drizzle. On
Sunday all districts will have sunny intervals and showers.
March: Dull misty start with rain at times; becoming dry and
brighter, wind SE light, max temp IOC.
Planning an Outing
Role 1. Phone up B. Ask him how he/she is. Comment on
the weather. Invite your friend for an outing. Ask him/her
if he/she knows the weather forecast. Say that you don’t
feel like getting caught in the rain and getting wet through
and through. Appoint the date for your outing.
Role 2. A. phones you up. You’re well. Discuss the weather
with him/her. Describe the weather forecast to him/her
which you’ve heard over the radio. Cheer him/her up.
Express your hope that it will clear up and you will have a
lot of sunshine. Agree upon the date for your outing.
Here are some useful phrases to express:
a) one’s likes and preferences.
I’d like to
I like to
I’d rather /do smth/
I’ve always wanted to ...
I would love /doing smth/
1 would much prefer
b) making suggestions
What about
Why not do /smth/
Why don’t you
Listen, let’s
II. December: Sunny intervals, snow showers, chiefly near
coasts, wind N light or moderate; max temp 3C.
Outlook for next week: very cold, snow showers, chiefly in the N
and E.
Sea passages: wind NE strong to gale force, snow showers,
visibility good, sea state rough or very rough.
January: Bright at first, rain spreading from W preceded by sleet
or snow in places, max temp 6C.
Outlook for next week: Cold, with scattered sleet or showers
and sunny intervals.
2*
35
Sea passages: Wind NW backing S moderate, occasionally
fresh; mainly fair; visibility good; sea moderate.
Discussing a future business trip to England in December
Role 1. Phone up B., your colleague, who happened to have
worked in England as a newspaper correspondent for three
years. Ask him/her about the weather in London in December
(January). Ask him/her for advice concerning clothes and
things which may come in handy there.
Role 2. A. phones you up. He/she tells you about his/ her
business trip to England in December (January). You describe
the weather in London in December (January) and give
him/her advice concerning clothes and things he/she should
take with him/her. Warn him/her about the peculiarities of
English winter.
Here are some useful phrases to express
a)	giving advice
I think you should ... (do...)
You’s better (do smth)
If I were you I would (do...)
Why don’t you ...
b)	accepting advice, considering advice, rejecting advice
politely
Yes, that’s just what I’ll do
Thanks for the advice
Well, I could do that, I suppose. I’ll think about it.
No, it’s no good doing that, I’ve tried it before.
But thanks for the advice anyway.
c) warning	d) asking for advice
Don’t...	Do you think I should ... (do
Don’t... otherwise	smth)
I warn you	Would you advise me ... (to do
Remember that...	...)
Remember not to	What do you think I should ...
I wouldn’t...	Do you think it’s advisable to ..
You might find that...	If you were in my position
	would you...
III. Discussing the plans for the forthcoming holidays.
Make use of the language material given in parts I, II.
Role 1. Plone up B., your friend. Ask him/her how he/she is.
Tell him/her you are going to Latvia for your holidays in
36
April. You know that your friend has been to Latvia many times
in all the seasons. Ask him/her about the weather in Latvia in
April.
Role 2. A. phones you up. You are quite well. You’re glad
to help your friend. You’ve been to Latvia many times in
all the seasons. You describe the weather in April which
may be very changeable. You advise your friend not to go
to Latvia in April.
Exercise 7. Retell in English.
I. В первые четыре дня, которые я провел в Англии, там
сияло солнце. «У вас здесь не так плохо»,— сказал я своим
товарищам-корреспондентам. «Эти четыре дня,— ответили
они мне,— англичане будут вспоминать лет десять». «По-
мните, летом 1958-го, в июне, четыре дня подряд не было
дождя?»
Два года спустя я снова приехал в Англию. В Шереметь-
еве была снежная вьюга и температура 12° ниже нуля. В
Лондоне +9° и опять солнечно. «Недурно для февраля»,
подумал я и... сглазил /to overlook smth, to bewitch smth with
the evil eye/.
Два дня спустя шел дождь, потом было холодно и
туманно, потом снова дождь, потом пасмурно, ветрено и
холодно. И я с досадой думал об англичанах: «Что их
заставляет жить на этих промокших насквозь островах,
когда столько сухих стран на земле...»
II. Раньше я скептически относился ко всем разговорам о
лондонских туманах. В конце концов туманы бывают и у нас.
Поэтому первый лондонский туман я не воспринял серьез-
но. «Ну вот и знаменитый английский туман»,— сообщил я
своим детям, и они запрыгали: «Туман, туман...» Жена
оказалась серьезнее: «Как же я в магазин пойду?» Она
все-таки пошла и даже вернулась. Но мы ждали ее два часа,
хотя до магазина было рукой подать /round the corner/.
Туманы останавливают транспорт, даже железные дороги,
закрывают предприятия и... убивают людей. Нет, не только
на дорогах, хотя в туманные дни происходит много аварий.
Гораздо больше людей убивает «смог» — туман, смешанный
с дымом и сажей от каминов и выхлопными 1 азами.
Знаменитый «киллер» — «смог» 1952 года унес жизни 435
человек, страдающих астмой /asthma/. Смог в декабре 1962
года убил более 200 человек. Лондонцы надевают в такие дни
37
марлевые повязки /gauze bandages/: они становятся серыми
через четверть часа.
Туман приносит много бед. Но не весь год в Англии только
туманно, сыро и ветрено. Надоедают дожди и сырость. Но
человек ко всему может привыкнуть. Привыкаешь посте-
пенно и к английской погоде.
Зима пришла—весна не за горами /winter heralds the
coming of spring/ — говорят англичане. А весна в Британии
— чудное время. Она вся цветет /to be in bloom/. Цветет в
городах, цветет в пригородах. Нежные /delicate/ розовые
цветы вишен. Белые цветы яблонь.
Чтобы по-настоящему увидеть весну в Англии, надо
побывать в яблоневых садах графства Кент. На шоссе стоят
указатели «дорога в цвету». Вы можете ехать по ним, этим
провинциальным, узким и петляющим /winding/ дорогам
милю за милей и наслаждаться белыми и розовыми в цвету
деревьями.
Англия прекрасна в эти весенние недели. И дождь щадит
ее красоту. И солнце делает яркими ее краски.
Нет, думаешь про себя, гуляя по покрытым белыми и
желтыми нарциссами лужайкам лондонских парков, англи-
чане все-таки знают, где надо жить.
А потом появляются тюльпаны, от которых невозможно
оторвать взгляд. А впереди — лето, белые свечи каштанов,
цветущие розы, с их тонким /delicate/ ароматом, цветущие
липовые аллеи /lime-tree alleys/.
Но дождь к тому времени уже потерял терпение. Он начнет
напоминать, что это в конце концов Британские острова, а
не Сахара. Дождь сделает эту страну прохладной, и даже в
июле здесь не пожалуешься на жару. Но дождь сделает еще
более красивой английскую зелень /foliage/.
Не повезло англичанам с летом. Море, окружившее их со
всех сторон, широкие, мягкие песчаные пляжи Корнуэла,
только дразнят. Даже на самом южном из Британских
островов Уайте /the Isle of Wight/ не всегда искупаешься.
Море и летом остается прохладным. И только закаленные
люди /physically fit, hardened/ осмеливаются поплескаться
неподалеку от берега. Большинство же отдыхающих просто
смотрят на купальщиков.
Сентябрь и октябрь в Англии превосходны. Бабье лето
здесь долгое, солнечное, теплое. Трава стала лишь чуть
менее яркой. Деревья только слегка пожелтели. В лесу очень
38
много грибов, но, англичане их никогда не собирают. Они
едят только шампиньоны.
В погожие осенние дни не хочется думать о надвигающей-
ся зиме. Здесь она, как правило, бесснежная, дождливая,
ветренная и туманная. На лыжах катаются только в Шот-
ландии. В Лондоне всего два закрытых катка. А многочис-
ленные пруды, реки и озера замерзают только раз лет в
двадцать.
Есть, однако, в таком климате свое преимущество. Он
дешев. Можно обойтись без шубы и теплой шапки. В
девятнадцати из каждых двадцати домов нет центрального
отопления.
Впрочем, мне случилось провести «исключительно суро-
вую» зиму в Англии. В январе 1963 года снег в Лондоне
лежал три недели. Температура падала до -5° С. Ничего
подобного не случалось в Англии последние... 150 лет или
около того. У нас в России такой морозец не назвали бы даже
бодрящим /invigorating/. В Англии он вызвал хаос /to cause,
a mess/ па транспорте. Только одним железным дорогам эти
три снежные недели обошлись в пять миллионов фунтов
стерлингов. Но подобные зимы в Англии случаются не
чаще, чем раз в полвека.
/По В. Осипову, «Британия глазами русского»/.
Answer the following questions:
1.	What did you learn about famous English fogs?
2.	Why is spring a beautiful time in England?
3.	What is “A road in blossom”?
4.	What flowers can one see in London parks in spring and in
summer?
5.	Why are the English unlucky as far as the summer is
concerned?
6.	What is the Indian summer like in Great Britain?
7.	What is the author’s impression of the English winter?
8.	What does the author mean by saying that the English climate
is cheap?
Exercise 8. Topics for discussion.
1.	Would you agree that there is no reason to feel bored in
autumn?
2.	Account for the fact that most people arc happy when winter
is over and warm weather sets in.
39
3.	Are you sure that one should not put off the outing if one
hears the forecast promising unsteady weather?
4.	Some people are convinced that late autumn has many
advantages as compared to the other seasons. What’s your
opinion?
5.	Prove that winter is the best time for a holiday.
6.	Would you say that camping is a healthy occupation?
UNIT 2
A ROOM WITH A VIEW
Anna in working in the London sales office of Lufthansa,
the big German airline. She is going to be in England for at least
two years. She likes the job; she likes London. The reason she is
not happy is that she cannot find a room of her own. She has
looked at many flats but they have all been so expensive-. At the
moment she is staying with a cousin in Putney, a suburb of
London. The two girls do not get on well together. Anna knows
that she must find a room of her own. She likes Putney. The
journey to her office only takes twenty minutes. So the question
is: Can she find a room in Putney for a reasonable rent?
On Tuesday, April the 15th, Anna asked the manager for
the morning off. The manager said that she could have the
whole day free. She left the house and got a bus to Putney
Bridge. Anna set off for the offices of the Echo, the local
newspaper, to put an advertisement. She arrived at the offices of
The Echo at twenty past nine and went up to the advertising
department on the second floor.
Opposite her she saw a pretty, dark-haired girl and smiled at
her. The girl was also filling in a form.
Anna looked at the girl for a while and finally said:
Anna: Excuse me. I’m not quite sure how you say this in
English. Do you say “I want to let a room” or “I want to rent a
room”?
Girl: Well, that depends. Have you got a room, or ...
Anna: No, I want one ...
Girt Then you want to rent a room. You rent a room from
someone, you let a room to someone.
Anna: I see. I always mix up those two verbs.
Susan: You speak very good English. Where do you come
from?
Anna: Germany. My home’s in Hamburg. My name’s Anna
Klein.
Susan: How do you do? I’m Susan Bond. (They shake
hands) You say you’re looking for a room?
Anna: Yes.
41
Susan: Furnished of unfurnished?
Anna: Furnished.
Susan: Hm. How much do you want to pay?
Anna: Not more than five pounds a week.
Susan: That’s funny. We want to let a room, and the rent is
five pounds a week. Why don’t you come and see it? It’s quite
near here.
Susan and Anna left the offices of The Echo together. They
crossed the bridge over the river and walked along the busy
High Street. Then they climbed a steep hill and took the third
turning on the left. The name of the street was Chestnut Avenue.
It was a tall, well-built house. Anna liked the look of it
immediately. Susan walked up a short flight of steps and opened
the front door. Anna followed her into the hall.
Susan: Mother’s out. But I can show you the room. It’s on
the top floor. (They climbed the stairs). Here we are. (She
opens a door on the landing at the top of the stairs).
Anna: What a lovely room!
Susan: You like it?
Anna: Yes, I do. Very' much. (She walks over to the window
and looks at the view). And such a marvellous view! Doesn’t the
river look beautiful when the sun’s shining on it? I do like to
live near water. You’ve got a very nice garden, haven’t you?
Anna liked the room very much. It was bigger than she
expected — about twenty feet (6 meters) long by sixteen feet (5
meters) wide. One end had a curtain in front of it. Anna looked
behind the curtain. In one corner there was a wash-basin. She
turned on the laps. The water from the hot tap was really hot.
There was also an electric cooker, and on a shelf above it there
were three new saucepans and a frying pan. Beside the cooker
there was a small cupboard. Anna opened it. In it there were
plates, cups, saucers and a teapot. In a drawer at the top there
were knives, forks and spoons. This part of the room was really
a small kitchen. Anna pulled back the curtain and looked at the
rest of the room.
The carpet was light grey and covered most of the floor. In
front of the gas fire there was a thick red rug. The curtains were
also red — but of a lighter shade. The walls were white. The sun
was now shining brightly through the window. It was a cheerful
comfortable room.
Beneath the window there was a dressing-table with three
drawers and a mirror. There were two armchairs, a small table
with reading lamps and a few pictures on the walls. Anna did
42
not like the pictures. “I’ll soon change those”, she thought, for
she had already decided that she wanted the room. Next to the
gas fire there was a large built-in cupboard for clothes.
That evening Anna met Mrs. Bond. The two of them got on
very well.
Mrs. Bond: Well, that’s fine, Anna. We’ll be very pleased to
have you. When do you want to move in?
Anna: May I come on Saturday?
Mrs. Bond: Yes, of course. I’ll be in all Saturday morning. I
hope you’ll like it here.
So, Anna got a room with a view over the river Thames.
(from “Anna in London” by Alan R. Beesley)
GRAMMAR COMMENTARY
1.	Such a marvellous view!
In spoken Englisn such (a demonstrative pronoun) and so
(an adverb of degree) are very common as emphasizers (mostly
in informal speech). They are used to give exclamatory force to
a statement, a question or a command. Such is followed by a
noun with or without a preceding adjective, so is followed by an
adverb, an adjective (without a noun to follow) or it isn’t
followed by anything.
You’ve got such a nice
garden!
They get on so well!
They made such a noise.
We’d be so pleased if you
and your wife could come.
Note that ’such’ should be avoided as a translation of
’такой’ to compare things. Comparing things like this/that or
this/that sort/kind of must be used.
I’ve always wanted a room
like this.
Weather like this is rare in
Moscow.
У вас такой хороший сад!
Они так хорошо ладят!
Они такой шум подняли!
Мы будем так рады, если вы
с женой сможете прийти.
Я всегда хотела такую ком-
нату. /как ваша/
Такая погода редко бывает в
Москве.
2.	Here we are.
When the speaker is drawing attention to the presence of a
person or thing here or there are put at the beginning of the
43
sentence. The verb comes before the subject if it is expressed by
a noun and after it if it is expressed by a pronoun.
Note that only intransitive verbs of motion and the verb be
are found in this construction.
Here’s your watch.
Here it is.
Here comes Mrs. Bond.
Here she comes.
Here goes my bus.
There it goes.
Вот твои часы.
Вот они. (часы)
Вот идет миссис Бонд.
Вот она идет.
Вот идет мой автобус.
Вот он пошел, (идет)
3.	At nine o’clock that morning Susan Bond set off for the office
of The Echo.
The names of newspapers are used with the definite article,
the names of magazines and periodicals normally have no article.
The Echo, The New York Times, The Observer.
but: Language, Life, Time, New Scientist.
4.	On Tuesday, April 15 th, Anna asked the manager for the
morning off.
There are two ways of saying dates:
a)	the fifteenth of April.
b)	April (the) fifteenth.	\
When dates are written, the, of and often the ordinal ending
(-th, etc) are dropped.
15(th) April 1987
April 15(th), 1987.
5.	You like it?
In spoken English, particularly in informal conversation,
general questions may be asked with the ellipsis of the auxiliary
verb at the beginning of the sentence (but with a different
intonation than that of an affirmative sentence).
VOCABULARY COMMENTARY
1. At the moment she is staying with a cousin in Putney.
to stay with smb.—	to live in a place for a while, be
a visitor or guest — гостить,
жить у кого-либо (некоторое
время).
One stays with friends (in their house), but at (or in) a hotel.
44
Where are you staying? — At the Grand Hotel, (with Gcorge/at George’s). 1 le owns the house, I’m just staying. My mother is staying with us this week.	Где вы остановитесь? — В Гранд Отеле. (У Джорджа). Он хозяин дома, я здесь гость, (в гостях). Моя мама гостит у нас эту неделю.
2.... Putney, a suburb of London.
suburb, n, [c] — a part of district of a town, lying away from
the centre, an outer area of a town or city, where people live
(usually residential area) — пригород, окраина.
in the suburbs — за городом, на окраине, в пригороде
1 live in the suburbs and it takes me about an hour to get to the office. suburban, adj. Suburban shops are not so crowded.	Я живу за городом и трачу около часа на дорогу на ра- боту. пригородный В магазинах на окраинах меньше народу.
Note that the English equivalent for пригородный поезд is
a local train /a commuter train /short-distance train/
3. The two girls do not get on well together.
to get on well — to get along	to form or have friendly relationship — ладить с кем- либо, иметь дружеские отно- шения.
They are getting on well (together) Do you get along well with your aunt?	Они прекрасно ладят. /Жи- вут дружно/. Вы ладите с тетей?
4. The journey to her office only takes twenty minutes.
“To take” here means “to last; need (a period of time)”.
It took them an hour to find him. It took me four hours to drive from here to Edinburgh. How long does the flight take?	Им потребовался час, чтобы найти его. Я ехал на машине отсюда до Эдинбурга четыре часа. Сколько времени длится по- лет?
45
5. Ann asked the manager for the morning off.
“off”— an adverbial particle here, used in the meaning “away
or free from regular work”.
I think I’ll take the afternoon off.	Я думаю отпроситься с рабо- ты после обеда.
He wants Thursday off.	Он хочет взять выходной в четверг.
We are off till Tuesday.	Мы не работаем до втор- ника.
The manager gave the staff a day off. (a day’s holiday)	Управляющий предостазля- ет персоналу выходной.
Wednesday is his day off.	У него выходной по средам.
I’ll be off tomorrow, (said at home)	Завтра я не работаю.
(said in the office)	Завтра я не приду, /меня не будет/.
6. Anna set off for the office.	
to set off for/towards the place	to begin/ start a journey — от- правиться, направиться куда-либо
They set off on a trip across Europe.	Они отправились путешест- вовать по Европе.
We set off for the theatre.	Мы отправились в театр.
At dawn the children set off towards the river.	На рассвете дети отправи- лись к реке.
7. She arrived at the office of the “Echo” at twenty past nine,
arrive, vi — to reach a place, esp. the end of a journey,
arrive (of people: on foot) — приходить
arrive (by vehicle)	— приезжать
arrive (of trains, planes, and — прибывать
officially of people)
Note the use of the prepositions after the verb: arrive at the
airport /in a city/home.
46
The preposition in is used with continents, countries, cities
and towns; at is used with villages, clubs, stations, theatre,
airport, hotels. We arrived at their flat early. The delegation arrived in London yesterday. We arrived home late. At last our holidays arrived.	Мы рано пришли к ним. Делегация прибыла в Лон- дон вчера. Мы поздно пришли домой. /Мы добрались до дому поз- дно/. Наконец наступили каникулы.
The train arrived half an hour late.	Поезд опоздал на полчаса.
8. Can she find a room in Putney for a reasonable rent?
rent, n — money paid regularly for the use of a room,
building or piece of land	квартирная/арендная плата
to pay a high (big, low) rent	платить много /мало за квартиру.
They pay a high (big) rent for their flat. They owe a month’s rent.	Они платят много за свою квартиру. Они задолжали за квартиру за 1 месяц.
9. The rent is five uounds a week
Note that the English non-prepositional construction
corresponds to the Russian prepositional phrase:
twice a year /а day, а month/ an hour She practises the piano three hours a day We have English classes four times a week.	два раза /дважды в год /день/ месяц/ час Она упражняется на пиани- но три раза в день. У нас занятия по английско- му языку четыре раза в неде- лю.
10.1 hope you’ll like it here.
Note the difference between the English and Russian
constructions:
47
I like it here	Мне здесь нравится, /без- личное предложение/.
“It” may be used in various verb patterns,
a) as an object to represent a verb phrase:
I found it exciting to stay at Granny’s for the holidays.	Мне очень понравилась идея пожить у бабушки на каникулах.
b) to represent a clause:
I kept it quiet that she had left. I liked it when she refused.	Я никому не сказала, что она уехала. Мне понравилось, что она отказалась.
11. Where do you come from?
to come from (not with continuous or perfect tense) —
have as a birthplace, place of origin, etc.	быть родом откуда-то, про- исходить от чего-либо, отку- да-то
She comes from Scotland, (or she is from Scotland) This word comes from Arabic. The quotation comes from Pushkin.	Она родом из Шотландии. Это слово пришло из араб- ского языка. Эта цитата из Пушкина.
Note that the possible English equivalents for «Откуда вы
родом?» are “Where are you from?” or “What'country are you
from?”
12.	How do you do? (also: “How d’ye do?”) — formula used as
a conversational greeting, esp. when persons are formally
introduced, used only with the pronoun “you”. Can be
translated as «Здравствуйте!» The phrase is used to someone
just met or introduced to the speaker. This person replies with
the same phrase. They usually shake hands at the same time:
— Mrs Brown, may I inroduce Mr. Fox? (Have you met
Mr Fox?)
— How do you do, Mr Fox?
— How do you do, Mrs Brown? Glad to meet you.
Less formal greetings are “Hello”, “Hi” (very familiar);
Polite greetings are: “Good morning/afternoon/evening.”
48

“How are you?” is not only a question about someone’s
health («Как вы себя чувствуете?», «Как самочувствие?»,
«Как поживаешь?») but also a phrase used when meeting
again a person already known. The reply is often “Fine
(thanks)! And how are you?” (pay attention to the logical stress
in the question and in the reply). «Спасибо, хорошо. А как
ты?»
Formulas that are frequently used when leaving or parting:
“Good-bye” (very familiar bye-bye or “bye” — more
permanent)
“Cheerio!” (informal)
“So long!” (very familiar)
“See you later!” (very familiar)
“See you tomorrow!”
13.	Mother’s out.
to be out — to be absent from home or from a building
— отсутствовать, не быть дома /на месте
Ant.: to be in — to be present (esp. at home or under the roof of
a building) — быть дома/ на месте.
I’m afraid Mr. Jones is out:
he’ll be back soon.
Let’s spend the evening in
(at home) watching
television.
Is there anybody in?
She won’t be in until six
o’clock.
Боюсь, м-ра Джоунса сейчас
нет, он вышел, но скоро бу-
дет.
Давай проведем вечер дома,
посмотрим телевизор.
Кто-нибудь здесь есть?
/Кто-нибудь есть дома?/
Ее не будет до шести часов.
Note the difference between “to be out” and “to be away”.
The latter means to be gone a long time, to be out of town.
You’ll have to call again.
The director is away on
business.
Вам придется зайти позже.
Директор в отъезде, /в ко-
мандировке./
14.	They stopped at Number 24.
In English the address is given in the toUowing way:
We live at No 10 (Market Мы живем в доме номер де-
Street).	сять.
49
What number do you live
at?
My aunt’s address is Flat 2,
(Number) 7, Cheknov
Street, Moscow, Russia.
В каком доме вы живете?
Адрес моей тети: Россия,
Москва, ул. Чехова, д. 7,
кв. 2.
Note that the word ’house’ should not be used of a building
consisting of flats. Here only ’block (of flats)’ is appropriate or,
in some cases, ’flats’.
I live in a (n)
big/old/new/modern block
of flats.
There is a shop on the
ground floor of our block.
There is a cinema near my
flat.
The shop is at No 28
(Nevsky Prospect).
What are those buildings
over there?
Я живу в большом /ста-
ром/новом/ современном
доме.
На первом этаже нашего до-
ма магазин.
Недалеко от моего дома ки-
нотеатр.
Магазин находится в доме
номер 28 по Невскому про-
спекту.
Что это за дома/здания/
вон там?
GRAMMAR REVIEW
I. The noun clothes is used only in the plural.
Exercise 1. A. Read the text carefully to be ready to give
detailed answers to the questions that follow it.
That evening at about half past seven o’clock, Mrs. Baxter
said:
“I think it’s about time for you to go and dress for your club
meeting, papa, if you intend to go”.
“Do I have to dress?” Mr. Baxter asked.
“I think nearly all the men do, don’t they?” she insisted.
Mr. Baxter rose and went upstairs to do as he was told. But,
after fifteen or twenty minutes, during which his footsteps had
been audible in various parts of the house, he called down over
the banisters:
“I can’t find them.”
“Can’t find what?”
“My evening clothes. They aren’t anywhere in the house.”
50
“Where did you put them the last time you wore them?”
she called.
“I don’t know. I haven’t had them on since last spring.”
“All right, I’ll come”, she said, putting her sewing upon the
lable and rising. “Men never can find anything”, she observed
additionally, as she ascended the stairs. “Especially their own
things.”
* * *
Jane jumped into bed and began a fresh revelation.
“It’s about papa’s clothes, mamma.”
“What clothes of papa’s? What do you mean, Jane?”
“The ones you couldn’t find. The ones you’ve been looking
for almost every day.”
“You mean papa’s evening clothes?”
“Yes”, said Jane. “Willie’s got them on.”
“What!”
“Yes,m, he has», Jane assured her with emphasis. “I bet
you, he’s had them on every single evening since Miss Fratt
came to visit the Parchers! Anyway, he’s got them on now,
because I saw them.”
Mrs. Baxter bit her lip and frowned.
“Are you sure, Jane?”
“Yes,m. I saw him in them.”
Questions: 1. When and how did Mr. Baxter discover that his
evening clothes were missing? 2. He hadn’t worn them for a
long time, had he? 3. Where did he look for them? 4. How long
did he look for them? 5. When did he wear his evening clothes
last? 6. Where were his clothes? 7. Why was Jane sure that it
was Willie who had taken Mr. Baxter’s evening clothes? 8. Why
do you think Willie started wearing his father’s evening clothes?
B. Read the dialogues again and act them out.
II. The negative form of the construction there is/are is built in
two ways: with the help of the negative pronoun no or with the
negative particle not.
When the negative pronoun no is used it is followed by a
noun without an attribute, a noun modified by an adjective, by
the pronoun other or by the pronoun more.
— There is no park in our — В нашей части города нет
part of the town. (Note the парка,
absence of the article).
51
В нашей части города нет
больших парков.
Здесь нет других парков,
(здесь больше нет парков).
There are no big narks in
our part of the town.
There are no other parks
(no more parks) here.
The negative form is built up with the help of the negative
particle not when the noun is modified by the pronouns many,
much, any, by the adjective enough or by a numeral. Contracted
negative forms are used in informal speech.
There aren’t any lilies in our
garden.
There weren’t many tall
blocks in tins street twenty
years ago.
There isn’t enough room in
front of the house to park a
car.
There aren’t three shops
in the district, there’s only
one.
В нашем саду нет лилий.
Двадцать лет назад на этой
улице не было высоких до-
мов.
Перед домом недостаточно
места, чтобы поставить ма-
шину.
В районе не три магазина, а
только один.
Note that any is never used with a countable noun in the
singular in a negative sentence.
There isn’t a park here. Здесь нет (никакого)
парка.
Exercise 2. You are asked to do some things about the house.
Refuse, finding suitable excuses. Make use of the model.
Model: M.: Please, water the flowers. Use the water from the
jbg.	)
You: Sorry, but there isn’t any water there.
Mary: 1. Please sweep the floor in the hall. Take the broom
from the kitchen.
2.	Will you dust the furniture? The duster is on the window sill.
3.	Could you take the readings of the meter? The pencil is on
my desk.
4.	Please make the beds. The bedspreads are on the chair.
5.	Do you mind cleaning the carpet in the living room? The
vacuum cleaner is in the closet.
6.	Could you clean the windows? The glass cleaner is on the
shelf.
7.	Would you iron the linen? The iron is on the ironing board.
52
8.	Remember to lock the door when you go shopping. The key
is on the nail by the door.
Exercise 3. Translate into English.
1. В нашем доме нет лифта. 2. Осторожно! Здесь не много
ступенек, но они очень крутые. 3. В моей комнате нет
письменного стола. 4. В детской комнате не два, а только
одно окно. Комната очень маленькая. 5. Как жаль, что в
квартире нет встроенного шкафа. 6. На подоконнике нет
цветов, потому что там любит сидеть наша кошка. 7. Нам
придется использовать эти тарелки. Других тарелок в буфете
пет. 8. В ящике больше нет ножей и вилок. Что будем делать?
— Давайте займем у соседей. 9. Я боюсь, что на столе
недостаточно салфеток и стаканов для воды,— Не волнуйся,
я сейчас поставлю еще. 10. В шкафу нет вешалок (hanger).
Поищи, пожалуйста, вешалки. 11. Боюсь, в шкафу не очень
много места — Достаточно. У нас не много одежды.
III. Exercise 4. Read about Anna and get ready to speak about
her cousin Maria. They do not get on well together. Why?
Probably, because they are so different. (When you speak be
careful to use the correct verb form.)
Anna is never in a hurry, she is punctual, careful and likes
order in cveryting. And Maria?
Anna isn’t good with her hands, so she isn’t very fond of
housework. She does not do her washing, she prefers to take
her dirty linen to the laundry. What she is fond of is reading
books. And Maria?
Anna is never late for work. She gets up early enough not to
do things in a hurry, cooks a substantial breakfast and goes to
work by bus. Though it takes longer, she prefers it to the
underground as it is a little cheaper than the tube and it is
usually easier to get a scat. But what Anna cannot do is save
money. She spends all she earns. And Maria?
IV. When the verbs be, feel, look, smell, sound, taste are used as
link verbs they take adjectives as predicatives, thus forming a
compound nominal predicate. Note that the adjective «well»
(meaning in good health) is found only after the verbs be, feel,
and look.
Exercise 5. Answer the following questions using the compound
nominal predicate. The following list of adjectives may be of
help:
53
(Appetizing, awkward, bad, bitter, disturbing, fresh, gloomy,
good, loud, low, nice, sour, sunburnt, tender, uncomfortable,
unwell, well).
A.	1. How does a shy person feel if he finds himself among
people he does not know? 2. How do most people feel if the
weather is nasty, nothing goes right and everything looks dull?
3.	How does a person usually look a) after a long illness? b)
after his holiday? 4. How does a mother’s voice sound when she
speaks to her baby?
В.	1. How does the radio sound if it is turned on to its
maximum power? 2. How does the food smell to you if you are
hungry? 3. How do young leaves smell after the first spring
rain? 4. How do green apples usually taste? 5. How do raw
onions taste?
Exercise 6. Translate into English.
1. Твоя шляпка выглядит очень мило. 2. Его совет звучит
убедительно. 3. Этот сыр пахнет довольно странно. 4. Молоко
слишком быстро прокисло. 5. Он приподнял крышку и
сказал: «Мм... Пахнет вкусно! Это что-то совершенно нео-
бычное». 6. Мне стало так жарко, что я сняла плащ. 7. Он
чувствовал себя так неловко, что мне стало жаль его. 8. Вам
ведь было неуютно в его доме, не так ли? 9. Твоя мама так
молодо выглядит. 10. Ее замечание прозвучало довольно
невежливо. 11. Как вы себя чувствуете в роли студента? —
Великолепно!
V. Many, much, few and little are rarely found in affirmative
sentences unless they are preceded by very, so or too.
A lot of is used instead of many or much in affimative sentences.
Not many or not much or hardly any are used instead of few and
little.
I have a lot of friends.
There’s a lot of snow in the
forest.
She hasn’t many friends.
(She has hardly any friends).
There isn’t much snow in
the forest (There’s hardly
any snow in the forest).
У меня много друзей.
В лесу много снега.
У нее мало друзей.
(У нее почти нет друзей).
В лесу мало снега. (В лесу
почти нет снега).
54
Exercise 7. Translate into English.
1. У меня очень много работы. 2. У нас сейчас мало времени
для чтения. 3. Анна знает многих молодых людей в универ-
ситете. 4. В моей комнате мало мебели. 5. У Джона масса
друзей. 6. Питер очень одинок. У него мало друзей, к
которым он мог бы обратиться за помощью. 7. В зале мало
стульев. Их будет недостаточно для всех. 8. К сожалению, у
меня мало новостей. 9. Не ходи в магазин. В холодильнике
много продуктов. 10. У меня так много ошибок в диктанте,
а у Лены почти нет (очень мало). 11. Мне кажется, ты
тратишь слишком мало времени на чтение. Читай больше!
12. Том получает много писем, а Анна мало.
Exercise 8. Complete the following sentences using a lot of,
very (so) too many, much, few, little, not many, not much,
hardly any.
1. Our flat looks poky (тесный) but yours looks spacious
because ... 2. Please water these flowers every morning, they
need ... 3. Please go and buy some bread ... 4. Let’s throw away
all the old saucepans, they take up ... 5. We finished the work
early as ... 6. The tea is weak because you’ve put... 7. Our
garden is small so ... 8. Hurry up!... 9. Your paper is quite good
... 10. I’m afraid there won’t be enough room for everybody...
11. You’ll have to give us more time. You’re giving us ... 12.
Sorry, I can’t lend you any money. I have ...
VI. General questions require an answer in which cither Yes or
No is stated or implied. They are built up by placing the
auxiliary verb or the verb to be before the subject.
— Do you live in London? — Вы живете в Лондоне?
— Yes, I rent a room there. — Да, я снимаю там комна-
ту.
Exercise 9. You arc walking up to a public callbox. A man is
talking over the phone. You can’t help overhearing what he says
but naturally you can’t hear the person at the other end of the
lifie. See if you can guess what the other person says.
A....
B. No, I’m French.
A....
B. I’m working here.
A.	.„
B.	No, only for three months.
A....
55
В. Yes, I’m staying at the hotel just round the corner.
A....
B. Oh, no, it’s too expensive.
A....
B. Yes, I’ve looked at quite a number of flats.
A....
В. I did, some of them; but they were all too far from my office.
A....
B. Yes, that’s what I’m going to do. I’ve already asked the
manager for a morning off.
An alternative question consists of two general ones
connected by the conjunction or. Remember that if the second
part of an alternative question has no ellipsis the word order in
it is inverted.
Exercise 10. Respond to the following statements. Express
doubt by asking alternative questions. Imagine that you feel like
disagreeing with everybody about everything. If you arc at a loss
for an alternative make use of the list below. Follow the model.
Model: A. I’m feeling tired.
B. Are you really feeling tired or are you just lazy?
A. 1. This is my car. 2.1 want to become a teacher. 3. I’ve
already read the book. 4. It’s very far from here to the station. 5.
I feel Ш. 6. I’ve just come. 7. I’ve done the work. 8. I’ve caught a
cold. 9.1 came in time. 10.1 have a sore throat.
Suggested alternatives: 1) to be in doubt about smth; 2) to
say smth to please (displease, annoy, etc.) smb. 3) to belong to
smb; 4) to want to ride in a taxi; 5) to be somewhere for an
hour; 6) only to be pretending; 7) to have too much ice-cream;
8) to be late: 9) not to want to sing; 10) to be half way through 1
smth.
Exercise 11. Translate into English.
Вы всегда приходите домой поздно или иногда бываете дома
днем? 2. Ваша подруга москвичка или она живет в Волго-
граде? 3. Вы завтракаете перед работой или уходите,не
позавтракав (without having breakfast)? 4. Моя одежда на
стуле или вы ее убрали в шкаф? 5. Редакция этой газеты
все еще в центре города или они уже переехали на окраину?
6. Вы идете в отдел объявлений или уже побывали там? 7. У
вас есть комната или вы хотите снять (комнату)? 8. Вы
56
родом из Германии или вы австрийка (an Austrian)? 9. Вы
согласны платить пять фунтов в неделю или эта плата
слишком высока для вас?
Question tags are short questions added to a statement.
Normally a positive tag is used with a negative sentence and a
negative tag with a positive sentence. If the question tag asks for
confirmation the voice usually goes down. But if the voice is up,
it is a real question.
You know his brother,
don’t you? — Yes, I do.
You haven’t met his cousin,
have you? — No, I’m afraid
not.
I’m late, aren’t I? — Yes,
I’m afraid you are.
Вы ведь знаете его брата,
правда? — Да, знаю.
Вы нс знакомы с его двою-
родным братом, да? — Нет,
боюсь, нет.
Я, кажется, опоздал? — Бо-
юсь, что да.
Exercise 12. Act out the following situations. Susan wants to
make sure that her opinion coincides with her mother’s. (The
idea behind is for you to practise tag questions).
Situations: Susan hopes that:
1)	Mrs. Bond hasn’t let the room to anyone yet;
2)	Susan’s brother Mike doesn’t mind having a lodger in the
house;
3)	Anna can move in on Saturday;
4)	the rent isn’t too high for Anna:
5)	Anna will cook her own meals;
6)	Mrs. Bond and Anna like each other;
7)	Anna was pleased with the room;
8)	Mrs. Bons found Anna’s English quite good;
9)	five pounds a week will help the family a lot
Exercise 13. Ask people for information or to do things in the
following situations. Use question tags.
Model. You want a cigarette. Perhaps Jack has got some. Ask
him.
— Jack, you haven’t got a cigarette, have you?
1.	You are looking for Ann. Perhaps Jack knows where she is.
Ask him.
2.	Tom has a car and you don’t want to walk home. You want
him to give you a lift. Ask him.
3.	You are looking for your case. Perhaps Tom has seen it. Ask
him.
57
4.	You need a tin-opener and Nick has got one. Ask him.
5.	You want a dictionary. Perhaps Jack has got one. Ask him.
6.	You are afraid that you’ll come late. Perhaps Susan wouldn’t
mind it. Ask her.
7.	You are afraid that you won’t be able to pay your rent this
month. Perhaps Mrs. Bond wouldn’t mind it. Ask her.
Exercise 14. Translate into English.
1. Какие учреждения находятся в этом здании? — Редакция
местной газеты. 2. Сколько этажей в этом доме? — Двенад-
цать. 3. Кто снимает комнату на втором этаже? — Студент из
Италии. 4. Что ты хочешь сделать? — Я хочу поместить
объявление в газете. 5. Что там на столе в кухне? — Чашки,
блюдца и чайник. Мы собираемся пить чай. 6. Когда я могу
позвонить вам? — Позвоните в 7, пожалуйста. 7. Какой отдел
расположен на первом этаже? — Отдел объявлений. 8. Кто в
соседней комнате? — Друзья моей сестры.—А где ваши
родители? — Они в театре. 9. Почему вы не можете переехать
завтра? — Я буду занята. 10. Кого она пошла навестить? 11.
Когда это с ней случилось? 12. Что она сказала? 13. Кто это
сказал? 14. С кем он там разговаривает?
Exercise IS. Supply the missing articles. Answer the questions
following the text.
Mrs. Bond is ... widow. Her husband died two years ago. She
has three children — two boys and ... girl. Michael,... younger
son, is thirteen years old and goes to ... local grammar school.
Her elder son, John, is twenty-nine. He is ... engineer and works
for ... oil company.
Mrs. Bond’s daughter, Susan, is nineteen. She is studying at
<.. business college in London.
... Bond family live in Putney, ... suburb of London. They
have large house. It has four bedrooms,... living room,...
dining room,... small study,... kitchen,... and two bathrooms.
There arc also two empty rooms at... top of... house.
Mrs. Bond likes ... house but she sometimes thinks that she
will have to sell it and buy something smaller. She has ...
part-time job at... local public library. The work is interesting,
but... pay is not very good. So ... big problem in ... lives of...
Bond family at... moment is money.
Questions:
1.	What is the Bonds’ house like?
58
2.	Why does Mrs. Bond think sometimes that she will have to
sell the house?
3.	What do you know about the Bond family?
COMPREHENSION EXERCISES
Exercise 1. Translate the following sentences from the text. The
purpose is for you to compare the ways of expressing the same
idea in English and in Russian.
1. Anna is working in the London sales office of Lufthansa, the
big German airline.
2...	. she cannot find a room of her own.
3.	At the moment she is staying with a cousin in Puthey, a
suburb of London.
4.	The two girls do not get on well together.
5.	Can she find a room in Purney for a reasonable rent?
6	Anna asked the manager for the morning off. The manager
said that she could have the whole day free. She left the house
and got a bus to Putney Bridge.
7.	Anna set off for the offices of the Echo, the local newspaper
to put an advertisement. She arrived at the office of the Echo
at twenty past nine and went up to the advertising department
on the second floor.
8.	They crossed the bridge over the river and walked along the
busy High Street. Then they climbed a steep hill and took the
third turning on the left.
9.	It was a tall, well-built house. Anna liked the look of it
immediately. Susan walked up a short flight of steps and
opened the front door. Anna followed her into the hall.
10.	She walks over to the window and looks at the view...
«Doesn’t the river look beautiful when the sun’s shining on it?
I do like to live near water.»
11.	Anna pulled back the curtain and looked at the rest of the
room.
12.	The curtains were also red, but of a lighter shade.
13.	There were two reading lamps and a few pictures on the
walls.
14.... she had already decided that she wanted the room.
15. Anna got a room with a view over the river Thames.
Exercise 2. Find in the text English equivalents for the following
Russian phrases. Arrange them into groups according to the
subject matter.
59
По крайней мере; своя собственная комната; посмотреть
много квартир; дорогой (о цене); дорога на работу занимает
20 минут; умеренная плата за квартиру; во вторник 15
апреля; можете быть свободны целый день; отправиться
куда-либо; редакция местной газеты; поместить объявле-
ние; отдел объявлений на третьем этаже; заполнить бланк
(анкету); напротив кого-либо; улыбнуться кому-либо; смот-
реть на кого-либо некоторое время; сказать что-либо по-ан-
глийски; сдавать комнату кому-либо; меблированная
комната; шесть метров в длину и 5 метров в ширину; на
верхнем этаже; заглянуть за занавес; повернуть краны;
рядом с чем-либо; возле чего-либо; в ящике наверху; ковер
покрывал почти весь пол; быть более светлым по тону;
настольная лампа; въехать в квартиру.
Exercise 3. Arrange the points in logical order. Reproduce the
original text using the key words given below.
1.	to ask for the morning off, to get a bus, to set off for, to put
an advertisement, arrive at, to go up to the advertising
department, to write out the advertisement, to sit down
examining the form;
2.	to speak good English, to come from, to shake hands, a
furnished room, five pounds a week, to be quite near here;
3.	a room of her own, at the moment, not to get on well
together, the journey to her office, for a reasonable rent;
- 4. opposite her, a dark-haired girl, to smile at her; to fill in the
form, to say smth, in English, not to be quite sure, to rent a
room, to let a room to someone;
5.	to climb the stairs, on the landing, what a lovely room, to
walk over to the window, to stay here.
6.	She liked the look of it, to walk up a short flight of steps, to
follow smb., to be out, to show the room, on the top floor;
7.	to leave the office, to cross the bridge, to climb a steep hill, io
take the third turning on the left;
8.	to cover most of the floor, in front of the gas-fire, of a lighter
shade, through the window, beneath the window, next to the
gas-fire;
9.	to be pleased, to move in, to be in, you’ll like it here, to get a
room, a view over the river.
10.	to be bigger than she expected, to look behind the curtain,
in the corner, turn on the tap, a shelf above, beside the cooker,
in a drawer at the top, to pull back the curtain.
60
Exercise 4. Disagree with the following statements and correct
them. Give reasons for your disagreement.
Make sure you begin your answer with such commonly
accepted phrases as:
I don’t think that’s quite right.
You are not quite right (there).
I’m afraid I don’t agree with you.
That’s not quite right.
I wouldn’t say so.
Oh no, quite on the contrary.
As far as I remember.
1.	When Anna asked her manager for the morning off, he
refused.
2.	Anna is staying at the hotel but she wants a room of her own.
3. Anna doesn’t like Putney.
4.	On the morning of April the 15th Anna set off for shopping.
5. Susan was the first to start the conversation.
6.	Anna left the office of the Echo alone and went to her office.
7.	When the girls arrived Mrs. Bond was busy in the kitchen.
8.	At first Anna didn’t like the house and the room.
9.	Anna decided not to change anything in the room.
10.	Anna decided to move in the next day.
11.	When Mrs. Bond met Anna, she was disappointed.
Exercise 5. Answer the following questions:
1. What is Anna doing in London? How long is she going to be
in England? 2. Why does Anna want to find a room of her own?
3. Why does she want to find a room in Putney? 4. What makes
it difficult to find a room? 6. Why did Anna ask the manager for
the morning off? When did she do it? 7. The manager let her
have the whole day free, didn’t he? 8. Where and when did
Anna meet Susan? What was Susan doing in the advertising
department of the local paper? 10. Why did Anna agree to go
and see the room? 11. What was the name of the street where
Susan lived and how did the girls get there? 12. What did the
street look like? 13. Susan’s mother was out when the girls
arrived, wasn’t she? 14. Did Anna like the room? What did she
like about the room? 15. What made the room cheerful and
comfortable? 16. What did Anna want to change in the room?
17. When was Anna going to move in? 18. What is Anna’s
address in England now?
61
Exercise 6. Talk about; a) Anna’s decision to have a room of
her own; b) Anna’s meeting with Susan; c) Susan’s house and
the room Anna got,
ACTIVATION EXERCISES
Exercise 1. Rephrase the following sentences. Use the
vocabulary of Unit 2.
1.	The girl sitting at the table in the middle of the room was
also writing information on a form.
2.	Anna asked her manager for permission not to come to
work in the morning.
3.	That morning Susan Bond left for the office of the local
newspaper.
4.	Anna liked the appearance of the room immediately.
5.	Mrs. Bond and Anna were pleased with each other.
6.	When the girls arrived Mrs. Bond was not at home.
7.	When they came to the newspaper office she went up to
the advertising department.
8.	When Anna came to London she lived in her cousin’s flat
for a while.
9.	It takes her 20 minutes to get to her office.
10.	“What’s your birthplace?” Anna asked.
Exercise 2. Guess which words from the vocabulary of Unit 2
are explained below.
1.	a deep usually round metal cooking pot with a handle and
usually a lid;
2.	a flat pan with a long handle, used for frying food especially
in the home;
3.	a vessel, usually round, with a handle at one side and a spout
(bent pouring pipe) at the other, in which tea is made and
served;
4.	a set of shelves enclosed by doors, where clothes, cups,
plates, food, etc. may be stored;
5.	the steps between two landings;
6.	a place for the foot when going from one level to another;
7.	a piece of furniture with shelves for books;
8.	an apparatus on which food is cooked;
9.	a table often with drawers, at which one reads, writes, or
does business;
10.	a thick usually woolen floor mat, smaller than a carpet;
11.	a room used for cooking;
62
12.	the passage just inside the entrance of a house from which
the rooms open;
13.	a platform at the top of a flight of stairs on to which doors
open.
Exercise 3. Fill in the gaps with the right preposition (wherever
necessary).
1. He crawled... the fence. 2. We passed ... the bridge. 3. We
turned ... the corner. 4. The bush was a good hiding place, so
I dashed ... it. 5. When it started to rain, we all ran ... the
trees. 6. The house stands ... trees. 7. The house stands ... two
trees. 8. The road stretched ... the саг. 9/A bird flew... us. 10.
The food is ... the fridge. 11. He climbed ... the fence. 12. He
put the cup ... the shelf. 13. He looked ... the window. 14. We
walked ... the river bank. 15. We turned ... the main road. 16.
There is a new roof... the cottage. 17. He ran ... the hill. 18.
We were driving ... the street. 19. He lived... the road from
me. 20. When they reached ... the bridge, they crossed ...,
looking ... at the water.
Exercise 4. Answer the following questions, using the
vocabulary of Unit 2.
1.	Where do you prefer to stay when you go to some other city?
2.	Can you stay with your relatives when you go to some other
city?
3.	Do you like it when your friends or relatives stay at your
place?
4.	How long do your relatives usually stay with you when they
come to Moscow?
5.	When do you prefer to stay at a hotel rather than with your
relatives?
6.	What hotel in Moscow do you recommend me to stay at?
* * *
1.	How long does it take you to get to the institute?
2.	How long does it take to drive from Moscow to St
Petersburg?
3.	How long does the flight from Moscow to Sochi take?
4.	How long does the journey to your father’s office take?
5.	Does your journey to Sokolniki take long?
6.	Does it take you long to get to the underground station from
here?
63
* * *
1.	What are your days off?
2.	How many days off do the fifth-year students have?
3.	Can your mother take a day off any time she likes? What
does she have to do if she wants a day off?
4.	How many days off a week does your father have?
* * *
1.	What rent do you pay?
2.	Did you ever have to rent a room? How much did you pay?
3.	How often do you pay your rent?
4.	Is it possible to find a room for a reasonable rent?
» * *
1.	How many holidays a year would you like to have?
2.	How many times a month do you write tests?
3.	How often do you have your classes in English Grammar?
4.	How many hours a day do you spend in the language
laboratory?
5.	How often do you have your exams in English?
6.	Do you often visit your relatives?
Exercise 5. Translate into English (refer to the commentary)
1.1. Ты остановился у друзей или в гостинице? 2. Он гостил
у нас неделю. 3. Где вы останавливались, когда были в
Киеве?
II.	1. Блэкхит — окраина Лондона. 2. Редакция этой газеты
находится на окраине города. 3. Семья Браунов живет в
Гринфорде на окраине Лондона. 4. На пригородных улицах
дома в основном одноэтажные. 5. Я живу на окраине города
в 10 километрах от центра города.
III.	1. Почему ты не ладишь с сестрой? 2. Анна решила
искать себе комнату, так как у нее не складывались отноше-
ния с двоюродной сестрой, у которой она остановилась.
IV.	1. Я решила остановиться у друзей, так как до них
добираться было минут десять. 2. Сколько времени занима-
ет у твоей мамы дорога на работу? 3. Я добираюсь до
института за 20 минут. 4. Я ехала от гостиницы до аэропорта
полтора часа. 5. Путешествие от Йорка до Лондона занимает
два часа, не так ли?
64
V.	1. Анна попросила сегодня выходной. 2. У тебя ведь
свободный день по четвергам, не так ли? Мама хочет взять
выходной в пятницу, чтобы мы могли отправиться за город
па три дня. 3. Я попросила у директора разрешение не
выходить утром на работу. 4. Вы ведь вчера не работали? 5.
Почему управляющий предоставил персоналу выходной?
VI.	1. Анна взяла выходной и отправилась искать себе
квартиру. 2. Когда они отправились в путешествие по
Европе? 3. Мы отправились к озеру. 4. Почему Анна
направилась в редакцию местной газеты?
VII.	1. Вы вчера поздно добрались до дому (два варианта)?
2. Когда вы прибыли в Лондон? — Во вторник 15 сентября.
3. Девушки прибыли на станцию в 10 часов. 4. Мы добра-
лись до гостиницы, где остановилась Сюзен, поздно ночью.
VIII. 1. Вы много платите за квартиру? 2. Сколько вы
платите за квартиру? 3. Они сдают комнату за 8 фунтов в
неделю. 4. Анна искала комнату за приемлемую для нее
плату. 5. Они задолжали за квартиру за один месяц.
IX.	1. Плата за квартиру сейчас 35 фунтов в неделю. 2.
Сколько часов в день вы занимаетесь английским? 3.
Дважды в год она отправляется в горы. 4. Она упражняется
на скрипке три часа в день. 5. Сколько раз в неделю вы
ходите в бассейн?
X.	1. Анне очень понравилась идея остановиться в пригород-
ной гостинице. 2. Я очень рада, что ты решила остановиться
у нас. Надеюсь, тебе здесь понравится. 3. Почему ты решила
уехать отсюда? Тебе здесь не понравилось? 4. Хотя мы
живем на окраине города, тебе ведь здесь нравится, не так
ли?
XI.	1. Откуда она родом? 2. Слово furniture пришло из
французского языка. 3. Эта цитата из Байрона. 4. Она родом
из Шотландии или Уэллса. 5. Анна так хорошо говорила
по-английски, что Сьюзен удивилась, что она была родом
из Германии.
XII,— Мама, познакомься. Это Анна. Она из Германии, но
очень хорошо говорит по-английски — Здравствуйте. Меня
зовут миссис Бонд. Очень рада с вами познакомиться.—
Здравствуйте. Какой у вас замечательный дом, миссис Бонд.
Мне очень здесь нравится.
XIII. Могу я видеть мистера Брауна? — Боюсь, что сейчас
нет, он вышел, но скоро будет. 2. Есть сейчас кто-нибудь
дома? 3. Сколько времени не будет директора? Дня три. Вам
придется зайти попозже.
3 Учебник английского языка
65
XIV. 1. Я всегда хотела иметь такую квартиру. 2. У вас такая
хорошая мебель! 3. У них так много картин в доме. 4. Эта
лестница такая крутая (steep). 5. Я всегда хотела иметь такое
же большое окно, выходящее в сад. 6. Такой маленький
холодильник не удобен. 7. Мне не нравятся такие уличные
фонари, (street lamps) 8. Мне не нравятся такие дома. 9. Я
никогда не встречала такого замечательного человека. 11.
Она говорила со мной так любезно. 12. Они так дружно
живут. 13. Мы так хорошо провели у них время.
Exercise 6. a) Study the following phrases and say what attitude
each of them denotes.
b) Work in pairs. Express your attitude to the given
statements. Use the speech formulas you studied.
How awful/dreadful/terrible!
How boring/ what a bore!
How annoying!
What a shame!
What a life you have!
What a nuisance!
How delightful!
What a pity!
Example: 1,—You’ll have to hurry to get there in time.
— How annoying! and there isn’t a bus along this
road, is there?
— Unfortunately there isn’t.
2.— You’ll have to go upstairs and take a shower there.
What a pity! There isn’t a bathroom downstairs, is
there?
— Unfortunately there isn’t.
1.	The room needs redecorating badly.
2.	The curtains in the room do not match the carpet.
3.	Let us spend the evening in.
4.	I’m awfully hungry, so I’ll eat whatever I can find in the
fridge.
5.	My cousin is going to stay with us for a fortnight.
6.	It took us an hour to find his house.
7.	I’m going to take the afternoon off.
8.	The director is away on business.
9.	The place you want to visit is a hundred miles away.
10.	You’ll have to stay at a hotel
11.	You’ll have to go downstairs and watch TV there.
66
12.	It takes me an hour and a half to get to the school where I
work.
13.	Alex has to use public transport to get to school.
14.	They rent a flat in the suburbs of the city.
15.	Her daughter refused to give her a hand in turning out a
bedroom.
16.1 keep it quiet that she has left.
Exercise 7. Complete the following situations with one of the
phrases given below:
It’s all right. Don’t worry!
Well, that depends.
That’s a pity.
You stay here and have a look round. I won’t be long.
Here we are.
I hope you’ll like it here
I hope you’ll like the look of it.
How do you do?
Glad to meet you.
1.	The girls climb the stairs, Susan opens a door on the landing
at the top the stairs and says: .	.
Anna follows her into the hall.
Susan tells Mrs. Bond about Anna.
2.	Mrs. Bond:... but I don’t know German. How am I going to
speak to the girl?
Susan:________________’_____________, Anna’s English is very
good. She has to talk to English customers every day.
After Anna’s visit Susan and her mother have a talk
3.	Susan: She’s nice, isn’t she?
Mrs. Bond: Very nice._______________
Susan: I’m sure she will. She was very pleased with the room.
4.	The girls stopped at number 24. It was a tall, wellbuilt house
with gardens at the front and at the back.
Susan said: ________________________. ,.
5.	Susan walks with Anna to the bus stop.
Ann: Excuse me. I’m not quite sure. What do you say when you
greet someone: “How do you do?”, “Hello” or “Hi”?
Susan:______________________________ . “Hi” is a more
informal equivalent of “Hello”. “Hello” is generally used with
the first name and is a universal form of informal greeting. You
say “How do you do?” when formally introduced or when you
meet a person for the first tune.
3«	67
6.	Anna comes to see the Bonds in the evening. Mrs. Bond
opens the door. She is wearing an apron. She hasn’t finished
preparing a meal.
Mrs. Bond: You are Ann, aren’t you? I’m Mrs. Bond. _______
____________ , Ann?
Anna:______________________________. Mrs. Bond.
Mrs. Bond: Please come in. Take off your coat. Excuse me, I’m
just going to the kitchen for a minute___________________.
Anna: That’s all right. Thank you.
SPEECH EXERCISES
Exercise 1. Act out the following situations.
1.	Susan gets back home from the college at half past four. Mrs.
Bond is in the kitchen. She asks Susan whether she has put the
advertisement in “The Echo” and is surprised to hear that she
hasn’t.
2.	Susan tells her mother about her meeting with Anna. At first
Mrs. Bond doesn’t like the idea, but Susan finally persuades her.
Mrs. Bond does not know any German and she is afraid she will
have some difficulty in speaking to Anna. Susan tells her mother
how good Anna’s English is and what a nice girl she is. Susan is
sure her mother will like the girl.
3.	When Anna leaves the house Susan and her mother discuss
the girl. They hope she was pleased with the room and she will
like it here.
Exercise 2. a) Translate the dialogue into English; b) Describe
the situation.
Сьюзен: ...Но мама, ты говорила уже много раз, что этот дом
слишком велик для нас. Почему мы не сдаем одну из двух
пустых комнат наверху?
Миссис Бонд: Мы этот вопрос уже обсуждали, Сыозен. Я
сказала тебе, что мне не нравится эта идея. Я не хочу иметь
чужого человека (a stranger) в своем доме.
Сыозен: Но мы можем иметь 5 фунтов в неделю за эту
большую комнату.
Миссис Бонд: Да, это кажется не мало. Но не забудь
(remember), что комната не обставлена.
Сьюзен: Да, но у нас много лишней мебели в других
комнатах. В комнате есть раковина, и мы может взять
напрокат (hire) или купить электрическую плиту. Мы мо-
жем сделать так, что комната будет выглядеть очень хорошо.
68
Миссис Бовд: Пять фунтов в неделю будут нам неплохой
поддержкой (will help us a lot).
Сьюзен: Ну, значит, согласна?
Миссис Бонд: Хорошо, на следующей неделе мы поместим
объявление в «Эхо».
Exercise 3. Read the following dialogues. Write out the forms of
affirmation and agreement. Act out the dialogues.
Mrs. Innes: Julian!
Mr. Innes: Yes, Ruth?
Mrs. Innes: I’d like to move the wardrobe a bit, but it’s far
too heavy for me.
Mr. Innes: Of course it is. You mustn’t push heavy things
alone. It’s dangerous, you know.
Mrs. Innes: Indeed it is. You are quite right.
Mr. Innes: Which way do you want me to move it, a little
nearer to the wall?
Mrs. Innes: That’s right, but not too near, please.
Mr. Innes: Naturally. Will that be enough?
Mr. Innes: Yes, dear, thank you. It looks better now, don’t
you think so?
Mrs. Innes: It certainly does, and it’ll be easier to do the
carpet now, won’t it?
Mrs. Innes: Oh, yes. of course, you’re right, though I didn’t
think of that.
Mr. Innes (smiling): But I did. After all it’s my job to do the
carpets. Every little helps, doesn’t it?
Mrs. Innes: That’s right. It does, indeed, especially when,
one is in a hurry.
Mr. Innes: As I’m, every morning.
* * *
Mr. Innes: You know. Ruth, I’ve been thinking...
Mrs. Innes: Yes, Julian?
Mr. Innes: Let’s have the flat repaired. What do you say?
Mrs. Innes: I’m all for it. Those walls are positively black.
Mr. Innes: They certainly are.
Mrs. Innes: Mike and Ellen are all for it, too.
Mr. Innes: All right, then. I’ll talk to that chap we had in last
time, and tiy to book him for April, if that’s all right by you.
Mrs. Innes: Very well, though it seems a long way off.
69
Mr. Innes: I quite agree, but you see, we have to wait. By
the way, where is Mike? I want him to help me in the
bathroom, there’s something wrong with the taps.
Mrs. Innes: He hasn’t come back from college yet, but he’ll
be in any time now.
Exercise 4. Respond to the following statement using different
forms of agreement or affirmation: keep the conversation going.
(The vocabulary given in exercise 3 may be of help).
1.1 think this is the most beautiful house in this street, (strong
agreement)
2. Let’s meet here at ten. What do you say? (agreement)
3.1 must ask you to come again in the evening. I’m busy now.
(agreement)
4. Let’s spend next Sunday in the country. What do you say?
(enthusiastic agreement)
5. You live in a block of modem flats, don’t you?
6.1 asked you to draw the plan of the kitchen described in
exercise 1. You didn’t do it, did you? (you didn’t and are
sorry).
7. This room looks better with yellow curtains, don’t you think
so? (you agree though you didn’t think of it).
8. May I come on Saturday to have a look at the room? (you
agree willingly. You’ll be in all Saturday morning).
Exercise 5. Read the following dialogue. Write out the forms of
addressing, introducing and greeting people. Act out the
dialogue.
The Guests Arrive
Mike: Hello, Sam, nice of you to come. Take off your coat, will
you, and let’s go in. You haven’t met my mother, have you?
Sam: No, I haven’t had the pleasure, but met your father at
Wimbledon, don’t you remember?
Mike: Oh, yes, of course. Ah, there’s Mother, come on, old boy.
Mum, this is Sam Williams, a friend from the College.
Sam: How do you do, Mrs. Innes.
Nts. Innes: How do you do. I’m glad to meet you. Will you
excuse me please, everybody seems to be coming at once.
Sam: Certainly, Mrs. Innes.
Mr. Innes: Good evening, Sam. This is Sam, isn’t?
Mike: Yes, Dad, you gave us tea at Wimbledon last summer.
Mr. Innes: Oh, yes, of course. How are vou?
70
Sam: Good evening, Mr. Innes. I’m fine, thank you. And how
are you?
Mr. Innes: Not too bad, my boy, not too bad. Let me introduce
you to my wife. Oh, where’s she gone? I thought she was
here a moment ago.
Sam: I’ve already met Mrs. Innes. Mike has introduced me to
her.
Mr. Innes: Oh, he has, hasn’t he? That’s good.
Exercise 6. Work in pairs. Take turns to read the parts.
Respond as you wish. (The vocabulary given in exercise 5 may
be of help). Supply the following dialogues with the missing
part. Learn them and act them out.
1.	Dick: Hi! How are you?
Helen: ___________________________
Dick: Just fine. Where are you going?
Helen:____________________________
Dick: OK. I’ll see you later.
Helen: ___________________________
2.	Paul: Hello. How are you?
Don:______________________________
Paul: Fine thanks. Oh, excuse me ... Here’s my bus.
Good-bye.
Don: ______________________________
3.	Margaret: Mr. Wilson, I’d like you to meet Dr. Edward Smith.
Mr. Wilson: _________________________, Dr. Smith.
Margaret: Dr. Smith is an economist. He’s iust finished
writing a book on international trade.
Mr. Wilson: Oh? That’s my field too.
4.	Jim: Who’s the tall girl next to Barbara?
Charles: 1 hat’s Mary Anderson. Haven’t you met her?
Jim:___________________________
Charles: Oh, then_________________. Mary______________.
Mary: Hi, Jim, I’m glad to meet you.
Jim:. Can we sit down somewhere and
talk?
Exercise 7. Act out the following situations.
1.	You know Miss Bell very well. She is a scientist and writer.
You would like to interview her for your local paper. You ask
your friend and Miss Bell’s colleague, Jack, to introduce you to
her. Jack says he will do, but forgets his promise. You have to
introduce yourself without your friend’s help.
71
2.	You are a guide. You work for the Russian British Friendship
Society and arrive at the railway station to meet a guest from
Britain — Mr. Parker.. You recognize him at once, come up to
him and introduce yourself. Mr. Parker knows that you will be
his guide, he is glad to meet you. You greet the guest and
promise to do your best to make his stay in this country both
useful and pleasant.
3.	You are a student of the institute and work as a guide. You
accompany Mrs. Cook, a lecturer from Canada, who is going to
give a course of lectures at this institute. You introduce Mrs.
Cook to Professor Sedov. Professor Sedov knows that Mrs.
Cook is going to give a few lectures here and wonders how long
she is going to stay in this country. Mrs. Cook doesn’t know yet
but hopes to stay for about a month.
4.	You are working as a guide with a group of American women
who are taking part in the World Congress of women. While
waiting for the group at the hotel «Tourist» you run into Mary
Brown, with whom you made friends a few years ago during the
Moscow Youth Festival. She was a student then. You notice
Mary, come up to her and greet her. She is glad to see you. She
has just come to Moscow to work for some British firm at the
Moscow book fair. You have no time to talk as your group
arrives at the hotel. You are very sorry and as you’ll have to say
good-bye and arrange to meet in the evening at about 8 o’clock,
at the same place.
Exercise 8. a) Read the text and think of a title for it.
b) Reread the text and get ready to discuss it.
No visitor to Britain can help being struck by the many
building sites and the i datively large number of new houses and
flats that he sees in the suburbs of towns and cities all over the
country, but especially in the South-East and Midlands of
fjngland. The overwhelming majority of these dwellings are
two-storey houses, built either in rows (terraced houses), in
pairs (semi-detached houses), or singly (detached houses), with
a small enclosed garden at the front and the back. In recent
years a considerably higher proportion of new housing has been
in the form of flats, and blocks of flats have now become a
common feature of the urban scene. Nevertheless, the
traditional British prejudice in favour of houses has only been
modified, not fundamentally changed. An increasing number of
people, chiefly elderly persons and childless, prefer to live in
bungalows.
72
As is implied above, most of the new residential areas and
housing estates have been built on the outskirts of towns and
cities, well away from the industrial estates with (heir factory
buildings, warehouses, power stations and railway sidings, and
also at a considerable distance from the town or city centres,
where most of the new buildings consist of shops, office blocks,
luxury flats and public buildings. In the inner parts of many
British industrial towns and cities large areas of slums still
continue to exist, however. These overcrowded, unhygienic
houses are considered unfit for people to live in, but they are
nevertheless still occupied, for the rate of slum clearance is slow
in relation to the size of the problem. In addition, almost every
older town and city contains large areas of shabby monotonous
and depressing terraced houses which are only slightly better
than the official slums themselves.
Despite all the building that has taken place since the war,
there is still an acute housing shortage in many parts of Britain,
particularly in the expanding centres of the Midlands and the
South-East. The housing problem is not simply a matter of the
shortage of decent houses, however. The essence of the
problem in contemporary Britain is that housing is regarded
first and foremost as a source of profit for financiers,
landowners and builders and not as a social service. Houses and
flats are commodities and are bought and sold like other
commodities. They are allocated, not according to social need,
by according to the naked ability to pay. The fact that several
million houses and flats are publicly owned and administered
does not basically alter this situation.
Broadly speaking, three main alternatives are open to a
family seeking a home in contemporary Britain: they may rent a
house or flat from a private landlord; they may rent a
publicly-owned council bouse or flat; or they may buy a house
of their own, usually on a mortgage.
Most, but not all, privately rented accomodation consists of
older houses and tenements, but is nevertheless in great demand.
Rents are high and have been rising rapidly ever since the mid
fifties, when the Conservatives began to remove controls, thus
allowing the free play of supply and demand to determine the level
of rents. Private tenants who cannot pay higher rents may be
evicted, for the housing shortage in so great that the landlord can
usually find a tenant who is willing to pay what he demands. As a
result of this policy there are many thousands of homeless
families in Britain’s big cities, notably in London.
73
In the inter-war period, and particularly in the immediate
postwar years, large numbers of council houses were built, and
let at moderate rents with the help of Subsidies from the central
goverment and the local councils. The aim was to provide
decent accomodation for working people at rents which they
could afford. Council houses were, and still are, in great
demand. They are democratically allocated on the basis of
waiting or priority lists. From the middle of the nineteen-fifties
on, Conservative Governments began to drastically reduce the
proportion of council houses being built, in order to increase
the proportion of houses built by private builders for sale. The
Labour Government of 1964-70 did little to reserve this trend,
which led to long waiting lists for council houses everywhere,
and in some towns and cities to the closure of the lists. It is
extremely difficult to obtain a council house or flat nowadays,
unless the council is forced to re-house people rendered
homeless by slum clearance Or road- building projects.
Moreover, council rents have also gone up in recent years and
are sometimes so high that lower-paid workers or old-age
pensioners cannot afford to pay them.
Under these circumstances it is no wonder that millions of
families decide to buy a house of their own on mortgage.
Becoming an owner-occupier, however, is not a very
satisfactory solution of the problem, because the burden of
mortgage repayments is very heavy indeed.
A person looking for a place to live is free to choose, but
only between several different ways of being exploited.
Whichever alternative he chooses, whether he is a private or a
council tenant or an owner-occupier, he pays dearly for the
privilege of having a roof over his head.
NOTES:
1.	a dwelling house
a dwelling
2.	a bungalow
3.	a residential area
4.	a housing estate
an industrial estate
жилой дом
жилище
одноэтажный дом на одну
семью
жилой квартал
участок, застроенный жи-
лыми домами
промышленный район
74
5.	outskirts=suburbs
6.	unhygienic
7.	slum clearance
8.	commodities
9.	to allocate
10.	a council house
11.	mortgage
12.	accomodation
13.	evict
14.	subsidy
негигиеничный (зд. не при-
годный для жилья в санитар-
ном отношении)
расчистка трущоб
товары, предметы потребле-
ния
предоставлять, выделять
муниципальный дом,
жилье
ссуда, залог
жилье
выселять
субсидия,дотация
Questions for discussion:
1.	What would strike a visitor to Britain as far as housing is
concerned?
2.	What is the difference between terraced, detached and
semi-detached houses?
3.	What sort of new buildings' are there in city centres in
Britain?
4.	What are slums?
5.	Are there sufficient houses and flats in Britain?
6.	What is the essence of the housing problem in Britain?
7.	Broadly speaking, what are the three main alternatives open
to a family seeking a home in contemporary Britain?
8.	Is privately rented accomodation easy to obtain?
9.	How are council houses allocated?
10.	Is it easy to obtain a council house or flat these days?
11.	Why is buying a house of one’s own not a very satisfactory
solution of the problem?
12.	In what sense is a person looking for a place to live free to
choose?
Exercise 9. Read the following text and describe:
a) a semi-detached house; b) advantages and disadvantages of
living in the suburbs.
75
Suburban Life
This is how house agents describe a semi-detached house in
a language of their own: «For sale.'Compact semi-detached
residence in select suburbs. Three bed, kitchen and bathroom,
garage space, nice garden».	r
A residence is here merely a house. A compact residence
makes the best of the fact that it is a very small house. There is,
of course, no central heating, or it would have been advertised
as a “luxury residence”. “Semi-detached” makes it sound loose
and unstable, but, in fact, it means that it is joined as a twin to a
similar house.
Besides, the «nice garden» is mostly at the back and is
entirely surrounded by nice .gardens of other compact residence.
There is a small gap at the side of your house, between it and
the next pair of Siamese twins, through which you can transport
pig-mahure for your tomatoes into your back-garden. Your half
of this gap may be wide enough to provide standingroom for a
car. That is what the house agent means by «garage space».
When your finances have recovered from the deadly shock of
buying a house and paying the heavy mortgage most people
have to take up to buy a house at all, you can erect a proper
garage there.
In the suburbs of Britain’s towns there must be several
million compact residences with three bedrooms and a
bathroom upstairs and two rooms and a kitchen downstairs.
There live the large suburban nation who form the tidal wave of
passengers surging by train and bus to the offices and shops in
the centre of the towns and ebbing away to the suburbs at night.
They know that travelling in the rush-hours is horrible, but they
would rather do that than bring up their children in a cramped
flat ten or twelve floors up in the middle of the city. So the
children are the main reason why no amount of town-planning
will make Hats for families popular.
Exercise 10. Retell the following text in English.
Крисэкивст в квартире в новом многоэтажном (квартирном)
доме (block of Hals) на окраине Лондона. Он, его сестра и их
родители жили в центре города, в старом доМе. Затем их
дом, как и другие в этом районе, был снесен (pull down) в
связи со строительством новой дороги (to make a new road),
и семья Криса переехала.
Вначале им не нравилось жить в многоэтажном доме.
Квартира казалась такой маленькой, и не было садика или
76
дворика. Скоро, однако, они привыкли к своей новой квар-
тире, и теперь им здесь даже нравится.
Крис живет на 6-ом этаже. В их доме — восемь этажей и
поэтому у них лифт, не только лестница. Крис не продал
свой мотоцикл, и он хранит его в сарае, во дворе. Крису
нужен мотоцикл, чтобы ездить на работу. На дорогу Крис
тратит около получаса.
♦Мама,— сказал как-то Крис,— где мой футбольный мяч? Я
нс видел его с тех пор, как мы переехали».
♦Ах, дорогой, не помню. В этих квартирах просто негде
повернуться (there’s no room to turn round). Может быть он в
сарае?»
♦Нет, я смотрел там».
♦Знаешь, посмотри на чердаке. Я там не была с тех пор, как
мы приехали сюда».
Крис на лифте поднялся на последний этаж (took a lift up to
the top flooi), где у каждой квартиры была маленькая
комнатка, размером с большой шкаф. В этой комнатке были
чемоданы, коробки, старые стулья, удочки. Крис поискал
под ними и за ними и нашел мяч. Он быстро сбежал по
лестнице вниз и стал во дворе играть с мячом (to kick the
ball). Но ему было не интересно гонять мяч одному (it was
no fun). Он пожалел, что Дейв или Дик и Джон не жили
поблизости.
Вдруг на первом этаже открылось окно и какая-то пожилая
женщина высунула голову из окна (to stick one’s head out):
♦Неужели нельзя поиграть где-нибудь еще? —сказала она
сердито. — Люди хотят покоя и тишины».
Крис пошел домой. Он выпил чаю и направился в свою
комнату. Это была маленькая комната, но с большим
современным окном. И теперь ему был виден весь Грин-
форд (could see quite across Greenford). Этим Крису и
правилась их новая квартира. Он любил лежать на кровати
и смотреть на небо. Любил он также сидеть у окна и смотреть
па город, с его машинами, домами, трубами. Он чувствовал
себя как птица высоко над городом (up there, high above).
Exercise 11. Discuss your preferences in connection with the
things mentioned below:
a)	a house in town/ in the country
b)	a house/ a flat
c)	life in the suburbs/ in the central part of the city
d)	a room at the students’ hall of residence/ a rented room.
77
* * *
Language material for expressing likes/dislikes and preferences:
I (quite) like...
I’m very/extremely fond of...
I love...
I’m afraid I don’t like
I dislike
I hate
I’ve always wanted...
I must say I like...
I (much) prefer
I’d (much) rather have/do/ like
I’d prefer to do ... rather than do ...
Exercise 12. Give a talk on the following topics.
1.	Describe a flat you’d like to live in.
2.	Describe a famous writer’s house which is a museum now.
3.	Speak about the housing conditions in this county.
4.	Speak about the housing problems in Great Britain.
5.	Speak about the problem of homeless people.
Exercise 13. Comment on the following:
1.	Houses are built to live in and not to look on. (Bacon,
Francis)
2.	East or west, home is best.
3.	Men make houses, women make homes.
4.	There’s no place like home.
5.	Home is the place where,
when you have to go there,
They have to take you in. (Robert Frost)
IJNIT3
THE WEEKEND
Most people in Britain work a five-day week, from Monday
to Friday; schools, colleges and universities are also dosed on
Saturdays an^Sundays. Therefore from Friday evening till
Monday morning people are usually free.
Everyone looks forward to the weekend and when Friday
comes along, as people leave work they say to each other,
♦Have a nice weekend». Then on Monday morning they ask,
♦Did you have a nice weekend?» or ♦What did you do at the
weekend?»
Students, young people working away from home and single
people in general like to go away for the weekend. They may go
home, go to stay with relatives or friends in different parts of
the country or stay in a hotel or boarding house in the country
or at the sea. Most towns in England are not more than four
hours apart by train and many are much less. For example the
London-Birmingham train takes 11/2 hours, the
London-Bristol — 2 1/2; and no one in England lives more
than 100 miles from the sea. Therefore it is possible to leave
straight from work on Friday and come back on Sunday
evening. It is of course more difficult for married couples with
children to go away for the weekend. They do so sometimes
but, as they usually have a house they more often have people
to stay.
Those who stay at home at the weekend try both to relax
and catch up with all the jobs they are too busy to do during the
week. For women who go out to work these include
housework, sewing, washing, shopping and sometimes
gardening; for men — repairs and other odd jobs in the house,
cleaning the car, mowing the lawn and gardening. Saturday
morning is a very busy time for shopping, as this is the only day
when people who are at work can shop for any length of time.
On weekdays shops close between 5.30 and 6.00 p.m. and are
closed all day on Sunday (except for newsagents and some
small grocers and sweetshops). On Saturdays the shops in the
centre of big cities usually close at 1 p.m.; in the suburbs and
79
small towns they stay open till 5.30 or 6.00 p.ra. as on
weekdays (though they have an “early closing day” in the week
to make up for it).
On Saturday afternoon the most important sporting events
of the week take place — football, rugby (in the summer, cricket
and tennis), horse-racing, car and motor-cycle racing and other
sports. Some men go and watch, others sit and watch the sports
programmes on television. In the late afternoon the sports
results are announced on radio and television and the sports
editions of the evening papers are on sale.
Saturday evening is the favourite time for parties, dances,
going to the pictures or the theatre, in fact for «going out»
generally. For many people it is the climax of the weekend.
There is plenty of time to get ready and no one has to worry
about getting up early for work the next day.
Having gone to bed late the night before, many people have
a lie-in on Sunday morning. When they finally get up they have
a leisurely breakfast. Some have breakfast in bed, although this
depends on your having someone willing to get it and bring it
up. However, some breakfast-in-bed enthusiasts will get up, get
breakfast themselves and take it back to bed. While having
breakfast people start reading the Sunday papers, which they
either fetch themselves from the focal paper shop or have
delivered by (he paper boy for a small extra charge. There are at
least eight papers which are published weekly on Sunday
(though some are the Sunday version of a daily paper). They
range from serious papers of 60 or 70 pages, which publish the
week’s news, together with articles on political, social and
cultural topics, to those which specialize in crude
sensationalism. It is usual for a family to have two or three
Sunday papers, and some enthusiasts have more. These people
have little time for anything else on Sunday and spend the day
submerged in a sea of newspapers.
If the weather is fine, people may decide to go out for the
day. Often, however, having got up late in any case, they wail till
after lunch, which is at I or 1.30. Sunday lunch is traditionally
the most important family meal of the week. Most people have
a «joint» (a piece of meat for rotisting in the oven) which is
roasted, then carved and served with roast and boiled potatoes
anil one or more other vegetables, such as peas or cabbage, and
gravy. Then comes the pudding, for example apple pie and
custard, and finally tea or coffee.
80
This meal induces in most people a state of inertia, and they
sit talking, reading the paper, watching television or just dozing,
until tea time. In the summer they sit in the garden and more
energetic people go out for a walk or to see friends. After what
often seems quite a short while it is tea time, that is 5-5.30.
Besides the ali-important tea there are sandwiches, sometimes
cold meat and salad, fruit and cream, bread and butter and jam,
and cakes. Quite often friends are invited to Sunday tea.
Some people spend Sunday evening quietly at home, others
go to see friends, go to a concert or film, or go out for a drink.
The realization that the weekend is nearly over casts a slight
melancholy on the evening.
GRAMMAR COMMENTARY
1.	People sit talking, reading the paper, watching television or
just dozing, until tea time.
When two or more simultaneous actions are in progress, the
first of them is usually expressed by an Indefinite tense form
while the other(s) is (are) expressed by Participle I. This mostly
occurs with a number of verbs denoting motion.or position such
sa come, go, go out (round, around, about) lie, sit, stand,
disappear.
They stood waiting for us. Они стояли и ждали нас.
The same ideas can be expressed by using Continuous tense
forms connected by the conjunction and.
They were standing and waiting for us.
Rarely the first verb may be in the Continous form,
followed by Participle I.
Sheila was lying reading her Шейла лежала и читала кни-
book.	гу.
Note that the combination of ah Indefinite tense form with
Participle I is the most preferable form of the three.
2.	People start reading the Sunday papers, which they either
fetch themselves from the local paper shop or have delivered by
the paper boy.
The correlative conjunction either ... or expresses
emphatically two alternatives in affirmative and interrogative
sentences.
Note that when either ...or joins two subjects the verb agrees
in number with the last one.
81
Either he or I am doing the Или он, или я собирюсь де-
job.	лать эту работу.
But sentences like these are felt to be awkward by English
people. To avoid the awkwardness it is usually possible to use a
modal verb which has the same form for the singular and the
plural.
Either he or I can do the job.
3.	Some people spend Sunday evening quietly at home, others
go to see friends.
People watch foorball, rugby, horse racing and other games
and sporting events-.
The pronoun other can be used as a noun pronoun and as
an adjective pronoun (See the examples above).
Other (people or things) or others mean several more
besides those already mentioned, different from those
mentioned.
The other people or things or the others mean all the rest
(besides those mentioned).
The Johnsons are staying Джонсоны остаются ноче-
for the night‘, other guests вать, остальные гости уходят,
(the others) are leaving.
The other person or thing or simply the other, when speaking of
two, means the second of the two.
On the one hand, he is	С одной стороны он прав, с
quite right, on the other другой — нет.
hand, he is not.
Another ia always singular and has two meanings 1) a different
one, 2) an additional one.
In the room Anna saw a small cupboard for plates, cups, saticers ans then another, a large one: for clothes.	В комнате Анна увидела не- большой шкаф для тарелок, чашек и блюдец и другой — большой — для одежды.
She took one book, then	Она взяла одну книгу, по-
another.	том еще одну. .
4.	They have their Sunday papers delivered by the paper boy.
The verb have may take a Complex Object with Participle II
as the second element.
82
This construction is used to show that the action expressed
by Participle II is performed at the request of the person
denoted by the subject of the sentence.
The negative and interrogative forms of the Indefinite tense
forms are built with the help of the auxiliary do.
Do you have the lawn	Вам косят газон каждую не-
mown every week? — I делю? — Нет, я сам его кошу,
don’t have it mown, I mow
it myself.
Куда вы собираетесь на вы-
ходные дни?
Можете остаться до поне-
дельника?
Как вы провели выходные
дни?
VOCABULARY COMMENTARY
I. Everyone looks forward to the weekend,
weekend, n, [c] — a period of rest from Friday evening till
Monday morning— выходные дни
Where arc you going for the
weekend?
Can you stay over the
weekend?
What did you do at the
weekend?
How did you spend/pass
(he weekend?
2. On weekdays shops close between 5.30 and 6.00 and are
closed all day on Sunday.
weekday, n, |c] 1. a day of the week, including Friday, not at the
weekend — день педели
2. any day except Sunday — будний день
Расписание движения поез-
дов в будние дни отличается
от расписания на субботу и
воскресенье.
There is one train timetable
for weekdays, another for
Saturdays, and another for
Sundays.
3. Saturday evening is the favourite lime for parties, dances,
going to the pictures or the theatre, in fact for «going out»
generally.
go out, vi — is often used with reference to those forms of
recreation which take place outside home (except sport) —
пойти куда-либо (чтобы развлечься, отдохнуть).
In the following .sentences the speaker implies either some form
of entertainment, lor example, a play, a concert, or going to a
restaurant, a party or to see some friends.
83
She goes out a lot.	Она часто куда-нибудь хо- дит.
I’m going out every night this week.	У меня на этой неделе все вечера заняты.
out, adv — is used in various phrases to inducate absence from
home She hardly ever has an evening out. We are dining out this evening. Let’s have a night out (e.g.al a cinema or discotheque or at a restaurant).	Она редко куда-либо ходит по вечерам. Мы сегодня ужинаем не до- ма. Пойдем сегодня вечером ку- да-нибудь.
take smb. out — to go somewhere with a person, to accompany,
e.g.to take the children out for a walk/one’s wife out for dinner
(i.e. at a restaurant) — пойти к-л., пригласить к-л. куда-либо
Му husband is taking me out to the theatre tonight. Dad took David out of town at weekends as that was the only time he had.	Сегодня я иду с мужем в те- атр. Отец брал Давида с собой по выходным, т.к. в другое вре- мя он был занят.
4. For women who go out to work these include housework,
sewing; washing; for men — repairs and other odd jobs,
work, n — 1) [u] a general word that can be used of activities
which require bodily or mental effort with the purpose of
doing or making smth.— труд, дело, работа
It takes a lot of work to build a house. Let’s get/set to work. He is at work on his second novel. I always find plenty of work that nee^doing in the garden. I must do some housework.	Построить дом — это боль- шой труд. Давайте возьмемся за дело. Он работает над своим вто- рым романом. У меня всегда много работы в саду. Мне нужно сделать кое-что по дому.
Syn. job, n, [c] — piece of work — дело, работа
84
I’ve got a job for you — to peel the potatoes. He does odd jobs around the house. I’ve got lots of jobs that need doing.	У меня есть для тебя работа — почистить картошку. Он помогает по дому. У меня масса всяких дел.
2) [u] what a person does to earn a living; employment
Не has been out of work for a year. He’ll be glad to be in (regular) work again. It was difficult to find work during the depression.	Он уже год без работы. Он мечтает вновь найти по- стоянную работу. Во время кризиса было труд- но найти работу.
Word-combinations and words like in/out of work, look for
work, the workers are used particularly of people who work
with their hands.
Syn. job, n, [c] — post or position, regular paid employment — рабо-
ча, должность
Не has a good job in a bank.	У него хорошее место в бан- ке.
There wasn’t work for everybody in those years, but he still managed to get himself a job as a sweeper. He has lost his job.	В те годы было трудно най- ти работу, но он сумел устро- иться дворником. Он потерял работу, его уво- лили.
He is out of a job now. I’m looking for a job.	Он сейчас без работы. Я ищу работу.
an odd job man — one who makes a living by doing any bits of
work he is asked to do — человек, живущий случайным
заработком
3) [u] — one’s place of employment — место работы
Не is at work now. As people leave work on Friday they say to each other “Have a nice weekend”	Он сейчас на работе. Уходя в пятницу с работы, они говорят друг другу: «Же- лаю хорошего отдыха в вы- ходные дни».
85
I go to work at 9.
What time do you get home
from work?
The men were on their way
to work.
He is off work today.
Я ухожу на работу в 9.
В котором часу вы возвраща-
етесь с работы?
Мужчины шли на работу.
Он сегодня не вышел на ра-
боту. Его сегодня нет на мес-
те.
Note the absence of article with the word «work» used in
meanings 2 and 3.
4) [c] a product of the intellect or the imagination —
произведение.
a work of art
the complete works of
Gogol
in Gogol’s work(s)
произведение искусства
полное собрание сочинений
Гоголя
в творчестве (произведени-
ях) Гоголя
5. On Saturdays the shops in the suburbs and small towns stay
open till 5.30 or 6.00 p.m. as on weekdays (though they have
an «early closing day» in the week to make up for it).
make up for smth.— vi — compensate for, outweigh, repay for —
восполнять, возмещать, наверстывать.
make up for lost time — hurry, work hard, etc. after losing time,
starting late, etc.— Наверстывать упущенное время.
Hard work can often make
up for a lack of talent.
Упорный труд может подчас
восполнить отсутствие та-
ланта.
6. Some have breakfast in bed, although this depends on your
having someone willing to get it and bring it up. Some get
breakfast themselves and take it back to bed. While having
breakfast people start reading the Sunday papers, which they
fetch from the local paper shop.
fetch, vt — go and get and bring smb./smth. back — пойти и
принести.
Please fetch the scissors
from my bedroom.
I’ll fetch the children from
school.
Пожалуйста, принеси нож-
ницы из спальни.
Я заберу детей из школы.
86
bring, vt -(with) come towards the speaker carrying smth. or
accompanying smb.— принести ч-либо, привести к-либо.
I’ve brought you an article
to read.
May I bring my friend to
the party (with me)?
Я принес тебе статью, почи-
тай.
Можно мне прийти на вечер
с другом? (Можно мне при-
вести на вечер друга?)
The opposite of this meaning is ’take away*.
take, vt — (away) — carry smth, accompany smb. away from a
place — отнести ч-либо, отвести к-либо.
Take the letters to the post.
I le took his friend home in
his car.
Отнеси письма на почту.
Он отвез друга домой на ма-
шине.
7. They may go home, go to stay with relatives or friends in
different parts of the country or stay in a hotel or boarding
house in the country or at the sea.
stay, vi — be, remain in a place or condition — оставаться
г-либо, пребывать г-либо, находиться г-либо.
I’m too busy to stay/I can’t
stay.
stay in — not to go outdoors.
The doctor advised me to
stay in for another day.
Мне пора уходить.
не выходить, оставаться до
ма.
Доктор сказал, что я еще
день должен сидеть дома.
stay out — remain outdoors — отсутствовать, не
возвращаться, быть вне дома и т.п.
Tell the children they
mustn’t stay out later than
usual.
stay up — not to go to bed
1 stayed up reading until
midnight.
I’ll be late home, but please
don’t stay up for me.
stay away/off — to miss
smth.
Скажи детям, чтобы они не
оставались на улице до позд-
на.
не ложиться спать
Я зачитался и не спал до по-
луночи.
Не жди меня, ложись, я при-
ду поздно.
отсутствовать, отлучаться,
не приходить.
87
He often stays away from school/rehearsals/work	Он часто пропускает школу (репетиции), не является на работу.
He stayed off work last weak.	Он не выходил на работу на прошлой неделе.
stay, n, [c] — period of staying — пребывание, визит.
I had a short stay there.	Мое пребывание там дли- лось недолго.
I had a busy stay in Paris.	У меня было много всяких дел в Париже.
He enjoyed his stay with his uncle. During my stay in London I saw many places of interest.	Ему нравилось гостить у дя- ди. Во время моего пребывания в Лондоне я посмотрел мно- гие достопримечательности.
8. There is plenty of time to get ready and no one has to worry
about getting up early for work the next day.
worry 1) vt — trouble, cause anxiety or discomfort to smb.-
надоедать кому-либо, волновать, беспокоить кого-либо.
The noise of the traffic worried her. Don’t worry her with requests.	Ее раздражал шум транспор- та. Не надоедай ей своими просьбами.
2) vi — (about/over smth.) — be anxious, uneasy, troubled —
волноваться, беспокоиться (из-за чего-либо)
Don’t worry about trifles. What’s the use of worrying? Don’t worry trying to find it — it’ll turn up one day.	He волнуйся по пустякам. Зачем волноваться? 1 He старайся найти потерян- ную вещь — она сама найдет- ся.
worried, adj.— anxious — обеспокоенный, озабоченный.
She had a worried look.	У нее был очень обеспокоен- ный вид.
She seems worried about smth. I’m worried about his future.	Ее что-то волнует (беспоко - ит). Меня беспокоит (заботит) его будущее.
88
9. Then on Monday morning they ask, “Did you have a nice
weekend?”
ask — 1) vt/i — call for an answer, request information—
спрашивать, осведомляться.
I asked him where to go.	Я спросил у него, куда нуж- но идти.
She asked about his health.	Она справилась о его здо- ровье.
1 las anyone asked for me?	Меня кто-нибудь спраши- вал?
I Ic asked the way (the time de.)	Он спросил как пройти, (спросил, который час.)
2) vt/i — make a request — просить.
She asked my help/me for Help/ me to help. I le asked to speak. 1 le asked me a favour/ a favour of me. She asked (for) permission logo.	Она попросила меня помочь. Он попросил слова. Он попросил меня об услуге. Она спросила разрешения уйти.
9 vt — demand (smth., such as a price), expect — требовать,
запрашивать,- рассчитывать.
1 £е is asking a lot of money lor his house.	Он просит за дом очень большую сумму.
!'he job asks a great deal of LV Эта работа требует от меня
те. One shouldn’t ask too much of a 10-year old. It is too much to ask of me.	очень многого. Нельзя слишком много тре- бовать от 10-летнего. Вы слишком многого хоти- те от меня.
4) vt — invite — приглашать.
1 have asked some friends \ j Я пригласила на обед друзей,
for (to) dinner.
1 le asked her for a dance.	Он пригласил ее на танец.
I asked her (to come) over v Я пригласил ее в гости,
(to my house).
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10. Those who stay at home at the weekend try both to relax
and catch up with all the jobs they are too busy to do during the
week.
busy, adj — 1) (of people) occupied, having too much to do
(only attr.) занятой, деятельный, трудолюбивый
(usa predic.) занятый
He is a busy man.	Он занятой человек.
She is a busy housewife.	Она — заботливая хозяйка.
The doctor is busy now and cannot see you.	Доктор сейчас занят и не мо- жет принять вас.
He was busy getting ready for his journey.	Он готовился к поездке.
He is busy with some important work.	Он сейчас выполняет очень важную работу.
I’m busy with the children for the moment.	Сейчас я занимаюсь с деть- ми.
He is busy with/at/over his thesis.	Он занят работой над дис- сертацией.
The director is busy at a meeting.	У директора сейчас совеща- ние. (Директор занят на совеща- нии).
She is busy about the house.	Она хлопочет по дому.
I found him busy packing his things.	Я застал его за укладкой че- моданов.
The baby keeps me busy.	Ребенок не дает мне покоя.
The garden keeps me busy.	Я много занимаюсь садом.
I like to keep myself busy.	Я не люблю сидеть без дела, (сложа руки).
2) (of friends, of time, of places, etc.) — full of activity, filled
'with people, traffic, etc.— оживленный, шумный и т.п.
the busy hours	часы пик
a busy street	оживленная улица
a busy town/market-place/ шумный город/рынок
a busy railway/line	перегруженная ж/д линия
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1 he busiest time of year for
i nc gardener is the spring.
H’s a busy day for me.
The hospital is very busy
just now.
In summer Cambridge is
very busy.
I’he shops are very busy
before New Year.
Для садовника самое горя-
чее время — весна.
Сегодня у меня было много
дел (хлопот).
Больница сейчас переполне-
на.
Летом на улицах Кембрид-
жа толпы туристов.
В магазинах идет бойкая
предновогодняя торговля,
(большой наплыв покупате-
лей)
11. Saturday morning is a very busy time for shopping, as this is
(lie only day when people who are at work can shop for any
\ length of time.
lime, n — 1) [u] a genera] word used to denote all the days of
the past, present and future;
the passing of all the days, months and years,taken as
a whole — время
l ime will show who is right.
You will understand
everything in time.
Time flies/drags
Время покажет, кто прав.
Ты все поймешь со време-
нем.
Время бежит/тянется.
2) [u] (also with indef. art. and adj.) period, interval —
время
That doesn’t leave much
time for shopping.
1‘here’s no time to lose.
Fake your time!
It takes time to get to know
him.
i)id you have a good time at
the Smiths’?
Wc waited for a long/short
lime.
My spectacles were there all
I he time.
У нас останется мало време-
ни ла покупки.
Нельзя терять время.
Не торопись.
Нужно время, чтобы узнать
его получше.
Вы хорошо провели время у
Смитов?
Мы ждали долго/недолго.
Я искал очки, а они все вре-
мя лежали на видном месте.
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I’ll stay here for the time being. Let me know in good time. We set off in good time.	Я пока что останусь здесь. Дай мне зНать заранее. Мы отправились заранее, (заблаговременно).
He’ll do it in no time at all.	Он сделает все в два счета.
3) — season — see Unit 1.
4) [u] — point of time stated in hours and minutes —
час, точное время, срок.
What time is it? What’s the time? What time is it by your Watch? The child can now tell the time. The time was 5.30. The time is 5.45. This watch keeps good (bad) time. My watch loses (gains) time. The train came in on time.	Который час? Который час на ваших ча- сах? Теперь ребенок может ска- зать, сколько времени. Было полшестого. Сейчас без четверти шесть. Эти часы идут хорошо (пло- хо). Мои часы отстают (спешат). Поезд пришел вовремя (точ- но, по расписанию).
We were only just in time for the concert.	Мы еле-еле успели на кон- церт.
5) [с] — occasion — раз.
This/that/next time...	в этот (тот, следующий, дру- гой) раз.
For the first/last time. I’ve been here several times. We’ve met him at various times. I’ve told you a dozen times not to do it. Don’t try to do two things at a time.	В первый/последний раз. Я здесь бывал не раз. Мы встречались в ним в раз- ное время. Я тебе сто раз говорил этого не делать. Не берись за два дела сразу.
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6) [c] (often, pl) — epoch, period of time assosiated
with certain events, circumstances, persons, etc —
время, эпоха. In Stuart times/in the lime(s) of the Stuarts... In ancient times. These were hard times. I le was a famous singer in his time. I le was head of the school in my times.	Во времена Стюартов. В древние времена. Это были тяжелые времена. Он был известным певцом в свое время. Он был директором школы, когда я там учился.
GRAMMAR REVIEW
1.	The nouns breakfast, lunch, tea (the name of a meal), dinner,
supper are usually used without articles. The indefinite article
appears if there is a descriptive attribute expressed by a gradable
adjective*; the definite — if there is a limiting attribute (given or
Implied in the situation). When these nouns mean «a social
occasion» they always have an article.
Exercise 1. Fill in the articles where necessary.
A. 1. “ Breakfast’s ready, everyone”, called
Mother.
2.	Granny and Grandad usually come on Christmas Day for
  Christmas dinner.
3.	David and Sally had lunch at school, and Dad had
his in town.
4.	You can unpack after________supper.
5.	Wedding breakfast was held in her farher’s house.
6.	At last they all sat down to breakfast.
7.	He arranged to take Tom out to • dinner.
H. Were you at lunch for the chairman?
Dinner will be served at six o’clock.
If). It was Mother’s birthday and Mother was having _
breakfast in bed.
В.	1. Next came lunch.
2.	They sat round the table and ate what Mother had found in
I lie kitchen — bread, butter, marmalade, some cold meat, a bar
* a gradable adjective is one expressing quality E.g. good, interesting, long etc.
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of chocolate, two tomatoes. “ Very funny lunch”,
said Dad.
3.	______________Dinner we ate was unusual.
4.	Is it a custom in your family to take , afternoon
tea?
5.	Eat something. We’ll have real breakfast at the
station.
6.	_____High tea is an early evening meal, usually with meat
or fish, in homes where dinner is not eaten in the evening.
7.	Doctors recommend _________ substantial breakfast,
moderate dinner and______light supper.
8.	They were at  lunch when I called.
9.	Father took him out to________ lunch and gave him a talk.
He enjoyed_____________ lunch but he didn’t like the talk.
10.	I’ll phone you after  supper it you don’t mind.
Exercise 2. Speak about your day off centering your attention
on the meals of the day and the things you do before, at and
after them. Make use of the following commonly used word
combinations: to have, come to, stay for, ask someone to
breakfast/lunch/dinner/tea/supper; before, at, after, for,
instead of breakfast/lunch/dinner/tea/supper.
II.	Exercise 3. Fill in the gaps using another, (the) other, (the)
others.
1.	On Sunday the whole of the Smallwood family usually sleep
late in the morning. Before breakfast their dog Fub always
fetches the newspapers from the doormat. On Sundays there are
two newspapers: the Observer and the Sunday Express. First he
picks up one paper, then he picks up________. Then he takes
them into the dining-room where they all have breakfast.
2.	John had an accident. An ambulance came and took him
straight away to hospital. The following evening his friends
came to the hospital. They were very worried: it is one thing to
read about accidents in newspapers and it’s quite ________
thing when someone you know ends up in hospital.
— “Here”, said David. “We’ve brought you some chocolates —
but we’re hungry too.” John opened the box and gave them one
chocolate each. They all shouted and each tried to take .
— “Please, stop making such a noise” ! said the nurse.
“Think about ____________ patients”. The nurse smiled at
John and looked crossly at.
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“What about my bike?” asked John — “It’s mess. Smashed
up. You’d better begin saving up for one, when you get
out of here”.
3.	David decided to buy a second-hand car. His friend Chris
who worked in a garage tried to help him. “David, I’ve got a
couple of second-hand cars round here. A friend of Mr. Hunt’s
brought one in this morning and __________belongs to a friend
of mine. The green one looks better, but the old black thing has
a better engine. So it would be a much better buy than
one”.
Exercise 4. a) Read the story and answer the questions that
follow it; b) Do the assignments that follow.
One Pair of Hands
(M Dickens)
I was fed up. As I lay awake in the grey small hours of an
autumn morning I reviewed my life and a deep depression was
setting over me.
“Surely”, I thought, “there’s something more to life than
just going out to parties that one doesn’t enjoy. What a pointless
existence it is!”
In a flash it came to me: “I will have a job!”
I decided to turn to cooking as that was the thing that
interested me most..
When I told my family that I was thinking of taking a
cooking job, the roars of laughter were rather discouraging. No
one believed that I could cook at all, as I had never had a
chance to practise at home. In fact, I was unable to boil so
much as an egg or roast a joint of beef.
If the family weren’t going to be helpful I would look for a
job all by myself. I had no idea of exactly what job I should
apply for, so I decided to go to an agency.
The woman at the desk asked:
— What experience have you had, and have you any
references?
— Well, you see, I haven’t actually had a job quite like this
before, but I’ve'kept house for my mother for quite a time, and
also, I’ve done quite a lot of cooking for dinner parties at
various houses.
The woman at the desk said it would be difficult to get a job
without experience or references. Then I heard her say; “As a
95
matter of fact I’ve got someone who might suit. Ring up this
lady. She wants a cook immediately. In fact, you would have to
start tomorrow by cooking a dinner for ten people. Could you
manage that, I wonder?”
“Oh, yes”, said I — never having cooked for more than four
in my life.
I took a deep breath and dialed the number. A voice at the
other end informed me that I was speaking to Miss Cattermole.
I assured her with all the bluff at my command, that I was just
what she was looking for. I asked her what tomorrow’s menu
was to be.
“Just a small, simple dinner: lobster cocktails, soup,
pheasants with vegetables, fruit salad, and a savoury. It’s a
celebration for my brother, you know.”
In rather a shaken voice, I promised to turn up in good time
and rang off.
... As I started to prepare the dinner it dawned on me more
and more that a little practical experience is necessary.
I made the fruit salad first. That was quite easy, as all I had
to do was cut up fruit and mess it together in a bowl. But soon I
was confronted by the problem of how on earth one made a
lobster cocktail...
Dinner was at eight. I only just had time to get the fruit
salad and soup ready when the hired waitresses came in with
trays and said that they wanted to serve dinner. I had forgotten
to put the sherry in the soup, but I was past worrying about
trifles like that. The waitresses came back for the pheasants
long before they were ready...
... I think Miss Cattermole refrained from telling the agency
what she thought of me, for they rang me up a few days later
and offered me another job. This time it was a Mrs. Robertson,
who wanted someone twice a week to do washing and ironing
and odd jobs. As I had already assured the agency that I was
thoroughly domesticated in every way I didn’t feel like admitting
I was the world’s worst ironer.
Questions: 1. Why did Miss Dickens decide to take a cooking
job? 2. Did she have any practical experience as a cook? 3. Did
she find a steady job or just an odd one? 4. Miss Dickens was
asked to cook a very simple dinner, wasn’she? 5. Did it take
Miss Dickens long to get the dinner ready? 6. Was everything
ready by the time the waitresses wanted to serve dinner? 7. Do
you think the dinner was a success? 8. Do you think Miss
Dickens’first experience as a cook discouraged her?
96
Assignments: 1) Reread the story and use the following word
combinations in situations based on the story.
I. On the one hand... on the other... 2. to have another try. 3. to
offer smb. another job. 4. the other members of the family. 5. to
do (get) smth one way or another. 6. to need another half hour
io do smth. 7. in other words. 8. some people... others... 9. It is
one thing to ..., it’s quite another...
2) Speak about your cooking experience.
1 lave you ever done any cooking at all? Are you good at
cooking? Have you ever cooked a dinner for a special occasion
(a birthday dinner, for example)? Was it a success? Why?
Exercise 5. Make up short stories or situations leading up to the
following concluding sentences:
I.... but I didn’t manage to convince the others.
2.... and he had to take another.
3.... he meant another country (person, story, etc.).
4,... It turned out she had been learning other languages.
5.... Later we learnt that there were other ways of doing it.
III. Exercise 6. Supply the missing articles where necessary.
Reread the story and answer the questions that follow.
The British on Holiday.
Many British people have decided that it is not worth
spending______money on__________ holiday in_____Britain
because________ weather is so unreliable. They prefer to spend
their money on package holidays in_______Southern Europe.
_______package holidays is________________ cheap form of group travel.
You pay___________________________travel agent_ sum of money and he
arranges______flight, hotel, food and entertainment. All you
need is_______pocket money when you get to __________foreign
country. It is sometimes cheaper to go abroad with______
package holiday than to stay in England. In spite of this, seaside
holidays in Britain are still___most popular and traditional
form of holiday for_______ majority of British people.
Because Britain is quite ___small island, no one lives
farther than 75 miles from______sea. As soon as ________
summer weather begins, thousands of people in cars make their
way to________coast. Many parents are willing to sit on ____
crowded beaches, in traffic jams, and — sometimes — in______
bad weather, to give their children______seaside holiday.
Many of towns and villages on South coast of
4 Учебник английского языка
97
England are still very beautiful, but oil pollution in _______________________________water
has become__________problem over ________ last few years.
_________________seaside is _____ place for ___ family holiday.
Many teenagers prefer to go youth hostelling and hitch-hiking
around ____countryside. Youth Hostels are cheap, but
_________________accomdation is simple. Hitch-hiking is _very
cheap way of travelling, but sometimes you have to wait for
hours at_________________________________________________side of_road before you get__lift.
_________lot of people enjoy active open-air holidays such as
walking or mountaineering. Although Britishmountains are not
so spectacularly high, there are difficult to climb.
_________holiday camp is___complete contrast to this
kind of independent outdoor holiday. It is not _____ holiday in
caravans orients. It is_____holiday at special camps where
people live in small chalets; special staff look after their
children; games are organized, entertainment of all kinds is
provided and everyone eats in _____ large dining-hall. Guests
never have to leave gates of_____________.camp.
Questions: 1. What is a package holiday? Why do so many
British people prefer this form of travelling? 2. What is still the
most popular form of holiday in Britain? Why? 3. What
problems do British holiday-makers have to face nowadays? 4.
What does youth-hostelling provide for teenagers? 5. Why do
many British families choose to spend their holidays in special
camps? 6. What are the most popular forms of spending a
holiday in this country? Which is your favourite one?
IV. The formation of the negative construction with the verb
“have” in the meaning of “possess” follows the same rules as
the construction there is/are. Review point 2 of Grammar
Review to Unit 2.
Exercise 7. Respond to the following by saying that you do
not have the required products. Express your regret by using
such generally accepted phrases as “unfortunately”, “sorry,
but”, “It’s such a pity but” and the negative constructions with
the verb have. Make use of the model.
Model: A. Let’s have some meat for supper.
B. Sorry, but we have no meat (left) though we have
some cold chicken if you like.
1. Could I have some more pudding?
2.1 think I could do (мне бы не помешала) with a cup of
coffee.
3.	Do we have any strawberry jam left?
4.	I’m tired of this sausage. Let’s have some other.
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5.	What do you think of making a cheese cake? Have we
enough cheese?
6.1 think we can make some salad. All we need is vegetables
and meat.
7. Count the apples. Have we enough to give each child an
apple?
8. We need a lot of cream. I hope we shan’t have to use milk as
a substitute.
9.1 could do with some more custard. I like it.
10.1 hope we haven’t eaten all the sandwiches.
COMPREHENSION EXERCISES
Exercise 1. Translate the following sentences from the text. The
purpose is for you to compare the ways of expressing the same
idea in English and in Russian.
1.	Most towns in England are not more than four hours apart
by train and many are much less.
2.	Saturday evening is the favourite time for parties, dances,
going to the pictures or the theatre, in fact for “going out”
generally.
3.	When they finally get up they have a leisurely breakfast.
Some have breakfast in bed, although this depends on your
having someone wiling to get it and bring it up.
4.	They range from serious papers of 60 or 70 pages, which
publish the week’s news, together with articles on political,
social and cultural topics, to those which specialize in crude
sensationalism.
5.	Besides the all-important tea there are sandwiches,
sometimes cold meat and salad, fruit and cream, bread and
butter and jam, and cakes.
Exercise 2. Interpret the following sentences in English:
1.	As they usually have a house, they more often have people to
stay.
2.	Those, who stay at home at the weekend try both to relax
and to catch up with all the jobs they are too busy to do during
the week.
3.	Having gone to bed late the night before, many people have a
lie-in on Sunday morning.
4.	While having breakfast people start reading the Sunday paper
which they either fetch themselves or have delivered by the
paper boy for a small extra charge.
4’
99
5.	Those people have little time for anything else on Sunday and
spend the day submerged in a sea of newspapers.
6.	The London-Birmingham train takes 11/2 hours.
7.	This meal induces in most people a state of inertia.
8.	The realization that the weekend is nearly over casts a slight
melancholy on the evening.
Exercise 3. Draw a general conclusion from the following facts
or specify the idea.
Model: Saturday evening is the favourite time for parties,
dances, going to the pictures or the theatre, in fact...
... Saturday evening is the favourite time for going out.
1. Students, young people working away from home like to
spend their weekends in a hotel, or a boarding house in the
country or at the sea, in fact...
3:	Saturday evening is the climax of the weekend since you
don’t have to worry about getting up early for work the next
day, in fact...
4.	Saturday is a very busy time for married people, especially for
women who go out to work, as they have to catch up with the
weekly washing, ironing, shopping, gardening, in fact...
5.	The English often invite friends to Saturday tea or Sunday
dinner, or they may ask relatives over for the weekend, in fact...
6.	Professional sport was for many years forbidden on Sundays,
and although the restrictions have been relaxed in recent years,
it is still defficult to find any large sporting event taking place on
Sundays, in fact...
Exercise 4. Arrange the points in logical order to be able to
reproduce the original text using the given words and phrases as
key words.
1)	to have a lie-in, to have a leisurely breakfast, to depend on;
2)	to publish weekly, to range from... to, to specialize in smth.;
3)	to work a five-day week, to look forward to smth., to go
away for the weekend, to come along;
4)	to be four hours apart (by train), the train takes 1,5 hours,
to live more than 100 miles from the sea;
5)	sporting events, to watch sports programmes on television,-
to announce sports results on radio and television, to be on
sale;
6)	to catch up with smth., to go out to work, to do odd jobs in
the house;
100
7)	a busy time for shopping, on weekdays, to make up for
smth.;
.4) to go out, to worry about smth.
Exercise 5. Find evidence in the text to prove that:
I.	The English like to go away from home for the weekend.
2.	Saturday is a busy day for those who stay home.
3,	Saturday evening is the climax of the weekend.
4.	The English are newspaper enthusiasts.
5.	Habit is second nature.
6.	Ev^ry country has its customs.
Exercise 6. Agree or disagree with the following statements.
1.	People in Britain do not have to go out to work at weekends,
do they?
2.	It is practically impossible for a family (married people) to
relax if they stay home at the weekend, isn’t it?
3.	Sunday lunch looks a very heavy meal, doesn’t it?
4.	Shops close too early in Britain, don’t they?
5.	It’s a good idea to have breakfast in bed, isn’t it?.
6.	Sunday papers specialize in crude sensationalisn rather than
in serious political or social news, don’t they?
7.	The English don’t often ask people over, do they?
Exercise 7. Answer the following questions:
1.	How many days a week do English people work?
2.	How long does a weekend last?
3.	Where do most English people generally spend their
weekends?
4.	What makes it possible for many people to go away for the
weekend?
5.	Do you think people who stay at home al the weekend
manage to relax?
6.	What in the busiest time for shopping? Why? Can you go
shopping on Sundays?
7.	When do the most important sporting events take place?
How can one learn the sports results?
<S. What is the favourite time for going out? Can you explain
why?
9.	How do many English people spend their Sunday morning?
10.	What are the most important meals of the weekend?
11.	Do most people spend their Sunday evening at home?
101
ACTIVATION EXERCISES
A.	Exercise 1. Your flat is badly in need of redecoration.
Naturally, you are not going to do everything yourself. Say
what things you want to have done. Follow the model.
Model: We must have the door upholstered. I’d like to have
the kitchen sink changed.
What about: 1) installing a new bath? 2) White-washing the
ceilings? 3) Painting the windows? 4) Re-papering the walls in
the rooms? 5) Painting the kitchen yellow (blue, green, etc.)?
Would you like to have any other changes made? What are they?
Exercise 2. Read the following and answer the questions that
follow.
Mr. Greenfingers and Mr. Lazybones work at the same
office. Each has recently bought a house in the country. When
they meet after their summer holidays they tell each other what
has been done in their respective houses and gardens. Mr.
Greenfingers likes to do things himself. Mr. Lazybones prefers
to pay rather than work himself.
What do you think each of them says to the other if during
the summer in both households 1) ihe houses were painted: 2)
garages were built; 3) some old trees in the gardens were cut
down; 4) new fruit-trees were planted; 5) the lawns were mown
several times; 6) the hedges were trimmed.
Exercise 3. Say what things you usually do or have done for you
by others before you go away on holiday.
B.	Exercise 1. Re-phrase the following sentences using the
vocabulary of Unit 3.
1.	Most people in Britain work from Monday to Friday.
2.	Single people don’t usually stay at home at the weekend.
3.	Those who don’t go away for the weekend try both to have a
rest and do all the jobs about the house which they didn’t
manage to do during the week.
4.	On Saturday morning the shops are overcrowded.
5.	Married couples often ask people to come over for the
weekend.
6.	Those who fail to spend the weekend away from home, go to
the pictures or to the theatre or to see friend^, trying to
compensate for it.
7.	People who were too busy to do any housework during the
week try to make up for it at the weekend.
102
8.	On Sunday many people stay in bed for at least another hour
instead of getting up at 7.30 or 8 o’clock, as during the rest of
the week.
Exercise 2. Define the meaning of the word “time” in the
following proverbs. Try to interpret the meaning of those
proverbs. Can you think of possible Russian equivalents?
I.	Busiest men find the most time.
2.	Life is short and time is swift.
3.	Other times, other manners.
4.	A stitch in time saves nine.
5.	There is a time to speak and a time to be silent.
6.	There is no time like the present.
7.	Time is the great healer.
8.	What may be done at any time is done at no time.
9.	The worse luck now, the better another time.
10.	Time and tide wait for no man.
Exercise 3. Complete the following sentences, give as many
variants as you can.
1.	By the time the train stopped...
2.	We had a very good time at...
3.	Time will show...
4.	When the time comes, I’ll...
5.1 have no patience with you. I’ve told you a dozen times not
to... It’s high time you were more ...
Exercise 4. Re phrase the following sentences using the word
“time”.
1.	Don’t hurry!
2.	Did you enjoy yourself at the party?
3.	It’s late already, I’m afraid I must be going.
4.	We must arrange everything for the trip well in advance.
5.	You must ask Paul for help. He’ll do everything very quickly.
6.1’ve seen him on several occasions, but I can’t say I know
him well.
7.1 must have my watch repaired. It doesn’t show the hour
correctly.
8. Is he the manager now? He was a junior clerk when I was
there.
9. This church was built when Henry VIII was the king.
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Exercise 5. Re-phrase the following sentences using the word
“busy”.
1. He doesn’t go out much now, he is at work on his thesis now.
2. He always has a lot of work in the garden.
3. He does not have much time for newspaper reading on
weekdays and he tries to catch up with it at weekends.
4. Don’t bother him with questions now. He is up to his eyes in
work.
5.1 prefer to do my shopping on weekdays. There are too many
people in the shops on Saturday.
6.	I’m afraid to cross the street at this crossroad. There is too
much traffic here.
7.	Though she doesn’t go out to work, she always has a lot of
work about the house.
8.	The trains are always overcrowded during the rush-hours.
9.1 did not have a spare minute during my stay in Kiev.
10.1 can’t sit idle. I hate doing nothing.
Exercise 6. Act out the following dialogues. The prompts below
may be of help.
a)	A.; Where have you been?
B.: In the garden. I’ve been busy... (1)
A.: And I’ve been busy getting... (2) ready.
В.: I hope I’m not late for ... (2).
(1)	cutting the hedge/the grass (2) tea
mowing the lawn	coffee
doing odd jobs	dinner
planting potatoes	lunch
watering the fruit-trees
clearing the flower-beds
b)	A.: I’m ... (1) every day this month.
B.: But it’s only this month, isn’t it?
A.: Yes. Next month Denis’ll be ... (1) and 1’11 be ... (2).
B.: It’s different with us. I always... (1) and Kate always ... (2)
(1) take the children to school (2) do the housework
fetch the children from school do all the cooking
tidy/clean the house/flat/room washing up
work in the garden, etc.	ironing, etc.
c)	A.:. Where did you spend the weekend?
B.:...(l)
A.: What did you do there?
B.: Oh, lots of things. We went... (2), for example.
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(1) on the coast/the lakes
at the seaside
at home
in the country
in the montains. etc.
(2) climbing
fishing
sailing
dancing
mushrooming
to the theatre, etc.
d)	A.: What about asking Mrs. Smith ... (1)?
B.: That’s a good idea! I’m looking forward to ... (2).
A.: We could ask her to bring her... (3) with her, couldn’t we?
B.: Yes, certainly.
(1) ask smb. over
down
for the weekend
to lunch/tea
the party
out, etc.
(2) to look forward to
seeing smb.
meeting smb.
discussing one’s new book
hearing smb play, etc.
(3) to bring one’s new book/novel/violin/children, etc.
Exercise 7. Fill in the gaps using the right word
("fetch"-"bring"-"take”).
1. You don’t seem to be well. Let me go and ... a doctor.
2. The postman usually... the morning papers at 7 c’clock.
3...	. my shawl, please. It’s chilly here.
4.	James came to see us the other day. He... his sister with him.
5.	Wait a minute. I’ll... my car here and... you home.
6.	What lovely flowers! Who has ... them?
7.	“Hullo. Is that you, Sally? Chris here. Can I speak to David?
— Yes, just a moment, Chris. He’s upstairs. I’ll... him."
8. Mr Smith ... his wife out at weekends, as that was the only
time he had.
9. David got the breakfast tray ready, and Sally... Mother’s
presents from her room where she had hidden them.
Exercise 8. Fill in the gaps using the right word ("fetch"-”take").
Explain why Mr. Smallwood wanted David to learn to drive.
The Smallwoods had a car. Mr. Smallwood often... his
daughter from the club, he ... his son David too, from the
station, or dances, or from the cinema if the weather was bad
and... them out in the car at the weekend if the weather was
good. Sometimes he said his car was nothing but a free taxi.
“David, you’d better start your driving lessons this autumn.
Then you can ... Sally to all these parties and things in the car,
105
and I wouldn’t have to turn up. I’m getting too old for that kind
of thing.”
Exercise 9. Re-phrase the following sentences using the word
“ask”.
1.	You can’t expect him to behave properly. He is only 3.
2.	How much money does he want to have for his country
house?
3.	They often have people to stay over the weekend.
4.	She wondered if the Dean would allow her to stay away from
college on Friday. Her mother was ill.
5.	Did anyone want to see me while I was absent?
6.	Could you do me a favour?
7.	He’s very busy now and I can’t turn to him for help.
8.	What about inviting the Browns to dinner?
Exercise 10. Read the following passage and explain:
(a) why it is hard work being a milkman,
(b) what makes up for it.
The Milkman
Mr. Johnson has a job as a milkman. He starts work very
early in the morning when there is nothing in the streets. He is a
very early bird. He finishes work at lunchtime. It is hard work
being a milkman, for it is every day of the week. And he has to
go to work in any weather. But Mr. Johnson likes it. He is free
in the afternoon and if the weather is fine he can do a bit of
gardening when everyone else is at work. There is nothing he
likes better than to dig in the garden.
Exercise 11. Fill in the gaps using the right word («work» or
“job”). Sum up the passage.
Holiday Jobs
Most of the young people in Greenford who were still at
school and over seventeen tried to get a... at the post-office at
Christmas. The boys were giver the ... of delivering and sorting
parcels and the girls sorted the letters. Sally was too young, she
took a holiday... in a shop instead. The shops always had too
much... to do at Christmas and liked to have extra help from
schoolgirls. When David got home after his first day’s... at the
postoffice, his feet felt, in fact, ad if they were dropping off.
Then Sally came back from her ... and fell into a chair with a
106
groan. Mother looked at them both. “What kind of workers are
you?” she said, “one day’s... and you’re finished”. Dad laughed
nt them. “You’ll get used to it”, he said. “There’s nothing like a
bit of... to show how lazy you are”.
Exercise 12. Answer the following questions using the
vocabulary of Unit. 3. Work in pairs. Sum up your partner’s
answers.
I. How long does your weekend last? You always look forward
to it, don’t you? Where do you and your family normally
spend the weekends? Do you spend your weekends quietly at
home or do you prefer to go away for the weekend?
2. How often do you go out? Do you go out on weekdays as
often as at the weekend? What is your idea of going out? Why
do you prefer to go to parties (to the theatre, to the pictures,
etc.)? •
1. Do you manage to relax at the weekend? Your weekends are
very busy sometimes, aren’t they? Do you try to help your
family with the housework at the weekend? What odd jobs do
you do about the house? Do you manage to catch up with all
the jobs you were too busy to do during the week? Do you at
least try?
4. Do you read newspapers every day? How many papers does
your family subscribe to? What news do these newspapers
specialize in? Do you prefer to read articles on political,
cultural or social news? Do you follow sports news in
newspapers?
5. Who does the shopping in your family? How often do you go
shopping? Do you prefer to go shopping on weekdays or at
the weekend? Which do you think is the most convenient
time for shopping?
Exercise 13. Translate into English.
Очень интересно описать обычный день в той или иной
стране. Все люди, конечно, ночью спят, утром и днем на
работе или чем-то заняты, к вечеру возвращаются с работы,
и некоторые из них позволяют себе расслабиться. Тем не
менее у каждой страны существуют свои традиции.
Обычный день англичанина очень похож на расписание
движения ж/д поездов. График составляется заранее на
недели, иногда месяцы, и поезда всегда приходят точно по
расписанию.
107
День в Англии начинается на Флит-стрит, и начинаете»
в предыдущую ночь (накануне). Завтрашние газеты выходя i
в 10 ч. вечера. Они будут продаваться с раннего утра.
Но те, кому газеты доставляют на дом, получают их
только после 7: разносят газеты мальчишки перед занятия
ми в школе за небольшую дополнительную плату, а детям и
Англии запрещено начинать работу до 7 утра.
В домах теперь уже проснулись, и хозяйки очень заняты,
они готовят завтрак мужьям и детям. Завтрак будет почти
везде одинаковым: тарелка овсяной каши — столь же знаме-
нитой, сколь и безвкусной, яйцо с кусочком бекона и чашка
кофе. После завтрака мужья отправляются на работу. Рабо-
чие должны быть на работе к 8, служащие, секретарши,
продавцы магазинов — к 9 или 10, в зависимости от учреж
дения. Начинаются часы «пик».
Добираться до места работы придется, как правило,
долго, час-полтора. Большинство семей предпочитает жить
в своем доме, подальше от центра города.
А дома хозяйки наводят порядок и отправляются по
магазинам. В будние дни магазины открыты с 9 утра до 5.30
вечера, но в 4 кончаются занятия в школе, и хозяйки
стараются успеть домой к тому времени, когда дети вернуть-
ся из школы.
Между тем наступает время обеда. Одни приносят из
дома сэндвичи, другие идут в ближайшие кафе или ресто-
ранчики. Но у всех обед будет в час дня.
В 4 часа кончают работу предприятия, в 5 — учреждения
и банки. Снова железнодорожные линии перегружены. В 7-8
часов вечера англичане ужинают. После ужина остается еще
несколько свободных часов. Одни любят поработать в саду,
другие предпочитают посидеть у телевизора. Любители
потолковать отправляются на вечер в паб— «public house»,
где можно выпить пива, поиграть в «дартс». Вы Можете
оставаться там до 11, но ровно в 11 бармен произнесет
традиционное «Время, джентльмены, прошу Вас». (Time,
gentlemen, please). Это означает, что вам пора уходить.
2. Странички из дневника.
13 января, вторник. Наконец-то я нашла себе место секрета-
ря-машинистки в небольшой конторе. Теперь мне не при-
дется жить на одном хлебе с сыром, а родителям —
беспокоиться о моем будущем.
108
Мои коллеги показались мне очень милыми людьми,
хотя, разумеется, нужно время, чтобы узнать их получше.
Одно плохо — чтобы приступить к работе в 9.15, мне
приходится вставать в 7.45, а это очень рано для такой
лентяйки, как я. Хотя я добираюсь до работы всего за
полчаса, я не успеваю позавтракать.
11 апреля, пятница. Вчера у меня был очень напряженный
(хлопотный) день. Мне даже некогда было пообедать. Я
пригласила на ужин друзей, и поэтому мне пришлось во
время обеденного перерыва сбегать за покупками. Вечер
удался, но я не ложилась спать до часа ночи: мне надо было
перемыть всю посуду и убраться в комнате.
18 мая, четверг. У меня сейчас сплошные неприятности. На
прошлой неделе я проспала два раза, и мне пришлось
задержаться после работы, чтобы наверстать упущенное. А
сегодня я допустила серьезную ошибку в письме. Начальник
(boss) очень на меня сердит. И я теперь беспокоюсь, я ведь
могу потерять работу.
Сегодня не буду засиживаться допоздна, лягу спать
пораньше и приду завтра на работу к 9. Это очень удивит
моего начальника!
SPEECH EXERCISES
Exercise 1. Read the following dialogue and answer the
questions following it.
H.: Nora! Nora!
N.: Yes, what is it now, Harry?
H.: Oh, there you are. Look here, Nora, I’m tired of Tying here
on my back with nothing to do. I like to keep myself busy.
N.: Don’t be silly, Harry; You’ve got a temperature, and staying
in bed is the only sensible thing to Jo. Now just be quiet and
let me do my housework.
H.: No, seriously, Nora. I’m going to get up. What’s the use of
staying in bed? Being ill doesn’t suit me.
N,; No, and trying to nurse you doesn’t suit me!... Now don’t
stand by that window and catch another cold... Let me see,
hall past eleven...
IL: Why do you keep looking at the clock?
N.: I’m expecting Mother — I’ve asked her over for the day.
IL: Oh, heavens! Have you? (Groans)... You know, Nora, I do
feel a bit ill, perhaps I had better get back into bed.
N.: Oh, what a pity! I thought perhaps you might stay up to sec
her.
109
H.: (to himself). That’s the very reason I’m getting back into
bed!
Questions:
I.	Why did Harry have to stay in that day?
2.	Was it easy to nurse him? Why did be hate staying in bed?
3.	What made him stay in bed after all?
4.	Do you think Nora was sincere when she asked her husband
to stay up to see his mother-in-law?
5.	Do you always follow your doctor’s advice?
6.	Do you often ask people over? When did you have your
friends or relatives to stay last? Do you think they enjoyed
their slay with your family?
Exercise 2. Read the dialogue and do the assignments following
it.
A Weekend in July
(Sarah and Reg arrive to relieve Annie, housebound with her
and Reg’s bed-ridden mother, for the weekend)I
Sarah: Hallo! We’re here.
Annie: Sarah! Good journey?
S.: Oh yes, yes, not too bad. Reg drove far too fast as
usual but we got here — oh, it’s lovely to come
down. I’ve been looking forward to this weekend
away from it all for weeks. You’ve no idea how the
dreary little house of ours gets me down.
A.: Oh, it’s not bad.
S.: Try living there sometime. You’re so lucky, Annie,
you have no idea. Just to see a tree once in a while
and the biids... 1 really miss it. Now then, how are
you, let’s look... Oh, Annie, darling, you look just
the same. Now tell me. Where are you going?
A.: When?
S.: For your weekend, where are you going?
A.: Well... I was going to Hastings.
S.: Oh, lovely! Hastings is gorgeous. I think I was
there with Reg just before we were married. There’s
a heavenly little pub somewhere ...
A.: No, well I couldn’t get in at Hastings
S.: Couldn’t gel in?
A.: No, it was all booked. 1 forgot it was summer.
S.: Oh, yes. Wcll,xwherc are you going?
A.: I rather fancied East Grinstead.
110
S.: East Grinstead? What an extraordinary idea. What
on earth made you choose there?
A.: Well, it sounded — interesting.
S.: Yes, I suppose it is. I’ve never heard of anybody
having a holiday in East Grinstead. (I suppose they
do, but I’ve never heard of anybody).
A.: I’ve left you a cold supper.
S.: Lovely.
A.: I was just laying things in here.
S.: Oh, there’s no need for that. We’ll cat with our
fingers. We’re on holiday, for heaven’s sake.
A.: OKay.
(from AAyckbourn. Table Manners)
Assignments:
I.	Explain why Sarah looked forward to that weekend.
2.	Speak about Ann’s plans for the weekend.
3.	Describe the situation (A Weekend in July) using the
following words and word-combinations: to come down for
the weekend; to be eager to relax; to be a busy housewife; to
look forward to having a holiday; to be on holiday, to book a
room at a bourding house; to spend the weekend at the
seaside.
4.	Learn the dialogue by heart and act it out in class
Exercise 3. Read the story and do the assignments following
it.
I’m Glad it’s January
I’ve been waiting for a long lime for January and its frosts to
begin. But they’re here at last. Now, I’ll be able to curl up in
front of the fire and relax, and I’ll think with great satisfaction
that there’s absolutely nothing I can work at in the garden while
the frost lasts.
Don’t misunderstand me. 1 love my garden. I’m English,
after all. For years I’ve lived gardenless in a London flat. For
years I’ve longed for a garden. Now that I’ve got one I adore it.
My garden was wild when I took it over and isn’t under control
yet; the worst of our problems, however, has come from
outside. It’s been cows.
Ill
A Real Garden
When I lived in London I told everyone I wanted a house
with a real garden, one with a lawn and colourful flowerbeds for
friends to admi re. Last winter I found my dream — a cottage
surprisingly close to London.
The garden was admitteuiy neglected “It’ll take you years to
get that straight”, the herdsman called across the hedge one
afternoon as he drove his friendly-looking cows along. I was
furious. People in this country believe that to get a first-class
fawn (which i£ the one thing essential to a decent garden) you
need only mow and roll the grass twice a week for 200 years.
But I’d seen lots of men produce gardens with good lawns in
just one summer, and I knew I was at least as clever and
hardworking as they.
To prove my point I invited twenty friends to a party in
mid-August. To see my lawn. And my flowers. I’d show
them!
The Great Day
When the great day finally arrived I hung fairy lights to
illuminate carefully selected areas where no cow had left its
mark. The lawn behind the house really looked quite
respectable. I set tables there and spread on them bottles and
glasses and food. Then I had to go off to meet friends at the
station with my car. It was arranged that I should meet three
trains and be away for half an hour while my good friend Peter
took charge of the guests in my house.
I’m Glad it’s January
As I walked proudly down the garden path with the last of
the guests I could hear none of the normal party sounds coming
from behind the house. When I got round to the back it was
easy to see why. The whole place was full of cows. Not only
were they enjoying my grass but they had obviously enjoyed the
sandwiches and biscuits as well. The tables were overturned, the
glasses and bottles were all over the place. And where were the
guests? They sat in the house watching through the window
what one of them called «those wild animals». The party wasn’t
a success.
That time, it took me several weeks to clear up all the mess
the cows had made on my lawn and flowerbeds. Reparatu#
work kept me busy in the autumn. And that, as you can
probably understand, is why I’m glad it’s January.
112
Assignments:
a)	Answer the following questions:
I.	Why did Mr. Jones look forward to having a garden of his
own?
2.	Why did the garden keep Mr. Jones so busy?
3.	Why did he ask his friends down to the country? Did he look
forward to the party?
4.	What did the garden look like by the time Mr, Jones brought
his last guest to the party?
5.	Why was Mr. Jones glad it was January?
I») Use the following words and expressions in situations based
on the story: to look forward to smth/doing smth; to spend
one’s weekend in the country; to take a lot of work to do smth;
Io get/set to work; to keep smb. busy; to fetch smb. from the
slation in a car; to ask smb. to a party; to relax; to make up for
smth.; to be famous for...
c) Retell the passage trying to prove that there is nothing an
Englishman likes better than to do a bit of gardening.
Exercise 4. a) Read the following dialogue paying special
attention to the ways of making suggestions and refusing them.
Learn the dialogue by heart and act it out.
A.: D’you fancy going shopping on Saturday?
B.: O.K. I’ll meet you outside Harrods at 1.00.
A.: Can you make it earlier?
B.: Oh, no, it’s out of the question. I always like lying in on
Saturdays.
A.: You could always have a lie-in on Sunday, couldn’t you?
B.: It’s all very well to say, but Saturday morning in the only
time during the week I really relax.
b)	Here are other ways of: making suggestions (informal):
What about... (doing smth.)...
Why don’t we (do smth.)...
We could always...
I’ve got a/great / marvellous idea; we could ...
Listen, let’s...
refusing suggestions
It’s out of the question (to) ... It’d be a complete waste to ...
Of course we couldn’t...
What a ridiculous idea ...
113
raising objections or difficulties
It’s all very well to saybut...
I’s not as easy as all that, it we..., ij means that ...
Yes, but look, /Bill/, that would mean...
Yes, but on the other hand...
Exercise 5. Work in pairs. Take turns to read the statement and
to make an appropriate suggestion using one of the expressions
listed above. Make as many suggestions as possible.
1)	A: I’ve got a splitting headache!
B.:...
2)	B.: There’s a good programme on TV tonight, but my set’s
not working.
3)	A.: You know... I’m really tired of cooking day in, day
out.
B.:...
4)	B: What a day! It’s too hot for me.
A: ...
5)	A: The guests are coming in an hour’s time ... and just look al
the mess the house is in!
B:...
Exercise 6. Work in pairs. Take turns to make a suggestion and
to refuse it or raise an objection.
1)	A: You are thinking of spending a week down in the country.
B:	It’s cold there at this time of the year.
2)	B: You suggest going to the South and spending two weeks
on the beach.
A: You like the idea, but you are sure the beach will be over
crowded.
3)	A: You are looking forward to a camping holiday.
B:	You can’t bear the discomforts of living in a tent.
4)	A: You are going to spend your summer holiday at home.
B:	You have read that the summer weather is going to be
very bad.
Exercise 7. Make up a dialogue with your partner based on the
situation given below. (Make use of the various ways of making
suggestions and refusing them).
It is a lovely hot summer day. You want to spend the
weekend with your friend and you ring him up.
114
You
—	Comment on the
weather and suggest going
somewhere for the
weekend. Say why you want
to go.
—	Ask you friend what
he’d like to do.
—	Agree on smth. to do
and arrange when and
where you’ll meet.
—	Say good-bye.
Your friend
—	Refuse your friend’s
suggestion, explain why you
don’t like the idea (or: raise an
objection).
—	Say what you would like to
do.
—	Agree on a time and place
to meet.
—	Say good-bye.
Exercise 8. Arrange a weekend party with your friends.
(Exercise4 maybe of help).
Role 1.	You want to have a party at the weekend. Discuss with you friends where to have it (your parents have guests all weekend), who to invite, what to eat and drink, which records you want.
Role 2.	You want to have a party at the weekend (but not Friday, as you are going out). Discuss the details with your friends. You are free on Saturday morning, so can help with the preparations.
Role 3.	You want to have a party at the weekend. Discuss the details with your friends. You do not want to lend your records, as two were damaged the last time.
Role 4.	You want to have a party at the weekend. Discuss the details with your friends. Your parents let you use the flat, as long as you don’t make too much noise, (or you don’t make a mess of it).
Exercise 9. Act out the following situation.
A family is discussing where they will go for their summer
holidays...
Even though their tastes are different the family wants to go
on holiday together. They are looking at the holiday pages in the
115
papers. They are trying to choose a holiday they all can agree
to. They are at home in London on a wet Sunday afternoon.
1. Daughter:	Holidays are for doing something different — I’d like to work witn my hands — weaving or pottery, or something. I can’t stand lying on a beach for more than a couple of days.
2. Father:	An active holiday for me — I’d like to go horseriding. I’m stuck in an office all year round.
3. Son:	I love exploring and discovering things; old churches and castles, different ways of life: smth. genuine and off the beaten track. I don’t want to get stuck in a crowd of tourists. It’s not worth going on holiday if you can’t get away from what you do all year round.
4. Mother:	I’ve been working so hard this year that all I want is to sit around on the beach and have a really lazy time. I want to soak in enough sun to see me through November. Advertisements
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116
ships, most with cabins with shower or bath and toilet, and
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CTC CRUISES START AT ONLYpf 265
(4)	Siberian adventure
July 28 — August 11
Private group visiting Novosibirsk, Irkursk, Lake Baikal, and
Khabarovsk indluding 3 days travel on the Trans-Siberian
Railway
Inclusive cost,/ 999
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Reductions for children. Group discounts.
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25th July p 11th August 15 days from 289
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(iroup 2: Moscow-StJPetersburg-Moscow
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(iroup 4: 15 days from at360 Moscow-Tashkent-Moscow.
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Send now for your copies of the Intourist brochures or for
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(8) Take the plunge in the Black Sea
Included in the free two-week holiday are three nights in the
Russian capital Moscow; two nights in StJPetersburg and in the
seaside resort of Sochi.
You travel by air, leaving Gatwick on September 1.
Exercise 10. Read the text and do the assignments following it.
117
J.B. Priestly. Lost Empires
It might be the worst house of the week — and indeed most
of the people sitting near me looked stupid — but even so it was
wonderful in a way to leave the darkening and chilly streets of
Newcastle and then find oneself sitting in the fourth row at the
Empire. I think the secret of all these music-halls is that while
they seemed big — and most of them were — at the same time
they seemed warm, cosy, intimate. A lot has been written aboui
the magic of the playhouse, but it has always seemed to me very
pale and thin compared with the warmer and deeper magic of
the music-hall.
The first turn was a ’fill-in’, a pair of trick cyclists, and of
course I wasn’t interested in them. The second act on the
programme were the Colmars, three male acrobats and 3 girl. Ii
was one of those acts, which had always rather bored me, in
which the men stood on each other’s shoulders and chucked tin
girl around a lot. (I saw one recently, on a TV circus
programme, and it seemed just the same, unchanged in a world
of bewildering transformations).
Next was Harry G.Burrad, Eccentric Comedian, who came
rushing on, with the band playing its loudest, waving his arms
and hoarsely breaking at once into one of his hell-for-leather
idiotic songs. His make-up and costume — a grotesque gingci
wig, a white face and red nose, an enormous collar, a
bottlcgreen tunic and peg-top patched pants—left the audience
in no doubt that he was a funny man. But this Monday first
house offered him only a few distant giggles. Perhaps like me
they didn’t think him funny. Diddy-diddy-oodah-oodah-oodah,
he croaked away, still waving his arms; and nobody cared. At
first, he made me feel embarrassed, and then as he went on and
on without any encouragement, I began to feel sorry for him.
I know I felt relieved when he took himself off, with the
band at its loudest again, pretending desperately that a little
weary clapping was an ovation.
Uncle Nick was next, the last act before the interval. The
orchestra opened as usual with part of the Ballet Egyptian, and
then a gong sounded. And there — a tall, commanding, sinister
figure — was the Indian magician himself. There was no doubt
that Uncle Nick was a superb showman. Even the stupid fat
deadheads sitting all round me waiting for death rather than foi
any entertainment, were not entirely unimpressed.
At first, from seemingly empty bowls and vases he produced
bunches of flowers, fruit, coloured silks, gold and silver coins, and
118
I hen he performed the feat, a genuinely Oriental one, of
covering a heap of sand with a cloth once, twice, three times,
while a magical plant appeared to grow there ... The act was
over.
I led the rather scattered applause, but did not succeed in
bringing back the magician before the curtain to take a final
how. When the lights went up for the interval, I looked around
me. The Monday first-house people looked just as stolid as they
had done before. Their sense of wonder had not been touched
«nd aroused, because they had none.
Tommy Beamish, topping the bill, came on next. He was
one of those rare comedians who began to make me laugh as
M»on as they appeared. He was a born comic. He never
bothered with the ordinary comedian’s patter, told no funny
«lories, sang no comic songs. He would go on repeating some
commonplace phrase or even one word, with deepening
bewilderment or growing indignation, like a creature from some
olher world baffled by this one, until he had only to make the
smallest gesture or mutter half a word to produce another roar
of laughter from the nearest stalls to the high distant gallery,
b'ven the fat deadheads all around me had to laugh, though they
haled doing it.
... I watched the evening perfomance from the wings. It was
queer watching it all again from the side. Luckily the
«tmosphere was quite different from what it had been during
I he first house. The audience was now large, lively, responsive.
The Colmars went very well, and had to take several calls. I
found Uncle Nick’s act even more impressive than at the first
house, seeing it from the front. This was chiefly because of the
audience. He was called back several times.
As the curtain came down for the interval, Uncle Nick
|olned me in the wings.
“Went well, didn’t it?”
“Wonderful”, I told him.
Assignments:
I. Write out words and word-combinations which will help you
to describe (a) the programme of the show;
(b) the impression it produced on the audience and
the author in particular.
I. Answer the following questions using the vocabulary of the
text (see ass. 1).
I)	How did the author find himself in the music hall?
119
2)	What was the first act on the programme? What acts came
next? Which act topped the bill?
3)	Was the author interested in all the acts? Which of them did
he find more impressive?
4)	How did the audience take the show? Did any of the acts
make them laugh? Was it easy to impress or touch the
audience?
5)	Why did the author find the evening show more impressive?
Exercise 11. Say a few words about a theatre performance (a
TV programme, a concert, etc.) which: you thought very funny;
left you entirely unimpressed; you found most impressive; bored
you; made you feel embarrassed.
Exercise 12. Discuss the following.
1.	People say that television is like a drug; people get addicted io
certain TV series, that TV kills conversation. Does it?
2.	Some people arc fond of documentary TV films, they make
people argue and discuss things more. Do you ever watch
documentary films? Why? What are your favourite TV
programmes?
3.	People spend too much time in front of the TV set. Too
much television is unhealthy, isn’t it?
4.	Sports events, music hall or circus programmes are worth
seeing on television. You can often see them better than if
you were there in person.
Exercise 13. Speak about the weekend plans of the following
people (e.g. a married couple with children: a woman who goes
to work; a student living away from home; a football fan; a
breakfast-in-bed and Sunday paper enthusiast, etc.)
Exercise 14. Assignments for oral and written composition.
1. Make up a written plan for a typical weekend of a typical
Englishman.
2. Prove that every nationality has its own way of life, its own
habits and tastes.
3; Give your friends advice where and how to spend a summer
or winter holiday.
4. Speak about your favourite form of entertainment.
5. Tell your friends about your impressions of a camping
holiday (a visit to the cinema, theatre, etc.).
120
UNIT 4
ABBOT’S ROAD
(extract from «The Heart of London* by M.Dickens)
In the staff room of Abbot’s Road Secondary Modern
School, Grace Peel ate her sandwiches while she corrected the
essays of Form lb1/.
They were her despair, and then suddenly her joy. She could
be utterly defeated, exhausted by the impossible struggle to
force knowledge into minds that were stockaded against
learning. Then all at once the class was quiet, listening to what
she read, and some shabby twelve-year old who had not said a
sensible word all week jumped up and asked a beautifully
imaginative question.
“You are too pretty to be so industrious”, Mr. Ferris, the
senior assistant said. “You won’t catch me correcting essays in
I he lunch hour. I flick through ’em in class while the flower of
(’ommonwealth youth is copying down the dates of kings.
Where should we be without the dates of kings? You’re even
leading those abominations, aren’t you?”
“But I really enjoy reading them. It’s so exciting when they
improve, even just a little bit, or when they suddenly put in
something, with the grammar amd spelling all wrong, but some
really original twist of imagination. Listen to this.” She turned
back to the mutilated exercise book on the table in front of her.
ferry. He lives in one of those awful streets behind the Baths
and he thinks Hampstead Heath is the country, but he’s’ written
here: “I am looking forward to the spring because the leaves
curl out of the buds like a hand opening”.
Grace took another sandwich, gave Terry an A mark2/, and
loOk the next open book from the pile.
There were only two lines on the page, cramped up at the
lop underneath a heading. “Wy I lik Spring. Itisa season after
Winter. Not so cold».
The next composition was longer. It covered three pages. It
may have contained some startling thoughts, but it was
completely illegible.
The class which had been Grace’s for the year since she had
finished her probation at Abbot’s Road and moved on to the
121
staff as a qualified teacher3/, was in some respects the most
difficult group in the school. They were first-year children who
had moved on from the primary school two streets away, not in
the excitement of progress, but in the dullness of
disappointment.
These were boys and girls who had failed their eleven-plus
examination and could not go to Grammar School. They had
given up, and it was Grace’s gargantuan task to get them going
again.
Before they took the examination, the more literate among
them had known ambition. Since they failed they had lost
interest and in most cases their parents had lost whatever
interest they had in their children’s schooling.
Some of the boys were «latchkey kids», whose mothers had
jobs which kept them away longer than the school hours, so
that the boys either went round to «my Nan’s», or home to an
empty flat, or out casting for trouble on the streets.
Acting, which was not a lesson, was their favourite lesson,
and Grace quite often let them perform improptu sketches of
bloodshed and torture as a means of keeping them eager. For
some of them, it was the only piece of the school day, apart
from dinner and recreation, in which they could take part. After
five years at elementary school, they were almost completely
illiterate.
“You can help them”, the headmaster had told her. “You
can help the thick ones by making them feel secure at school
and—what’s the word I want? — necessary, I suppose. Wanted
in a way that most of them aren’t wanted at home. And you can
help the others by making them feel that this is the beginning of
their school life, not the end. They get sent here because they
can’t make the grade at Grammar School. Or because they fight
or steal or run away. I won’t say they never fight or steal or play
truant again, but they do it for different reasons; not because
they were ashamed of themselves or afraid of the school.”
Mr. Rawlings, the headmaster, was in charge of the minds
and bodies of adolescent children of all colours, all races, all
varieties of morals from the red brick jungles of the council flats
Poor and shabby as it was, he was very proud of his school.
A widower for many years, and childless, Abbot’s Road was his
whole life. To him each child was a challenge, to be met as far
as possible on his own level.
Teachers who had not stayed at Abbot’s Road had labelled
Mr. Rawlings “Progressive”. They meant this as an ihsiilt, but it
122
was a word he liked in its simplest sense. The children had to
progress. They must get somewhere, and it did not matter if
r heir goal was not an educationally conventional one. He
wanted them to get somewhere as human beings.
Because of Mr. Rawlings and the way the school was run,
(’«race was very happy at Abbot’s Road. She did not have to be
rigid in her lessons. If she could capture the attention of the
। lass and teach them something, the Head did not mind if she
veered miles away from the curriculum. She could spend all day
reading them Treasure Island if she liked, or taking them down
the river on a boat to Hampton Court.
It was a shabby, old-fashioned school with small rooms and
narrow windows. The classrooms and their furniture were
inadequate. The large central hall had to serve for everything
Irom Assembly through gymnastics and school dinners to
recreation on a wet day.
And oddly, in spite of what it had now become, and what
I he neighbourhood had become, the school retained a sort of
family spirit and as much of its tradition as was possible.
Notes
V Form — most English school forms start only in the
secondary school, at the age of eleven. Thus if we say that a
pupil is in the first form an English person will suppose the
child to be eleven or twelve.
2/ “A” mark — in traditional British English a grade is a
mark which indicates a certain degree of quality or achievement.
(Jrades can be expressed in either letters or figures, although
letters are the most usual. “A” or “Г is the highest grade,
"D/E" or “4/5" the lowest.
3/ A qualified teacher — a teacher who has a teacher’s
Certificate. A teacher gets a teacher’s Certificate after a year of
probation at school.
GRAMMAR COMMENTARY
I. It may have contained some struggling thoughts, but it was
completely illegible.
The combination of the modal verb may with a perfect
infinitive expresses the possibility of a past event happening.
— We may have made а Возможно, мы допустили
mistake = It is possible that ошибку.
we have made a mistake.
123
2. She could be utterly defeated, exhausted by the impossible
struggle to force knowledge into minds that were stockaded
against learning.
The Gerund can be preceded by a preposition. Here is a list
of verbs, nouns and adjectives with prepositions after which the
Gerund is often used: agree to, approve of, complain of, depend
on, insist on, object to, prevent from, speak of, suspect of, thank
for, think of, look forward to; the idea (thought) of, an/the
opportunity of, the habit of; aware of, capable of, fond of, guilty
of, (dis)pleased at, proud of, sure of, surprised at, tired of.
The Gerund is also found after the expressions: feel like,
look like, it’s no use, it’s worthwhile) (informal).
We think of sending the
children to this school.
Мы подумываем о том, что-
бы послать детей в эту шко-
лу.
Грейс осознавала, что ее
класс был самым трудным
во всей школе.
Стоит смотреть этот фильм?
Grace was aware of the
class being the most
difficult group in the school.
Is the film worth seeing?
Only the Gerund (not infinitive) is used after the following
verbs: avoid, deny, dislike, enjoy, finish, give up, go on,
keep(on), mind (in negative and interrogative sentences),
suggest and some others.
The Head did not mind Grace’s veering miles away from the
curriculum.
Note the difference in meaning between stop-I-gerund and
stop+infinitive.
To stop doing smth. means to stop what one is doing or docs
You must stop calling her Вы должны перестать зво-
up so often.	нить ей так часто.
То stop to do smth. means to break or pause in order to do
smth.
You must stop to call her
up, she is waiting.
Вы должны остановиться,
чтобы позвонить ей, она
ждет.
3. There were boys and girls who had failed their eleven-plus
examination and could not go on to Grammar School.
There are a number of countable nouns in English that have
no articles in abstract or rather specialized use. These are:
124
school, university, college, class, work, bed, hospital, prison,
town, church, sea.
These nouns are used without articles when the places they
indicate are used or visited for their primary purpose. When
these places are not used or visited for their primary purpose
the nouns are used with articles.
be at go come	to, from	school (the)university (study) college	to drive past the school. The college is a new building.
be in go come	to	class (giving or having lessons)	to talk with a class of pupils
be at go come	to, from	work (earning one’s bread)	To admire a work , of art. /
be stay	in	bed(for rest) hospital(for medical treatment)	to lie down on the bed (as a piece of furniture)
R° come	to, from	prison(as punishment)	to redecorate the hospital to walk round the prison
be stay go come	in, out of to, from, out of	town(not in the county)	to build a town
be in, at go come	in, into, from	church(for worship)	to admire the church
be at goto		sea (as a sailor)	to look at the sea
125
VOCABULARY COMMENTARY
1. But I really enjoy them.
enjoy, vt — 1) to get pleasure from — получать
удовольствие от чего-л., наслаждаться чем-л.
Did you enjoy the film? My friend eqjoys music (poetry). I thought she would eqjoy a cup of tea. I have eqjoyed seeing you and talking about old times.	Вам понравилась картина? Мой друг любит музыку (по эзию). Мне показалось, что она не прочь выпить чашечку чая. Мне было очень приятно встретиться с вами и погово рить о прошлом.
2) to have a good time — хорошо провести время,
веселиться, наслаждаться Did you eqjoy the holidays?	Вы хорошо провели канику- лы?
He eqjoyed himself in the Crimea.	Он хорошо провел время в Крыму.
2. These were the boys and girls who had failed their
eleven-plus examinations and could not go on to grammar
school.
fail, vt — 1) to be unsuccessful — терпеть неудачу
Не failed in life (business).	Он был неудачником в жиз- ни (деле).
All our plans failed. He failed to pass the examination. He failed (in) mathematics.	Все наши планы рухнули. Он провалился на экзамене. Он провалился по математи ке.
2) vi — to neglect, not to remember, not to manage
не сделать что-то, забыть сделать что-то
Не never fails to write to his mother twice a week. We failed to arrive in time.	Он не забывает писать мате- ри два раза в неделю. Нам не удалось приехать вовремя.
failure, п — 1) [u] — lack of success — неудача, неуспех,
провал
126
liiilure in an examination
>.hould not discourage you
Irom trying again.
All his efforts ended in
failure.
Провал на экзамене не дол-
жен вас обескураживать,
нужно попытаться еще раз.
Все его усилия были напрас-
ными (окончились неуда- *
чей).
2) [с] — an unsuccessful effort — неудачная
попытка, усилие t he attack was a failure.	Наступление окончилось провалом.
1 he play was a failure. Success came after many failures.	Пьеса провалилась. Успех пришел после многих провалов.
3) [с] — a person who fails — неудачник
I lc was a failure as а	Он был плохим учителем,
teacher.
I Ic was a failure in art.	Он был неудачником в ис-
кусстве.
I. Since they failed they lost interest and in most cases their
parents had lost whatever interest they had in theft children’s
M'hooling.
interest, n — 1) [u] curiosity or concern — интерес,
заинтересованность
to show/lose/arouse interest in smth —
проявитьIпотерять/возбудить интерес
lhese events aroused great	События вызвали большой
Interest.	интерес.
to take (an) interest in smth.— заинтересоваться чем-
п ибо
I Jnfortunately, he takes no К сожалению, он совсем не
Interest in sports.	интересуется спортом.
2) [с] — something in which one takes interest, an object of
concern — увлечение, интерес
11 is two great interests in Два самых больших увлече-
Ijfc are music and painting. ния в его жизни — музыка и
живопись.
interest, vt -to cause (a person) to take interest in;
127
excite or rouse the attention or curiosity of — заинтересовать,
возбуждать интерес, любопытство
The story interested everybody who heard it. He is interested in (learning) foreign languages.	История заинтересовала каждого, кто ее слышал. Он интересуется изучением иностранных языков.
4. Wanted in a way that most of them aren’t wanted at home.
way, 1) п, [с]	method or plan; course of action — метод, способ, o6pai действий.
the right/wrong/best, etc way to do/of doing a thing What is the best way to memorize words of a foreign language? There’s no way to prove/of proving he is to blame.	(не)правильный, лучший способ сделать что-либо Как (каким образом) лучше всего запоминать слова ино странного языка? Невозможно доказать, что он виноват.
“Way” meaning «method» is often used without a preposition.
I think you’re writing your composition (in) the wrong way. Do it any way you like.	Я думаю, что ты неправиль но пишешь свое сочинение. Делай, как хочешь (как тебе нравится).
In relative sentences after “way” we often use “that” instead o!
“in which”,
The way (that) you are doing it is completely wrong.	To, как ты это делаешь, аб- солютно неверно.
I liked the way (that) she organized the meeting.	Мне понравилось, как она организовала собрание.
2) n, [u]	space for forward movement, for passing ahead, freedom to go forward — путь, дорога.
Don’t stand in the way!	He мешайся (He стой на до роге!)
128
They say we would just be
In l he way if we tried to
help.
Они говорят, что наша по-
мощь будет только помехой.
Note: Do not confuse “in the way” and “on the way”. “In the
way” is used to talk about obstacles — things or people that
Mop you getting where you want to go. “On the way” means
“during the journey”. Compare:
Please, don’t stand in the
kitchen door — you’re in
(lie way/ in my way.
I cl’s not stop too often on
i he way.
Пожалуйста, не стой в две-
рях кухни, ты мне мешаешь.
Давайте не будем делать час-
тые остановки в пути.
5. before they took the examination, the more literate
iiinong them had known ambition.
rxamination, n, [cj — a careful test of a person’s knowledge —
экзамены.
:iu examination in geography ini entrance examination a history examination 1 lave you passed your 1' iiglish exam? English students take their exams at the end of r.ich term. hi this country applicants lake their entrance exams In July. Those students who fail in uii examination have a  hance to take it again.	экзамен по географии вступительный экзамен экзамен по истории Ты сдал экзамен по англий- скому языку? Английские студенты сдают экзамены в конце каждого семестра. В нашей стране абитуриен- ты сдают вступительные эк- замены в июле. Студенты, которые провали- ли экзамен, имеют возмож- ность сдавать его еще раз.
examine, vt — ask questions (spoken or written) in order to
Hud out how much a person knows — экзаменовать.
1 was examined in Latin.	Меня проэкзаменовали по латыни.
Who examined you in English?	Кто экзаменовал тебя по анг- лийскому языку?
rxaminer, n, [c] — a person who examines — экзаменатор.
> V'irfiiiHK английского языка
129
Usually two examiners give an entrance examination.	Обычно два экзаменатора принимают вступительный экзамен.
6. They were the first-year children who had moved on
from the primary school two streets away, not in the excitemeni
of progress, but in the dullness of disappointment,
progress, n, [u] — development, improvement, advance —
успех, развитие, улучшение, продвижение.
The progress of science means much to the development of national economy. Work is now in progress.	Развитие науки значит очень много для развития народного хозяйства. Работа находится в стадии выполнения.
He worked very hard and made great progress.	Он много работал и добился больших успехов.
7.’ The boys either went round to “my Nan’s”, or home to
an empty flat or out casting for trouble in the street.
trouble, n,[u] — 1) distrees, worry, vexation — горе, беда,
неприятности. Her heart was full of trouble. She is always making trouble. He got into trouble. His carelessness got him into trouble. The trouble is that he does not help me.	Ее сердце было переполнен» горем. Она всегда создает неприят ности. Он попал в беду. Неосторожность привела его к беде. Беда в том, что он мне не но могает.
2. difficulty, effort, inconvenience, — трудности,
усилие, неудобство, забота
It will be no trouble.	Никаких трудностей не бу- дет.
Did it give you much trouble?	Это вызвало много трудно- стей?
trouble — vt — worry — беспокоить, тревожить
Не was deeply troubled by what he heard.	Он был очень обеспокоен тем, что слышал.
130
Его беспокоит нога.
Его мучила совесть.
I lis leg is troubling him.
I lis conscience troubled
him.
8. If she could capture the attention of the class and teach
them something, the Head did not mind if she veered miles
nway from the curriculum.
teach, vt, — give a person knowledge of or skill in smth. —
учить, обучать, преподавать
He taught his boys to swim.
I taught him physics.
Who taught you German?
Он учил мальчиков пла-
вать.
Я учил его физике.
Кто учил Вас немецкому
языку?
Я его проучу!
ng. I’ll teach him a lesson!
9. She could be utterly defeated, exhausted by the
impossible struggle to force knowledge into minds that were
stockaded against learning.
learn, vti — 1) gain knowledge, become familiar with by
studying, by being taught — получать знания
I le is learning to be an
engineer.
He learnt French from his
mother.
What do they learn at
school?
I le is learning to drive.
2) vt — memorize — учить наизусть
Children learn poems easily. Дети легко учат стихи наи-
зусть.
Syn. study — 1) vt — make efforts to learn, to be a student —
учиться, быть студентом
I le studies Latin.
Он учится на инженера.
Он научился французскому
языку у мамы.
Что они изучают в школе?
Он учится водить машину.
I le is studying for a medical
profession (to be a doctor).
I study with professor N.
Он изучает латинский
язык.
Он учится на врача.
Я учусь у профессора Н.
V
131
Я тщательно изучил его
предложение.
Он изучает влияние радиа-
ции на растения.
He studies hard.	Он много занимается.
2) vt — to examine carefully — тщательно изучать,
исследовать
I studied his proposal
carefully.
He is studying the effects of
radiation on plants.
The difference between the verbs “study” and “learn” is as
follows. ’To learn’ means to get knowledge of (some subject) or
skill in (some activity) — either by reading, having lessons or by
experience.
I learn French/biology/
typing at school.
She is learning to play the
piano.
Some children learn to read
before they start school.
Я изучаю французский
язык/ биологию/, учусь пе-
чатать в школе.
Она учится играть на пиани
но.
Некоторые дети выучивают-
ся читать до того, как пойти
в школу.
“Study”means to give time and attention to gaining
knowledge, especially from books. Unlike “learn”, it applies
only to knowledge, not skill or ability to do something.
He is studying to be а	Он учится на врача,
doctor.
Note that with the names of subjects, for example,
history/English/physics etc., either “learn” or “study”are
possible.
In the second form many
pupils study two foreign
languages.
He studied history at
Oxford.
“Study” is restricted mainly to formal style at least with
preference to elementary of practical knowledge (as one
acquires at school), in non-formal style “learn” is preferred.
He learns English at school. Он изучает английский в
школе.
Во втором классе средней
школы дети учат два ино-
странных языка.
Он изучал историю в Окс-
форде.
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Он изучает английский
язык в университете.
“Study” in such cases, besides being too formal for the
situation, would imply an advanced theoretical course (a degree
course at college)
1 le is studying English at
University.
With the names of authors and their works, periods of
history, subjects of investigation “study” but never “learn” is
used.
This term we are going to В этом семестре мы будем
study Chaucer.	изучать Чосера.
10. They meant this as an insult, but it was a word he liked in
its simplest sense.
mean, vt - 1) to signify — значить, иметь значение
Bart’s love meant a lot to
Jane.
This name means nothing
to me.
Любовь Барта много значи-
ла для Джейн.
Это имя мне ничего не гово-
рит.
2) to intend, to contemplate — намереваться, иметь
в виду, думать.
1 mean to leave tomorrow.
Я намереваюсь уехать
завтра.
Он думает работать все лето.
He means to work all the
summer.
3) to imply, to refer — подразумевать, иметь в виду
В чем дело? Почему Вы при-
ехали так поздно?
Я очень сердит на Вас. Я не
шучу/ Я говорю серьезно.
Вы имеете в виду Мисс До-
ру или Мисс Элси Смит?
What do you mean by
coming so late?
I’m very angry with you. I
mean it.
Do you mean Miss Elsie
Smith or Miss Dora Smith?
to mean well (ill) (to/by) smb. — to have kindly (ill) intentions
towards smb. — иметь добрые/дурные намерения в
отношении кого-либо, желать зла/добра кому-либо.
to mean smb. barm — желать зла кому-либо
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— Even though our father
was often bad-tempered we
knew he always meant us
well (never meant any
harm) and we trusted him
completely.
Хотя отец часто был не в ду-
хе, мы знали, что он желает
нам добра, и полностью до-
веряли ему.
meaning, п. — 1) [с, u] — what one intends to convey by a
word, a passage, a facial expression, an action, situation, a work
of art or other things that require interpretation — значение,
смысл
The verb “divide” has
several meanings.
What’s the meaning of
this?
He looked at me with
meaning.
If you get (understand) my
meaning, you’ll follow my
advice.
Look up the meaning of the
word in the dictionary.
Глагол “делить” имеет не-
сколько значений.
Что все это значит?
Он посмотрел на меня мно-
гозначительно.
Если вы понимаете, что я
хочу сказать, вы последуете
моему совету.
Посмотрите значение слова
в словаре.
2) [u] — importance or value — значимость,
ценность
Не says his life has lost its Он говорит, что его жизнь
meaning since his wife died. потеряла смысл с тех пор,
как умерла его жена.
11. “You are too pretty to be so industrious", Mr. Perris, the
senior assistant said.
“You can help them”, the headmaster told her.
There are two pairs of synonyms: say-tell, speak-talk.
“Say” and “tell” mean’pronounce words, inform’ — сказать,
произнести, информировать
The difference between “say” and “tell” is grammatical
“Say” is followed by a direct, and “tell” by an indirect object:
say smth — to tell smb. smth.
He said I could do it.	Он сказал, что я могу это
сделать.
Не told me that I could Он сказал мне, что я могу
do it.	это сделать.
134
After the verb “say” the direct object may be expressed by:
1) an object clause
He said that it was too late.
Он сказал, что уже очень
поздно.
Он сказал: “Уже очень позд-
но туда идти”.
Он ничего не сказал.
2)	a direct quotation
He said: “It is already late
to go there”.
3)	a word or a phrase
He said nothing.
“speak”, “talk”, vti — communicate ideas by words —
говорить
Let us speak (talk) about	Давайте поговорим еще о
something.	чем-нибудь.
“Speak” is used about more official occasions.
He spoke so well that the Он говорил так хорошо, что
audience listened to him	аудитория слушала его, зата-
breathlessly.	ив дыхание.
“Talk” is less formal and in most cases suggests conversation
between two or more persons.
The guests talked in a very Гости оживленно разговари-
lively manner.	вали.
GRAMMAR REVIEW
I.	The verbs let and make take the complex object construction
with the infinitive without the particle to.
Grace quite often let them perform important sketches of
bloodshed and torture.
You can help the thick ones by making them feel secure at
school.
Exercise 1. Answer the following questions giving as many
answers as you can.
1.	What do they make children do at achool?
2.	What do they let children do at school?
Exercise 2. Give a young teacher advice in the situations given
below using the Complex Object construction after the verbs
let and make.
Model: The child looks pale.
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a)	Let him go out more. It’ll bring colour to his cheeks.
b)	Make him go to bed earlier. He hasn’t had enough sleep
lately.
1. The class is very noisy. 2. Billy refuses to copy down the
dates of kings. 3. Janet doesn’t want to write an essay about
spring, she wants to write about summer. 4. Kate is afraid of
taking her exam. 5. The children insist on performing sketches
instead of writing an essay. 6. Nick is playing truant again.
7. Samantha is very shy. It’s a problem for her to mix with other
children. 8. Dick doesn’t like to read out loud. 9. Martha is very
good at reciting poems. 10.1 want my children to get
somewhere as human beings.
II. Abstract nouns are those which describe states, events,
feelings, etc. Abstract nouns can be either countable or
uncountable. When an abstract noun indicates a thing in
general, the idea of the thing, rather than a paricular example of
it, it is uncountable. When it describes a certain kind of a
quality, feeling, state, etc. it becomes countable. In this case the
noun nearly always has a descriptive attribute.
I’m studying science.	Я занимаюсь наукой.
Physics is an exact science. Физика — точная наука.
Exercise 3. Respond to the following statements developing
them into short situations. Make use of the word combination
in brackets.
Model: Education is necessary if you want to succeed in life (a
good education).
Education is necessary if you want to succeed in life. But
anyone wanting to get a really good education must work hard.
Janet is full of affection (to feel an affection toward smb.)
Janet is full of affection. — It’s part of her nature. She
always feels an affection towards somebody. She just can’t live
without loving someone.
1.1 find pleasure in reading (to be a real pleasure). 2. Life is
movement, they say (to lead an active life). 3. Cleverness in one
of Peter’s prominent traits of character (to show an unusual
cleverness). 4.1 hear Bob is a man of education (to get/give
smb a good education). 5. People attach importance to good
manners (to attach an exaggerated importance). 6. You can rely
on what John says. He always speaks from experience (to
describe one’s experiences in). 7. My impression is that Kate is
a girl of feeling (to have a deep feeling for beauty). 8. Alfred has
always been known as a man of talent (to develop one’s
talents). 9. Ann always speaks about her niece and nephew with
affection (to fix one’s affections upon smb). 10. Mary dreams of
happiness (a quiet happiness). 11. People’s attitude to life is
different (to lead a quiet life, a life of pleasure, an eventful life).
Sometimes an uncountable abstract noun is used with an
attribute and yet has no article. This happens when the attribute
qualifies the noun from the point of view of a) time (modern,
ancient, contemporary, original, etc.), b) nationality (English,
French, German, etc.) c) geography (Moscow, London, Asian,
etc.) or d) gives it a social characteristics (Soviet, proletarian,
bourgeois, racial, religious, etc.).
John is studying contemporary art.	Джон изучает современное искусство.
Are you acquainted with German philosophy?	Вы знакомы с немецкой фи- лософией?
It’s three o’clock Greenwich time.	Сейчас три часа по Гринви- чу.
We’re proud of the latest achievements of modern science.	Мы гордимся последними достижениями современной науки.
Exercise 4. Make a list of subjects that can be studied at a very
large adult educational centre. E.g. Soviet literature; modern
baby-care; oriental religion, etc.
The following list of adjectives may be of help: classical,
modern, ancient, world, racial, religious, American, English,
contemporary, European, Australian, etc.
What subjects do you do at the college? What other subjects
would you like to be taught or given lectures on?
Exercise 5. A. Supply the missing articles where necessary.
__________Most people spend__________ third of their lives at
work and spend more time with their work colleagues than
t heir families or friends. So, it is important that___people
should enjoy their work as much as possible: and enjoying
_______ work means choosing ___________ right career in_____
first place.
__________People in_________ Britain can start____work at
age of sixteen, though many people stay at _______school after
this age. For all people, as they approach________end of their
school lives, big question is — what are they going to
137
do? How are they going to find______job? What kind of
_______further training will they need? How will they know if it
is right kind of training for them?
_________ Most young people have several choices open to
them when they leave_______ school. Here are some of them.
They can leave________ school at sixteen, take_____job but
spend one day_________week at__________ College of_______
Further Education learning more about ________theory and
_______practical work. Many people who are learning______
practical skill — for example,___________________________ car mecanics, _____
caterers, _____hairdressers or______typists — do this. At
_______ end of their training they get _____qualification
which gives them ___________________________better chance of_promotion
and________higher wages. At_________same time, they have
gained _____ practical experience in their job because they
have been working while training.
B. Re-read the text and get ready to discuss the problems raised
in it.
Questions for discussion: 1. Do you agree that choosing the
right career is a problem? Prove your point. 2. Do Russian
school-leavers face the same problems as their British
contemporaries? How are the problems of choosing the right
career solved in this country? 3. Who helped you choose your
future profession? 4. What do you think should be done to
make it easier for school leavers to choose a career?
COMPREHENSION EXERCISES
Exercise 1. Translate the following sentences from the text into
Russian. The purpose is for you to compare the ways of
expressing the same idea in English and in Russian.
1.	“But I really enjoy reading them. It’s so exciting when they
improve, even just a little bit, or when they suddenly put in
something, with the grammar and spelling all wrong”.
2.	They were the first-year children who had moved on from
the primary school two streets away, not in the excitement of
progress, but in the dullness of disappointment.
3.	Acting, which was not a lesson, was their favourite lesson,
and Grace quite often let them perform impromptu sketches of
bloodshed and torture as a means of keeping them eager.
4.	“They get sent here because they can’t make the grade at
Grammar School. Or because they fight or steal or run
away.”
138
5,	Teachers who had not stayed at Abbot’s Road had labelled
Mr. Rawlings “progressive”.
6.	The large central hall had to serve for everything from
Assembly through gymnastics and school dinners to recreation
on a wet day.
Exercise 2. Explain or interpret the following sentences.
1.	You won’t catch me correcting essays in the lunch hour. I
flick through’em in class while the flower of Commonwealth
youth is copying down the dates of kings.
2.	They had given up, and it was Grace’s gargantuan task to get
them going again.
3.	Before they took the examination, the more literate among
them had known ambition.
4.	Some of the boys were “latchkey kids’’ whose mothers had
jobs which kept them away longer than the school hours.
5.	To him each child was a challenge to be met as far as
possible on his own level.
6.	They must get somewhere and it did not matter if their goal
was not an educationally conventional one.
7.	The classrooms and the furniture were inadequate.
8.	Mr. Rawlings, the headmaster, was in charge of the minds
and bodies of adolescent children of all colours, all races, all
varieties of morals from the red brick jungles of the council
flats.
Exercise 3. Arrange the points in logical order and reproduce
the origirnal text using the key words given below.
1.	to fail one’s eleven-plus examination; to go to Grammar
school; to lose interest in smth.
2.	to enjoy reading; to live in one of those awful streets behind
the Baths; some really original twist of imagination.
3.	to get somewhere, to progress, they meant it as an insult;
their goal was an educationally conventional one.
4.	to retain a sort of family spirit, a shabby old-fashioned
school, the classrooms and their furniture were inadiquate.
5.	to be in charge of the minds and bodies of smb, to be proud
of one’s school, to be a challenge.
(>. to be happy at Abbot’s Road; to be rigid in her lessons; to
capture the attention of her class; to veer miles away from the
curriculum.
7.	to finish one’s probation; to be the first-year children; to
move on from the primary school.
139
8.	to be one’s despair, to force knowledge into minds; to ask a
beautifully imaginative question.
Exercise 4. Correct the following statements if you find them
wrong.
Make sure you begin your answers with such commonly
accepted phrases as:
I quite agree with you; You are quite right; Yes, that’s quite
right; That’s quite true.
I don’t think that’s quite right; You’re not quite right (there): I
am afraid I don’t agree with you; I am afraid that’s (completely)
wrong; That’s not quite right (true); I wouldn’t say so; Oh, no,
quite on the contrary; As far as I remember.
1.	The class which had been Grace’s for the year since she
had finished her probation at Abbot’s Road and moved on to
the staff as a qualified teacher was the best class at school.
2.	These were boys and girls who had done well at their
11-plus-examination."
3.	Before they took the examination, the more literate
among them had known ambition.
4.	Most of all Grace disliked acting.
5.	Mr. Rawling, the headmaster, was not proud of his
school, he took no interest in his pupils at all.
6.	It was a fashion school with large classrooms,
well-equipped gymnasiums. There were also special halls for
recreation.
7.	The head did not mind if Grace veered miles away from
the curriculum.
Exercise 5. Find proof in the text to support the following
statements.
1.	The class which had been Grace’s for the year... was in
some respects the most difficult group in the school.
2.	She did not have to be rigid in her lessons.
3.	Acting was their favourite lesson.
4.	Grace was very happy at Abbot’s Road.
Exercise 6. Answer the following questions about the text.
1.	Why did Grace enjoy reading her pupils’ essays?
2.	Why was Grace’s class the most difficult group in the
school?
3.	What made Grace’s pupils lose interest in studies?
4.	What methods did Grace use to make pupils feel secure?
140
5.	Why was Mr. Rawlings proud of the school?
6.	What was Abbot’s Roas like?
7.	Why did the school retain a sort of family spirit?
8.	What kind of teacher was Grace?
9.	Were all the teachers at Abbot’s Road like Grace?
Exercise 7. Get ready to speak about Abbot’s Road school,
prove that:
1.	Grace was a good teacher trying to make her pupils get
somewhere.
2.	Mr. Rawlings was proud of the school.
3.	The teachers did their best to make the pupils feel secure, not
ashamed of themselves.
Exercise 8. Make up an outline of the text. Write out the key
words for each point of the outline.
Exercise 9. Think of a suitable title of the story and back up
your statement.
ACTIVATION EXERCISES
Л Exercise 1. Complete the following in as many ways as
possible using gerunds. (Refer to p. 2 of the Grammar
Commentary).
I. The child is fond of... 2. Helen is constantly complaining of...
3. Is your friend really interested in ...? 4. Spring has come.
We’re looking forward to ... 5.1 hope you don’t object to ... 6.
I’d like to thank you for... 7. How d’you like the idea of...? 8.1
was so upset I couldn’t help... 9. Do you feel like...? 10. It’s no
use... 11. Kate complains that she in tired of... 12. Everything
depends on...
Exercise 2. Open the brackets using gerunds or infinitives.
A. 1. I’m looking forward to (see) my parents during the
holidays. 2.1 wish (see) the manager. 3. It’s no use (wait) for
Paul. He’ll not come. 4. My mother told me not (speak) to
strangers. 5. You’re expected (know) the laws of your country.
6. Would you mind (show) me how the lift (work). 7. He
surprised us all by (go) away without (say) “Good-bye”. 8.
Please go on (write), I don’t mind (wait). 9.1 suggest
(telephone) the hospitals before (ask) the police (look) for him.
10. Forget it, it’s not worth (worry) about. 11. He never thinks
of (get) out of your way; he expects you (walk) round him.
141
В. 1. Would you mind (lend) me a sixpence? I want(make) a
phone call. 2. Please forgive me for (interrupt) you, would you
mind (repeat) that last sentence? I’d like (put it down). 3. Do
you feel like (go) to a film or would you rather (stay) at home?
4. We got tired of (wait) for the weather (clear) and finally
decided (set out) in the rain. 5. She apologized for (borrow) my
sewing-machine without (ask) permission and promised never
(do) it again. 6. I’d like (show) you my poetns. Do you feel like
(have a look)? 7.1 promise (lend) you the book when I finish
(read) it. 8. Let’s ask them (help) us (do) the work.
C. 1. After (walk) for three hours we stopped (let) the others
(catch up) with us. 2. He never stops (complain). It makes me
tired of turn. 3. The weather was awful. It didn’t stop (rain) all
day. 4. You should stop (smoke), it’s harmful to your health.
5. Every day on his way from work Mr. Pitt stops (read) a
newspaper. 6. Stop (bite) your nails! What an awful habit!
7. Do stop (talk). I’m trying (finish) the letter, 8. The car began
(make) in extraordinary noise, so I stopped (see) what it was.
9. Will you please stop (interrupt) me?
Exercise 3. Express your doubt or disappointment in the
following actions by using “I (don’t) feel like”, “It’s no use
(what’s the use of)”, “Is it worth while”, give your reasons.
1) dieting, 2) doing physical exercises, 3) keeping away from
late suppers, 4) overeating, 5) jogging, 6) going in for sports, 7)
eating vegetables, 8) not eating sweets, 9) giving up chocolates
Exercise 4. Read the dialogue between Peter’s parents and his
classmistress. Get ready to answer questions about it.
Parents. For some time now our son has been asking to be
transferred to another group. He says he’s bored in class. Time
and again he repeats he’s much cleverer than anyone in his
group and this makes it impossible for him to make friends with
anyone. He even says he wants to leave school. We’ve come foi
advice since we fail to convince him he’s wrong.
Classmistress. It’s an unpleasant surprise to hear this. Our
group has always been a very united one. The children are
proud to be members of this class. I’ve noticed that Peter hasn’t
been too sociable. For instance, he refused to go hiking with us.
But I didn’t think it important to worry about. It’s true that youi
son is a capable pupil. But in this school we don’t think it good
to group children according to ability. If I ask the headmaster Io
142
Iiansfer Peter to another class I’m sure the headmaster will
abject. Have you tried to explain to Peter where he’s wrong?
Parents. We’ve tried to influence him but had to give, it up.
I le says he hates it when grown-ups begin to teach him morals.
Classmistress. I think you must start treating Peter like a
grown-up. It might help. We’ll also try to have a serious talk
with him. We must help your son see he’s mistaken. Keep in
touch with us.
Parents. Thank you for advice. We’ll be coming again soon.
A. Questions: 1. What does Peter insist on? 2. What does he
complain of? 3. What does he keep saying? 4. How does Peter
Icel about school? 5. What is Peter’s classmistress surprised at?
(>. What are the children in Peter’s class proud of? 7. How does
the teacher try to prove that Peter isn’t sociable? 8. Did she
think it worth worrying about at the time? 9. What are the
authorities of the school against? 10. What will the headmaster
object to? 11. What idea have Peter’s parents given up? 12.
What’s Peter’s attitude to being taught morals? 13. What does
the teacher advise the parents? 14. What does she think of
doing herself? 15. What do the parents thank the teacher for?
It. 1. How old do you think Peter is? Why do you think so? 2.
What would you do in place of Peter’s parents? 3. What advice
would you give Peter’s parents if you were the teacher?
Exercise 5. Supply the missing articles. (Refer to p. 3 of the
Grammar Commentary).’
I. a) We never stay in____town in summer, b) I bought this
book in_____ town in Scotland. 2. a) Where shall we go? —
1 .et’s go to _____ sea. I’ve never seen it at dawn, b) Martin
lidcn went to___sea to earn some money. 3. a) Ann comes to
______ school sometimes to speak to her former teachers, b)
Is your daughter at_______college? — No, she’s still at
______ school. She will leave______ school this year, but she
doesn’t want to go to______________college, she’s going to_
work. 4) Pushkin and Goncharova were married in____________
i hurch. Do you know where_____church is? 5. a) The tour of
______town included___________ university, b) Peter is interested
in Biology and he dreams of going to_______ university after
leaving_______ school. 6. a) When does your mother come
back from ________work? b) This piece of sculpture might be
quite modem but I wouldn’t call it _____ work of art. 7. a)
No teacher will come to______ class unprepared, b) It’s____
hard work managing class of 40 young children.
143
8. a) John has to go to_______hospital to have his appendix
removed, b) I can’t go on the excursion with you. I’m going to
________hospital to visit John. He had his appendix removed
three days ago. 9. Michael Voinich first saw his future wife
Lilian when he was in _______ prison in Warsaw. She was
standing in the square looking up at _____prison and he saw
her through the window. It was much later that they met each
other for the first time. 10. The famous English writer
Stevenson was a sick child and had to spend a lot of time in
______bed. His mother would often sit in an armchair by_____
bed or even right on bed and read to him.
В
Exercise 1. Fill in the gaps choosing the right word (say, tell,
speak, talk) in the required form.
Almost all universities in the United States have some form
of student government, that is to ..., students are allowed, even
encouraged — to participate in the free election of students to
represent them on a Student Council. Last week my roommate
... that he was going to run for student president. I was surprised
because to ... the truth, I don’t think Jack would make a good
president. Of course, I didn’t... him that. After all, I want to stay
on ... terms with him. And so I... a white lie and ... that he would
make a good president. We ... about the idea foj a while and
then he ... me that he wanted me to be his campaign manager!
I..., “No, no, a thousand times no!” Because I am his closest
friend, it goes without... that he was surprised by my refusal,
but I... him why I didn’t want to take the responsibility.
“Jack”, I... “I would have to give a lot of... and interviews.
I would have to ... to large crowds. I can’t do that. I would
become tonguetied and unable to ...” . But Jack thought my
reasons were senseless and silly and he ... so in no uncertain
terms. You can ... what you like about Jack, he’s always direct
and honest! But I was stubborn and ... him that he ought to...
to some of his other friends and ask one of them to be his
manager. He was disappointed and, although he didn’t... so,
I think he was also angry. Later, when he ... me that his
girlfriend ... that she would be his manager, I felt a little
ashamed. I... myself that perhaps I should have agreed. After
all, you never can..., maybe some day I’ll need him to help
me.
144
Exercise 2. Complete the following sentences. Give as many
variants for each sentence as you can.
I. Much can be learnt from...
2.1	should like to study...
3.1	learnt to ... at the age of 7.
4.	Can you learn ...
5.	If you study hard ...
6.	It is easy to learn to swim if...
7.	You can’t learn a foreign language if...
8.	She has an excellent memory, that is why ...
9.	When we learn something by heart...
10.	At school I was taught to _
Exercise 3. Fill in the gaps using the right word (learn, study) in
the required form.
I.	Students of modern languages often ...
2.	The more you ... about the subject, the easier it becomes.
3.	He ... for the medical profession.
4.	Some boys in my class... slowly.
5.	We’ll... Shakespere next term.
6.	If you know how... you will save a lot of time and effort.
7.	We have ... all the grammar rules on the use of the article.
8.	A good way of generating interest in your work is to read
widely on the subject and to ... its history and methods.
9.	How long have you been ... English?
10.	She has a splendid memory and can easily... pages and
pages by heart.
11.	Ever since his boyhood he has dreamt of... mathematics.
12.	What subject do you ... at the Physics deparment?
13.	...ing a foreign language is very much like ...ing type-writing
or driving a car which also requires development of skills.
Exercise 4. Answer the following questions using the
vocabulary of Unit 4. Work in pairs.
A.	1. How long have you been learning English?
2.	Do you prefer to study with a friend of yours or do you
prefer to study alone?
3.	Why do people sometimes prefer to study at the library?
4.	What are the advantages and disadvantages of studying at
home, at the library?
5.	Is it difficult to learn a foreign language? Why?
145
6.	Do you find it useful to learn many things by heart to have
a good command of a foreign language? What do you find
useful to learn by heart?
7.	At what age did you begin to learn English? Who taught
you the English language when you were a child?
8.	What subjects did you study in the senior forms at school?
9.	What subjects are you studying now?
10.	Is it possible to learn a foreign language by reading?
11.	Is it easier to study or teach?
12.	Is it possible to learn a foreign language in one year?
13.	Why is it necessary to study systematically?
14.	Is it better to study in the morning or in die evening?
В.	1. Do foreign languages interest you?
2.	Why are you interested in learning English?
3.	Do you take interest in Latin? Why?
4.	What other subjects interest you?
5.	What can arouse interest in learning a foreign language?
6.	What methods of learning a foreign language interest you?
C. 1. Do you have’trouble setting down to work at the
beginning of a study period?
2.	When you have trouble with your work, do you talk the
matter over with your teacher?
3.	Do you have trouble expressing yourself in English?
4.	If a teacher springs a test on you do you have trouble with
it?
5.	Do you have trouble participating in class discussion?
6.	Do you have trouble giving youi paper in on time?
7.	Do you have trouble working according to weekly plan?
D. 1. How many exams do you have every year?
2.	What exams did you take last year?
3.	What entrance exams did you take?
4.	Did you do well at the school-leaving exams?
5.	What should a student do if he fails an exam?
6.	What exam do you consider to be the most difficult? Why?
Exercise 5. a) Respond to the following expressing your
approval or disapproval Follow the model:
Model: T. Some people like to spend their holiday in the
library reading from morning till night.
St. 1.1 don’t think it’s the right way to spend a holiday.
St. 2.1 belive it’s a good (pleasant, useful, excellent, etc.) way
of spending a holiday. Some people enjoy books more than
anything else.
146
1.	Some people think that the exam system tests a person’s
knowledge very well.
2.	Many people consider a lecture to be the best method of
teaching at higher educational institutions.
3.	Discussion in a foreign language is considered to be very
useful in developing speech habits.
4.	Do you agree that conventional question and answer work is
the most effective of all language — learning exercises?
5.	Work in a language laboratory gives the student every
opportunity to learn to speak a foreign language.
6.	Exercises on translation are very useful in mastering a foreign
language.
7.	Learning grammar is enough to master a foreign language.
8.	Memorizing words of a foreign language in considered by
some people to be most effective in enriching one’s
vocabulary.
b) Respond to the following expressing your attitude.
Follow the model.
Model: T. John is very patient with his children.
St. I like the way John treats his children.
That’s the way to treat (of treating) children.
1.	Mary is having her vacation now. She is glued to the TV set
and has no exercise.
2	John takes defeat easy.
3.	Dennis speaks with his superiors with selfrespect.
4.	Jane admits failure gracefully.
5.	Alice is in the habit of speaking rudely to her parents.
6.	Mr. Green treats his students with respect.
7.	Jack drives the car carelessly.
8.	Ann always does her homework in a hurry.
Exercise 6. Think of the questions you would like to ask a) an
English school graduate about the exams he took at school; b) a
second-year student of your institute about the exams he took
last year.
Exercise 7. Respond to the statements below and say what can
bring about a person’s failure. (Try to give as many versions as
possible).
A.	— All his efforts to fulfill the task have failed.
B.	— The trouble is that he did not work hard during the term
(did not review the material in time, is not well-read on the
problem, his knowledge is poor).
147
1.	Tom has failed his exam in English.
2.	The play has failed.
3.	The exhibition is a failure.
4.	The singer is a failure.
5.	Ben has failed his exam in maths.
7.	The playwright is a failure.
8.	They failed to arrive on time.
9.	He is a failure as a teacher.
Exercise 8. Rephrase the following sentences using the
vocabulary of Unit 4.
1.1 liked the film very much.
2.	Tom had a very good time at the party.
3.	My friend likes music.
4.	He had a very good time in the Crimea.
5.	Many people like reading fiction.
6.	In many countries women fight to have equal rights with
men.
Exercise 9. Give reasons why your friend enjoys doing
something.
Example:
— I enjoy reading detective stories when I’m tired because ii
helps me to have a good rest.
—	to go to the conservatoire;
—	to read before going to bed;
—	to go to the country for the week-end;
—	to visit my schoolmates on holidays;
—	to take a walk in the evening;
—	to go to the river on a hot day,
— to stay at home and read a book on a rainy morning.
Exercise 10. Work in pairs. Take turns to complain of
somebody’s impoliteness, improper behaviour, etc, and express
your surprise or indignation at what you hear. Use the pattern
given below.
Model: A.: My little sister came home late yesterday.
B.: Oh, how awful, what does she mean by coming home so
late?
1. Your younger brother is speaking rudely with you. 2. Your
friend is leaving without saying good-bye after you’ve had a
quarrel. 3. A friend of yours is ringing you up very late after
you’ve gone to bed. 4. Your group-mate has missed several
148
lectures without an excuse. 5. Your younger sister is bad at
mathematics but she has refused her friend’s help. 6. Your
younger sister is arguing with your mother about whether she
must put on a hat on a windy day. 7. Your younger brother has
interrupted your friend who has been telling you a story. 8. Your
younger brother who is reciting his lesson to you is answering
very badly.
Exercise 11. a) Supply the missing prepositions or adverbs,
b) Reread the text and do the assignments that follow.
Education in England
Ann: ___Britain all children have to go__school____the age
five __sixteen. It’s the law.
Bill: Yes. I believe the school-leaving age has been raised
____ sixteen, hasn’t it?
Ann: Yes, it has.
Bill: Do all parents send their children_state schools?
Ann: Nearly all ____them do. But we have independent schools
where the fees are high and not many parents can afford
them. Many private schools are boarding schools, though they
usually cater both ______ boarders and day pupils.
Bill: Did you go____a state primary school?
Ann: Yes, I did. I went ___a nursery school first, ___the age
____four. There was a good kindergarten our neighbourhood,
so my_______parents decided to send me there________ a year.
Bill: Can you still remember it?
Ann: Yes, I have faint but very pleasant memories_it. It was
a delightful place, full_ firn and games. As______ most
nursery schools, work-if you can call it that-consisted
_____story-telling, drawing, singing and dancing.
Bill: And you went__Infant school________ the age _five,
didn’t you?
Ann: Yes, but you know, right____ the age_____seven school
life was very pleasant. It was only later_ the Junior School
that we began to have more formal lessons and even worry
exams.
Bill: Really? Did you have to do exams that age?
Ann: Yes, we used to then. We had to take an exam_____the
age_______eleven called the “Eleven Plus” to see what kind
___secondary school we would get______. But this exam is
disappearing nowadays.
149
Assignments
1)	Answer the following questions:
1.	What two types-of schools do they have in England?
2.	What sort of schools are state schools?
3.	What sort of schools are independent schools?
4.	Why do most parents send their children to state schools?
5.	What age group does a primary school take?
6.	What age group does a secondary school take?
7.	What kinds of school do we find within a primary school?
8.	What kind of school is a nursery school?
What does the work of the children in most nursery schools
consist of?
9.	Where does Ann come from?
10.	Where does Bill come from?
2)	Act the dialogue out.
Exercise 12. Translate into English using the vocabulary of
Unit 4.
1.	У Марка Твена есть рассказ, который называется «Как »
учился кататься на велосипеде». 2. Много людей сейч.и
увлекается конным спортом, хотя научиться кататься пл
лошади трудно. 3. Для того, чтобы хорошо выучить иш>
странный язык, нужно много заниматься, читать на ин<>
странном языке, учить наизусть, слушать записи пл
иностранном языке. Особенно важно для студентов-перво
курсников ежедневно по нескольку часов заниматься и
лингафонном кабинете. 4. Начинать изучение иностранного
языка лучше с детства. Обычно родители, которые знаки
иностранный язык, начинают учить своих детей инострап
ному языку, когда им исполняется пять-шесть лет. К;п.
правило, у детей очень хорошая память, поэтому им легки
запоминать слова. 5. Анна узнала, что поезд, на котором
ехали ее родственники, будет в Москве через два часа. Опл
решила, что ей можно не брать такси, а ехать на вокзал п.>
автобусе, в ее распоряжений было достаточно времени. (>
Моему другу гораздо больше нравится заниматься в читал г
ном зале. Там можно взять любую необходимую книгу
Кроме того, в читальном зале всегда тихо, все занимаются <
большим интересом. 7. Хотя изучать латинский язык труд
но, тем не менее знать латинский язык очень полезно, т.к
это помогает изучать другие иностранные языки, например,
английский, немецкий, французский. 8. В детском саду уже
с трех лет детей учат рисовать, играть, петь. Немного позже
150
они начинают учиться читать, считать. Это готовит их к
школе.
* * *
I. Он выступал вчера на собрании. 2. Вы обязаны сказать
правду. 3. Она сказала, когда мы будем обсуждать статью? 4.
Дети очень громко разговаривают! Скажи им, чтобы они
разговаривали потише. 5. Учитель сказал нам, что через
неделю мы будем писать контрольную работу. 6. Попроси
его остаться после работы, мне нужно с ним поговорить. 7.
Что произошло? К сожалению, ничего не могу сказать, я
ничего не знаю. 8. Председатель собрания сказал (спросил):
•Перед тем, как собрание будет закрыто, кто-нибудь еще
хочет выступить?» 9. Легче сказать, чем сделать. 10. Пере-
станьте разговаривать! — сказал отец детям. 11. Повторите^
пожалуйста, что вы сказали. Я вас плохо расслышал.
* * *
I. Тетя Полли всегда желала Тому только добра. Но Том
никогда не слушал ее (не следовал ее советам). Напротив, он
очень часто огорчал тетю Полли. 2. Я купил розы. Сегодня
у мамы день рождения. Эти цветы предназначены для нее.
Розы - ее любимые цветы. 3. Дети очень любят журнал
«Мурзилка». Это неудивительно, ведь он предназначен спе-
циально для детей. Там очень много сказок, смешных
рассказов, красивых картинок. 4. Когда Пиквик вошел по
ошибке к незнакомой -даме, он страшно смутился. Единст-
венное, что он смог произнести, было: «Простите, я не хотел
испугать Вас». Пиквик выглядел очень испуганным. 5.
Очень часто слово может иметь несколько значений, поэто-
му важно знать, как слова используются в разных ситуаци-
ях. 6. Дети очень боялись Рэдли, им казалось, что он всегда
очень злобно на них смотрит. Они были уверены, что Рэдли
желает им зла, поэтому старались не встречаться с ним (не
попадаться ему на глаза).
* * *
1. Когда я узнал, что отправление поезда задерживается,
я попросил друзей не беспокоиться и не провожать
меня. 2. Тетя Полли боялась, что дружба с Геком не
доведет Тома до добра. 3. По ночам меня беспокоит
кашель. 4. Спасибо, что вы опустили письмо. Я не хотела
выходить в такую погоду. Надеюсь, это вас не затруднило?
5. Разрешите попросить вас передать мне журналы с того
151
столика. — Пожалуйста. 6. У меня было много неприятии
стей с мотором. 7. Спасибо, что вы взяли на себя труд
помочь мне. 8. Беда в том, что мы провалили экзамен но
английскому языку. 9. Это избавит' вас от необходимое! п
навещать его. 10. Она всегда создает неприятности. Таког
впечатление, что она просто ищет их.
1. У нее слабеет зрение. 2. Все наши усилия сделать работу
рухнули. 3. От волнения у меня не хватало слов выразип.
мою благодарность присутствующим. 4. Очень жаль, что он
провалил экзамен по математике. 5. Как всегда, он подвел
меня. На него совсем нельзя положиться. 6. Он регулярно
ходит на прогулку перед сном. 7. У меня всегда не хватап
времени. 8. Пьеса провалилась. 9. В искусстве он бы и
совершенным неудачником.
1. Меня интересуют иностранные языки. 2. К сожалению,
она потеряла интерес к математике. 3. Чем можно пробудить
интерес к изучению латинского языка? 4. Многие студенты
проявляют интерес к занятиям спортом. 5. Самое большое
увлечение в его жизни — музыка. 6. События вызвали
большой интерес. 7. Пьеса заинтересовала всех, кто ее читал
8. Он заинтересовался искусством.
1. Вам понравился фильм? 2. Вы хорошо провели отпуск?
3. Мне было очень приятно обсудить этот вопрос с вами. 4
Мы очень хорошо провели время на вечере. 5. У него слабое
здоровье. 6. Негритянское население США борется за ран
ные с белым населением права. 7. Она хорошо провела
время на море. 8. Я очень люблй) поэзию. 9. Мы любим
ездить за город в жаркие дни.
1. Вам нравится, как он водит машину? 2. То, как он читай
текст, показывает, что он не работал в лаборатории. 3. Так иг
готовятся к экзаменам. 4. Как лучше всего провести зимние
каникулы? 5. Вы неправильно обсуждаете эту проблему. (>
Есть ли какой-нибудь более легкий способ сделать это? 7
Что вы думаете о том, как она разговаривает с родителями7
8. Нам не понравилось, как он вчера играл в шахматы. 9. Он
152
иссгда мешает. 10. Он ни в коей мере не виноват в том, что
случилось.
SPEECH EXERCISES
Exercise 1. Read the text and find the sentence which explains
why teachers are different from people of other professions.
Re-read the text and speak about your attitude to the idea
expressed in the title.
A Teacher’s Lot is Certainly a Different One
Say “teacher” and a clear image forms in people’s minds.
People usually think that teachers, if female, are intense,
persistent creatures, and if male, are a little strange. Th£y would
refer to teachers they know and proceed to generalisations,
most frequently concerning their quarrelsome emotinal way of
discussing things, their dictatorial or pedantic tendencies and,
above all, their boring inability to talk about anything other than
l heir jobs.
Teachers themselves have a particularly self-conscious view
of their role. Outside their working milieu, they tend to feel
isolated and to grow away from friends who work a standard
office day. The teachers’ job imposes exceptional stresses and
conflicts, and these have the power to isolate teachers from
everybody else, to alter their outlook and even their characters.
Monday morning is a good example of the differences
between school and office. In many offices you can arrive a little
late, whatever is not imporant can be put off, and with luck you
can have an extended lunch-hour. A teacher’s Monday is more
likely to begin on Sunday night, when the first uneasiness creeps
up behind. There are preparations to be made for the morning,
and even if they have been made it is difficult to shake off a
sense of guilt about the quantity and quality of the preparations,
or vague resentment over the erosion of free time. From the
moment of arrival at school there is no place for lethargy;
children are all around, full of questions and bounce.
The same worry can spill over into evening and weekends.
Young teachers who have had college lectures on “discipline in
the classroom situation” or “the deprived child” are not
properly warned of the emotional impact children make on
them. They sit and brood about the children’s needs and always
feel that they could be doing more. Of course that’s true, but the
best teachers are the ones who can switch off, by doing
153
whatever work is necessary, and then refusing to let it encroach
further on their life. If a teacher falls ill he can’t afford to stay in
bed till he gets well. Knowing the difficulties that absence
creates in school, with the class being split up and loaded on to
colleagues, teachers don’t stay home when they should, and
often totter back to school before they are fully recovered,
propelled by anxiety.
It is this kind of intensity that makes teaching so
extraordinary. Extremes of behaviour are more common in the
classroom than people would believe. Many teachers discover in
themselves depths of bad temper, even rage, they never knew
they had.
But the rewards of the job are so special that teachers learn
to maintain high expectations, and apply them generally. The
experiences they have at school have a great influence on their
attitudes to jobs and people. Most of the generalisations about
them are rooted somewhere in truth — teachers are different —
but few people bother to find out why.
Exercise 2. Read the text and answer the questions following it
Who is a Good Teacher?
Should teachers whose command of English is rather poor
teach English? There should be a great deal less teaching of
English in the world if the answer to this queation were a clear
“No”, and one hesitates to give so unqualified an answer. It is
not even obvious that the best teacher is one who has acquired
an almost effortless command perhaps as a result of
“inheriting” the language as a mother tongue. The matter is
more complicated. It is hard for the thoughtlessly competent
speaker to simplify, hard for him to see what the learner’s
difficulties are. Furthermore, command of a language is not
necessarily accompanied by skill in teaching it. The unskilled
teacher with a good command, and perhaps an analitical
awareness of the language too, is common. On the other hand,
the skillful teacher who is still struggling with the language
himself and who has some considerable distance to go, but who
can interest his pupils and transfer to them a good measure of
his own language using ability, is far from rare. One may also
ask two straight questions: Is the relatively effective teacher
interested in the craft of teaching unlikely to seek improvement
of his command of the language? Is the relatively proficient user
154
of language, having found himself ineffective as a teacher, as
likely to seek improvement in his teaching skill?
I.	What do you consider to be more important, a good teaching
skill or a good command of English?
2.	Can the facts given in the text help you to answer the
question “Who is a good teacher?”
3.	What impression did you get of your language teachers at
school?
Exercise 3. Arrange the following ten characteristics of a good
teacher in order of preference and give your reasons.
Ten Characteristics of a Good Teacher
1.1 want a teacher who has a contagious enthusiasm for his
teaching, i.e. one who loves his students and his work.
2.1 want a teacher who is creative and employs various
techniques to engage the student’s mind.
3.1 want a teacher who can add pace and humour to the class.
With such a teacher we have a good time learning, and we
make a lot of progress because we are not afraid to make
mistakes, we can take chances.
A good teacher maintains an excellent pace in the class. She
never loses an instant consulting a list or thinking about what
to do next; she tries to capitalize on every second.
4.1 want a teacher who challenges me.
Speaking in the target language to the learner prepares and
challenges him to speak in that language. I want a teacher
who can maintain a level of difficulty high enough to
challenge me, but not so high as to discourage me.
5.1 want a teacher who is encouraging and patient and who will
not give me up.
6.1 want a teacher who knows grammar well and who will
explain something on the spot if necessary.
7.1 want a teacher who will take an interest in me as a person
— one who will try to discover discussion topics that interest
me.
8.1 want a teacher who will take a minute or two to answer a
question after class, or who will take five minutes to correct
something that I have done on my own.
9.1 want a teacher who will treat me as a person, on an equal
basis with all the members of the class.
10. Finally, I want a teacher who will leave his emotional
baggage outside the classroom.
155
Exercise 4. Here are some comments about education in
Britain. Use the information given in the text to decide if they
are right or wrong.
1)	It’s very simple. The best state schools are called public
schools.
2)	If you get three good “A” level passes, this entitles you
to go to University. No problem.
3)	Oh, no, there’s no selection at the age of 11 any more.
Everybody goes to the same sort of secondary school, unless
they pay for private education.
4)	In primary school they only have one teacher each year. I
suppose it gives the children a greater sense of security.
TEXT
Libraries full of books have been written on the education
system in Britain, but recently it has been chaging considerably.
This is roughly how it works.
Compulsory education begins at 5, and children attend
primary school until they are 11. Normally the primary school
is divided into Infants (5-7) and Juniors (7-11). During this
time each class of children — normally about thirty - is taught
by one teacher a whole year and this teacher takes them for all
subjects.
At the age of 11 most children go to a comprehensive
school, where they stay until they are 16. Nobody is allowed to
leave school until they are 16. In the past different children
went to different types of secondary schools, but in most parts
of the country everybody now goes to a comprehensive.
Some parents, who do not want their children to go to a
comprehensive, pay to send their children to a private school.
The most expensive and prestigious private schools are actually
called public schools — but they are private.
At the age of 16 people take examinations. Most take
General Certificate of Education (G.C.E.) Ordinary Levels —
normaly called just “O” Levels. People take “O” Levels in as
many subjects as they want to; some take just one or two,
others take as many as nine or ten.
If you get good “O” Level results, you can stay on at school
until you are 18, in the Sixth Form. (Notice that in Britain you
start in the First Form and finish in the Sixth). There you
prepare for Advanced Level Exams ("A" Levels). Again, you can
take as many of these as you want to, but most people take two
or three.
156

Three good “A” Level passes mean you have a chance of
going on to University — though this is not automatic. British
Universities operate a closed numbers system and the number
of people who can study is strictly conrolled. Other types of
further education are offered at polytechnics and colleges of
higher education. Politecnics offer the chance to study subjects
in a more practical way and many colleges of higher education
specialize in teacher training.
Exercise 5. Answer the following questions making use of
exercise 4 and the material studied:
— What do you know about the education system in Great
Britain?
— What features do you find too “traditional” or too
“progressive”?
— What sanctions or punishments are there to enforce
discipline?
— Is there selection for different kinds of schools?
— What examinations are taken? When?
Exercise 6. a) Have a look at the following articles and sum up
the views expressed in them; think of possible headlines.
“Children at school are the most oppressed group in
society”. This is what representatives of Britain’s secondary
school pupils said at their first annual conference this year. “A
long working day with compulsory 2-3 hours homework per
night, school uniforms, ridiculous discipline and punishments —
if we had a proper union there’d be an immediate strike”, they
said.
The pupils called for a new charter for children at school —
no uniforms, no punishments, no selection — a more relevant
curriculum with pupils choosing the subjects they want — fewer
academic subjects, more politics and society, plus practical
things like driving a car, running a house, bringing up children,
sex education...
Today’s school leavers haven’t got the skills employers need.
This is the main point made in a “Black Paper” on education
published yesterday. The paper claims that all the so-called
“modem methods” and new subjects taken in schools
nowadays just mean that the three R’s — reading, writing and
arithmetics — have been neglected; that all the trendy claims
157
that schools are there to develop pupils’ personalities and social
awareness have just led to a loss of discipline. “We need to back
to the basic subjects and strong, firm discipline, so that the 15
and 16 year olds have the right skills and attitudes for working
life.
b) Here are the beginnings of letters to the editor discussing
the points of view expressed in the articles. Complete the one
you agree with most:
1. ’Dear Sir,
The authors of the black paper on education must
think we were still in the 19th century...
2. Dear Sir,
How ridiculous can our children get? When will
today’s youth realize...?
Exercise 7. Study the list of characters and the opinions
expressed by them. Which characters might say these things?
Characters:
1.	Mrs. Gwen Harvey is an Inspector of Education for
Wessex. Her ideas can be described as moderately
“progressive”. She agrees that a command of basic skills is
necessary, but thinks that education should do more than this. И
is to do with developing pupils’ artistic talents — for music and
art; with developing their awareness of society and the world
around them; with preparing them for leisure and private life as
well as for working life. She tends to consider that discipline is
too rigid and that more responsibility should be given to pupils.
2.	George Thompson is headmaster of a large
comprehensive school in South London. He took it over 5 years
ago when it was known as a “difficult” school. Since then,
through strong discipline and organization, he has brought it
under control and obtained a high degree of academic success.
He is strongly in favour of a return to the traditional values of
education. His critics say his school is fme for the brighter
children, but doesn’t help the less academic ones.
3.	Nicholas Gregg is in his last year at private school in
Bristol, and is going to study medicine at University. He has
enjoyed and has been successful in his academic education and
thinks that no enormous changes are needed in the way schools
are organized; languages and art subjects interest him and he
thinks pupils should be able to specialize very early. He thinks
teachers should be respected and should know haw to keep
discipline.
158
4.	Helen Williams is in her last year at school, too, but is
much more critical than Nicholas. She finds the school day
boring, hates being told what to do all the time, studying a series
of subjects which have nothing to do with real life: she considers
most of her teachers old-fashioned and resents the lack of
freedom.
5.	Alice Green a teacher in a school widely known as being
“progressive”. She has introduced a number of experiments in
her school, expecially one which has abolished “streaming”
children according to ability. She feels that a school’s job is to
let children discover what they want to do and be, and that
learning to be independent is more important than subject
content — “when people know what they want they can always
learn it later”.
6.	Richard Newson has three children at school — the one
where Alice Green teaches and is in two minds about the
education they are receiving. He says the children are interested
in all the projects they do, but he is worried about whether they
are being adequately prepared for passing exams and getting
good jobs later; he wonders if the free atmosphere at the school
reflects the reality of life outside school.
Opinions.
1.	Kids need education for life — filling in the tax form,
driving a car, bringing up children.
2.	It’s obvious that you can’t have clever kids in the same
class as dull ones. The clever ones are bored, the dull ones can’t
follow.
3.	The purpose of education is to prepare children for
working life. That means good spelling, good arithmetics + the
habit of working hard.
4.	Schools are there to protect a country’s culture. An
educated person needs a broad general culture.
5.	Examinations should be abolished. There should be no
selection or streaming in schools.
Exercise 8. Answer the following questions:
a)	What subjects do you think should be studied at school?
b)	Should there be different schools for bright children and less
intelligent ones?
c)	What kind of discipline is needed?
d)	Should homework be compulsory?
e)	What qualities make a good teacher?
159
UNITS
LONDON
London is situated on the river Thames about forty miles
from its mouth. It is divided into two unequal portions by the
river: the more important, with most of the chief buildings,
standing on the north bank, and the south bank. The term
“London” was originally restricted to the City of London
proper, which has an area of only 677 acres and an estimated
resident population of 4,600. Westminster, for instance, was a
separate community, named from its position in relation to the
city. But with the growth of the capital from the eleventh
century onwards, the surrounding districts were absorbed one
by one to make up the vast metropolis which is London today.
London today stretches for nearly thirty miles from north to
south and for nearly thirty miles from east to west. This is the
area known as “Greater London”. Greater London with its nine
million population includes not only the City and the County of
London, but the outer suburbs. It has no definite boundaries
like the County of London which was established only in 1889.
Within the boundaries of the County of London there are
twenty-eight metropolitan boroughs, each with its own mayor
and its own council. It is London municipal authorities that are
responsible for many of the public services, housing, education
and town-planning.
The two landmarks that are a guide to the growth of
London are St. Paul’s Cathedral in the City and the group of
buildings near Westminster Bridge, the Palace of Westminster
and Westminster Abbey at Westminster. Round St.Paul’s is the
original London, the oldest part, with a history of almost two
thousand years. Old St.Paul’s was built during Norman times. It
was burnt in the Great Fire that destroyed London in 1666. The
cathcdarl that replaced it, the most striking building in the City
to-day, was designed by Sir Christopher Wren, the arhitect who
designed many of the other City churches. Many of these were
destroyed or badly damaged by bombing during the Second
World War.St.Paul’s, though it was hit, escaped the fires that
destroyed many of the buildings all round it. St.Paul’s Cathedral
160
is a beautiful sight standing out above the other buildings. The
massive dome is topped by a gold cross which glitters when the
sun strikes. You may climb up the three hundred and sixty five
steps to the dome if you wish. Half way up you reach the
whispering Gallery, where, if you press your ear to the wall, you
can hear the softest whisper from the other side of the dome.
Westminster, with its Palace and Abbey, is six hundred years
younger.
Westminster Abbey is regarded as the centre of the
Westminster area. In this lovely building we can learn much
about events of long ago. Most of the kings and queens of
England since William the Conqueror have been crowned here,
and you may see the ancient Coronation Chair. Many great men
have been honoured by burial in Westminster Abbey, and the
church is full of memorials to kings, queens, statesman, writers,
scientists and explorers, all of whom have played a part in
shaping Britain’s history. The most beautiful and oldest part of
the abbey is the Chapel of Henry VII, built at the turn of the
fourteenth century. It is noted for the fan-shaped decoration of
its ceiling, and the animals carved on the seats. There are many
old buildings in the Westminster area, including the Houses of
Parliament, which were also rebuilt in the late nineteenth
century because the original House was destroyed by fire, and
the facade of Buckingham Palace, which was finished at the
beginning of the twentieth.
To the west of the City there are finest theatres, cinemas
and concert halls, the large museums, the most luxurious hotels,
the largest department stores, and the most famous shops. The
name “West End” came to be associated with wealth, luxury,
and goods of high quality. Visitors with plenty of money to
spend and who come chiefly for enjoyment are likely to spend
most of their tinje in the West End. Those who come to learn
about London’s history will find much to interest them in the
City.
The Port of London is to the east of the City. Here are miles
and miles of docks, and the great industrial areas that depend
upon shipping. This is the East of London, unattractive in
appearance, but very important to the country’s commerce.
Ships up to 6,000 tons can come as far as London Bridge,
below which is the part of the river called the Pool. You’ll be
interested to know that London Bridge was originally made of
wood, and the first stone bridge wasn’t built until 1176. It lasted
650 years, and became famous for the houses, inns and shops
6 Учебник английского языка
161
crammed in upon it from end to end. A new London Bridge
replaced this in 1931, but you won’t find this London Bridge
now either, as it was sold to America in 1972. It was taken
there stone by stope to be reassembled as a tourist attraction.
The population of London is probably the most
cosmopolitan in the world. For example, Whitechapel, in the
East End of London, is a district largely inhabitied by Jewish
traders and craftsmen whose forefathers began to settle in this
neighbourhood after the tzarist persecution of 1881.
In Camden Town, an industrial district in north-west
London, is to be found the Cypriot Colony, both Greek and
Turkish.
The West Indians, who first started arriving in Britain in the
fifties, settled mainly in Brixton, south of the river Thames, and
in North Kensington in West London.
But the best-known foreign quarter of London is Soho. Its
modern history starts after the revocation of the Edict of.Nantes
in 1685 which caused thousands of French Protestants to flee
across the English Channel. Today its inhabitants include a large
proportion of French, Italian, and Swiss, with a sprinkling of
many other nationalities.
Add to these immigrants and refugees thousands of young
people who come to London from the provinces every year to
live and work and you will realize that it is not so easy to find a
Londoner who can say, “I was born in London as were my
father, my grandmother, and my great-grandfather before me”
Many young people come to London in search of a more
exciting life. Because cheap accomodation is scarce, they can
find themselves on the streets, living the life of a tramp. This
unhappy experience can make them reject society and its values
Whether a person is old or young, a permanently homeless
state is sometimes the result of a chain of unfortunate events oi
of an addiction to alcohol or drugs. Such addictions may well
have developed since they began to lead a tramp’s existence.
Every night members of SLMungo’s Trust drive a van
through the streets of London,'taking food and friendship to
destitute people. The volunteers have to be careful and sensitive
to people’s feeling. Long term drifters accustomed to abuse or
being ignored by embarrassed passers-by, are often suspicious
of any form of contact. So the food is offered gently with no
conditions attached. Human warmth, compassion, and
understanding might give these outsiders a reason to rejoin
society — if society cared enough to offer enough.
162
GRAMMAR COMMENTARY
1.	Whitechapel is a district largely inhabited by Jewish
traders and craftsmen.
In order to talk about people or things from a particular
country, we have to know “nationality words”. They are: 1) the
adjective to refer to the country, its culture, language, etc.; 2)
the noun or substantivized adjective used to refer to person
from the country; 3) the noun or substantivized adjective used
to refer to the nation as a whole.
Roughly, “nationality words” can be divided into four
groups.
Group 1. The adjectives ending in (A) an. They become
substantivized to refer to a person and the nation. Note the use
of the definite article with the name of the nation.
Country	Adjective	Person(s)	Nation
America	America	an American two Americans	the Americans
Brazil	Brazilian	a Brazilian (wo Brazilians	the Brazilians
Germany	German	a German two Germans	the Germans
Italy	Italian	an Italian	the Italians
	лУил r< 9-'	two Italians	
Norway	Norwegian	a Norwegian two Norwegians	the Norwegians
Russia	Russian 	a Russian two Russians	the Russians
and some others
(Iroup 2. The adjectives ending in -est?. They become
substantivized to refer to persons and nations, but they don’t
change their form for the plural.
Country'	Adjective	Pcrson(s)	Nation
China	Chinese	а/two Chinese	the Chinese
Burma	Burmese	a/(wo Burmese	the Burmese
Japan	Japanese	а/two Japanese	the Japanese
Vcitnam	Vietnamese	а/two Vietnamese	the Vietnamese
I he adjective Swiss also belongs to this group			
Switzerland	Swiss	a/two Swiss	the Swiss
(•
163

(Iroup 3. A special noun is used to refer to a person. The
same noun in the plural used with the definite article describes
the whole nation.
Country	Adjective	Person(s)	Nation
Denmark	Danish	a Dane two Danes	the Danes
Finland	Finish	a Finn two Finns	the Finns
Poland	Polish	a Pole two Poles	the Poles
Scotland	Scottish Scotch	a Scot (a Scotsman)	the Scots
Sweden	Swedish	a Swede two Swedes	the Swedes
Turkey	Turkish	a Turk two Turks	the Turks
	Jewish	a Jew two Jews	the Jews and some others
(iroup 4. A special noun is used to refer to the person, but
the substantivized adjective is used to refer to the nation. Note
the use of the definite article with the name of the nation.
Country	Adjective	Person(s)	Nation
Britain	British	a Briton (Britisher), two Britons * (Britishers)	the British
England	English	an Enlgishman two Englishmen	the English
France	French	a Frenchman two Frenchmen	the French
Holland	Dutch	a Dutchman two Dutchmen	lhe Dutch
Ireland	Irish	an Irishman two Irishmen	the Irish
Spain	Spanish	a Spaniard two Spaniards	lhe Spanish
Wales	Welsh	a Welshman two Welshmen	lhe Welsh
The words ending in -man have feminine forms in -woman
(-women): an Englishwoman — англичанка
* Brilish people do not usually use lhe words Briton or Britisher
164
Полиция сдерживает толпы
людей.
Эти люди — иммигранты.
Note that all “nationality words” (adjectives as well as
nouns) are spelt with capital letters.
2.	Many young people come to London...
The nouns police and people (meaning persons in general —
люди) have only a plural meaning and take a plural verb.
Police (policemen) are
controlling the crowds.
These people are
immigrants.
Note that people meaning nation can be used in the plural:
the peoples of the world - народы мира
3.	Some people have consciously rejected society.
When the noun “society” means “social order, social way of
living” it is abstract and uncountable. In this case it is never
used with an article, either definite or indefitnite.
People should work for the Люди должны работать на
benefit of society.	благо общества.
When the noun “society” means “company” or
“organization” (a group of people) it is countable and is used
cither with the definite or the indefinite article.
I don’t mind spending the
evening in the society of
your friends.
If you want to study science
you may join a students’
scientific society.
Я не возражаю провести ве-
чер в обществе твоих друзей.
Если вы хотите заниматься
наукой, вы можете вступить
в студенческое научное об-
щество (кружок).
VOCABULARY COMMENTARY
1. Westminster was a separate community, named for its
position in relation to the City.
to name vt — 1) give a name to smb. — называть кого-либо,
давать кому-либо имя.
They named the boy John. Мальчика звали Джоном.
The child was named after Ребенка назвали в честь отца,
his father.
2) say the names of... — перечислить что-либо
165
Can you name the capitals Вы можете перечислить сто-
of European countries?	лицы европейских госу-
дарств?
3) choose or appoint — выбирать, назначать
The President named him Президент назначил его Го-
Secretary of State.	сударственным секретарем.
The synonym of “to name” in its first meaning is “to call”.
We’ll call the baby Jean. Мы назовем ребенка Джин.
Other meanings of “to call”, vt, are;
to name, describe as... — звать, называть,
характеризовать
Мое имя Джон, но мои
друзья называют меня Джек.
Как его зовут дома?
Ее не назовешь красавицей.
Как называется этот цветок?
Как это по-английски?
Он обозвал меня лгуном.
to consider, regard as — считать, рассматривать
как...
I call it an insult.	Я считаю это оскорблением.
I call that dishonest	Я считаю это бесчестным.
say smth. in a loud voice;
cry, speak or shout to attract attention — кричать,
звать, позвать, окликнуть
Не is in the next room; call Он в соседней комнате; позо-
him.	вите/ кликните его.
invite, send for — вызывать
Я сломал ногу. Вызови вра-
ча.
Вызовите мне, пожалуйста,
такси.
Му name is John, but my
friends call me Jack.
What do they call him at
home?
She cannot be called a
beauty.
What do you call this
flower?
What do you call this in
English?
He called me a liar.
I’ve broken my leg. Call a
doctor.
Please, call me a taxi.
166
The police were called	Полицию вызвали немед-
immediately.	ленно.
To call on smb/at a place — pay a short visit, go to smb’s house
— зайти к кому-либо
I hope to call on you at	Я надеюсь зайти к тебе на
your office at 3 o’clock	работу сегодня в три часа,
to-day.
То call for smth./smb.. — visit (a house etc.) to get smth, or to
go somewhere with smb. — зайти за чем-либо, кем-либо
Не will call for the parcel Он зайдет за свертком позже,
later.
ГП call for you at 6.	Я зайду за вами в 6.
2. Within the boundaries of the County of London there are
twenty-eight metropolitan boroughs.
within, prep. — 1) inside —
in the inner part of — в, внутри
I’m fed up living within Мне надоело сидеть в четы-
these four walls.	рех стенах.
2) not farther than, nearer than — в пределах, не
дальше, чем...
Their country-house is	Их дача находится в миле от
situated within a mile of the station.	станции.
I’ll be within call (hearing, reach)	Я буду поблизости (в преде- лах слышимости, досягаемо- сти).
not later than, in less than — в течение, не
3)
позднее, чем...
We were dressed within 10
minutes
She’ll be here within an
hour.
You must give a final
answer within three days.
Мы оделись за 10 минут.
Она будет здесь через час.
Вы должны дать окончатель-
ный ответ не позднее, чем
через три дня (в трехднев-
ный срок).
4) not beyond — в пределах, в рамках.
167
Эта задача ему не по силам.
The task is within his
powers.
He’s always lived within his Он всегда жил по средствам,
income.
3...	. each with its own mayor and its own council.
Each, adj. — (of two or more) every one (thing, group, person
' etc) taken separately or individually — каждый
He had words of	Он нашел слова поддержки
encouragement for each для каждого из нас.
one of us.
Every, adj. — 1) all or each one of a whole — каждый.
Every boy in the class (All
the boys) passed the
examination.
2)	each one or an indefinite number — каждый
(the emphasis is on the unit, not on the total or
whole)
He enjoyed every minute of Он насладился каждой ми-
his holiday.	нутой своих каникул.
4.	Old St.Paul’s was built during Norman times.
In this sentence “times” means period of time, more or less
definite, associated with certain events, circumstances, persons
The castle was built <ii the
times of the Stnarts.
You must know a lot to
keep Up with the times.
Каждый ученик в классе
(Все ученики) сдал экзамен.
1111
Замок был построен во вре-
мена Стюартов.
Вы должны много знать,
чтобы идти в ногу со време-
нем.
Мы пережили ужасные вре-
мена в годы войны.
Как долго тебя не было!
We lived through terrible
times during the war years.
It may also have the meaning
— [u] (also a+adj.+time) portion or measure of time
— период времени.
What a long time you’ve
been!
That will take time.
I didnt’t see him at the club
for some time. 
На это потребуется время.
Некоторое время я не встре-
чал его в клубе.
168
Я моментально вернусь.
Я закончу работу через две
недели.
В то время (тогда) я болел.
Нельзя терять ни минуты.
I’ll come back in no time.
I’ll finish the work in two
weeks’time
1 was ill at the time
There is no time to lose.
5.	StJPaul’s, though it was hit, escaped the fires,
escape — 1) vi, get free, get away, find a way out —
бежать, совершать побег от кого-либо
Канарейка улетела из клетки.
Три заключенных убежали
из тюрьмы.
The canary has escaped
from its cage.
Three prisoners escaped
(from prison).
2)	vt, avoid, keep free or safe from — избежать
(опасности и т.п.), спастись, отделаться.
В работе подобного рода не-
возможно избежать ошибок.
Вам повезло - вы спаслись
от наказания (избежали на-
казания).
Война длилась пять лет.
Морозы стоят целый месяц.
Сколько простоит хорошая
погода?
In work of this nature it is
impossible to escape
mistakes.
You were lucky to escape
punishment (being
punished)
6.	It (the Bridge) lasted 650 years.
to last — 1) vi, to continue; to endure — продолжать, длиться,
выдерживать, оставаться в живых.
The war lasted five years.
The frost has lasted a
month.
How long will the fine
weather last?
2)	vt, to be adequate or enough for ... — быть
достаточным, хватать кому-либо
We have enough food to Еды нам хватит на три дня.
last us for three days.
Will our petrol last?	У нас хватает бензина?
That car has lasted them for \j Эта машина у них очень дав-
years.	но.
169
7.... whose forefathers began to settle in this neighbourhood
after the tzarist persecution of 1881.
to settle — vt, vi. 1) make one’s home in, live in —
посслять(ся), заселять(ся), колонизировать
Who first settled in Australia? Englishmen settled in Virginia. The family settled (down) in the country.	Кто были первые поселенцы в Австралии? Англичане обосновались в Вирджинии. Семья поселилась в деревне.
2) make an agreement about, decide, determine —
решать, принимать решение, договариваться,
определять. There’s nothing settled yet. That settles the matter. They settled the dispute.	Еще ничего не решено. Это решает вопрос. Они разрешили/ уладили спор.
Have they settled where they’ll spend their holiday? We must settle the price of the table.	Они решили, где они прове- дут каникулы? Мы должны договориться О цене на стол.
8. The West Indians first started arriving in Britain in the fifties.
first adv. — 1) for the first time When diil you first arrive in Moscow?	— впервые, в первый раз Когда Bi.1 впервые приехали в Москву?
2) before starting smth. else — сперва, сначала.
1 must finish the work first.	Сначала я должен кончить работу.
When he came borne, he first telephoned his friend, then began doing his lessons.	Когда он пришел домой, он сначала позвонил другу, по- том начал делать уроки.
Note: “First” may be mixed up with “at first” as both are
translated into Russian as “сначала”.
“First” is used when order or actions of things is implied.
“At first” implies contrast.
170
At first I didn’t like the	Сначала мне не понравилось
place, but then I got used to это место, но потом я к не-
it.	му привыкла.
9.	They, too, can find themselves on the streets.
find oneself — to discover, realize that one is in a certain place
or condition — оказаться, очутиться.
He found himself alone
with a strange woman.
I found myself in an
awkward situation.
Он оказался наедине с не-
знакомой женщиной.
Я очутился в неловком поло-
жении.
10.	Long term drifters accustomed to abuse are often suspicious
of any form of contact.
to be/become accustomed to — to become familiar by frequent
use or prolonged experience — привыкать, приучаться к
чему-либо
I am accustomed to hard Я привык к тяжелой работе,
work.
Не is not accustomed to
dining so late.
Syn. to be used to.
He isn’t used to hard work.
You will soon be (get) used
to it.
I got (am) used to the dark
(to getting up early).
We are not used to being
treated like that.
Он не привык обедать так
поздно.
Он не привык к тяжелой ра-
боте.
Вы скоро к этому привыкни-
те.
Я цривык к темноте (рано
вставать).
Мы не привыкли, чтобы с
нами так обращались.
Distinguish used to [ju:stu| or [ju:st ] from the past form of
the verb use — used [ju:zd] and the adjective used |jti:st |
meaning accustomed.
Used to + infinitive is used to express past habits.
Used to can build its negative and interrogative forms with
or without the auxiliary do. The forms with do are informal,
those without are formal.
You used to live in Leeds, use(d)n’t you? (formal)
You used to live in Leeds, didn’t you? (informal)
11.	So the food is offered gently with no conditions attached.
171
to offer — vt. — 1) to hold smth. out to be accepted or refused
— предлагать.
It was raining heavily and
he offered me his umbrella.
When I found myself in a
difficult situation he offered
me help.
Шел сильный дождь, и он
предложил мне свой зонтик
Когда я оказался в трудном
положении, он предложил
мне помощь.
2)	to declare one’s readiness or willingness —
предложить, вызваться, выразить желание или
готовность сделать что-либо
to offer (smb)., to do smth.
He offered to buy tickets to Он вызвался купить билеты
the cinema.	в кино.
Note: The verb “to offer” may be mixed up with the verb “to
suggest” as they are both traslated into Russian as предлагать but
attention must be paid to the difference in their meanings.
to suggest — vt. — put forward a plan or an idea for
consideration, as a possibility, acceptance or rejection —
предлагать, советовать.
to suggest smth.
to suggest doing smth
to suggest that smb. (should) do smth.
He suggested an interesting method of memorizing words.	Он предложил интересный метод запоминания слов.
The host suggested playing a very amusing game.	Хозяин дома предложил по- играть в очень заниматель- ную игру.
Mother suggested that I (should) put on the blue dress when I went to the theatre.	Мама посоветовала мне на- деть в театр голубое платье.
Note: The verb “to suggest” is never followed by an infinitive.
I suggest buying this book	Я предлагаю/ советую ку- пить эту книгу.
Mary suggested that he (should) come at six.	Мэри предложила/ посове- товала ему придти в 6.
172
12.	Human warmth, compassion, and understanding might give
these outsiders a reason to rejoin society — if society cared
enough to offer enough.
Io care, vi — 1) to feel interest, anxiety or sorrow —
беспокоиться, волноваться, интересоваться.
He failed at the examination, but he doesn’t seem to care.	Он не сдал экзамен, но его это, кажется, не волнует.
1 le doesn’t care about his work any more. I don’t care what we do next summer.	Работа стала ему безразлич- на. Мне все равно, что мы бу- дем делать следующим ле- том.
2) like (to have), wish to do — иметь желание,
хотеть
Would you care to read this article?	He хотели бы вы прочитать эту статью?
Would you care for an ice-cream?	Не хотите ли вы морожено- го?
3) to have a taste for, to be interested in — ... питать
любовь, интерес к чему-либо
1 don’t care much for dancing.	Я не очень люблю танцевать.
Do you care for modem music?	Вы интересуетесь современ- ной музыкой?
GRAMMAR REVIEW
I. The Passive Voice is used in English when it is more
convenient or interesting for the speaker to stress the thing
done than the doer of it; or when the doer is unknown.
The County of London was established only in 1889.
Exercise 1. Read Molly’s and Peter’s stories and find the
difference between them. Answer the questions after reading the
•lory.
173
My Life Story
I was born 14 years ago and it was said that I looked exactly
like my mother. I was thought to be a very good baby because I
did not cry a lot.
When I was two my father was offered a new job and we
moved to another part of London. So although I was not born
here I was brought up in our present house. Soon after we
moved I was told that a little baby brother or sister was
coming. Of course I became very excited. I am told that I did
not get jealous when my brother Peter was born. In fact it is
often said that he would be much more trouble if he hadn’t
got a sister.
At the age of five I was very happy I was told that I was
going to start school. The first day I was taken there by my
mother. I remember we were given a lot of paint and big sheets
of paper. We were told to paint someone we knew, so I painted
my little brother. At the end of the day I was collected and we
were allowed to take our paintings home. Mine was put on the
kitchen wall, but when it was shown to Peter and he was told it
was a picture of him he started crying.
I remember once Peter and I were invited to a party and we
were taken over in the car. Half the way through the party Peter
got hungry and found the ice cream. He ate two whole cartons
before he was discovered. He was sent home early because it
was thought that he was going to be sick, and I had to go home
with him.
Another time when I was ten, Peter and I were taken to the
zoo by Aunt Mary. I became interested in the giraffes and
somehow got lost. 1 was found sitting in the corner of the giraffe
house. I was taken home and sent to bed early because Aunt
Mary had become worried.
I have always been interested in games, like tennis and
hockey. And although cricket is supposed to be a boy’s game
I am better at it than Peter. Recently I have become
interested in music. I was given a guitar for Christmas and
when I was lent a guitar book by a school friend I became
quite good at playing. Now it has been decided that I am to
be given regular lessons.
Unknown to Molly Peter read her LIFE STORY, and when
he was told to write a composition at school called “Someone I
know Well” he knew exactly what to do. Here is his
composition.
174
Someone I Know Well
My sister Molly was born 14 years ago. And it was said that
she looked exactly like a little monkey. She was thought to be a
very bad baby because she cried a lot.
When I was born, my father had a second piece of good
luck because he was offered a new job. So our family moved to
this pan of London. My sister was not born in our present
house, but she was brought up here. When Molly was told that
a new baby brother was coming, she became annoyed. I am told
she got very jealous when I was born. But she soon became
delighted with me. In fact, it is often said that she would be
much more trouble if she hadn’t got a brother.
When she was five, Molly was miserable when she was told
that she was going to start school. The first day she was taken
there by myself and my mother. She was given a lot of paint and
a big sheet of paper. She was told to paint someone she knew,
so she painted me. At the end of the day when she was collected
(again by my mother and me) she was allowed to take the
painting home. It was put on the kitchen wall, and when it was
shown to my father and he was asked what it was, he said it was
a cat. Molly cried until I got annoyed and said it was just like
me. Then she was pleased.
I remember once Molly and I were invited to a party, and
we were taken in the car. Molly got excited and couldn’t eat her
ice cream. It was eaten for her by some kind person. But when
it was discovered she felt sick (she was hungry actually) she was
sent home early. It was decided 1 would go home as well,
because she needed to be looked after.
Another time Molly was taken to the zoo by Aunt Mary and
me. She became interested in the giraffes and somehow got lost.
I got worried about her and found her sitting crying in the
corner of the giraffe house. She was taken home and sent to bed
early because Aunt Mary and I had become worried.
Molly has always been interested in games like tennis and
hockey. And although she has been given many lessons in
cricket by one of the best boy players I know, she is never going
to be a gifted player. Recently she has become interested in
music. She was given a guitar for Christmas and when she was
given a few lessons by her brother, she became quite good. Now
it has been decided that 1 am to be paid for teaching her.
Question: Which of the compositions do you think describes
real facts? What makes you think so?
175
П. When the Complex Object construction is introduced by the
verbs of sense perception (see, hear, feel, watch, notice) or by
the verbs make and let, the second element of the compex is
expressed by an infinitive without the particle “to”.
This unhappy experience makes them reject society.
Note that verbs of sense perception can also take Participle
I as the second element of the complex. The infinitive implies
that the action is complete. The participle can be used for both
complete and incomplete actions. The participle is therefore the
more usual form but the infinitive is necessary if we wish to
emphasize that the action was completed. About successive
actions only the infinitive is used.
We saw the vounteers
taking food to destitute
people (We saw them on
their way).
We saw the volonteers take
food to destitute people
(We saw them among the
destitute, distributing the
food).
We saw the volusteers take
food to destitute people and
distribute it.
Мй видели, как доброволь-
цы везли еду обездоленным.
Мы видели, как доброволь-
цы привезли еду обездолен-
ным.
Мы видели, как доброволь-
цы привезли еду обездолен-
ным и раздали ее.
The verbs advise, allow, beg, cause, expect, order, want,
wish take an infinitive with the particle to as the second element
of the Complex Object.
Everyone expected the baby Все ожидали, что ребенка на-
to be named after his	зовут в честь деда.
grandfather.
Exercise 2. Answer the following questions using the Complex
Object construction. The verbs in brackets may help you.
Model. T. How do you know he can drive a car? (see)
St. I saw him driving a car yesterday.
T. Why has Mary brought her younger sister with her?
(not to want, I think).
St. I think she didn’t want her sister to stay alone at
home.
1. Does she really sing well? (to hear/Unfortunately not to hear)
2. Are you sure they have arrived? (Absolutely, to see).
176
3.	Why was she so startled when he addressed her? (I think, not
to notice).
4.	How well does she skate? (You know, not to see).
5.	Does James speak English well? (Frankly speaking, to hear).
6.	Who will see you off? (should like).
7.	Such heavy bags! Why didn’t you call a taxi? (The matter is,
not to expect).
8.	1 hear Janet’s mother is dead against her entering a medical
college (The thing is, to want).
9.	Are you sure you’ll manage to speak to him before the
meeting? (You see, to expect).
10.	Are you sure he’ll do the work in time? (Certainly, to make).
11.	Has Johr really given up smoking? (Oh, to make).
12.	Can I do the work tomorrow? (Sorry, but I should like).
Exercise 3. a) Say what changes you would like or expect to
have in the work of your group, in your relationship with your
parents and friends.
Model: I’d like everybody to be attentive in class.
I expect my friend to share all her troubles with me.
b) Your friend is going to London for a week. Say what places
in London you expect him to visit; give your reasons.
Model: I expect my friends to visit the British Museum
Library because he is interested in all the places connected
with Lenin’s stay in London.
Sometimes feel, hear and see are not used as verbs of sense
perception but acquire other meanings. Feel means have the
impression that, hear — be told or informed, see — understand.
In these cases they do not take the Compex Object construction
but must be followed by a clause. Note that in present time
context hear is mostly used in the Present Indefinite in this
meaning.
I feel that you’re ready.
We hear John is going to
get married soon.
Who saw he meant
something else.
Я чувствую, что вы готовы.
Мы слышали, что Джон со-
бирается скоро жениться.
Она видела, что он имеет в
виду что-то другое.
Exercise 4. Translate into English using the Complex Object
construction or a subordinate clause.
1.	Я не слышала, как она поет с тех пор, как она была
ребенком. Мы слышали, что и теперь она хорошо поет. 2. Я
видел, что ребенок боится собаки. 3. Он почувствовал, что у
177
него болят ноги и сел на стул. 4. Я слышал, что вчера у тебя
был серьезный разговор с отцом. 5. Ты слышал, как она
плакала? Я думаю, она чувствовала, что никогда его больше
не увидит. 6. Мальчик увидел, что женщина упала, и
поспешил, чтобы помочь ей встать. 7. Нина почувствовала,
что друзья говорят ей правду. 8. Я вижу, что вы не верите
мне. 9. Приятно чувствовать, что в лицо тебе дует легкий
ветерок.
III. The Present Perfect tense form always implies a strong
connection with the present. It is used for recent or past actions
whose time is not mentioned (I’ve already taken my English
exam); for actions completed within the sphere of the present
(with an indication of a time period not yet over (I’ve been busy
lately).
But if definite time is meant or given Past Indefinite is used
even with an indication of a period that is not yet over. (I saw
him while he was having lunch today.)
Exercise 5. Answer the following questions. In your answers
mention the time, the place or the circumstances of the action.
Follow the model.
Model: A. Have you bought any bread?
B. Yes, (I have), I bought some on my way home.
A. 1. Have you seen any new films this month? 2. Have you
read Hamlet? 3. Have you ever tasted pine-apples? 4. Have you
been to London this year? 5. Have you met your former school
friends lately? 6. Have you had your holidays yet? 7. Have you
done homework in phonetics for today? 8. Have you seen a live
rhinoceros? 9. Have you ever offered help to your friends? 10.
Have you posted my letter today? 11. Have you ski’d much this
winter?
Exercise 6. Translate into Russian paying attention to the use of
tenses in sentences with an indication of a period not yet over.
Note that Present Perfect is chiefly used with these indications
in interrogative or negative sentences.
1. а) Я ее н'е видел сегодня, б) Я не видел ее сегодня на
лекции. Была она там? 2. а) В этом году во время каникул
мой друг сочинил новую песню. Я люблю его песни, б) Я
знаю, что ваш друг сочиняет песни. Он уже сочинил
что-нибудь новое в этом году? 3. а) Мы обычно часто
встречаемся с Ольгой, но в этом месяце я ее не встречал.
178
б) В этом месяце я встретила Ольгу у своей школьной
подруги. Я не знала, что они знакомы. 4. а) Он тебе звонил
на этой неделе? б) На этой неделе он звонил мне в пятницу,
как обычно. 5. а) Сегодня я повторила все грамматические
правила, б) Сегодня перед уроками я повторила все грамма-
тические правила. 6. а) Угадай, кого я встретила сегодня в
метро, б) Угадай, кого я сегодня встретила. 7. а) Сегодня я
сделал очень мало, но вечером еще есть время, б) Сегодня
днем я сделал очень мало, поэтому мне и приходится
работать так поздно вечером. 8. а) В этом году мы отремон-
тировали всю квартиру, б) В этом году я сам отремонтиро-
вал квартиру во время отпуска.
Present Perfect is used for actions or states that began in the
past and are still going on at the time of the situation. With this
type of Present Perfect there is an obligatory indication of either
the duration of the action or of the starting point of it.
I haven’t seen John for a
month (duration).
I haven’t seen John since
May (since he visited us).
Я не видел/не вижу Джона
уже месяц.
Я не видел Джона с мая/с
тех пор, как он был у нас.
Note that if the period indicated by a for-phrase is over Past
Indefinine is used.
I was so busy at the end of
last year that I didn’t see
John for a month and ’
missed him badly.
Я был так занят в конце про-
шлого года, что целый ме-
сяц не видел Джона и очень
без него скучал.
Exercise 7. Learn the dialogue by heart and act it out. Describe
the situation in the present.
Mrs. A: You look worried, Mary. What’s the matter?
M.: I haven’t heard from home for two weeks. Strictly
speaking
I haven’t had a letter since Thursday last week.
Mrs. A: Eleven days isn’t very long, surely.
M.: Yes, but you see, my mother hasn’t been very well for the
last few weeks.
Mrs. A: Fm sorry to hear that. Nothing serious, I hope.
M.: She hasn’t been strong since her illness last summer. And
this winter she has already had flu three times. That’s why
I’m worrying.
179
Mrs. A: I’m sure everything is all right. No news is good news.
Has the postman been yet?
M.: Not yet. (A ring at the door).
Postman: Good morning. A telegram for Miss Brbwn.
M.: (Opens the telegram) “Feeling much better. Mother”. Oh,
I’m so glad. This is the best news I’ve heard for weeks.
Exercise 8. Translate into English.
A.	1. Это мой дом. Я живу здесь уже два года... 2. М-р Холл
жил два года в Лондоне, а затем переехал в Эдинбург. 3. Ты
носила длинные волосы, когда училась в школе? — Да, мама
на этом настаивала. Но когда я кончила школу, я отрезала
волосы и с тех пор ношу короткие. 4. Мистер Плюс
проработал в нашей школе уже пять лет. Он работает здесь
с тех пор, как окончил университет. 5. Мистер Минус
проработал в нашей школе пять лет и перешел работать в
колледж. 6. Ты запер дверь? Уже поздно, никто не придет. 7.
Ты запер дверь, когда уходил? 8. Мы опоздали на автобус, и
нам пришлось идти пешком. 9. Мы опоздали на автобус.
Теперь нам придется идти пешком. 10. Шекспир написал
много пьес. 11. Мой брат написал несколько пьес. Не так
давно он кончил свою вторую комедию. 12. Питер не курил
две недели, но потом, к сожалению, снова начал курить. 13.
Питер не курит уже две недели. Он пытается бросить курить.
14. Вы когда-нибудь видели северное сияние (Northern
lights)? — Нет. Я был на Севере в прошлом году, но северного
сияния я не видел. 15. Вы бывали здесь раньше? — Да. Я
отдыхал здесь прошлым летом. — Вы хорошо отдохнули? —
Нет. Дождь лил, не переставая.
В.	Note that the Russian давно or долго may correspond to the
English long ago or for a long time.
1. Я давно знаю об этом. 2. Я давно узнал об этом. 3. Боба,
видели давно. 4. Мы давно не видели Боба. 5. Как давно Джек
писал вам? 6. Как давно Джек не писал (не пишет) вам? 7.
Как давно вы не были в Ленинграде? 8. Как давно вы были
в Ленинграде? 9. Как долго длилось собрание? 10. Как долго
длится собрание? 11. Энн давно пришла. 12. Энн давно не
приходила.
IV. When hundred, thousand or million are preceded by a
numeral they mean a definite number and can be expressed by
a figure. In this case and when preceded by the adjective several
180
(hey never have the plural form or are followed by the
preposition of.
Of London’s nine million (9,000,000) inhabitants
approximately six thousand (6,000) live rough.
When they don’t denote a definite number hundred,
thousand, and million act as nouns, taking the ending — s to
form the plural and are followed by the of-phrase.
Thousands of young people come to London from the
provinces every year.
Exercise 9. Answer the following questions using hundred(s),
thousand(s), million(s). In your answers give either the definite
or the approximate number. Follow the model.
Model: A. How many people came to the meeting?
B. 1) Three hundred and ten.
2) Oh, hundreds (of them) did.
3) I think about a hundred.
A. 1. How many books has the institute library? 2. How many
firstyear students are there in your faculty? How many years
have passed since the Egyptian pyramids were built? 4. How
many days are there in a leap-year? 5. How many stars arc
there in the sky? 6. Can you count how many years have passed
since William the Conqueror conquered England? 7. What is the
population of London? 8. 1 wonder how many tourists arrive in
Russia every year. 9. What is the distance between St.Peterburg
and Moscow? between Moscow and Vladivostok?
COMPREHENSION EXERCISES
Exercise 1. Translate the following sentences from the text. The
purpose is for you to compare the ways of expressing the same
idea in English and in Russian.
1.	The term “London” was originally restricted..., the
surrounding districts were absorbed one by one to make up the
vast metropolis which is London today.
2.	Within the boundaries of the County of London ... that is
responsible for many of the public services, housing, education
and town-planning.
3.	The two landmarks that are a guide to the growth of London
are St.Paul’s Cathedral in the City and the group of buildings
near Westminster Bridge.
4.	St.Paul’s, though it was hit, escaped the fires that destroyed
many of the buildings around it.
181
5.	Many great men have been honoured ... all of whom have
played a part in shaping Britain’s history.
6.	The most beautiful and oldest part of the abbey is the Chapel
of Henry VII, built at the turn of the fourteenth century.
7.	The name “West End” came to be associated with wealth ...
are likely to pass most of their time in the West End.
8.	It lasted 650 years, and became famous for the houses, inns
and shops crammed in upon it from end to end.
9.	It was taken there stone by stone to be reassembled as a
tourist attraction.
Exercise 2. Rephrase or explain the following (use an English
explanatory dictionary)
1.	Westminster, for instance, was a separate community, named
from its position in relation to the City.
2.	St.Paul’s Cathidral is a beautiful sight standing out above the
other buidings.
3.	The massive dome is topped by a gold cross.
4.	The population of London is probably the most cosmopolitan
in the world.
5.	But the best-known foreign quarter of London is Soho.
Exercise 3. Find in the text English equivalents for the following
Russian phrases. Arrange them into groups according to subject
matter.
В сорока милях от устья; первоначально; поглощать один за
другим; дальние предместья; быть основанным; исконный
Лондон; двухтысячелетняя история; сгореть во время Вели-
кого пожара; самое поразительное (замечательное) здание
Сити; проектировать здание; сильно повредить; подняться
на купол по 365 ступенькам; прижать ухо к стене; быть
разделенным на две части; в конце XIV века; славиться
чем-либо; к западу от; рассматривать что-либо как что-либо;
события давнего прошлого; оказать кому-либо честь; това-
ры высокого качества; приезжать главным образом для
развлечения; находить много интересного; внешне неприв-
лекательная.
Exercise 4. Arrange the points in logical order and reproduce
the original text using the key-words given below.
1.	to the West of the City; to associate smth. with smth; to pass
most of one’s time;
182
2.	to live rough; to result in (doing) smth; to lose contact with
smb; to reject society; in search of a more exciting life; to get
accustomed to smth./doing smth; to rejoin society; to care.
3.	to be situated; to be divided into two unequal portions; to be
named from its position;
4.	to be originally built of wood; to last; to replace smth.;
5.	within the boundaries of the County of London; to be
responsible for smth.; to stretch ... miles from ... to ...;
6.	to play a part; to be noted for smth.; in the late nineteenth
century;
7.	to be built during Norman times; to be destroyed; the most
striking building; to escape the fires; a beautiful sight.
Exercise 5. Correct the following statements if you find them
wrong. Make sure vou begin your answers with such commonly
accepted phrases as: I quite agree with you. You are quite right,
Yes, that’s quite right, That’s quite true.
I don’t think that’s quite right; You are not quite right (there);
I am afraid I don’t agree with you; I’m afraid that’s
(completely) wrong; That’s not quite right/true; I wouldn’t say
so; Oh, no, quite on the contrary; As far as I remember.
1. London is situated in the south-east of England. 2. The more
important part of London is situated on the south bank of the
Thames. 3. Westminster is the area known as “Greater
London” 4. Greater London includes not only the City and the
County of London, but the outer suburbs. 5. Each of the
twenty-eight councils is responsible for many of the public
services in the capital. 6. The two landmarks that are a guide to
the growth of London are SLPaul’s Cathedral and Trafalgar
Square. 77St.Paul’s was destroyed during the Second World
War. 8. Buckingham Palace is regarded as the centre of
Westminster. 9. The most beautiful and oldest part of the
Westminster Abbey is the Chapel of Henry VII, built at the turn
of the fifteenth century. 10. The name “West End” is associated
» with the country’s commerce. 11. The West Indians, who first
started arriving in Britain in the fifties, settled mainly in
Clerkenwell. 12. The best-known foreign quarter of London is
Camden Town.
Exercise 6. Find evidence in the text to support the following
statements.
1. In fact, there are several Londons. 2. London was greatly
damaged in 1666 and during the Second World War. 3. Old St.
183
Paul’s was not designed by Christopher Wren. 4. The West End
is the fashionable shopping and entertaining centre of London.
5. The East End is the proletarian part of London. 6. The
population of London is probably the most cosmopolitan in the
world.
Exercise 7. Answer the following questions about the text.
1. What parts does the Thames divide London into? 2.What
does greater London include? 3. Why are StJPaul’s Cathedral
and the Westminster area a guide to the growth of London? 4.
What is the history of StJPaul’s? 5. What is the whispering
Gallery famous for? 6. Why can we learn much about
happenings of long ago in the Westminster area? Why is the
Westminster area often called the capital of Great Britain? 8.
What is the West End noted for? 9. Where do those coming to
London to learn about London’s history pass most of their
time? Why? 9. What do you know about the history of London
Bridge? 10. What makes London a cosmopolitan city? 11. What
made immigrants and refugees leave their countries?
Exercise 8. Talk about: a) The structure of London; b)
London’s different faces; c) London as a cosmopolitan city.
Exercise 9. Give a summary of the text (The outline given in ex.
8 may help you).
ACTIVATION EXERCISES
A
Exercise 1. Answer the following questions.
1.	What is your nationality?
2.	People of what nationalities live in the British Isles?
3.	What are the two main nationalities of Cyprus?
4.	What language do they speak in Holland? What do we call
the people who live there?
5.	Where do the Swedes live?
6.	Who lives in Switzerland?
7.	Who speaks Danish?
8.	What countries does Russia border on in the Far East? What
do we call the people living in these countries?
9.	Can you name some nations (nationalities) that speak A)
Slavonic languages? b) Roman languages c) Germanic
languages?
184
Exercise 2. Translate into English.
1.	Первые плавания европейцев к северо-восточным
берегам Америки относятся (date back to) к X веку.
2.	Жителей США называют американцами. Это люди
различных национальностей, чьи предки — голландцы,
англичане, ирландцы, русские, испанцы, евреи и другие —
мигрировали в Америку.
3.	Англичане — основное население Великобритании.
4.	Миллионы людей различных национальностей погиб-
ли в фашистских концентрационных лагерях в годы войны.
Это русские, поляки, евреи, французы, немцы и люди
других национальностей, проживавшие на оккупированных
территориях.
5.	Японцы — первая нация, пострадавшая от атомного
оружия. Ежегодно в августе японцы отмечают день Хироси-
мы и Нагасаки (Hirochima, Nagasaki).
6.	Среди швейцарцев больше всего людей, говорящих на
немецком языке (72%), 20% швейцарцев говорят на фран-
цузском и 6% на итальянском языках.
7.	Герой романа Хэмингуэя “По ком звонит колокол”
(For Whom the Bell Tolls) Роберт Джордан - американец.
Вместе с испанцами он борется против фашистов и отдает
жизнь за свободу испанского народа.
8.	Первое кругосветное путешествие было совершено в
1519—1521 году испанцами. Но возглавлял экспедицию
Магеллан, португалец.
9.	Джузеппе Мадзини был вождем итальянской буржуа-
зии, боровшейся за национальное освобождение Италии в
тридцатые-сороковые годы XIX века.
10.	Летучий голландец — корабль, потерпевший круше-
ние, плавающий у поверхности воды (float close to the
surface). Название связано co старинной легендой о голлан-
дском капитане.
Exercise 3. Fill in the articles where necessary.
1.	It is safe to say that the three most famous buildings in
England are ... Westminster Abbey ... Tower of London and
St .Paul’s Cathedral. Seen across ... Parliament Square,... Abbey
looks overshadowed by its neighbour,... Palace of Westminster.
It does not stand out. The outlines of... Tower and St.Paul’s
have come to represent London to people all over the world.
The area which these two buildings together dominate — ... area
of... City — is one in which ... feel of old London has lingered
185
longest.... names of... streets and alleys,... names of the
churches above all, take one back to ... middle Ages and to ...
days before... Great Fire.
2.	All through ...^nineteenth century, London was spreading.
It was creeping outwards on all sides, down towards ...
Chelsea, up to ... Highgate and ... Hampstead which it quickly
swallowed.
3.	Trafalgar Square was so named to commemorate Nelson’s
victory at the battle of... Trafalgar, and... monument in the
centre, known as ... Nelson’s Column, is surmounted with a
statue of... Nelson 16 feet high.
4.	Commencing from ... Trafalgar Square, go down ... Whitehall.
At the end of... Whitehall you come to ... Parliament on the left.
The clock of... Clock Tower, which towers over ... Houses of
Parliament, is considered one of... finest time-keepers in the
world. The hours are struck on the largest bell, well known as
“Big Ben”.
5.... General post office is in... Newgate Street, leading to the
west. Not fai away is ... Faraday Building, which links the globe
by telephone, radio and cable.
6.... Daily Courant, the first London daily newspaper, was
published at a point near ... Fleet Street.... Fleet Street is
known all over the world as the home of English journalism.
... River Fleet, from which the street takes its name, still runs
under ... Ludgate Circus. Probably the most usual modern
building in ... Fleet Street is that of... Daily Express, which
has the front of the building, except for windows, entirely
covered in black glass.... Daily Telegraph building is also
noteworthy.
7.... Thames in London is now only beautiful at certain times
of day, in certain lights, from certian viewpoints — from ...
Waterloo Bridge at dawn or on a summer evening for
example, and at night from ... Cardinal’s Wharf on ... South
Bank.
8. Grimsby is a prosperous seaport at the estuary of ... River
Humber. It is ... wealthiest fishing port is ... Europe. Ships from
Grimsby go forth to all parts of _. North Sea and they go far out
into ... Atlantic Ocean, as far north as ... Iceland and ... White
Sea, and as far south as ... Morocco.
В
Exercise 1. Fill in the gaps choosing the right verb ("to offer" or
“to suggest”) in the required form. Translate into Russian.
186
1.	My friend ... to pay the fare as I had no change.
2.	Mother ... that I should take along the umbrella as it looked
like rain.
3.	The dean ... that the question be discussed at the next meeting.
4.	The man greeted his visitor and ... him a seat.
5.	Our groupmate ... a new and more effective method of
learning words.
6.	The guide... walking along the streets of the capital.
7.	My friend ... to go on the business trip instead of me.
8.	Mother... me some medicine.
9.	The boy... the old woman to carry her basket.
10.1... to go to the station to find out when our train would
start and... that Mary should take care of the things.
11.	What do you... doing? The weather is fine.
12.	The host... playing a very amusing game.
13.	If you are interested in such problems I can ... you quite a
remarkable novel to read and there is a play on dealing with
the same problem. I might... that we should go to see it one
of these days I can even... to buy tickets as the box-office is
quite close to my house.
14.	The guide ... walking along the central street of the capital
and ... picture booklets telling the history of the city...
15.	The librarian ... me a lot of interesting books on the
problem and ... that we should go on an excursion to the
History Museum.
16.	He ... going to the country for the week-end and ... to give
me a lift.
17.	She ... we should go on with the work if we wanted to finish
it within two days.
Exercise 2. Respond to the suggestions given below.
Model: T.: Let’s go out of town.
S.: I suggest waiting for better weather before setting
out. A thunder storm is approaching.
1.	Let’s go to the cinema tonight.
2.	Let’s have another meeting next week.
3.	Let’s leave by the 10.45 train.
4.	What about putting the piano between the windows?
5.	What about sending a letter immediately?
”6. Let’s look for the missing papers in the dining room.
7.	" Let’s read the article about the new play.
8.	Let’s have a break. I’m tired.
9.	Let’s go to the seashore in summer.
187
10.	Let’s walk to the cottage.
11.	Let’s call the baby John.
Exercise 3. Complete the following statements. Suggest doing
or offer to do something.
1.	As it is late...
2.	Ted looks cold and tired...
3.	It’s raining heavily...
4.	The exams are coming ...
5.	You see your groupmates don’t understand the rule...
6.	Mother is very tired...
7.	Jane suddenly grows pale and is about to faint...
8.	Ann is fond of flowers...
9.	Katherine is interested in history ...
10.	We have some time to spare...
11.	John has left his text-book at home ...
Exercise 4. Give advice and offer help in the following situations.
Model: T.: I’ve seen two plays this week and found them
boring.
S.: I suggest you should see the ballet “Anna
Karenina”.
I’m sure you’ll like it. I can offer you to buy tickets. (I
can offer you one ticket for tonight’s performance).
1.	If we go to Leningrad by train we won’t be there until
tomorrow.
2.	Ann will be twenty tomorrow.
3.	The Smiths want to sell their cottage at the seaside.
4.	It is embarrassing for me to speak to her — we are not on
very good terms.
5.	Betty says she would like to buy a typewriter but she has not
enough money.
6.1 am very disappointed in this author. The last book I read by
him was very boring.
7. We’d like to move to the Caucasus, but I am afraid the
_ climate there will disagree with my daughter’s health.
8.1 cannot eat the whole pie. It’s much too big.
9. Susan is upset. She has broken her sister’s watch.
10	.1 don’t know what this flower is called in English.
11.	There’s only half an hour left before the beginning of the
performance. Betty is afraid she’ll miss the first act.
12.	I’ve been offered a new job and must give a final answer
within 3 days.
188
13.	Every time Dan meets your son he tries to borrow money
from Dan.
14.	Arm is very upset. The canary has escaped from the cage.
15.	We’ll be away for a week. We’ll go hiking.
Exercise 5. Answer the following questions.
1.	Do you often offer people your help? In what sort of
situations do you do it? Are people always glad of your offer to
help them? And how do you feel when people offer you their
help?
2.	What do you sometimes offer to do for your friends
(roommates, neighbours)?
3.	What do you suggest doing if you see your friends who have
been arguing for half an hour and are about to quarrel?
4.	What will you offer to do if your friend suddenly feels bad in
the steet?
Exercise 6. Translate into English.
1.	Майклу предложили очень интересную работу, которая
должна быть закончена через два дня.
2.	Когда Кэт узнала, что случилось, она позвонила своим
друзьям и предложила свою помощь.
3.	Я предлагаю сначала послушать последние известия, а
потом пойти погулять.
4.	Джон предложил всей группе поехать на экскурсию в
Москву летом.
5.	Когда прохожий увидел, что женщина боится перейти
улицу, он предложил ей помощь.
6.	Дедушка предложил назвать внучку Сюзанной в честь
бабушки.
7.	Я предлагаю пойти куда-нибудь сегодня вечером, мне
надоело сидеть в четырех стенах.
8.	Поскольку погода прекрасная, я предлагаю пойти пеш-
ком от станции до дачи, она находится в километре от
станции.
9.	Когда в автобус вошла пожилая женщина, молодой
человек встал и предложил ей место.
10.	Узнав, что у моей подруги заболела дочка, я предложила
вызвать врача.
11.	Здание парламента открыто для посетителей завтра. Я
предлагаю пойти с экскурсией.
189
Exercise 7. Complete the sentences. Be careful not to use future
tenses in the clause.
what...
whether...
I don’t care when ...
who...
why...
whose...
Exercise 8. Answer the following questions.
1.	What are the things you care about most in life?
2.	Talking about your aquaintances and friends, who are the
people you care for and why?
3.	Talking about food, what are the foods you don’t care for
much? < ‘
4.	Who cares for you when you’re ill?
5.	What are the things you don’t care to do in the evening (on
your day off)?
6.	What would you care to do this week-end?
Exercise 9. Rephrase the following sentences (Use the verb “to
care”)
1.1 don’t like beer.
2.	He says it’s all the same to him what we do.
3.	Does she really love her husband?
4.	It doesn’t matter to me what happens.
5.	Jack wasn’t given the leading part in the new play but I don’t
think it matters to him.
6.	Would you like to go for a walk?
7.1 wonder whether he likes poetry.
8.	It doesn’t matter to them to stay in town or go out of town.
9.	Please take charge of the children while their mother is away.
10.	Would you like to take a guided tour of the Houses of
Parliament?
11.1 am indifferent to what he does.
12.1 am unwilling to visit the National Gallery. I don’t like
Renaissance paintings.
Exercise 10. A. Use the words “each” or “every” to make the
following sentences complete.
1. Каждая книга	— that is published should be
worth reading.
— on the shelf is worth reading.
190
2.	Каждый человек
3.	Каждая комната
4.	Каждый день
'5. Каждый читатель
6. Каждое правило
7. Каждый студент
— crossing the street in the
wrong place is fined.
— must observe the traffic
rules.
— reflects its master’s taste.
— in this building has two
windows.
— the Bolshoi ballet gave
concerts during its visit to
Britain.
— of the week it gave concerts
in a different part of London.
— will be touched by the
tenderness and simplicity of
Burns’ poems.
— who took part in the work
of the cenference
was presented with a book.
— must be learned by heart.
— in this text-book is
illustrated with examples.
— wants to become a good
specialist.
' — of our group works hard in
the language laboratory.
Exercise 11. Fill in the gaps using “each” or “every”.
1. Which planet of the solar system circles the sun 12 years?
2...	. feather in the head-dress of Red Indians stood for a t>rave
deed that its owner had done.
3.	According to Norwegian law... man who deliberately breaks
or cuts a tree must plant three in place of... broken one.
4.	A house painter, Lorenzo Guarnieri, from Sicily, and his
mother and sister all have six fingers on... hand and seven
toes on... foot. They say they never have trouble with shoes,
but have to have gloves made specially.
5.	Teacher: Tom, suppose there were five children, and their
mother had only four potatoes to share between them.
She wanted to give... child an equal share. How
would she do it?
Tom: Mash the potatoes.
191
6.	— We go away for our holiday.:. third year.
— And what do you do the other years?
— the first one we talk of the previous year’s holiday, and the
next year we discuss plans for the following year.
7.	Sunday School Teacher: Why in your prayers do you only ask
for your daily bread instead of asking enough for a week?
Boy: So we can get fresh ... day.
Exercise 12. Work in pairs. Take turns to read the complaints
and to give advice. Follow the model.
Model: A: I’m not used to British traffic conditions.
B: Don’t worry!... You’ll soon get used to driving on
the left/to their traffic conditions.
1.	A: It’s very difficult to understand Scottish people if you’re
not used to their accent.
B: I’d advise you to listen to more tape-recordings.__
2.	B: When I was younger I was used to walking long distances,
but now I’m out of practice.
A: I do advise you to make a real effort_____.....
3.	A: Our classes begin at 8. It’s much too early for someone as
lazy as me.
B: You must make an effort to get up earlier.......
4.	B: My roommates are so noisy!
A: Take it easy...
5.	A: My granny has always lived in the country. She’s old now
and will have to come up to town.
B: You must not worry about her. She’ll be all right....
6.	B: I’m afraid I’ll never learn to use a computer.
A: Oh, that’s easy, try harder and soon______
7.	A: You can say what you like! But I believe she was too hard
on me. I’m not used to being treated like this!
B: Try to be more self-critical and......
Exercise 13. Complete the utterances filling in the blanks with the
clues below, and act out the dialogues.
Model A. This village (town, street, etc.) hasn’t changed much
since.... (1)
B.	Except that there used to be a.... (2) where the ...(2) is now.
A.	And there’s a... (2) where the.... (2) used to be.
B.	Yes, that’s right.
192
I) my childhood
before the war
1980
five years ago
last year
my/your last visit, etc.
2) chemist’s
greengrocer’s
baker’s
new block of flats
lending library
bookshop
school
Exercise 14. Complete the following situations giving as many
variants as possible.
1.	We didn’t use to play... at school. What about you? Did you
use to play...
2.	When I was young I used to like ... but now...
3.	We used to ... this man but when ...
4.	When my sister was a young child she used to ... but...
5.	Some years ago our family used to ... at the weekends but
now...
6.1 used to remember ... unfortunately now...
8.1 didn’t use to like ..., but after
9.1 used to think ...
Exercise 15. Work in pahs. Talk about your school life.
Student A. Tell your partner about your life at school. You
can note down some memories of your past beforehand.
E.g. — went to a local comprehensive school.
— didn’t wear a uniform like the other boys (girls) did.
— wore jeans all the time.
— went to the country every summer with my parents.
— didnt’t go out much.
— watched TV very often, etc.
Student B. Listen to your partner’s story and ask him (her)
questions to encourage him(her) to say what he (she) used to
do (like, dislike, etc.) when he (she) was at school. Be ready to
tell your groupmates about your partner’s school life.
E.g. a) Did you use to do sports at school?
b) I used to sing in a choir at school. Did you use to have any
clubs at school? etc.
Exercise 16. Fill in the right word or word combination (to use,
to be (get) used to, used to) in the required form.
1. You have to_____your intelligence to answer that question.
2.1_____ to work in London but now I work in Birmingham.
3. She_____be a very good poet. 4. Mary_____hard work. 5. If
you ____a ladder you can reach the shelf. 6.1 __not _____
7 Учебник английского языка
193
getting up early. 6. Dr. Smith _be a very good tennis playci
8.	The family that_live here has now gone away.
9.	They_____living here but they found it very difficult at first.
10.	Keep trying and you’ll soon _it. 11. Can we __youi
flat for a dance tomorrow? 12. When we were children we
______dread the dark. 13. Peter writing business letters.
14.	I’ll never_wearing a hat in summer. 15. Are you
speaking in public? 16.1 dislike rainy weather;
now I don’t care.
Exercise 17. Translate into English.
1.	Москва расположена на Москва-реке, которая делю
город на две части. На левом берегу Москва-реки находок и
самые старые районы Москвы.
2.	Мне нравится, как Смирновы воспитывают своих
детей. Все домашние обязанности поделены между всеми
членами семьи. Старшие дети заботятся о младших, когда
родителей нет дома.
3.	Когда Эхо пришла на берег озера, она нашла там
удивительный неизвестный цветок, который она видела
впервые. Она не знала, как он называется, и решила назва 1i.
его Нарцисс.
4.	— Что ты собираешься делать в эту субботу и
воскресенье?
— Я еще не решил. А что ты предлагаешь?
— Я предлагаю съездить за город.
5.	— Почему ты так поздно? Ты же знаешь, что мы идем
сегодня в театр. До начала спектакля осталось всего полчаса
Нельзя терять ни минуты.
— Я предлагаю поехать на такси. Я пойду вызову такси
Жди меня здесь, я вернусь очень быстро.
6.	Жизнь мальчика была в опасности. Молодой врач
чувствовал себя ответственным за пациента. Он был уверен
что спасет ребенка. Эта задача была ему по силам. Но нелыи
было терять ни минуты. Он должен доставить мальчика и
больницу за десять минут. К счастью, больница находилась
в полукилометре от места несчастного случая.
7.	Улицы Уэст Энда в Лондоне все славятся чем-либо
Пикадилли — клубами, улица Харли — врачами, а Чериш
Кросс Роуд — книжными магазинами. Район Сохо
известен итальянскими, французскими и шведскими реет
ранами.
194
<S. Музей находится в полукилометре от остановки авто-
буса. Это достаточно близко. Я предлагаю пойти туда
пешком. — Мне тоже хотелось бы пройтись пешком.
9. Лондон делится на дне части рекой Темзой, которую
пересекают четырнадцать мостов.
SPEECH EXERCISES
Exercise 1. A) Read the text. Find answers to the following
questions:
1)	What is the difference between request and
compulsory bus stops?
2)	What sorts of buses are described in the text?
B) Re-read the text and do the assignment following
the text.
London Buses
If you like'looking at places and people, travel by bus. Buses
don’t go very fast in the centre of London, because there is
always so much traffic, but that doesn’t matter if you are on
holiday.
Normal London buses are red and double-deckers. They
have a driver and a conductor.
There arc two sorts of bus-stop: compulsory and request. A
compulsory bus-slop sign means that all the buses stop here. A
i equest bus-stop sign means that a bus only stops here if
someone wants to gel on or off. The request bus-stop sign is
red. If you want to catch a bus al a request stop, put your hand
out.
To find out where a bus is going, look al the sign on the
Ironl, the side, or the back of the bus. Some of the places on the
route, and the final destination of the bus, are shown here. You
will find a full list of the places on the bus route on a notice at
the bus-slop.
When you’ve got on the bus, the conductor says: “Fares,
please!” You say where you want to go; he tells you how much
to pay; you pay him and he gives you a ticket.
There are other slops of buses in London, too. Thc red
single-decker buses are called Red Arrows! They have a driver
but no conductor. You pay the same price for a short journey as
lor a long one.
The green buses are called the Green Line. These buses
itoss London, but they don’t stop very often. They arc mainly
r	195
for people who live a little way out of London and who travel in
and out.
Assignment:
Make up situations based on the text using the following
words and word-combinations:
to get on (off) the bus; to catch a bus; to find out; to find; 1<>
call; within; traffic; the suburbs.
Fxercise 2. Read the text. Answer the questions that follow it.
The Tube
You can get to most places in London very quickly if you
take the Underground, or “Tube”, as it is called. But don’t
travel between 730 and 930 in the morning, or 430 and 630
in the evening. These are the “rush hours”. If you do travel
then, you will meet quite a lot of the 2300 million people who
travel by Tube every year!
You have decided where you want to go — so you buy a
ticket from the ticket office at the Underground Station, or from
an automatic machine. Some stations have automatic gates
where you go in with your ticket. Keep your ticket till the end ul
your journey; that’s when the ticket-collector (or machine)
takes it from you.
There are eight lines on the London Undergorund. On an
Underground map all the lines are different colour.
Questions:
1. What’s the quickest way to get to most places of London?
2. What is the London Underground called?
3.	At what time of day is it best not to travel by the
Underground? What are these hours called?
4.	Where do you buy your tickets?
5.	Why must you keep your ticket till the end of your journey?
6. How many lines are there on the London Underground?
7. How many lines are there on the Moscow Underground?
Exercise 3. a) Look through the text and say what it is going to
be about.
b) Read the text carefully and do the assignments
following the text.
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Behind the Scenes.
How well do you know your own city, town or village?
I lave you ever stopped and wondered why something was built
in a particular style? Or have you suddenly noticed something
wliich you have passed many times but have never seen before?
In a large, bustling city such as London, there is usually very
little time to stop and look at things. If you work there most of
your time is spent struggling on the Underground or waiting in
.1 bus queue which gets longer and longer. Or if you are a tourist
you often see London through the eyes of a guide. You are so
busy taking photographs of the usual sights (Buckingham
Palace, the Tower of London, Trafalgar Square) that you miss
many things that are just waiting quietly to be discovered.
Things which have no signs, no flashing lights, no queues or
guides; just things which you must make the'effort to find.
For example, did you know that Trafalgar Square contains
I he standard measurements for British units, such as a yard and
a foot? Quite apart from Nelson’s Column and the fountains,
I he north wall of the square has brass pla'ques showing the
measurements of a foot and a yard at 62° F (17°C). Older
lengths such as rods, poles and perches are also shown, but
these are no longer used. For a future historian writing about
Britain’s odd ways of measuring in the mid-twentieth century
there will always be a reference point in Trafalgar Square — at
(>2°F.
Not far from Trafalqar Square is Piccadilly, a very
well-known London name, but do you know its origin? Names,
such as St.Martin’s in the Fields, MoOrgate and Plough show
their agricultural or country origin, but it is said that Piccadilly
was named after Robert Baker, who lived near where Piccadilly
is now, towards the end of the sixteenth century. Here he
manufactured shirt frills of “pikadills” which earned his house
the nickname of “Piccadilly Hall”, and in time “Piccadilly” we
use to describe the surrounding area.
The statue of “Eros” in the center of Piccadilly Circus, also
has an interesting history. In fact, the figure is not Eros at all. It
was originally erected in 1893 as a memorial in honour of the
seventh Earl of Shaftesbury who had greatly helped the poor
people in the local area. It was desighed by a young artist called
Alfred Gilbert who sculpted a naked, winged archer to represent
(he Christian goodness and kindness of Lord Shaftesbury. Many
people were so shocked at the naked memorial of the Earl that
Gilbert, who lost his reputation and a fair amount of money,
197
went to live abroad and only returned on a few occasions. One
of these was in 1932 when he eventually received a knighthood
for his masterpiece, which is now one of the most famous
statues in London, although it is wrongly called Eros, the (keek
Clod of Love.
There are many stories connected with buildings in London,
such as the church in Smith Square, built near the Houses of
Parliament in 1721-28. It was designed with four sturdy towers
so that if it ever sank into the swampy ground it would at least
sink in a dignified manner — evenly and upright.
It is amazing the number of things we miss in an area which
we think we know very well. Why don’t you look at your area
closely and try to discover more about it? How, why and when
was something built? Is there a story behind it? Was it a
mistake? In a world where we are so often pulling down so
many buildings and putting up new ones, it can be very
interesting and satisfying to discover different aspects of one’s
environment. But it takes time and patience, to discover the best
things. They won’t come to you — you have to go to them and
find them.
Assignments:
1.	Re-read lhe text and find the sentences referring to the main
idea of the text.
2.	Interpret the title of lhe text.
3.	Think of a new title of the text.
4.	Write a summary of the text.
5.	Make up situations based on the text using the following
words and word combinations:
to be situated, to be called; to be named; to care; Io offer; to
suggest; to miss; to discover; to take time;to he shown; to lake
photographs; to arrive in; a time; to be associated with smth.; an
area; to be noted for smth.; to look for smth.
Exercise 4. A. Study lhe talk between Clara and a stranger.
Note the forms of asking the way.
Clara: Excuse me.
Man: Yes?
Clara: Could you tell me where Smith Square is, please? I’ve
lost my way.
Man: I’m afraid 1 don’t know. Sorry. I’m a stranger here myself.
You’d belter ask someone else.
Clara: Oh, all right. Never mind.
198
В. Ask for these places.
Milford Street
Castle Street
Queens Road
Brick Lane
Cannon Street Road
Gardens Square
Courtifield Road
Hornsay Lane
Your friend answers like the man.
Exercise 5. A. Study the talk between Clara and a passer-by.
Note the forms of asking the way and giving directions.
Clara: Excuse me. Could you tell me where the post office is,
please? I’m a stranger here.
Passer-by: Pardon?
Clara: Could you tell me where the post office is?
Passer-by: Yes. It’s in Castle Street.
Clara: Ah, Castle Street. Thanks.
B. Ask for these places. Your friend answers like the
passer-by.
Moscow Linguistic University
The Fine Art Museum
The Chaikovski Hall
The Bolshoi Theatre
The Vakhtangov Theatre
The Kremlin
Moscow University
Exercise 6. Study the dialogue and pay attention to the possible
ways of asking for and giving directions.
Clara: Excuse me. Could you tell me where the paint shop is,
please?
Passer-by: Yes. It’s in Cannon Street.
Clara: Please, tell me how to get there (Which is the best way to
get there?)
Passer-by: Oh, it’s right over there. Go straight on and take the
second turning on your left. Then you can’t miss it. (You’d
better take a number 8 bus, it’ll take you right to Cannon
Street. The bus stop is round the comer. Get off at the third
stop).
Clara: Thank you so much (thanks).
Man: Not at all. (Don’t mention it, it’s a pleasure).
199
Exercise 7. Have conversations. Follow the scheme below.
YOU: Ask for a place.
Friend: Doesn’t know *
You: End conversation
Friend: Pardon.
You: Ask again
'X Friend: Answers
Friend: Doesn’t know
You: End conversation
You: Ask for a way
Friend: Answers
You: Thank him
Friend: Ends conversation
Exercise 8. Ask your friend.
WHAT	The capital of Great Britain is; London is famous for; the English are famous for; river London is situated on; the oldest part of London is; the most striking building in the city is; we can learn about Westminster Abbey; part of London lies to the west of the City; part of London lies to the east of the City; part of the Thames is called the Pool; the best-known foreign quarter of London is; the British Museum is famous for; paintings are exhibited in the National Gallery; Whitehall is; area of London is overpopulated.
HOW	big the population of London is; many parts London is divided by the Thames into; large the City is; big the resident population of the City is; many metropolitan! boroughs there are within the boundaries of the County of London; badly London was damaged in the Great Fire; badly St.Paul’s was damaged in World War II; old Westminster is; many people travel by Tube every year; many lines there arc on the London Underground.
WHERE	London is situated; the West End is situated; the statue of Eros is; Smith Square is situated; the National Gallery is.
IF	London Bridge was originally made of stone; Italians live in Whitechapel; the West Indians settled mainly in Camden Town; charitable
200
institutions can solve the problem of
unemployment.
WHEN the Great Fire broke out; the statue of Eros
was erected; Jewish immigrants began to settle
in I ,ondon; the West Indians settled in London;
thousands of French Protestants came to
England.
Asking your questions try to follow a logical scheme.
Exercise 9. Act out the following situation.
A group of Russian students arrives in London on an
exchange programme. They decide to make a tour of London
the very first Saturday. Only the group leader knows London as
it is her/his third visit to the capital of Great Britain. The
students know quite a lot about London from books and they
are looking forward to seeing everything with their own eyes,
But their interests are totally different and it takes them time to
come to an agreement.
ROLES:
Student 1. cares for painting;
Student 2. is interested in historical monuments;
Student 3. wants to see what Speakers’ Corner really is;
Student 4. prefers just to stroll about London parks.
Each tries to prove his suggestion is the best.
The group leader tries to remain neutral and help the
students to work out a programme acceptable to everyone.
Language Notes:
making suggestion
What about... (doing smth.)
Why don’t we (do smth.)
We could always ...
I’ve got a great/marvellous idea; we could...
I think we should
Suppose we ... (do smth.)
The only way out is to ...
My suggestion is that...
Have you thought of... (doing smth.)
In my opinion the best thing is to...
201
refusing suggestion
It’s out of the question (to do smth.)
Of course we couldn’t...
What a ridiculous idea...
It’d be a complete waste to ...
agreeing
I fully (quite) agree with you
That’s just what I was going to say
Beyond all doubt
disagreeing
I wouldn’t say so
I disagree with you
There’s something in what you say, but...
Oh, but you’ve got it all wrong, I’m afraid.
I wonder what makes you say so.
I agree with you on the whole but it could be said that...
I’m not sure I go along with you on that.
raising objections or difficulties
It’s all very well to say..., but...
It’s not as easy as all that, if we..., it means that...
Yes, but look, Peter (girls, people), that would mean...
Yes, but on the other hand...
Let’s be realistic about this...
That’s all very well, but you’ve got to take... into
account / consideration.
expressing likes and preferences
I’m keen on (doing) smth.
I’d rather do smth. than do smth. else.
I would prefer smth.
breaking into a conversation
If you’d let me get a word in edgeways I’d ...
If you’d only listen to me...
That’s nonsence/stupid/ridiculous!
202
calming the argument
Listen, please, all of you...
Wouldn’t it be a good idea to ...
Don’t get upset/angry!
Well, you could always...
Keep your hair on!
One way out would be to...
criticizing attitudes
I think you’re being rather selfish/unrealistic/inconsiderate
I don’t think you’re being very helpful about...
You don’t seem to realize/understand that...
Exercise 10. Topics for oral and written composition.
I.	Speak in favour of doing the sightseeing of London on your
own.
2.	Prove that a guided tour of London is the best way to see it.
3.	Imagine you are a student of London University and you take
a friend of yours on a tour of London. Prepare a list of places
and buildings you recommend your friend to see and give
your reasons trying to get him interested in these places.
4.	Prove that London is a city of contrasts.
5.	Explain how this or that London street (square) got its name.
6.	Speak of the history of a famous Moscow street (square).
UNIT 6
ROBERT BURNS
When Robert Burns was at the height of his literary fame he
proudly said: “I was born a very poor man’s son,,.”
The poet’s father William Burnes (his children dropped the
“e” from the name) was the son of a tenant farmer. In 1750
William accepted an offer of gardening in Ayrshire and earned
enough to lease seven acres of nursery land at Alloway, a tiny
village outside the country town of Ayr. He hoped to become an
independent market-gardener.
At a fair in 1756 Burnes met and fell in love with Agnes
Broun, a tenant-farmer’s daughter with red hair, clear skin, dark
eyes and a fine singing voice. With Agnes in mind he spent the
summer and autumn evenings of 1757 building, with his own
hands on his own seven acres, a small cottage of two rooms. By
winter it was whitewashed and ready, so on December 15,
1757 William Burnes married Agnes Broun and look her back
to their clay cottage.
Their son Robert was born there on January 25, 1759.
Robert’s childhood, within a tightly knit family group, was a
happy one. His industrious, intelligent lather used his little
leisure to improve the penmanship he had learned at school,
and Mrs. Burnes sang old Scottish songs to her children.
William Burnes sent Robert and his brother Gilbert to a
little, school near the cottage that threatened to close down
when the schoolmaster left for a belter job. Thereupon Burnes
organized a scheme which enabled himself and lour neighbours
to hire the services of a ninetecn-year-old schoolteacher, John
Murdoch. Using texts from the Bible and Masson’s Collection
of Prose and Verse, Murdoch required his pupils to memorize
and analyse passages. He found that “Robert and Gilbert were
generally al the upper end of the class, even when ranged with
boys by far their seniors”.
Musically, Murdoch found Robert’s car remarkably dull,
and his voice untunable, though (his did not prevent the adult
Burns from magnificently matching words to music.
204
In 1772 Burncs sent Robert and Gilbert on alternate weeks
to study at the village school four miles away from Ayr. And the
following summer Robert was sent to Ayr itself to lodge for
three weeks with Murdoch, now an English master at the
burgh1 school. The 14-year-old boy and his mentor crammed
as much English instruction as they could into this short period
and Robert even started to learn French. Robert read all the
books he could and developed a remarkable command of
literary English.
In 1769, unable to engage outside help William Burnes was
forced to rely on the efforts of his eldest son who, at 15,
became the farm’s principal labourer. Undoubtedly, the strain of
these years led to the rheumatic heart condition that resulted in
lhe poet’s premature death.
In 1784 William Burnes died. Robert and his brother
Gilbert rented the farm of Mossgicl and struggled on.
Robert had already written many songs and in 1785 began
writing satires and “epistles” which, handed about in copies,
won him local fame. A love affair with Jean Armour, who later
bore him twins, landed him in trouble. Under threat of
prosecution by her father, and hard pressed for money he gave
up his! share of the farm to Gilbert and planned to emigrate to
Jamaica; he decided to print his poems to raise the money for
the voyage.
The hook was enthusiastically received, and praised in the
Edinburgh magazines. Burns gave up emigration and went to
Edinburgh to publish a second edition. He married Jean
Armour and it was a happy marriage and they had several
children.
Burns wanted to give up farming, but his Edinburgh friends
could find him nothing belter than a minor post in the Excise2
in Dumfriesshire, and he had to take another farm there in
1788.
He published a revised third edition of his poems in
Edinburgh in 1793.
Robert Burns died in Dumfries on July 21, 1796, of heart
disease induced by the rheumatic fever he had suffered in his
early years. He lived to be only 37.
Burns’s first love was song. He had a keen musical ear and a
great feeling for rhythm. His first poems were songs, the earliest
written when he was 15, and on his own evidence he never
composed a song without first having a tune in his head. While
in Edinburgh he met two music publishers, James Johnson and
205
George Thompson to whose collections of Scots3 songs he was
contributing right up to his death; in this field his Dumfreisshirc
years were specially fruitful. Burns is Scotland’s first and
greatest collector of folk songs. He rescued some 360, polishing
old words or writing new ones.
The second important part of his work is the epistles and
satires, their style modelled on that of two earlier Scots poets,
Allan Ramsay and Robert Fergusson4. These show him as an
acute observer and critic of human conduct, with a warm heart,
a strong sense of humour and hatred of hypocrisy. His
philosophy of the brotherhood of man was partly inspired by
the ideals of Freemasonry5, some of this work is of universal
appeal; but much of it, to be really appreciated, needs some
knowledge of Burns’s 18th century world.
Thirdly, there is “Tam O’Shantcr”. Burns wrote only one
tale in verse,but it is the best since Chaucer6. It is a story of
witch craft with comic touches, based on folk-tales Burns heard
in his childhood.
Lastly, there arc. Burns’ letters, notable for their style and
polish, of which over 700 survive.
In Scotland Burns is more than a literary figure — a popular
hero, whose birthday is celebrated by Scots all over the world.
Burns’s character was not a complicated one; but it has been
variously distorted by both admirers and detractors. He was a
good husband and father, companion and friend, a man of
undaunted courage in many adversities. He sprang from the
country people and their traditions.
(From “Robert Bums” by Alan Bold)
Notes
1.	burgh [b »:g| (scot.) E. “borough” — a town or part of a town
with rights of self-government conferred by royal charter; a
town that sends one or two members to Parliament. “Burgh”
often found as a part of place in Scotland (e.g. Edinburgh
I’edinhare])
2.	Excise [’cksaiz] — government office collecting excise
(акцизное управление); “excise” — a government tax on
certain good, manufactured, sold or used within a country.
3.	Scots (adj) = Scottish (e.g. Scots songs, Scottish music)
4.	Allan Ramsay 1686—1758, a Scots poet; Robert Fergusson
1750— 1774, a Scots poet.
206
5.	Freemason [’frirmeisn] — a member of a fraternity for mutual
help called Free and Accepted Masons and having elaborate
secret ritual.
Freemasonry — a system and institution of freemasons
6.	Chaucer 1340—1400, the earliest English poet, the creator
of a new literary language.
GRAMMAR COMMENTARY
1.	The poet’s father William Burnes was the son of a
tenant-farmer.
When the nouns son and daughter are used predicatively or
in apposition the following three variants can be found.
a)	She is the daughter of a doctor. (Which is the most common
variant expressing mere relationship).
b)	She is a daughter of a doctor. (Which expresses the idea that
the doctor has more than one daughter; the variant is not
used unless the idea becomes prominent).
c)	She is daughter of a doctor. (Which describes the social
position of the person in question).
2.	Robert’s childhood, within a tightly-knit family group, was
a happy one.
The indefinite pronoun one is often used to replace or avoid
repeating a noun.
I’m looking for a flat. I’d Я ищу квартиру. Правда,
really like one with a gardetj. мне хотелось бы с садом.
One may be used in lhe plural. If one is preceded by an
adjective, it has an article.
The new districts are much
better than the old ones.
Which of the flats did you
like? — The big one.
I’d like a bigger flat.
Новые районы гораздо
лучше старых.
Какая из квартир вам пон-
равилась? — Большая.
Мне бы хотелось квартиру
побольше.
One(s) can be left out after adjectives in the superlative
degree, after the pronouns this, that, these, those, after the
pronouns either, neither and both.
This flat is bigger than that. Эта квартира больше той.
Which of the two flats did Какая из двух квартир тебе
you like? — Neither.	понравилась? — Никакая.
(Ни та, ни другая).
207
3.	Robert and his brother Gilbert rented the farm of Mossgiel,
near Manchline and struggled on.
When a verb is used with an adverb or a preposition or with
both an adverb and preposition, forming an idiomatic
combination, the combination is called a phrasal verb. There
are a very large number of these in English. Some phrasal verbs
retain the individual meanings of the verb and the adverbial
particle (sit down, put on), but for the other phrasal verbs the
meaning of the combination cannot be built up from the
meanings of the two words taken separately (give up=
surrender; look out=take care, be watchful). Phrasal verbs can
be transitive and intransitive.
In 1769 ... a factor took over the affairs of Mount Oliphant.
Burns gave up emigration.
Most phrasal verbs are used in informal speech.
Compare:
formal	informal
discover	find out
invent	make up
enter	go in (to)
explode	blow up
visit	call on, etc.
The second element of the phrasal verb can have either its
basic physical meaning (come in, go out, etc.) or some
secondary meaning. For example, on can mean forward, as in go
on, keep on, play on; up can indicate completion of an act, as in
eat up, drink up, wake up, or a stop, as in give up; in-collapse,
as in give in; off — departure, as in set off; out-departure, or
spreading, or disappearing, as in get out, set out, spread out,
diet out; away—disappearing, as in die away.
Note that phrasal verbs can be followed by prepositions:
He had already written many songs and in 1785 began
writing satires and “epistles” which, handed about in copies,
won him a local celebrity.
4.	Burns gave up emigration and went to Edinburgh to publish a
second edition.
When ordinal numerals are not used to indicate order but
acquire the meaning of one more or another, the noun they
modify is used with the indefinite article.
5.	While in Edinburgh he met two music publishers, James
Johnson and George Thomson.
208
While can mean “during the period that”. A finite adverbial
clause of time can be reduced to a participial construction
introduced by the conjunction while if the subject is the same in
the principal and in the subordinate clauses.
While he was in Edinburgh he met two music publishers.
While (being) in Edinburgh he met two music publishers.
Note that if a sentence begins with being, the participle has
the function of an adverbial modifer of cause (not of time as in
the above case).
Being a true son of his
people, Burns collected
Scottish folk songs.
Будучи (Так как он был) вер-
ным сыном своего народа,
Бернс собирал шотландские
народные песни.
VOCABULARY COMMENTARY
1. On December 15, 1757... William Burnes married Agnes
Brown-
Marry, vt, vi — take a husband or wife — жениться, выйти
замуж.
Nore that the corresponding Russian verbs take prepositional
objects: жениться на ком-либо, выйти замуж за кого-либо
John if going to marry Jane.
Jane married a Scot, (but:
she is married to a Scot)
They were married last
April, (or: They got
married).
He never married.
He married for love.
Джон собирается жениться
на Джейн.
Джейн вышла замуж за шот
ландца. (Она замужем за
шотландцем).
Они поженились в апреле
прошлого года.
Он не был женат.
Он женился по любви.
to marry smb. to smb. — find a partner in marriage for
(a daughter, a son, etc.) — женить кого-либо на
ком-либо, выдать замуж кого-либо за кого-либо
She married (off) her two Она выдала двух своих доче-
daughters to rich farmers. рей за богатых фермеров.
Marriage (п) [с, и] — a state of being married — брак,
замужество, женитьба
209
Was it a civil or church marriage? It was a marriage of convenience. Irene’s marriage to young Jolyon came as a shock to Soames.	Это был гражданский брак, или они венчались в церкви' Это был брак по расчету. Брак Ирен с молодым Джолионом был страшным ударом для Сомса.
2.... boys by far their seniors — мальчики намного старше
его...
senior n, [с] — a senior person (older in years, higher in rank,
authority, etc.) — старший по возрасту, положению.
Не is ten years my senior.	Он на десять лет старше ме- ня.
The seniors (members of the senior class) defeated the juniors by 3-1. senior (adj) He is ten years senior to me.=He is ten years older than I am Ant. junior. He is two years my junior.	Команда старшеклассников одержала победу над младшими со счетом 3:1. Он на десять лет старше ме- ня. Он на два года моложе меня.
Both “senior” and “junior” as adjectives are often used
after a person’s name, esp. when a father and his son have the
same Christian name:
John Brown, Senior (Sen) Tom Brown, Junior (Jun, Jar, Jr)	Джон Браун старший. Джон Браун младший.
(used also of the younger of two boys of the same surname in a
school).
3.... in 1785 he began writing satires and “epistles” which,
handed about in copies, won him local fame.
Hand, vt — give or pass (to smb) help with the hands —
передавать, вручать. Please, hand me that book.	Передайте мне, пожалуйста, эту книгу.
He handed the book to the man at his side.	Он передал книжку человеку рядом.
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The verb “hand” is often used in verbal phrases:
to hand about/around — to pass from one person to another
pass about (here and there) — раздавать
She was handing round tea. Она раздавала чай.
The leaflets were handed Листовки распространялись
about in copies.	из рук в руки.
to hand smth. out — 1) distribute (to give one of a set of things
to each member of a group of people)
2) to distribute free of charge — раздавать.
Hand out the pencils.	Раздай карандаши.
to hand smth. over — to deliver a person to authority or into
someone else’s care — отдавать, передавать
He handed the criminal
over to the police.
You can’t play with
matches, Tom. Hand them
over at once.
Он передал преступника в
руки полиции.
Ты не должен играть со
спичками. Отдай их сейчас
же мне.
to hand on — to give from one person to another (esp.) smth.
which can be used by many people one after the other —
передавать (дальше)
Please, read this notice and Прочитай эту записку и
hand it on.	передай дальше (другому).
to hand in — to give (smth.) to someone in charge by hand —
подавать (заявление), сдавать (работы)
Hand in your papers as you Сдайте ваши работы, когда
leave, (syn give in)	будете уходить.
You must hand in a request. Вы должны подать просьбу.
to hand back — to return (smth.) to someone by hand —
возвращать, отдавать
Hand the book back to Lily. Верни книгу Лиле.
4. ...he gave up his share of the farm to Gilbert. Burns wanted to
give up farming.
He gave up emigration and went to Edinburgh.
give up — abandon the attempt to do smth, find the answer to
smth — отказаться, признать безнадежным,
неразрешимым
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I can do nothing more. I give up.	Я ничего не могу больше сделать. Я сдаюсь.
to give up smth/doing smth — stop doing smth — отказаться
от чего-либо, бросить чем-либо заниматься
I wish I could give up smoking. Why did he give up the idea of going there again?	Хотелось бы мне бросить курить. Почему он отказался от мысли поехать туда снова?
Compare with ’refuse’ — not to accept or do or give —
отказаться принять что-либо, сделать то, что просят.
Не refused to help her. He refused their offer.	Он отказался помочь ей. Он отказался от их предло- жения.
We asked them to come to dinner but they refused.	Мы пригласили их на ужин, но они отказались.
Note that after give up a noun or a gerund is used, but not
an infinitive. Refuse is followed by a direct object or an infinitive.
4. In Scotland, Burns is more than a literary figure — a popular
hero, whose birthday is celebrated by Scots all over the world.
Hero, n — (fem. heroine) 1) a person remembered for bravery,
strength, or goodness, esp. when admired for an act of coufagc
under difficult conditions — герой/герои ня/
national/great/famous hero национальный/великий/
известный герой
Не fought like a hero.	Он сражался как герой.
2) the most important character in a play, poem,
story, etc. — герой, героиня романа.
Note that “hero/herione” may be used for (герой,
героиня романа, рассказа) only when the given character is
worthy of the name: Meresyev in the hero of “The Story of a
Real Man” by Boris Polevoy. The English for “главный герой
произведения” is “the principal (main, leading) character
(personage)” and for “положительный/отрицательный
герой” is “a good character, a bad character”.
I find all the characters of Все герои этой пьесы кажут-
the play amusing and	ся мне забавными и инте-
interesting.	ресными.
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The characters of Charles
Dickens’ novels.
Герои романов Чарльза
Диккенса.
Alongside with the meaning “a person in a book, play, etc”
the word “character” has other meanings. In the text it is used
in the meaning of “moral nature, the qualities that make a
person different from another” (характер). In this meaning the
word is used without any article:
He is a man of good and
noble character.
She is a woman of strong
character and a kind soul.
Он хороший и благородный
человек.
Она — женщина сильного
характера и доброй души.
5. Thirdly, there’s “Tam o’Shanter”...
Lastly there are Burns’ letters...
Thirdly and lastly are adverbs used here as enumerative
devices to achieve the smooth flow of ideas between
paragraphs. The paragraph is a unit of thought. It contains one
incident, one complete little part of the story. Every turn, every
change of the subject or point of view is shown by a new
paragraph. The paragraph is supposed to have a topic sentence
which calls the reader’s attention to the central idea of the
paragraph. The above mentioned sentences are topic sentences.
In the two preceding paragraphs the topic sentences are:
“Burns’s first love was song” and “The second important part
of his work is the epistles and satires”. The topic sentence often
stands at the head of the paragraph.
Like the total communication, paragraphs should be unified,
each should possess an obvious relationship to both the
preceding and the succeeding paragraphs. The smooth flow of
ideas between the above mentioned paragraphs is achieved by
using enumerations — in the first place, to begin with, secondly,
in the second place, the latter, the former, etc.
Enumeration is often used to smooth the flow of ideas
within the paragraph, and adverbs in such cases function in the
paragraph as sequence signals through which the unity of the
paragraph is achieved.
“Last Sunday was a beautiful day, so we decided to go on a
picnic. First, we found a park with tables and we unpacked the
car. Next, we gathered wood and made a fire. After that, we set
the table and waited for the fire to settle down so we could cook
the meat.
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After lunch, we rested awhile. Then, some of us took a shoti
hike. When we returned, we all watched the sunset. Finally, we
packed the car and drove home.”
GRAMMAR REVIEW
I. In a continuous text, it is usually considered desirable to
retain the same tense, present or past, for each new step in the
narrative description or argument. It is important to realize thai
the tenses in past situations are not “special”. They are just the
normal tenses for the situation.
The same rule holds good for separate complex sentences in
which the verb in the principal clause is in one of the past
tenses. In the subordinate clause Past Indefinite or Past
Continuous is used to express a simultaneous action, Past
Perfect or Past Continuous to express priority and Future in the
Past to express a posterior action.
I knew they lived in a new block of flats.	Я знал, что они живут в но- вом доме.
It turned out they had lived in a house before.	Оказалось, что раньше они жили в отдельном доме.
We discovered their son would live in the flat above.	Мы узнали, что их сын бу- дет жить в квартире этажом выше.
Exercise 1. Say what events had happened by the beginning of
June last year; by the end of last September; by the end of
January.
Exercise 2. Comment on the state of things at the given time.
Follow the model.
Model: You arrived home.
When I arrived home a) there was nobody in.
b)	dinner was being cooked.
c)	dinner had been cooked/was ready.
d)	my family was waiting for me.
e)	my friend phoned me.
f)	I was very excited as I had learnt I whould go to
Oxford in the summer. Etc.
1. The bell rang. 2. Your friend phoned you. 3. You arrived at
the theatre. 4. The winter vacation began. 5. The relatives of the
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sick man arrived at the hospital. 6. The weather turned for the
worse.
Exercise 3. Answer the following questions in all possible ways,
follow the model.
Model: Why did Kate look pale?
Because a) she was ill.
b) she had fallen ill.
c)she was afraid of the exam she was to take.
d) she hadn’t slept the whole night, etc.
I. Why was Jane’s mother worried? 2. Why didn’t you help
Nick? 3. Why didn’t Peter and Ann get married last month? 4.
Why didn’t you buy the book? 5. Why was Helen so excited
when we met her? 6. Why were you angry?
II. Review the use of nationality words (See Unit 5).
Exercise 4. Substitute the name in part A of the dialogue for
another, taken from the list below, and complete the answer
given by B.
A.	Where are you from? I mean, what country are you from,
Mrs White?
B.	I’m from Britain. I’m an Englishwoman.
R.Sordi — Italy; Mr.Kovalski — Poland; Mr.O’Kelly - Ireland;
Mr. Van Rein — Holland; Mr. Swensen - Denmark; Mrs.
Peterson — Sweden; Mr. and Mrs. Bio — Switzerland; Mr.
LeeChung — China; Mr; and Mrs Odzaki — Japan; Mr.McNeil
— Scotland; Miss Jknu - Vietnam.
Exercise 5. Translate into English.
1.	Как шотландцев, так и англичан, и валлийцев иногда
называют британцами.
2.	“В Англии живут англичане, во Франции — французы,
а кто живет в Нидерландах?” — спросил мальчик папу. —
“Голландцы”, — ответил папа.
3.	Жареная индейка подается к обеду по случаю Дня
Благодарения (Thanksgiving Day) в США. Американцы
считают ее традиционным праздничным блюдом.
Интересно, у турков она также популярна?
4.	Японцы любят говорить: “Если японец готовит чай,
этот чай с удовольствием выпьют еще два японца.”
5.	Вьетнамские изделия ручной работы (hand made)
всегда очень высокого качества.
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6.	Дети но всем мире любят сказки известной шведской
писательницы Астрид Линдгрен.
7.	Этот человек француз? Мне кажется, он говорю
по-французски. — Он швейцарец.
8.	Многие датчане ездят на работу на велосипед!
Велосипед — очень распространенный вид транспорта к
Дании.
9.	Евреи, русские, немцы, поляки приехали и
Великобританию во время политических изменении
происходивших в Европе.
III. Adverbs are used to modify the meaning of adjectives or
participles.
I’m terribly tired.	Я ужасно устал.
William Hogarth is the first	Вильям Хогарт — первый
truly English painter of the	действительно английский
seventeenth century.	художник XVII века.
Exercise 6. Use adverbs from List A to modify the meaning ol
adjectives and participles from List B. Use the resulting word
combinations in sentences of your own.
Model: I. These are easily made cakes. 1 can give you the
recipe.
2. Freshly made jam tastes delicious. Unfortunately it
won’t taste so nice a few months later.
List A. easily, widely, carefully, newly, poorly, richly, awfully,
well, badly.
List B. recognizable, made, known, baked, painted, married,
planned, dressed, prepared, afraid, frightened, tired, sick.
Exercise 7. Translate into English.
I. Хорошо сшитая одежда делает женщину красивее. 2. Я
ужасно устал. 3. За домом был хорошо распланированным
сад, перед домом — аккуратно подстриженный газон. 4.
Суффиксы латинского происхождения делают слова легко
узнаваемыми во многих языках. 5. Среди гостей было две
недавно поженившиеся пары. 6. Если вы хотите всегда быть
модно одетой, ваш гардероб должен состоять из нескольких
хорошо подобранных вещей, хорошо сочетающихся друг с
другом. 7. Приятно слушать хорошо подготовленный
доклад. 8. Анна знает множество вещей, опа хороню
осведомлена.
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COMPREHENSION EXERCISES
Exercise 1. Translate the following sentences from the text. The
purpose is for you to compare the ways of expressing the same
idea in English and in Russian.
1.	His industrious, intelligent father used his little leisure to
improve the penmanship he had learned at school...
2.	He found that “Robert and Gilbert were generally at the
upper end of the class, even when ranged with boys by far their
seniors”.
3.	The 14 year-old-boy and his mentor crammed as much
English instruction as they could into this short period.
4.	Robert read all the books he could and developed a
remarkable command of literary English.
5.	He had already written many songs and in 1785 began
writing satires and “epistles” which, handed about in copies,
won him local fame.
6.	...he decided to print his poems to raise the money for the
voyage.
7.	Burns is Scotland’s first and greatest collector of folk songs.
He rescued some 360, polishing old words or writing new ones.
8.	Lastly there are Burns’s letters, notable for their style and
polish, of which over 700 survive.
9.	Burns’s character,... has been variously distorted by both
admirers and detractors. He was a good husband and father,
companion and friend, a man of undaunted courage in many
adversities.
Exercise 2. Rephrase the following sentences.
1.	Robert’s childhood, within a tightly-knit family group was a
happy one.
2.	When Robert Burns was at the height of his literary fame...
3.	Thereupon Burns organised a scheme which enabled himself
and four neighbours to hire the services of a nineteen-year-old
schoolteacher.
4.	Burnes sent Robert and Gilbert on alternate weeks to study
at the village school.
5.... an English master at the burgh school.
6.	Unable to engage outside help William Burnes was forced to
rely on the efforts of his eldest son.
7.	Robert and his brother rented the farm of Mossgeil and
struggled on.
8.	A love affair with Jean Armour landed him in trouble...
9.	Robert gave up emigration.
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10.	Some of this work is of universal appeal.
11.	He sprang from the country people and their traditions.
Exercise 3. Find in the text the English equivalents for the
following Russian words and phrases. Arrange them into groups
according to the subject matter:
крошечная деревушка; трудолюбивый и умный человек,
счастливый брак; требовать от своих учеников запоминал
и анализировать отрывки; привести к ревматизму сердца
влюбиться в кого-либо; человек несгибаемого мужества
прошедший через множество невзгод; дружная семьи
школьный учитель; строить своими собственными руками
арендовать ферму; опубликовать второе издание; оценивал
высоко; напечатать поэму; подражать какому-то стилю
написать историю в стихах; маленький дом из двух komikh.
чувство юмора; ненависть к лицемерию; учиться в сельском
школе; дожить только до 37 лет; обладать чувством ритма,
сборник шотландских народных песен; положить слова u.i
музыку; обладать топким музыкальным слухом; сложным
характер; основной работник в хозяйстве; выйти замуж за
кого-либо; напять работников; заработать достаточно,
прекрасно овладеть литературным английским языком
умереть от болезни сердца; говорить с гордостью; преждев
ременная смерть.
Exercise 4. Arrange the points in logical order. Reproduce the
original text using the key words given below.
1.	to hire the service of a nincteen-year-old schoolteacher, to be
at the upper end of the class, to consider, to prevent smb. from
doing smth., to match words to music;
2.	to be enthusiastically received, to publish a second edition, a
happy marriage, to give up farming, a revised edition, to die of
heart disease;
3.	to be at the height of his literary fame, to say proudly, to be
the son of a tenant farmer, to lease some acres of nursery land;
4.	the following summer, to lodge with smb., the 14 year old
boy, to start to learn French, to develop a remarkable command
of literary English;
5.	at a fair, to fall in love with smb., to build with one’s own
hands, by winter, to marry smb., a tightly-knit family;
6.	an acute observer, haired of hypocrisy, inspired by the ideas
of Freemasonry, to be really appreciated;
218
7.	to rent a farm, to struggle on, to win local fame, to be hard
pressed for money, to give up his share, to raise the money for
smth.;
8.	to have a keen musical ear, compose a song, while in
Edinburgh, right up to his death, to be specially fruitful, a
collection of folk-songs;
9.	to be distorted, admirers and detractors, a popular hero, to be
celebrated all over the world, to spring from the country people;
10. to be forced to do smth., to rely on smb., the strain of the
years, to result in smth., smb’s premature death.
Exercise 5. Agree of disagree with the following statements.
1.	Robert Burns didn’t like to mention that he came from a
poor familly, did he?
2.	William Burnes, the poet’s father, was an independent market
gardener, wasn’t he?
3.	William Burnes married Agnes Broun in the summer of
1757, a few months after meeting her at a fair, didn’t he?
4.	Robert’s childhood was a happy one, wasn’t it?
5.	William Burnes did not want to send his children to school,
did he?
6.	Robert’s first teacher, John Murdoch, was an old
schoolmaster, wasn’t he?
7.	Murdoch considered Robert to be a more gifted child than
his brother, didn’t he?
8.	Robert Burns didn’t know any foreign language, did he?
9.	When Robert was 13 he stopped going to school and became
the farm’s principal labourer, didn’t he?
10.	Robert Burns began writing at the age of 15, didn’t he?
11.	It was Burns’s songs that made him famous, wasn’t it?
12.	Robert didn’t want to give up farming even when he became
a famous poet, did he?
13.	Robert Burns died of a sudden heart attack, didn’t he?
14.	Burns’s letters didn’t survive, did they?
Exercise 6. Find evidence in the text to support the following
statements:
1.	William Burnes was an industrious and intelligent man.
2.	William Burnes saw to it that his sons were well-educated.
3.	Robert Burns was a man of undaunted courage in many
adversities.
4.	Robert Burns is Scotland’s first and greatest collector of folk
songs.
219
5.	Robert grew up to a life of toil, hardship and poverty.
Exercise 7. Answer the following questions about the text.
1.	Where and when was Robert Burns born?
2.	What family was Robert Burns born in? Who was his father?
What family did Robert’s mother come from?
3.	Why is the poet’s surname spelt differently from that of his
father’s?
4.	Was Robert’s childhood a happy one? How did his parents
influence him?
5.	Who was Robert’s first teacher and what role did he play in
his life?
6.	What prevented Robert and his brother from going to school
regularly?
7.	When did Robert write his first poem? What helped him to
win local fame? How old was he then?
8.	When did Robert Burns decide to publish his poems? How
was his first book received?
9.	Why couldn’t Robert Burns give up farming?
10.	When and how did Robert Burns die?
11.	What was Robert Burns’ first love in his work as a poet?
What contribution did he make to collecting folk songs?
12.	What tale in verse did Robert Burns write? What is its place
in the history of English literature?
13.	What makes Robert Burns a popular hero in Scotland and
one of the most popular poets all over the world?
Exercise 8. Get ready to speak about:
1.	Robert Burns’s parents.
2.	Robert Burns’s childhood.
3.	The education Robert Burns got.
4.	Robert Burns’s literary work.
ACTIVATION EXERCISES
Exercise 1. Choose the right word from those is brackets to fill
in the missing parts.
(hero/heroine — character)
1.	Who do you think is the main — in “War and Peace” by
Tolstoy?
2.	Martin Eden is the ... of Jack London’s novel?
3.	Thackeray calls his novel “Vanity Fair” a novel without a....
4.	Name the ...s in Oscar Wild’s play “An Ideal Husband”.
220
5.	In this novel there are no ...s that are all good or all bad.
6.	Who is the main... of Richard Aldington’s novel “Death of a
и
7.	We have every right to call Tatyana the ... of Pushkin’s novel
“Eugene Onegin”.
8.	On the whole I would say that I’m not sorry I read “Jane
Eyre”. I didn’t care much for the stiff way the ...s talked and
acted. But it was a relief to meet a... who wasn’t the most
beautiful woman who ever lived, a ... who wasn’t perfect either
physically or morally, and a stress on virtue (which is rare these
days).
9.	An author may create a ... who declares that he is honest, yet
does dishonourable things. Uriah Heep in “David Copperfield”
has such characteristics.
10.	The degree to which an author can make a ... come alive is a
mark of his skill.
11.	In analysing what ...s do, you must ask whether the ,..’s
actions are consistent with his words. If not, why not?
(hand down/in/on/out/over/back)
1.	Please, hand ... the dish from the top shelf. I can’t reach it.
2.	Your test papers must be handed ... on Monday.
3.	Examination papers will be handed ... after the marks have
been officially recorded.
4.	The director has threatened to hand ... his resignation unless
his demands are accepted.
5.	Visitors to the camp must hand ... any weapons at the main
gate.
6.	The secret word is “forever” — hand it... to everyone on our
side.
7.	The precious flame representing the spirit of the Olimpic
Games is handed ... from runner to runner all the way from the
original fire on the ancient mountain to the place where the
Games are being held on this occasion.
8.	Hand... the question papers as the students enter the
examination room.
9.	The Red Gross went at once to the scene of the great floods,
to hand ... medicine and tents to the homeless people.
10.	Hand ... that bag at once. It’s mine.
Exercise 2. Rephrase the following using the vocabulary of
Unit 6.
221
1.1) He is two years older than I am. 2) The boys of the 10th
form defeated the team of the 9th form by 2:1. 3) He holds a
higher position in the Ministry. 4) He is the head partner of the
firm. 5. John Brown’s son whose name is also John, gave an
interview.
II.	1) Jane became John’s wife last year. 2) Her husband is a
Scot. 3) They became a husband and a wife last January. 4) Her
mother wanted her daughter to become a rich man’s wife. 5) It
was a marriage in which material advantage was the chief
consideration. 6) The news that Helen became Michael’s wife
came as a shock to Andrew. 7) He is a bachelor. 8) He married
for money. 9) Mr. Marshall remained single for three years after
his wife’s death.
Exercise 3. Replace the underlined words by idiomatic phrasal
verbs.
1. Mr. Carr completed the insurance form and handed it back to
the secretary. 2. When are you going to become adult and decide
things for yourself? 3. An inspector visited the family to see
what conditions they lived in. 4. If this rain continues the picnic
will be a wash-out. 5.1 went to see Ruth but she had left home
the day before. 6. Roy is progressing very well in his new job. 7.
This job is too much for me. I shall have to abandon it. 8. The
air hostess distributed newspapers to the passangers. 9. As
George grew older he abandoned his romantic ideals and
became very prosaic. 10. Marion was so independent that I
stopped trying to help her. 11. We began our tour early in the
morning.
Exercise 4. Read the following sentences which contain
colloquial phrasal verbs and then choose the correct meaning
for each from the list below.
1.1 ran into-John Bradley while I was in town today. It must be
at least five years since I last saw him. 2.1 went to see Ruth
yesterday but she was out. 3. When John’s father died he came
into money. 4. The door was locked, so I couldn’t get in. 5.
When his wife died Charles gave up the family house and
moved into a flat. 6. The doctors have given Colin up but his
family still believe he will recover. 7. I’m going on a day trip to
Cambridge tomorrow. 8. Don’t put off buying the tickets till the
last minute.
222
Io meet by chance; to depart for the purpose; to enter (a
building or room); to leave, abandon; to leave home or one’s
place of work, etc; to delay; to say that one regards smb. as
hopeless; to inherit money
Exercise 5. Respond to the statements below using suitable
phrasal verbs from the given list:
to lake off, to ring up, to let in, to put on, to find out, to
look up, to throw away, to look for, give up, switch off, wrile
down.
Model: — I’m too hot in this sweater.
— Take it off then.
1.1 can’t remember what that word means.
2.1 should like to invite Ann to the party.
3. Our guests have arrived.
4.1 shan’t be able to remember all those names.
5.1 don’t need these old clothes.
6.1 don’t know what to do with this insurance form.
7. This coat takes up so much space in my case.
<S. I don’l like this television programme.
О. I don’t like this idea, it seems absurd io me.
10. I’m afraid my hat looks ridiculous here.
11.1 don’t know where my dictionary is.
Exercise 6. Fill in the missing additive or sequence signals in ihe
lexts below. Choose from the following: first, second, first of
all, in addition, besides, further more, even so, to be sure, next,
after that, finally, next, later, then, also, too. (There is more
lhan one possibility in some of the blanks).
I. Miss Wesson is an excellent secretary — for several reasons.
... she has all ihe necessary secretarial skills ..., she is intelligent
and experienced enough to answer correspondence by herself.
..., she is experienced and competent enough to run the office
while Mr.Brown is away on short business trips.
Mr. Brown said that he was more lhan satisfied with Miss
Wesson’s work...., he gave her a 50 dollar raise.
When Mr. Brown reaches the office in the morning, he ...
reads the financial pages of several newspapers.... he reads his
mail. He ... calls in his secretary and dictates letters. His
secretary ... types the letters.... she brings them to .him for his
signal ure.
2. Bryce is not satisfactory as a mail boy.... he is often late to
work. He also takes long lunch hours and morning and
223
afternoon coffee breaks.... he wastes a lot of time on the job....,
he sometimes does not leave the office until after five, but this
time hardly makes up for his inefficiency during working hours.
Exercise 7. Answer the following questions:
1.	Who made a journey to India 30 years before Vasco da
Gama? Later he wrote a detailed decription of his travels to
India and other Eastern countries?
2.	Which of the Russian scientists found it necessary to establish
a sea route from Europe to the Pacific Ocean along the Siberian
coast? In what year was this idea realized? What is the name of
the ship that made the first voyage from the White Sea to the
Pacific Ocean along the North coast of Siberia in one navigation
season?
3.	Which Russian writer made a round-the-world voyage? What
was the name of the ship on which he made this voyage? What
is the name of the book in which he described it?
4.	What was the purpose of Leo Tolstoy’s journey round
Europe which he made in 1860-1861?
5.	What Russian writer made a long journey to the Far East?
When did he do it?
I.	Who created the following characters: Uriah Heep, Captain
Dobbin, Becky Sharp, Lady Rovcna?
2.	Which novel was Hemingway awarded the Nobel Prize for?
Who is the hero of the novel?
3.	In what well-known English or American novels arc the
principal characters artists?
4.	Who was the hero of the peasants’ anti-feudal uprising in
England, treacherously killed while handing the king the
demands of the people? Where and when was he murdered?
What is the name of the king? The latter is a character in a
well-known drama. Name it.
5.	Which of Shakespeare’s characters said “Brevity is the soul of
wit”? Who were the words said about?
Exercise 8. Translate into English. ( Refer to the Commentary
if necessary)
1.	1) Ona вышла замуж, когда ей было 18 лет. 2) Зачем он
женился па этой женщине? 3) Он выдал замуж старшую
дочь за миллионера. 4) Опа замужем за врачом. 5) Они
расписались во дворце бракосочетаний. 6) Об их женитьбе
224
много говорят. 7) Ричард никогда не был женат. 8) Говорят,
они поженились весной.
II.	1. Бернс отказался от своей доли наследства в пользу
брата. 2. Он решил бросить заниматься сельским хозяйст-
вом и переехал в Эдинбург. 3. Почему он отказался от мысли
уехать из страны/эмигрировать/? 4. Не отказывайся от
помощи друзей. 6. Почему он бросил теннис? 7. Она сказала,
что у нее болит голова и отказалась от прогулки. 8. Она
отказалась объяснить нам свое поведение.
III.	1) Мой брат на два года моложе меня (2 вар.). 2)
Мальчики намного старше Тома уважали его за храбрость и
благородство. 3) Роберт и Гильберт были лучшими в классе
даже в сравнении с мальчиками намного старше их. 4) 15
декабря 1757 года Вильям Бернс женился на Агнес Браун,
которая была на 11 лет моложе его. 5) Джон Ллойд старший
увлекатся собиранием народных песен. 6) У Джона Смита
младшего великолепный слух и прекрасное чувство ритма.
IV.	1) В этом романе нет чисто положительных и чисто
отрицательных героев. 2) Он стал героем. 3) Кто героиня
романа Толстого “Воскресенье” (Resurrection)? 4) В этом
романе нет героев. 5) Сравните его с Мартином Иденом,
героем романа Джека Лондона. 6) Он человек сильного
характера. 7) Герой этого романа — сильный и мужествен-
ный человек. 8) Назовите имена героев романа “Ярмарка
тщеславия”. 9) Какую известную английскую школу закон-
чил молодой Джолион, один из героев романа Голсуорси
“Сага о Форсайтах”? (The Forsyte Saga). 10. Что характерно
для героев рассказов ОТенри?
V.	1) Эпиграммы, которые писал Роберт Бернс, быстро
распространялись в округе, и принесли ему известность. 2)
Он требовал от своих учеников выучивать наизусть отрывки
из книги. 3) Отец Роберта был умным и трудолюбивым
человеком. Он использовал свободное время для того, чтобы
совершенствоваться в искусстве писать. 4) Мать пела своим
детям старинные ирландские песни. 5) Мальчик обладал
живым воображением, и он был более остроумен, чем его
младший брат. 6) Семья была слишком важна для него,
чтобы пренебрегать ею. 7) На следующее лето Роберта
послали в Эйр на 3 недели, чтобы он там пожил у Мэрдока.
8) Он много читал, благодаря чему прекрасно владел лите-
ратурным английским языком. 9) Не имея возможности
нанять работника, Вильям вынужден был положиться на
своего старшего сына, который в свои 15 лет стал главным
8 Учебник английского языка
225
работником на ферме. 10) Несомненно, напряжение тех лег
сказалось на его здоровье и привело к болезни сердца, что
стало причиной его преждевременной смерти. 11) Его
первая книга была принята с восторгом, ее хвалили во всех
журналах. 12) Эти годы были особенно плодотворными для
пего. 13) Он опубликовал новое издание своих стихов. 14)
Бернс был тонким, наблюдательным критиком психологии
(поведения) человека. 15) Добросовестный, с тонким чувег
вом юмора, он ненавидел лицемерие. 16) В Шотландии
Бернса чтят не только как писателя, но и как народного
героя.
VI.	1) Официант передал мне телеграмму. 2) Когда вам
передали письмо? .3) Вы должны подать заявление (the
request) сейчас же. 4) Ваши лабораторные работы должны
быть сданы через неделю. Преподаватель вернет их вам
после проверки. 5) Этот обычай был передан нам нашими
дедами. 6) “Время пришло передать (уступить) мое место
более молодому человеку”, — сказал председатель. 7) Пере-
дай, пожалуйста, эту сумку. Эго моя. 8) Представится!,
правительства был послан в столицу, чтобы распространить
заранее подготовленное заявление. 8. Жители отказались
сдать город врагу.
Exercise 9. Supply the missing articles. Reread the text and
explain why G. Chaucer is considered to be the founder of
English poetry.
CHAUCER: THE FIRST ENGLISH POET
Geoffrey Chaucer was ... soldier and ... diplomat,... courtier
and ... poet. There was no ... English language literature when he
was born in 1340. For him to write in ... English was
revolutionary.
No one knows when Chaucer began “The Canterbury
Talcs”, but he worked on them lor ... quarter-century. “The
Canterbury Talcs” arc ... lusty stories supposedly told by...
pilgrims to shorten ... tedious four days’ (rip.... distance from
London to Canterbury is 60 miles, but in those days there was
no ... straight road to go by.
In ... general prologue 30 men and women from all ranks of
... society pass before our eyes. Chaucer makes ... rapid portrait
of each traveller thus showing his character.... stories arc
written in verse. They are ... first true poems in English.
226
“The Canterbury Tales” remained unfinished when
Chaucer died in 1400, to be buried in... Westminster Abbey as
... first occupant of what we now call... Poets’ Corner.
Exercise 10. Fill in the gaps with the right prepositions if
necessary. Reread the text and answer the following questions.
ROBERT FROST
As poets go, Frost (1874—1963) was no longer young
when he published his first book ... poems, “A Boy’s Will”,...
1913. Though born in San Francisco, he came ... a New
England family which returned... New England when he was
ten. Like many other writers, he had a brief brush ... college and
then supported himself... various means, ranging ...
shoe-making... editing a country newspaper. However, he had
been brought.....a farm and he liked farming. Most... all he
liked to write but he could not support himself... writing. He
was ... his late 30s when he moved ... England, where he issued
his first book and found an appreciation... his work, he had not
found... America.
... the outbreak of World War I, Frost went..farming in
New Hampshire. Thereafter, although he made many journeys
and frequent visits elsewhere he considered the farm his home
and its activities remained the focus ... his poetry.
Frost’s verses became part... a great tradition shaped ... the
Roman poet Vergil, of what is called bucolic poetry — poetry
about farming. However, though he used farm situations ...
much ... his poetry, he gave them a wide application. He might
write ... stepping... a rake and describe the feeling when it hit
him, but he used the incident to show how life gives us bruises.
He reached the height... his popularity... World War II. If
America... the 20th century had a national poet, it was Frost.
He was chosen to read one ...his poems ... the inauguration ...
President John Kennedy, the first poet ever so honoured.
Questions;
1.	Where and when was Robert Frost born?
2.	When did Robert Frost publish his first book?
3.	What education did he get and how did he support himself in
his young years?
8*
227
4.	Where and when did Robert Frost find an appreciation for
his poerty?
5.	What poetry did he write?
6.	When did Robert Frost reach the height of his popularity and
how was he honoured?
7.	When did Robert Frost die? How old was he?
SPEECH EXERCISES
Exercise 1. Get ready to speak about Sir Walter Scott according
to the following plan: a) time and place he was born; b) his
education; c) publications of his book; d) his place in the
history of English literature. The text below will help you.
Explain why Walter Scott, “more than anyone else, is
responsible for the average Englishman’s idea about the Scottish
Highlands and their inhabitants”.
Scott and Scotland
Sir Walter Scott (1771—1832) more than anyone else, is
responsible for the average Englishman’s ideas about the
Scottish Highlands and their inhabitants.
Scott’s own family came from the Border country, which is
around the English-Scottish border. He was brought up in
Edinburgh and followed his father’s profession by studying law.
He qualified in 1792, and always earned some money from his
legal work. He also inherited some money, and later on became
a partner in a printing and publishing firm.
When he was only eighteen months old, he was crippled by
an attack of polio. This, together with a severe internal bleeding
when he was about fifteen, meant that he had to spend a lot of
his boyhood reading. He filled his time by reading. He was only
interested in the plot, the action of what he read. This love of
action is obvious in his own novels. The characters of his people
may be flat and stereotyped, but the adventures race on.
Scott had a remarkably vivid memory for scenes, places,
stories ans people. As a boy, he came in contact with many older
people, who had memories of the rebellions in Scotland in the
18th century, which were identified with the Catholic religion,
which was strong in Scotland. Scott took many events and stories
from people’s memories and moved them into his novels.
The rebellions provided a background for most of his
famous novels and his heroes and heroines are continually
getting tangled up in plots to put the rightful king back on the
throne again.
228
In his books Scott was trying to keep the memories of the
Scottish feudal traditions. In 1812 he bought Abbotsford and
built the house following his own ideas of a Scottish castle. He
liked to think of himself as a Scottish laird (lord), and was
generous to all his visitors. He was also very strongly aware of
his duty to his tenants on his estate. He realized that the new
industrialised society was destroying this feudal system.
In 1813, Scott, a famous poet, refused the poet laureateship.
His first novel was published anonymously in 1814, and it was
eleven years before Scott admitted that he had written it, and its
nineteen successors. He had forbidden his children to read his
poetry, saying that it was trite and worthless. Equally, they never
knew about his novels either.
Fortunately, the majority of his readers did not share his
own opinion of his work. His greatest contribution was surely to
the romantic novel. He made the age of chivalry live again.
He lived for 61 years — poet, novelist, advocate, sheriff, and
country laird. His poems and novels are his best memorial, but
so are the hills and lochs, the castles and abbeys, which he
made an integral part of his books.
Exercise 2. Read the following biography of a well-known
English writer and try to answer the following questions:
1.	What is the name of the writer?
2.	What are the names of the two famous characters created by
the writer?
3.	What method did the famous character use in his work?
4.	What is your favourite book by this author?
He was born in Edinburgh in 1859 and died in 1930.
Though his ancestors were of the Irish landed gentry1, his
grandmother was of French extraction. His grandfather was the
most brilliant cartoonist of the early 1800’s. His uncle drew the
cover for Punch2 which he still used. His other uncle was the
director of the National Gallery of Ireland.
1. landed gentry — нетитулованное мелкое и среднее
дворянство, владеющее земельной собственностью.
2. Punch — еженедельный сатирико-юмористический
журнал, издавался в Лондоне. Основан в 1841 г. (но
имени героя кукольного представления “Панч и
Джуди” ("Punch and Judy") типа русского Петрушки).
229
The writer was educated at Stonehurst, and later studied
medicine at Edinburgh University where the methods of
diagnosis of one of the professors are said to have provided the
idea for the methods of deduction used by the main character of
his books.
He first set up as a doctor at Southsea and it was while
waiting for patients that he first began to write. His sucess as a
writer was only one of the facets of a versatile man. He
defended those convicted for crimes they had not committed; a
sportsman; a flesh and blood detective himself for whose help
there were frequent demands; a physician in the Boer War; a
preacher and a missionary.
He wrote many historical novels but he is best known in the
world for having created a character, who soon attained an
international status. He was the creator’s rival who had so many
of his characteristics and experiences that he even adopted one
of the writer’s friends and turned him also into one of the
famous characters of fiction.
The writer, like the character he created, was a man of
unusual physical strength who would undoubtedly have been a
great boxer had he chosen. Even the character’s background, to
a certain extent, parallels that of the man who created him.
Exercise 3. Read the text and supply the missing information.
Make use of the chronology given below.
William Somerset Maugham, a well-known English writer,
was born (when and where?) and lived (where and how long?).
He was educated (where?). He spent some time (where?) with
the idea of practising medicine, but the success of his first novel,
“Liza of Lambeth”, publised (when?) won him over to letters.
“Of Human Bondage”, the first of his masterpieces, came
out (when?) and with the publication (when?) of “The Moon
ans Sixpence” his reputation as a novelist was established.
His position as one of the most successful playwrights on
the London stage was consolidated (when?). His first play “A
Man of Honour” was staged (when?) and was followed by a
procession of successes just before and after the First World
War.
His theater career ended with “Sheppey” (when?).
His fame as a short-story teller began with “The Trembling
of a Leaf” (when?).
(When?) he settled (where?) and lived there (how long?).
230
1874: January 25 — William Somerset Maugham was born in
Paris. Lived there until he was ten.
1888: Studied at King’s School, Canterbury.
1890: Went to Europe, studied at Heidelberg University.
1892: Works at St.Thomas’s Hospital with the idea of practising
medicine.
1897: Success of his first novel “Liza of Lamberth” won him
over to letters.
1916: “Of Human Bondage”, the first of his masterpieces came
out with the autobiographical hero.'
1919: The publication of “The Moon and Sixpence” established
his reputatuion as a novelist.
1903: His first play “A Man of Honour” is staged.
1933: His theatre career ended with “Sheppey”.
1921: Maugham’s fame as a short story writer began with “the
Trembling Leaf”.
1927: Settled in the South of France.
1965: Died in 1965 in France.
Exercise 4. Using the information given in the chronology
below, get ready to speak about George Gordon Byron’s life.
The words given below may help you.
1788: January 22 — George Gordon Byron was born in an old
aristocratic family in Scotland.
1798: Byron’s grand-uncle died and the boy inherited the title
of Lord and the family estate in Nottinghamshire.
1801: George was sent to Harrow School.
1805: Entered Cambridge University; his literary career began.
1807:	Published his first collection of poems “Hours of
Idleness”.
1808:	Graduated from the University.
1809:	Went travelling and visited Portugal, Spain, Greece and
Turkey; described his travels in a long poem “Childe
Harold’s Pilgrimage”.
Occupied himself with politics and the publication of his
poems.
1812: The first two parts of the poem published, made Byron
famous.
1815: Delivered his revolutionary speeches in Parliament,
left England for Switzerland where he met Percy Bysshe
Shelly.
231
1817: Went to Italy where he lived until 1823; joined the
Carbonari, a revolutionary organization, struggling for the
national independence of Italy; wrote many of his best
poems, among them — “Don Juan” (1819—1824).
1823: August 3, — arrived in Greece and joined the people in
their struggle for independence against Turkey.
1824: April 19 — died in Greece; his remains were conveyed
home to England, burial in Westminster Abbey having been
refused, buried in the family vault in Nottinghamshire.
* * *
to come of a family, the — year boy, the following year, to be
educated at, while in/ at, to fill his time by reading, to publish
the collection of poems, to provide a background for, to be
fruitful (years), to show oneself as an acute observer and critic
of human conduct, a strong sense of humour, hatred of
hypocrisy, to be really (highly) appreciated, to be inspired by
smth., to win smb. popularity, to be enthusiastically received, to
die of, to live to be only 36, to be buried, a man of undaunted
courage in many adversities, to be more than a literary figure.
Exercise 5. Speak about coincidences in the biographies of
some writers and the characters of their books (e.g. Martin
Eden and Jack London, Conan Doyle and Sherlock Holmes,
etc.). The following phrases will help you to develop your ideas:
Both ... and; what is more; moreover; besides; as well as;
but; while one of them ... the other; in fact; on the contrary;
first; second; in addition; finally; in the first place; to begin with;
lastly; in conclusion; thus.
Exercise 6. Comment on the ideas, expressed in the following
popular quotations. Use facts given in the texts and exercises of
the Unit as well as facts from biographies of other famous
writers.
1.	The childhood shows the man as morning shows the day.
(Milton John).
2.	Talent alone cannot make a writer. There must be a man
behind the book. (Emerson Ralph Waldo).
3.	He who would write heroic poems should make his whole
life a heroic poem. ("Life of Schiller", Carlyle Thomas).
4.	The proof of a poet is that his country absorbs him as
affectionately as he has absorbed it. (Whitman Walt).
232
Exercise 7. Retell the following stories in English. The words,
given after each story may help you.
I.	Роберт Бернс, великий шотландский поэт, любил
простых людей и писал о них. Однажды, когда Бернс
прогуливался у доков, он услышал крик о помощи. Он
подбежал к воде. Как раз в это время из лодки, стоявшей
рядом с доком, выпрыгнул матрос и поплыл к человеку,
который звал на помощь.
Спасенный утопающий оказался богатым купцом. Когда
он пришел в себя, он поблагодарил храброго матроса и дал
ему шиллинг.
К этому времени вокруг них собралась большая толпа.
Люди называли матроса героем и стали громко возмущать-
ся, когда богач дал ему всего один шиллинг.
Но Р.Бернс остановил их и сказал: “Оставьте его в по-
кое. Джентльмен, конечно, лучше знает, чего стоит его
жизнь”.
to take a walk near the docks, a cry for help, to jump off a boat,
to save from drowning, a merchant, to recover, to protest
loudly, let smb. alone, to be the best judge of what smth. is
worth.
11.	Однажды Марка Твена попросили автограф па книге
“Автобиография Бенджамина Франклина”, известного аме-
риканского политического дея теля н ученого.
Владелец книги, пытаясь завязать беседу, пока Марк
Твен писал свое 'имя, спросил: “Между прочим, когда
Бенджамин Франклин умер?”
Марк Твен открыл книгу, внимательно прочитал послед-
ние страницы, затем посмотрел па владельца книги и
сказал: “Он здесь об этом ничего нс пишет.”
to be asked to autograph smth, politician, to make conversation,
to look up at smb.
111.	В I7KS году Даниэлю Дэфо, великому английскому
писателю, было уже около GO лет. Он прожил интересную
жизнь — путешествовал, попробовал себя во многих про-
фессиях, написал много книг и памфлетов.
В 1712 г. Дэфо встретил моряка, который пробыл один
на необитаемом острове много лег назад. Его имя было
Александр Селкирк. После ссоры с командиром матроса
высадили па берег острова недалеко оч побережья Чили.
233
Больше четырех лет он прожил один на этом острове. В
конце концов его спас корабль, зашедший к острову за
водой. Когда матрос вернулся в Лондон, его приключения
стали предметом всеобщего внимания в Лондоне. Несколь-
ко рассказов о нем было напечатано, их прочитали и скоро
забыли.
Но Дэфо не забыл. Необычное приключение Селкирка
захватило его воображение. И Дэфо написал историю чело-
века, потерпевшего кораблекрушение. Он выбрал остров в
другой части мира и создал вымышленный образ своего
героя, Робинзона Крузо. Его мастерство журналиста позво-
лило создать абсолютно правдивую историю.
Книга имела успех. История Робинзона Крузо, вы-
мышленного героя, известна сейчас во всем мире, в то
время как подлинная история Селкирка практически неиз-
вестна сегодня.
to have a full and interesting life, to try many professions, to be
on a desert island, to put smb. ashore, an island off the coast of
Chili, to put in at the island for water, to become the talk of the
town, unique experience, to capture smb’s imagination, a
shipwrecked man, an imaginary character, with his skill of a
journalist, to be able to make a story
IV.	Всем известно, что Робин Гуд был человек, который
боролся за лучшую жизнь для бедных людей. Самые древ-
ние баллады о Робин Гуде относятся к XV веку. В одной из
этих старинных баллад говорится, что Робин Гуд был
йоркширцем. Но жил ли действительно когда-то этот чело-
век? Его имя впервые упоминается в правительственных
документах в XIII веке, а в английской литературе в поэме
Вильяма Лэнгланда, написанной в 1377 году.
Можно с уверенностью сказать (быть уверенным), что
Робин Гуд действительно существовал, и был чем-то похож
на человека, описанного в этих старинных балладах.
Он стал таким популярным героем, что во многих
местах праздновали день Робин Гуда, на который собира-
лись тысячи людей. В XVI веке писатель Антони Мандей
решил сделать из Робина дворянина. Возможно, богачи
думали, что слишком опасно позволять простым людям
верить, что простолюдин может быть героем, борющимся за
их счастье.
234
it is generally believed, the oldest ballads, Yorkshire man, a special
Robin Hood’s Day, attended by..., Anthony Munday, to make
smth/smb out of smth/smb, a noble man, an ordinary man.
Exercise 8. Work in pairs following the instruction:
I.	Write down, in note form (see ex. 3,4) some details of a
famous person’s life; date and place of birth; what sort of family
he/she was born into; education; career; first job; what he /she
was famous for, etc. Bring your notes to the lesson.
II.	Student A. Ask student В questions to find out as much
as you can about the famous person and try to guess his/her
name.
Definite Questions
(expecting factual reply)
— When/where (was he
born)?
— Which (college did he
attend)?
— How long (did he spend
in...)?
— Did he ever (travel to...)?
— Was he ever (arrested...)?
Definite Information
(referring to facts)
He was born in (place) on
(date) in (year)
He was educated at... and
then...
He attended college in...
Where he studied...
When he left..., he went to..
After a while he...because...
Language material
Tentative Questions
(expecting speculative reply)
— Do you happen to know...
when/where he was born?
— You don’t know
(You don’t happen to know)
when/if..., do you?
— I don’t suppose you know
(Have you got ane idea)
when/where/(he was born)?
— He was born in ..., wasn’t he?
— I always thought
(I had an idea) he was
born in..., wasn’t he?
Student B. Answer Student A’s questions supplying the
necessary information from the notes prepared at home.
Language material
Tentative Information
(without referring to facts)
Well, I believe he ...
As far as I can remember, he...
To the best of my knowledge,
he...
I think he (studied in)...,
but I can’t be sure about that.
I seem to remember that he...
I’ve got an idea that he...
235
III.	Play the following game: Divide into two teams. A
member of team A comes in front of the class and starts by
giving team В the “first clue” (from his notes). Team В
members may ask questions trying to guess the name of the
famous person at any point, but each question or guess earns
team A another point.
Model for a game: Team A student (looking at his/her notes):
This person was born in 1869.
Team В student: Is it a man or a woman?
Team A student: A man.
Team В student: Do you happen to know
where he was born?
Team A student: Yes, in India.
Team В student: Was he a famous soldier?
Team A student: No, he wasn’t.
(Team A captain): That’s 4 points so far. /The score can be
kept by team captains. When team В has finally discovered the
indentity of the man or woman, or has given up, one of them
has a turn and team A must find out the name of a famous
person./
Exercise 9. Two students decide what characters they will be
(for example, Martin Eden — Ruth, Jane Eyre — MrRochester,
etc.). They hold a conversation always talking in character, but
not mentioning their names. Let the other students in the group
guess their names and say what facts from their biographies
they remember.
Exercise 10. Collect all the words and word combinations from
the texts and exercises of Unit 6, which might help you to a)
speak about a writer; b) describe someone’s biography.
UNIT 7
THE BREAKOUT
(abridged)
by Joyce Cary
Tom Sponson, at fifty-three, was a thoroughly successful
man. He had worked up a first-class business, married a
charming wife, and built himself a good house in the London
suburbs. He had good taste. His son, Bob, nineteen, was doing
well at Oxford; his daughter, April, aged sixteen, who was at a
good school, had no wish to use make-up, to wear low frocks,
or to flirt. Yet she was affectionate, and thoroughly enjoyed life.
All the same, for some time Tom had been aware that he was
working very hard for very little. His wife, Louie, gave him a
kiss in the morning when he left for the office and, if she was
not at a party, a kiss in the evening when he came home. And it
was obvious that her life was completely filled with the children,
with her clothes, with keeping her figure slim, with keeping the
house clean and smart, with her charities, her bridge, her tennis,
her friends and her parties.
The children were even more preoccupied — (he boy with
his own work and his own friends, the girl with hers. They were
polite to Tom, but if he came into the room when they were
entertaining a friend, there was al once a feeling of constraint.
Even if they were alone together, he perceived that when he
came upon them they were slightly embarrassed, and changed
the subject of (heir conversation, whate ver it was. Yet they did
not seem to do this with their mother.
He said to himself, “it isn’t only that they don’t need me,
but I’m a nuisance to them”.
One morning he felt thai he could not stand any more of
(his existence; it was nonsense. It was not as though his wife
and children were depending any more on (he business; he
could sell it tomorrow, and it would support ail of them in
comfort.
As he came within the last few hundred yards from his
office, he (old himself that he could not go on. So, instead of
237
turning down the Strand, he drove straight on to a West End
garage.
An hour later he was in the train for Westford, a seaside
place, where he had once spent a summer holiday before his
marriage. On the luggage rack was a new suitcase containing
new pyjamas, shoes, a new kit, as for a holiday by the sea —
even new paperbacks for a wet day.
It was February, but when he reached Westford he was
surprised, for a moment, to find, that both its hotels were
closed. Only the village pub was open for visitors.
In the little hall the clerk was waiting for him with the
register and, upon an impulse that, for the moment, he did not
understand and did not examine, he wrote down the name
Charles Stone and gave a false address. He was surprised at
himself — he detested such trickery — but it was only twenty
minutes later that, lying upstairs on his bed with his book, he
realized how necessary it had been, how wisely he had followed
his impulse. “In the first excitement”, he said to himself”, they
might well ask the B.B.C. or the newspapers to start a hunt, the
last thing I want is any publicity. I’ll write to Louie at once and
get things settled in a sensible manner”.
“Darling Louie”, he began, but stopped immediately. He
crossed it out and wrote, “My dear Louie. I dare say you
wonder where I am, but it does not really matter. As far as you
and the children are concerned, I have not existed anywhere for
a long time. I am not blaming anyone for this state of affairs.
The children are practically grown up and don’t need us any
more; they,certainly have not needed me for years past, and
your life isintirely full of your own private interests. For a long
time I have been aware that I was only in the way...”
It was a good letter; he was surprised how good it was. He
realized that it expressed for him feelings that had been present
for years. It was a good letter but he did not send it that
evening. He had no notepaper or envelopes with him.
Next day he rewrote the letter. It was not till Thursday,
three days after his flight, that he went out in the town to seek
notepaper and envelopes. But now he was in no hurry to write
his letter. Why, Louie knew he was all right. He had phoned the
office to tell them that he had to go away for a while and he had
asked them to inform his wife.
A letter from or to Louie would start all sorts of trouble,
and meanwhile he was only just beginning to enjoy his new life.
The sea breeze was unequalled for giving one an appetite. He
238
was sniffing the smell of chops in the hall when a large dark
figure stepped out and said, “Mr. Sponson?”
Tom, without thought, answered, “My name is Stone”, and
then, indignant to see himself confronted by a policeman, went
on, “What do you want here? Why should I answer your
questions? I don’t intend to answer any.”
“That’s all right, sir,” said the policeman. “No offence, 1
hope.” And he went on.
Tom went upstairs to his room in a rage and began to pack.
He must get away at once. What enraged him was that he had
been followed, spied upon. Louie must have gone to the police.
What right had they to pursue him like this? He had done no
wrong; in fact, he was trying to do the right thing, the sensible
thing.
That night he was in Liverpool. His plan was to go abroad.
And on the next day, as he came from the hotel, Louie stepped
out of a taxi that had been waiting at the kerb. She threw her
arms round his neck and broke into tears. She said nothing —
after that warm embrace she only stood gazing at him with an
anxious and embarrassed smile. Louie’s smile through her tears
struck Tom as especially artificial and disgusting.
Another person had now descended from the taxi — Tom’s
family doctor.
That was six weeks ago. Tom is now back al work, back
with his family. He has been back a fortnight and already life is
exactly the same as before. Louie no longer hovers about him
with anxious affection; the children no longer come into the
room on tiptoe and try to talk sympathetically about his long
day al the office. And suddenly, at the club, talking to an old
friend, he hears himself say, “Yes, I’ve been lucky, it’s been a
wonderful marriage. Well, you know, Louie, anti the children
slay so nice, so affectionate. After all, family life is everything,
and mine has been a marvellous success.” He slops, startled by
sonic echo from that holiday, now almost forgotten.
GRAMMAR COMMENTARY
I.	Only the village pub was still open for visitors.
The adjective open is used here as the predicative of a
compound norminal predicate. Il describes a stale. Compare
with: The pub was opened early in the morning, where opened
is a participle used as part of a simple predicate in the passive
voice. Il describes an action.
239
В комнате было душно, хота
окно было открыто.
Кто-то, сидящий у окна, от-
крыл его.
А через час он уже ехал в по-
езде.
Именно Том ехал в поезде
через час.
It was stuffy in the room
though the window was
open.
The window was opened by
someone sitting next to it.
2.	It was only twenty minutes later that he realized how
necessary it had been.
Cleft sentences with the construction It’s/was ... that are
used to emphasize almost any part of the sentence.
An hour later he was in the train.
It was an hour later that he
was in the train.
It was Tom that (who) was
in the train an hour later.
Note that when the subject is emphasized, who (referring to a
person) is possible instead of that.
3.	Tom, without thought, answered “My name is Stone”, and
then, indignant to see himself confronted by a policeman, went
on, “What do you want here?”
Participle II can be used in the function of the verbal part of
the Complex Object construction.
We want the work finished
by Saturday.
You must make yourself
respected.
Мы хотим, чтобы работа бы-
ла закончена к субботе.
Вы должны добиться уваже-
ния к себе.
4.	Louie stepped out of a taxi that had been waiting at the kerb.
Perfect Continuous Exclusive is used to describe an action
in progress before a certain moment or situation in the present
or past. Thus action may have ended some time before the
moment or situation or may have continued up to it. As a rule,
the use of the Perfect Continuous Exclusive is not associated
with any indications of time.
Tom realized the police had Том понял, что его разыски-
been looking for him.	вала полиция.
Note that Perfect Continuous Exclusive is often used to
describe an action that serves as an excuse or explanation for
the situation.
Her eyes were red, she had У нее были красные глаза,
been crying.	потому что она плакала.
240
(She wasn’t crying at the time of the situation.)
VOCABULARY COMMENTARY
1.	His son Bob, nineteen, was doing well at Oxford.
do, vt — perform, carry out an action, busy oneself with —
What shall I do next?
1)	work at, be busy with
— do lessons, homework
She does her
homework/lessons
regularly.
do the/some/a little + gerund
do the/some/a little cooking, washing, ironing, sewing,
gardening, etc. — заниматься готовкой, стиркой, гладить,
шить, работать в саду
Who does the ironing in
your family?
2)	peform
do one’s duty, military
service, job
Что мне делать дальше?
делать, готовить
делать, готовить уроки
Она регулярно готовит уро-
ки.
Have you done your
military service yet?
3)	study, learn
do a subject at school,
university, etc.
Are you doing science at
school?
The language course I am
doing at the university is
very interesting.
In the fourth year we do
five weeks of teaching
practice at school.
Did you do Shakespeare in
the first or in the second
term?
Кто в вашей семье гладит
белье?
выполнять, исполнять
исполнять свой долг, слу-
жить в армии, выполнять ра-
боту
Вы уже отслужили в армии?
изучать
изучать какой-либо предмет
в школе, университете и тд.
Вы изучаете в школе естест-
венные науки?
Курс языка, который я изу-
чаю в университете, очень
интересен.
На IV курсе мы проходим
педпрактику в школе в тече-
ние пяти недель.
Вы в каком семестре прохо-
дили Шекспира, в первом
или во втором?
241
4)	do one’s best — do the best one can, do one’s utmost —
сделать все возможное
Try to do your best to finish Постарайтесь приложить
the work in time.	все силы, чтобы закончить
работу во-время.
5)	do vi (for) — be good, satisfactory — годиться, подходить
Will this dress do for the Это платье годится для теат
theatre?	pa?
It won’t do to behave like He годится так вести себя,
this.
6)	do well
prosper — (пре)успевать, процветать
do well at school, university, in another town, etc.
Are you doing well at	Ты хорошо учишься?
school?
He has moved to Dover and Я слышал, что он переехал в
is doing well there, I hear. Дувр и преуспевает там (и
дела у него идут нормально).
7)	do smb. good — benefit smb — приносить пользу
Eat more fruit: it will do Ешьте больше фруктов, это
you good.	принесет вам пользу.
Ant. do smb. harm — cause injury to smb. — причинить вред
Smoking does people a lot	Курение причиняет много
of harm.	вреда.
A cup of hot milk will do Стакан горячего молока не
you no harm.	повредит тебе.
2.	AU the same, for some time Tom had been aware that he was
working very hard for very little.
aware pred adj. — having knowledge or realization —
осознающий
Are you fuUy aware of the ч/
gravity of the situation?
Are you aware it’s already
eight o’clock?
Has he gone? — Not that I
am aware of.
Вы полностью осознаете
серьезность ситуации?
Тебе известно, что уже во-
семь часов?
Он ушел? — Мне кажется,
что нет.
Ant. unaware — not knowing, not aware — не осознающий
242

He was unaware of my
presence/that I was present.
He was unaware of the
danger.
unawares adv. —
1) by surprise
We took (caught) them
unawares.
2) unconsciously
She dropped the parcel
unawares.
Он не знал о моем присутст-
вии.
Он не осознавал опасности.
врасплох
Мы застали их врасплох.
нечаянно, неумышленно
Она нечаянно уронила свер-
ток.
Молодой человек сел на
скамью рядом с Горсби и
глубоко вздохнул.
3.	His wife, Louie, gave him a kiss in the morning when he left
for the office.
give vt is used with a noun in such patterns as: give a groan,
laugh, sigh, yell
give a shrug of the shoulders — shrug the shoulders
The young man sat down
on the bench next to
Gorsby and gave a deep
sigh.	Л
give smb. a kiss, kick, push, shove — to kiss, kick, push, shove
smb.
give smb. a ring — ring smb. up
Carol gave Peter a smile. Кэрол улыбнулась Питеру.
4.	And it was obvious that her life was completely filled with
keeping the house clean and smart,
smart adj.
1)	bright, new-looking, clean, well-dressed — нарядный,
элегантный, модный, шикарный, опрятный.
a smart hat, suit, coat, car, house, garden
She always wears smart Она элегантно одевается,
clothes.
You look very smart.	Ты очень нарядно одет.
2)	fashionable, conscpicuous in society — модный,
фешенебельный
smart people — фешенебельное общество
She likes to mix with smart Она любит вращаться в фе-
people.	шенебельном обществе.
243
3) clever, skilful, having a good, quick brain, showing ingenuity.
Johnny is a smart chap.	Джонни — толковый пареш.
5.	One morning he felt he could not stand any more of this
existence.
stand vt — endure, bear	выдержать, выносить, пере- носить
stand heat, strain, hot/cold weather, criticism	переносить жару, напряже- ние, жаркую, холодную пого- ду, критику
She says she will stand no nonsense.	Она говорит, что не допу- стит глупостей.
This method has stood the test of time.	Этот метод выдержал испы- тание временем.
I can’t stand rude people.	Не выношу грубых людей.
6.	Upon an impulse that, for the moment, he did not examine,
he wrote down the name Charles Stone and gave a false address,
impulse, n, [c] — sudden inclination to act without thought
about the consequences — порыв, побуждение
Му first impulse was to phone the police.	Моим первым побуждением было — позвонить в поли- цию.
do smth. on (an) impulse	сделать что-либо, не разду- мывая
act on impulse	поддаться порыву
check/control/restrain an impulse	сдержать порыв
I never buy things on impulse.	Я никогда ничего не поку- паю, не подумав.
be seized with/by an impulse	быть охваченным порывом
feel an (irresistible) impulse to do smth.	почувствовать (непреодоли- мое) желание сделать что-то
244
— When ler started
scolding e she was
seized by impulse/she
felt an inlse to answer
back but: wisely checked
it.
Когда отец начал ругать
Джейн, ее так и подмывало
огрызнуться, но она благора-
зумно сдержала свой порыв.
follow 01 impulse
поддаться порыву
Tom read how wisely he
had foiled his impulse.
7.1 dare/ you wonder where I am.
wonder rt
1) ask oelf (used to introduce indirect speech) —
интереоться, желать знать, задавать себе вопрос
I wondeho he is/what
he want/hy he is
late/hoAwas
done/wher he will come.
I wonde she is smart
enough mderstand this.
He wasndering where to
spend tlveekend.
Интересно, кто он такой?
что он хочет/ почему он
опоздал/ как это было сде-
лано/ придет ли он?
Интересно, хватит ли у нее
ума-это понять?
Он думал, где бы провести
выходные дни.
2) manfeel surprised — удивляться
wondeismth
It’s notbe wondered at.
I don’t nder at his
speakiro rudely. He has
always :n rude.
We wored to hear her
voice iie next room.
удивляться чему-либо
Этому не следует удивляться.
Меня не удивляет, что он
так грубо говорил. Он всегда
был груб.
Мы удивились, услышав ее
голос в соседней комнате.
8.1 dany you wonder where I am, but this does not matter,
matter (chiefly in interrogative, negative and conditional
senten) •— be of importance — иметь значение
What g it matter?
It hartnatters at all.
Какое это имеет значение?
Это почти неважно.
245
It doesn’t matter to me what you do or where you go. (Note the Present tense form in the subordinate clause) matter n	Для меня не имеет значе- ния, что ты будешь делать и куда пойдешь.
matter, n, [c] — smth. to which attention is given; piece of
business; affair — дело, вопрос
a matter of great importance a matter of life and death	очень важное дело вопрос жизни и смерти
a matter of taste/habit an easy matter It’s no laughing matter. That is quite another matter. It is simply a matter of time.	дело вкуса/привычки простое дело Это не шуточное дело. Это совсем другое дело. Это просто вопрос времени.
matter, n, [u] — importance — важность, значение
It makes no matter.	Это не имеет значения.
(the) matter — difficulty be the matter (with) — be wrong with What’s the matter with the baby? Is there anything the matter with you? There is nothing the matter with the car.	неприятность, трудность случиться, быть не в порядке Что случилось с ребенком? С тобой что-то случилось? С машиной все в порядке.
no^matter who/what/where/when/how	— неважно, кто, что, где, ког- да, как
(It’s) no matter whether you arrive early or late. Don’t trust him no matter what he says.	Неважно, приедешь ли ты рано или поздно. Не доверяй ему, что бы он ни сказал.
246
Don’t believe the rumour no matter who repeats it/no matter how often you hear it.	He верь слухам, кто бы их ни повторял / даже если ты их будешь часто слышать.
Note the Present tense form in the subordinate clauses in
the above English examples.
9. She only stood gazing at him with an anxious and
embarrassed smile.
anxious adj.
1) тревожащийся, волнующийся, озабоченный
an anxious mother in an anxious voice “What’s the matter”, she asked in an anxious voice, be/feel anxious about smb’s health/future	беспокойная мать озабоченным тоном “Что случилось?” — спроси- ла она обеспокоенно. беспокоиться, тревожиться о чьем-то здоровье, буду- щем
I feel anxious about your future. 2) causing anxiety an anxious time, period, moment His illness has been a very anxious business. 3) strongly wishing	Меня беспокоит твое буду- щее. тревожный, беспокойный тревожное время, тревож- ный период, момент Мы очень тревожились, ког- да он болел. стремящийся к чему-либо, страстно желающий чего-ли- бо
He was anxious to meet you. He is anxious to do his best.	Он очень хотел тебя встре- тить. Он старается сделать все, что может.
Syn. eager adj — full of, showing, strong desire.
Му son is eager to start school	Мой сын мечтает пойти в школу.
Anxious and eager have a shared meanings: moved by a
strong and urgent desire or interest. Eager implies ardor and
enthusiasm and sometimes impatience at delay or restraint.
247
Anxious suggests earnest desire but emphasizes fear of
frustration, disappointment or failure.
GRAMMAR REVIEW
1. Review the use of articles with the nouns bed, school,
hospital, town, etc. (Unit 4)
Exercise 1. Fill in the articles where necessary.
1. The child goes to ... very good school. 2. Mark still feels weak
though he’s been out of... hospital for a week now. 3. When do
you put the child to ... bed? 4. You have changed a lot since you
left... school. 5. The patient is much better. He can sit up in ...
bed. 6. Mary likes reading in ... bed, the habit she acquired when
she was in ... college. 7.1 hate living in ... town, I’d rather live in
... country, only then it would take me too long to get to ... work.
8. Julia’s son has won a scholarship and he is going off to
boarding school in the autumn. 9. In the nineteenth century it
was a custom to spend Sunday morning in ... church. Nowadays
comparatively few people go to ... church at all. 10. The heart of
... industrial town in the nineteenth century was the mill. Grimly
‘ and grey, and like ... prison in appearance, the mill towered over
the workers’ houses. 11. Is the child still at... school? 12. My
sister is a nurse. She works in ... hospital on the other side of...
town. 13. When the phone rang the mother laid the baby on ...
bed and went to answer the phone. “Hold on”, she said into the
receiver and went to lay the baby in his cot as she was afraid he
might wake up and fall off... bed. 14. John’s bicycle skidded on
the wet road and ran into a lorry. John was badly hurt. An
ambulance came and took him to ... hospital. 15. Where’s Dad?
- He went to ... town by the 9.30 train.
Exercise 2. Act out microdialogues between the people
indicated below. The idea behind is for you to practise the use
of the nouns bed, school, hospital, church, town, college.
1.	A doctor and a patient a) The patient has been ill for some
time but isn’t feeling any better. The doctor visits him at home,
b) The patient has been in hospital for some time.
2.	The parents and their son who is a ninth-former. They are
making plans for the boy’s future.
3.	A guide and a group of tourists in a bus on their way to an
old Russian town full of interesting sights.
II. General grammar review-
248
Exercise 3. Translate into English.
1. Когда мы выезжали из дверей, ведущих в сад, я
выпрямился в кресле-каталке (wheelchair). Ведь целых три
месяца я не видел облаков и не чувствовал прикосновения
солнечных лучей. Теперь все это вернулось ко мне. Медсе-
стра оставила меня на солнышке возле нескольких дубков,
и, хотя ветра не было, я услышал, как они шепчутся между
собой — отец рассказывал, что они так делают всегда.
2. Я никак не мог понять, что произошло с миром, пока
я болел, почему он так изменился. Я смотрел на собаку,
бежавшую по улице. Никогда еще я не видел такой замеча-
тельной собаки! Как мне хотелось ее погладить! Я смотрел
на песок под колесами кресла. Каждая песчинка (a grain of
sand) имела свой цвет, и тут их были миллионы. Я поднял
голову, закрыл глаза, и солнце обняло меня, как чьи-то руки.
(А.Маршалл)
COMPREHENSION EXERCISES
Exercise 1. Rephrase in English the following sentences.
1. He was working very hard for very little. 2. It was not as
though his wife and children were depending any more on his
business. 3. In the little hall the clerk was waiting for him with
the register. 4. As far as you and the children are concerned, I
have not existed anywhere for a long time. 5. The sea breeze
was unequalled for giving one an appetite. 6. Louie no longer
hovers about him with anxious affection.
Exercise 2. Find in the text the following words and word
combinations. Group them according to subject matter:
создавать первоклассное дело, успешно учиться, в возрасте
16 лет, пользоваться косметикой, наслаждаться жизнью
сполна, следить за фигурой, быть вежливым с кем-либо,
развлекать приятеля, чувство скованности, докучать кому-
либо, создать кому-либо обеспеченную жизнь, испытывать
отвращение к обману, уладить все разумным образом, за
последние несколько лет, следить за кем-либо, возмущен-
ный, вернуться на работу, семейная жизнь сложилась уди-
вительно удачно.
Exercise 3. Answer the following questions about the story in
full detail.
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1. How large was Mr. Sponson’s family? What can you say
about his children and his wife? What troubled Tom about his
family life? 3. Was Tom’s decision to leave his family sudden? 4.
Did Tom go abroad or remain in the country? Why did he
choose Westford? 5. What made Mr. Sponson give a false name
and address? Why didn’t Tom send the letter which at first he
had been in a hurry to write? 7. What made Mr. Sponson leave
the hotel? Why did he feel enraged? 8. What was Tom’s
reaction when he saw his wife? 9. Why do you think Louie
brought the family doctor with her? 10. Did Tom’s life change
in any way after his return?
Exercise 4. Imagine-you are a friend of Tom’s with whom Tom
used to be close at university and who works at the same office
with him. In the past few years you have drifted apart but after
Tom’s return you have become close again. Ask Tom a few
questions about his flight. Show that you are really interested.
Try to find out the details however small. Find out: 1) what his
wife and children are like; 2) what their attitude to Tom was
before his flight; 3) whether he had been planning to run away
for some time or acted on an impulse; 4) where Tom went and
how he spent his time there; 5) whether he informed his family
of his whereabouts; 6) why he left Westford; 7) what made him
return to his family; 8) what his life is like after his return.
Exercise 5. Imagine you are Tom. On your return from the
flight explain to your wife what made you behave the way you
did.,a) Take an aggressive attitude, b) Show you are sorry and
try to placate your wife. The following phrases may be of help,
a) You don’t seem to realize; Don’t forget that; You’ve got to
remember that; Naturally...; Well, I’d just like to say that...;
b) Please don’t misunderstand me; Don’t get me wrong; I’m not
implying that...; It’s just that...; It may seem a bit selfish but...; I
know how you feel (felt).
Exercise 6. Make short written notes of the most important
facts and events of the story and use them to summarize the
story.
Exercise 7. Discuss the following:
1. What can you say about Mrs. Sponson’s attitude to her
husband? Do you think she cared for him? Why do you think
so? 2. Why do you think Louie took so much trouble to find
250
Tom? 3. Do you think Tom is sincere when he says that his
family life has been “a marvellous success”? 4. How will you
account for the title of the story? 5. What is the message of the
story? 6. Have you met families with relations similar to those
in the Sponson family? Do you think it is possible to prevent
such relationship in family life?
ACTIVATION EXERCISES
A.
I.	Learn point II of the grammar commentary.
Exercise 1. Respond to the following emphasizing the point in
question in your response. Use the following widely accepted
phrases to express
a)	agreement: Of course.
Indeed.
Naturally.
Yes, of course you’re right.
b)	disagreement: You’re (completely) mistaken.
Certainly not.
You don’t seem to realize...
Model: You first met John in Liverpool, didn’t you?
a)	Yes, of course. la was in Liverpool that I met him.
b)	Oh no, you’re mistaken. It was in Bristol that I met him.
1. You went to school in Moscow, didn’t you? 2. Is that right
that you started learning the language in kindergarten? 3. Your
English teacher advised you to take up languages, didn’t she?
4. Is it true that you got to college only after several attempts?
5. Is that right that your favourite subject at the Institute is
Grammar? 6.1 hear you help several students from the group
with their Latin. 7. You’re the top student of the group, aren’t
you?
B.
Exercise 1. Answer the following questions paying attention to
the use of the vocabulary of Unit 7.
1. Are you doing well at the institute? Does it matter to you
what your teachers and fellow-students think of you as a
student? Are you anxious to do your best? 2. Are you doing
anything to keep your figure slim? What exactly are you doing?
Do you think that a smart woman is necessarily slim? What
kind of woman would you call smart? What are the qualities she
should possess? 3. Are you impulsive by nature? Do you often
251
follow your impulses? Do you think it is good to do things on
an impulse? Why? Are there any situations when it is right to
act on an impulse?
Exercise 2. Re-phrase the following sentences using the
vocabulary of Unit 7.
1. Do you realize you’ve hurt Kate’s feelings? 2.1 hope you are
making progress at school. 3. Their car looks bright and new. 4.
He did this without thinking much. 5.1 always want to know
how you manage to keep your figure slim. 6. It’s all the same to
me whatever the subject of the conversation is. 7. Louie seemed
worried about Tom’s mental health. 8.1 can’t bear hot weather.
9. The child has a quick brain. 10. He occupies himself with
gardening in his spare time. 11.I’m surprised at his behaviour.
12. Is this coat good for winter wear? 13. For him it is a
question of life and death. 14. What’s wrong? 15. We took them
by surprise.
Exercise 4. Translate into English. (Refer to the vocabulary
commentary).
I.	1. Кто готовит в вашей семье? 2 Из всех предметов,
которые мы проходили в школе, мне больше всего нрави-
лась литература. 3. Эту работу надо сделать в течение недели.
4. Не годится позволять детям играть со спичками. 5. Том
сделал все, что было в его силах, чтобы помочь нам. 6. Делай
зарядку, это принесет тебе пользу.
II.	1. Простите, я не знала, что обидела Вас. 2. Ты
осознаешь, что у нас осталось мало времени? 3. Мы чувст-
вовали его нежелание работать с нами. 4. Я сделал это
нечаянно. 5. Партизаны осознавали опасность, но выполня-
ли свой долг.
III.	1. Женщина подозрительно взглянула на меня. 2.
Чтобы привлечь внимание служащего, посетитель кашля-
нул, но служащий продолжал что-то писать. 3. Услышав
новости, он коротко усмехнулся. 4. При звуке хлопнувшей
двери она вздрогнула.
IV.	1. Я хочу надеть что-нибудь нарядное. 2. Ты так
элегантно выглядишь сегодня! 3. Он поступил в военное
училище мальчиком, а вышел из него бравым офицером. 4.
Стивенсоны купили дом в фешенебельном районе. 5. Как
приятно заниматься с толковыми студентами!
V.	1. Вы уверены, что эта ткань выдержит стирку? 2.
Ленинградцы не подозревали, что городу придется выдер-
252
жать длительную осаду. 3. Выключи, пожалуйста, магнито-
фон. Я не выношу такую музыку.
VI.	1. При виде заплаканного лица Джеммы Мартини с
трудом сдержал порыв обнять и утешить ее. 2. Когда я
услышал эту страшную весть, моим первым желанием было
позвонить ему. 3. Его вид был настолько смешон, что у меня
возникло непреодолимое желание рассмеяться. 4. Я написал
письмо под влиянием момента. Теперь я жалею об этом.
VII.	1. Меня удивляет, что Петр еще не служил в армии.
Ему уже 20 лет. 2. Интересно, она осознает, что обидела нас?
3. Хотелось бы знать, почему Анна так испуганно на тебя
посмотрела. 4. Я не удивляюсь, что она так волнуется о сыне.
От него уже давно нет писем. 6. Мы удивились, услышав об
их помолвке.
VIII.	1. По-моему, с Анной что-то случилось. Она весь
день молчит. 2 Я пришел обсудить денежные дела. 3. Можно
любить или не любить синий цвет, это вопрос вкуса. 4. В чем
дело? Тебе не нравится эта книга? Возьми другую 5.
Неважно, если вы чуть-чуть опоздаете. Мы подождем. 6.
Неужели тебе безразлично, что подумают об этом твои
друзья?
IX.	1. Уже поздно, а Николая еще нет. Я очень беспоко-
юсь за него. 2. Она озабоченно взглянула на меня. 3. Экзамен
— всегда беспокойное время для многих. 4. Мне очень
хочется получить на экзамене пять.
Exercise 4. Translate the following word-combinations into
Russian. Think of Russian sentences with them. Let your
fellow-students translate the sentences into English.
a smart student; a smart child; a smart officer; a smart trick;
a smart retort; a smart answer; a smart saying.
Exercise 5. A. Choose the appropriate verbs from the list below
to fill in the blanks.
1. ... things settled; 2. ... one’s teaching practice; 3.... the test of
time; 4.... a laugh; 5.... one’s impulse; 6.... the ironing; 7.... into a
smile; 8.... lies; 9. ... smb. good; 10.... smb. a push; 11.... smart;
12.... strain; 13.... on impulse; 14.... anxious.
to act, break, check, control, stand, do, feel, follow, get, give,
look, tell.
B. Choose the appropriate adjectives from the list below to
fill in the blanks.
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1. to be... for success; 2. a(n) ... husband; 3. to be ... to do
one’s best; 4. a(n)... impulse; 5. a(n) ... manner; 6. to give smb.
a(n) ... look; 7. a... retort; 9. a(n) ... smile; 10. a(n) ...
neighbourhood; 11. in a(n) ... voice.
affectionate, anxious, artificial, eager, irresistible, smart.
C. Think of 10-12 separate sentences or 2-3 situations with
any word combinations you have coined. Speak about events or
characters from the books you have been reading lately.
Exercise 6. Act as Polly in the following situation. Situation:
The Whites are going to hold a party. Mrs. White is trying to
discuss the matter with her elder daughter Polly, but Polly is
sulking as she is not anxious to have the party, she has other
plans.
Model: Mrs.W. The Browns and the Blacks will be coming
tomorrow.
Polly. It doesn’t matter to me (in the least) who is
coming as long as I am allowed to stay away.
Mrs. W. 1.1 will ask the Greens too. 2. There will be twenty
people all-in-all. 3. I’m going to serve roast beef and kidney-pie.
4. We’ll use the dinner set which was my wedding present. 5.1
think it’s better to serve tea in the library. 6. We’ll have some
dancing after tea. 7.1 don’t think people will stay far into the
night as it is Monday the day after.
Exercise 7. Speak for the young wife who complains of her
mother-in-law.
Model: No matter how hard I try I can never please her!
no matter who ..., why..., where..., how often ...,
whom ..., how well..., how soon...,
what..., etc.
Exercise 8. Act out the following microdialogues according to
the situation. Supply Jane’s answers. Follow the model.
Situation: Jane has just arrived after her first term at a summer
school. Everyone is interested in her impressions. Granny’s
hearing is failing but she is as interested as anyone. Pete acts as
an “interpreter” for Granny.
Model: Father: Are you pleased with your life at school, Jane?
Jane: I am.
Granny: What did he ask? What did she answer?
254
Peter: Dad wondered if Jane was pleased with her life at school
She said she was.
Mother: Are you always polite to your teachers, Jane?
Father: Did you feel embarrassed on the first day?
Sister Kate: Did you do physical exercises to keep your figure
slim?
Mother: Do they teach you cooking? Did you do any cooking
there?
Sister Kate: Are there any smart boys in your class?
Father: Are there any places of interest within walking distance
of the campus?
Sister Kate: Do any of the girls use make-up?
Mother: Did you enjoy yourself there? Are you looking forward
to the second term?
Exercise 9. Break into pairs and act out the following situation.
Imagine you are secretaries from the office where Tom
Sponson works. After his flight and return you want to know as
much as possible about him. So you turn to each other for the
information. The idea behind is for you to use the verb wonder.
Discuss Tom’s wife and children, the relations in the family,
the reason for his flight, his choice of a place to go to, his
reasons for not contacting his wife, his behaviour now. Supply
the answers where possible. Start your answers with the
following widely accepted introductory phrases: Well, I suppose;
I think; If I’m not mistaken; I believe; The thing is; If my
memory doesn’t fail me; etc.
Exercise 10. Fili in the gaps with the right prepositions.
1.	“Get away... that dirty bird” Mrs. Harley shouted. “Go play
... the sand”, she ordered Deborah. “I don’t know what’s the
matter ... you. They must have given twenty-five dollars ... that
doll carriage you have up ... your room but you’d rather play... a
dead bird. Go look ... the river!”
2.	Renee was kind ... Deborah, for she was ... a time when she
appreciated kindness herself.
3.	Deborah named all her dolls ... Renee and several nights she
cried ... Renee after she had been put... bed. Robert and f
Katherine thought it would be better if they didn’t see Renee
any more. They stopped asking her ... the house.
4.	“She’ll be perfectly safe ... me”, Renee said. “I’ll take her up
... my apartment and you can call... her there ... five”.
255
5.	“Yes”, the doorman said. “It seems... me that I saw a little
girl go out. I didn’t pay much attention... it”. Renee ran... the
street. She felt helpless. She stood ... the corner... her hand
cupped ... her mouth and screamed, “Deborah! Deborah!”
6. “If anything happens ... Deborah”, Katherine said, “I can
never forgive myself”.
7.1 had a little brother who died. He was named ... my father
and he died ... some kind ... sickness when he was two and a half
years old. 8.1 think children mean much more .„ us than they
did ... our parents. 9. “She’s lying somewhere... the rain!”
Katherine cried. 10. It does happen... other people, doesn’t it?"
Katherine asked. She turned and looked ... her husband.
From The Sutton Place Story by J.Cheever.
Exercise 11. Translate into English using the vocabulary of the
Unit.
Возвращаясь домой после похорон отца, Феррис остано-
вился в Нью-Йоркской гостинице. Его самолет улетал на
следующее утро, и у Ферриса впереди был целый день. Он не
был в Нью-Йорке уже много лет. После развода несколько
лет тому назад он переехал в Париж. Он знал, что его
бывшая жена снова вышла замуж и что у нее есть дети.
Просматривая записную книжку, Феррис нашел телефон
своей бывшей жены. Он почувствовал непреодолимое жела-
ние позвонить ей. Не давая себе времени сдержать порыв,
Феррис снял трубку и набрал номер. Элизабет подошла к
телефону сама. Ему дважды пришлось повторить свое имя,
прежде чем она узнала его. Но когда узнала, в ее голосе
прозвучало удовольствие. Феррис объяснил, что он в городе
всего на один день. “Мы договорились пойти в театр”,—
сказала Элизабет и поинтересовалась, не придет ли он к ним
на ранний ужин. Феррис сказал, что был бы очень рад.
Дверь открыл рыжеволосый мальчик. Феррис окинул его
быстрым взглядом. Ребенок совсем не был похож на Элиза-
бет. В столовой гостя приветствовал муж Элизабет. Элизабет
еще одевалась.
Хотя Билл Бейли был вежлив с Феррисом, в комнате
воцарилось ощущение скованности. Феррис чувствовал себя
смущенным.
Вошла Элизабет, держа на руках маленькую девочку.
Феррис подумал про себя, что его бывшая жена так же
красива и элегантна, как прежде, даже красивее. Только
выражение ее лица стало мягким и умиротворенным.
256
“О, Джон, — сказала Элизабет, отдавая ребенка отцу. -
Так приятно видеть тебя. Интересно, сколько же лет мы не
виделись?” — “Восемь лет,” — сказал Феррис.
Ребенок сидел на руках у отца, пытаясь играть его
очками. Внезапно у Ферриса возникло ощущение, что он —
зритель. Зачем он пришел? Они счастливы без него, он им
не нужен. Феррис с трудом мог выдержать атмосферу этого
счастливого дома. Ему очень хотелось уйти. Феррис спра-
шивал себя, что с ним происходит.
За ужином подавались любимые блюда Ферриса. Элиза-
бет поддерживала разговор. Казалось, она не осознавала, что
Феррис чувствует себя неловко. Ужин подходил к концу,
когда внезапно открылась дверь и служанка внесла пирог со
свечками. Вошли дети, они были в ночных рубашонках.
Феррис ничего не понимал.
“С днем рождения, Джон, — сказала Элизабет. — Задуй
свечи.”
Был день его рождения, а ему это даже не пришло в
голову.
SPEECH EXERCISES
Exercise 1. Think of a dialogue between Mr. and Mrs. Brown.
Both Mr. and Mrs. Brown work regular hours. Mr. Brown is
displeased with the way his children behave. He accuses his wife
of spoiling them. This starts a family quarrel.
Here is what displeases Mr. Browu: His children let their
mother do the washing up after a hard day’s work. Their room
is a disgrace. They read nothing but comics. They can’t
remember anything they are told. 1 hey don’t hang up their
clothes. They never do their homework. Mr. Brown is afraid
he’ll be penniless the way they spend money. “What kind of
mother are you if you can’t make them do things the right
way?” says Mr. Brown.
Mrs. Brown tries to prove to her husband that their children
are no worse than any other children. She thinks father is also
responsible for the children’s upbringing.
The following phrases may be of help:
H’s all very well for you to say but...; Don’t forget that...; I’m
sick and tired of...; You don’t seem to realize...; 1 don’t think
you’re being very helpful...; You’ve got to remember’that...; Yes,
but on lhe other hand...; I sec your point of view but...; I think
257
9 Учебник английского языка
you’re right here...; Well, of course, if you take that attitude we ll
never manage to...
Exercise 2. Read the talk between a sociologist and teenage
girls and get ready to answer the questions that follow it.
Sociologist. What do you think of your parents? What did your
parents think about their parents when they were young? Arc
relationships still the same now? Has the generation gap grown
bigger or has it become smaller?
Katherine. The situation today has totally changed. When I
argue with my father, he thinks I am being rude; I think I’m jusi
talking to him. He says he would never have talked to his own
father in that way. He calls it “answering back”.
Sociologist. Why do teenagers challenge their parents’ authority
now?"
Anne. Our parents were more repressed when they were young.
My parents realize that I’ve got something important to say to
them.
Sociologist. Does your “free” way of talking to you parents
frighten them at all?
Karherine. They accept it now. I think they secretly envy our
lack of inhibition with them.
Jeanette. Was the Victorian idea of the powerful father at the
head of the house a good one?
Christione. I think that small children need some discipline.
Everything is very free now, too free. I think that things will get
more strict again. It’s a natural cycle.
Sociologist. Would you agree that you have to fight a great
battle to get your freedom?
Katherine. I think most parents recognize the time when their
children want more freedom. My brother quarrels more with
my parents than I do. Lots of boys don’t talk to their parents at
all, but some girls I know say that their mother is their best
friend. That’s the best compliment you can pay a parent.
Questions about the talk: 1. What do you think of the answers
the girls gave? Do you agree with the points of view they
expressed? 2. How would you answer the questions including
those that were left unanswered by the girls?
Exercise 3. Let us speak about the size of a modern family.
Years ago it was important to have large families. The best
mother was the mother who had the most children. The
proudest father was the father who had the most sons. It was
258
important teve many children so that the family remained
strong.
Nowada things are quite different. In Britain, families
have been gng smaller and smaller. People have fewer
children bese children are expensive and they take up room.
Answer: foliowing questions:
1.	Are fami getting smaller in this country too?
2.	Do you ae that the reasons for having fewer children are
those you b read above? If not, what are they?
3.	What is tideal size for a family?
Exercise 4;ad the text and get ready to discuss the
advantagess disadvantages of being an only child. Write out
the words : word combinations that will help you speak on
the probleOuestions for discussion given after the text may
be of help.
Only children
Is an ‘ly child” special in some way? If children have no
brothers asisters, do they develop differently? Are they likely
to be morftelligent? Or less confident? Or shier? Or more
selfish? Ore they just the same as children from large
families?
Statistbften shovdthat only children are “achievers” —
people whecome very successful in their careers. But
firstborn cren in general (not just only children) tend to be
“achiever.*
In the20s and 1930s the child experts used to say,
“Being anly child is a disease in itself”. In fact, of course, it’s
impossible support this. Only children naturally have a very
different erience in childhood. They are always the centre of
attention.' younger brother or sister arrives to challenge this,
and to shitheir childhood with them.
One rlem-day child expert believes they may be more
dependen'hey may be less willing to share things. They may
have morifficulty getting used to school. But the phrase “an
only childoes not necessarily mean “a lonely child”.
The pessor of Child Care at Sheffield Hospital, Ronald
Illingworsays: “There is one great advantage for an only
child. He she receives all the love parents have to offer. A
loved chirsually grows up into a loving adult”.
9*
259
So the general opinion of the experts is: Only children arc
not very different from “non-onlies” in either emotions or
intelligence.
The journalist Angela Lewis interviewed several famous and
successful people who were only children. Among them Noel
Edmonds (a BBC radio discjockey and TV presenter), Sally
Oppenheim (a Conservative MP), and Chris Bonnington (the
Everest climber).
Sally Oppenheim: “My parents didn’t spoil me. In fact, they
were stricter than many parents. As a child I used to talk to my
dog for hours. (I think pets are very important to only children)
Mostly I was bored. This has made me work hard in my careci.
I like to be busy. I married young — as an only child, I think 1
needed a close relationship with another adult. Even now I still
don’t like being an only child. I have a horror of being alone”.
Noel Edmonds: “I was shy at school. I didn’t make many
friends. I wasn’t used to being with other children. In the school
holidays I used to play on my own. But I had a very good
relationship with my parents. I don’t remember feeling lonely as
a child, but I used to invent my own dream world. And I
decided very early that I was going to be successful”.
Chris Bonnington: “I was shy. At times I was very unhappy
especially when I was sent to a boarding-school at five. I didn’t
make close friends until I was about thirteen. I became very
good at being by myself. I had no-one to rely on, and no-one to
ask for advice. That made me independent, and I’ve always
solved my problems myself. My wife and I have two sons. We
didn’t want an only child, because 1 felt I had missed a lot of
things.”
Discussion: 1. What are the advantages ans disadvantages of
being an only child? 2. Are you an only child? If so, are you
sorry you are? 3. How many children would you like to have
when you have a family of your own?
Exercise 5. A. Read the passage and note the ground rules
people are supposed to stick to in an argument. Express your
attitude to these rules.
How to enjoy a family quarrel
There are grounds for deep suspicion, I think, in the idea of
a family group which does not occasionally dissolve into a mass
of screaming squabblers. I know of families where no word of
dissent is ever permitted before — or from — the children, and
260
these tend to be families where no word of tenderness either is
ever permitted before — or from — the children.
Not to put too fine a point on it, if two or three or four or
live or six people live together in one house, sooner of later
something is going to come up about which they do not see eye
io eye and are prepared to say so. The children are displeased
with their parents, perhaps, or displeased with each other or
some outside element; it is even possible that the parents are
displeased with their children. It would be unsafe to imagine
(hat the average family could keep these emotions unspoken
without some damage to the phyche, particularly the parents’.
In our family we are six — two parents and four children —
and we are given to what I might call unceasing differences of
opinion, more or less violent. Anyone, of course, may start the
fray, but once begun, certain immutable ground rules apply and
must not be broken.
Approximately, the ground rules may be stated as: the battle
must be joined in a spirit of high moral indignation and a
correspondingly high voice. The mo.re vivid the detail, the more
forceful the complaint. “He hit me and scratched me and
pulled my hair and bit me” is clearly a finer many-angle trench
than merely: “He hit me”.
Once the arguable premiss has been decided, counter-attack
may consist of flat denial ("I never did"), counter-accusation
("Well, you hit me first") or personal insult ("Anyway, you’re
nothing but a big baby"). In the case of parental involvement,
case histories may be admitted evidence ("Since you are so
consistently rude to members of your own family, I can see no
reason why we should believe that you are civil to your sister’s
friends"), and dire prediction may be used as a pseudo threat
('The main part of growing up is the acceptance of
responsibility, so a little girl who is going to wear lipstick and
fancy shoes will naturally want to be more capable in the home
and can, therefore, expect to wash and dry up every night”).
If the father of the family speaks, whether in anger or not,
absolute silence must be maintained, although it is not
necessary to pay any particular attention to what he is saying.
If the mother of the family speaks, by heaven everybody had
better look alive.
Any apology fairly earned must be delivered in a cold and
superior voice, as grudgingly as possible ('Well, I said I was
sorry"), and complete to teach the children manners.
261
В. Study the situation that led to a family skirmish, study the
character sketches of the members of the family, choose the
part you would like to do and act out the situation.
Situation: The family had their television set in a small room.
Apart from the television set there is a radio, a record player,
and the attachment for the tape recorder. All four children
watch television at some time during the day and the sofa is
convenient for a parental nap after dinner. The room is, in fact,
what might be called a recreation room, or even a music room,
or — stretching a point — a library.
One late afternoon recently Father retired to lie down on the
sofa and watch a match before dinner. He came storming out at
once announcing that no one, no one, was ever going to watch
television in the house again, or at least only over his dead body.
The books had been knocked crooked in all the bookshelves
because Barry and Sally had been roughhousing. Jeannie has
left her sewing box and a book on one of the chairs and
Laurie had been doing his homework in there, and the
ashtrays were full of torn scraps on which Latin phrases were
scrawled, and the floor was covered with little pieces of
thread and pencil sharpening. Someone had left a sweater
over the back of the other chair.
Characters
Father is a man who will not suffer disorder. He can’t stand it
when the children start talking back. Father never lends books
to anyone as it leaves spaces in the bookshelves. He also
expects his children to behave properly in all situations.
Mother is the peace-maker. But the children must be sure that
Mother and Father are of one mind on everything.
Jeannie, 16, is fond of loud music. She plays rock and roll on
her record player all day long. Jeannie likes to bring her friends
over to listen to music. She has been using make-up for some
time now and thinks of herself as a grown-up woman.
Laurie, 14, is not tidy, lets his hair grow too long, throws his
things about, but he will not stand it if anyone touches anything
that belongs to him. Laurie thinks himself an expert on modern
music. He likes to do his homework in the television room.
Sally and Barry (12) are twins. Though they sometimes quarrel
they hold a united front against anyone else. The twins do not
do too well at school. They like noisy active games, which
sometimes leads to trouble. For instance, not long ago they
broke a vase.
262
Suggested vocabulary:
Expressing annoyance: I’m sick and tired of._
Heguests and commands: I wish you’d stop shouting/answer
my questions/ lower your voice, etc.
Do stop shouting/making fun of peoplc/giving useless
advice, etc.
Would you be so kind as to stick to the point/to let me say
smth./to listen to me, etc.
Would you like to explain to me exactly what it means?
Criticizing attitudes: I think you’re being rather
selfish/inconsiderate/stupid, etc.
You don’t seem to realize...
Pointing out problems: Have you considered the fact that...
Don’t forget that..
Be careful about...
Avoiding being misunderstood: Please don’t misunderstand me.
Don’t get me wrong.
You haven’t got the point, I think.
Now, I didn’t say/do that.
Now, just let me finish. I was about to say...
I’m not implying that...
Correcting people: Instead of... you ...
You say... but in fact...
You’re quite wrong you know.
Bringing a discussion back to the point: That’s completely off
the point.
We’re talking about... not...
Breaking into conversation: If you’d let me get a word in
edgeways I’d...
If you’d only listen to me!
Calming the argument: Listen, please, all of you!
Don’t get upset/angry.
Keep your hair on!
Arguing without hurting the other person’s feelings: I see your
point of view, of course, but...
Well, I’d just like to say that...
I know now you feel/what you mean, but...
Exercise 6. Tom Sponson said: “Family life is everything”.
Do you also think so? Give your reasons.
Exercise 7. Agree or disagree about the following. Give your
reasons.
263
1.	Girls should not get married before they are twenty one.
2.	All families should spend two hours together at home
every evening.
3.	Parents ought to be stricter with their children.
4.	I’d rather take my holidays with my parents than with
friends.
5.	If I had a problem I’d always go to my parents rather
than my friends.
UNIT 8
MY FUTURE PROFESSION
Ann Simonova is a second-year student of Moscow
Linguistic University. She is studying English and German and
training to be a teacher. When she arrives home after her
summer vacation she finds the following letter waiting for her.
34 Beech Crescent
Bradfield 6
17 August 1987
Dear Ann,
I expect you will be somewhat surprised to receive a letter
from a complete stranger, but Mr. Morris, whom you met when
he was visiting Moscow last summer, gave me your address and
told me something about you. He said you were interested in
corresponding with an English girl, preferably a student, and as
I am training to be a teacher, too, it would no doubt be of
mutual interest if we could compare our experiences in this
sphere.
But first of all I’d better introduce myself, at least briefly.
My name is Valerie Morton — my friends call me Vai. I’m
twenty-two years of age and unmarried. I was born in
Birmigham, but when I was two my parents moved to
Coventry, where I grew up and attended primary and grammar
school. I took and passed G.C.S.E. О level in eight subjects and
A level in Latin, French and English. In 1983 I was admitted to
the University of Bradfield on a local authority grant1 to study
French, with English as a subsidiary subject. I graduated last
summer, receiving the degree of Bachelor of Arts (BA.), and in
October began a one-year training course leading to the
Diploma of Education,2 which will qualify me to teach in any
kind of school.
From what I’ve said, you will gather that an English
university student who wishes to take up schoolteaching —
unlike a student at a College of Education — doesn’t study
education parallel to his special subject courses. He first of all
studies his subject and having obtained a first degree — usually
the BA. or B.Sc (Bachelor of Science) — takes a postgraduate
265

diploma course at a university Department of Education. This
course is exclusively concerned with training him as a teacher,
usually as a secondary-school teacher.
At present I’m nearing the end of my first teaching
practice.3 The university term4 began on October 1st, but we’d
already started our course by spending a fortnight in a local
primary school, observing lessons in various classes and giving
occasional lessons ourselves. I must admit I found it awfully
difficult to teach small children, and I feel nothing but
admiration for the patience and skill of primary-school teachers
You can’t imagine how strange it was at first to be back at
the university studying a completely new subject in a different
department. The first six weeks of term were chiefly taken up
with lectures and tutorials on the theory of education,
educational psychology, the history and sociology of English
education, and teaching methods for French and English. In
addition to this we were given a special three-day course on the
use of teaching aids and were also able to watch demonstration
lessons in various schools. Then, four weeks ago, our first
full-time teaching practice began. It finishes in just over a
week’s time, when the schools break up for Christmas. Next
term will also be divided between theoretical and practical work
with greater emphasis on the latter, for next term’s teaching
practice will be somewhat longer. In the summer term there
will be a few weeks of lectures and tutorials, followed by
examinations in May.
At the moment I’m fortunate enough to be teaching_at Oak
Ridge, an exceptionally good comprehensive school.
Incidentally, the range of subjects taught is very wide because
the school is large and caters for pupils who will leave school at
16,17 and 18. In addition to the more usual subjects, it is
possible to learn, and take external examinations in, Greek,
Russian, Spanish. Woodwork, metalwork, engineering,
gardening, domestic science (needlework and cookery),
technical drawing, astronomy, geology, economics, civics, and
ancient history. It is also possible for pupils in their final year at
school to take vocational subjects, such as shorthand and typing
and pre- nursing courses. The latter subjects are, of course, an
optional, and not a compulsory5 part of the curriculum.
The staff of the school are mainly young and, consequently,
energetic, enthusiastic and willing to experiment.
At the moment I give eight periods6 of French and four
periods of English a week and observe a further ten periods, not
266
only French and English, but also other subjects in order to
become better acquainted with the forms I teach. On the whole,
discipline is quite satisfactory in my lessons, even when there is
no other teacher in the classroom with me. Fve found that the
pupils are inattentive and badly behaved only when they are
bored or when they sense that the teachei is not strict enough
with them. Of course, some forms are noisier and less
co-operative than others and there are always a few
troublemakers who try to take advantage of my inexperience.
As I already mentioned, I have to teach eight periods of
French a week. The standard of pronunciation and intonation is
excellent in the forms which I teach or observe; the result, no
doubt, of the systematic use of the Language laboratory right
from the beginning. On the other hand, the standard of written
work is inferior to that of oral work. I gave one of the best
forms a dictation last week and was disagreeably surprised by
the numerous spelling mistakes they made.
Over the last few weeks I’ve had very little time to think of
anything but school. Although I have only twelve teaching
periods a week I spend each evening preparing lessons7 and
drop into bed absolutely exhausted. I try to mark homework8,
written exercises and tests in my free periods at school so that I
don’t have to carry a briefcase foil of exercise-books home
every night — quite apart from preparing and giving lessons and
marking a teacher has a thousand and one other time-
consuming duties attending staff meetings and meetings of the
Parent-Teacher Association; sitting on committees; coaching
school teams; supervising other out-of-school activities;writing
school reports;9 answering parents’ questions; organizing
educational visits and holidays at home and abroad; and so on
and so forth.
To be quite frank, the first two weeks at school were
something of a nightmare. I felt absolutely lost in what seemed
an enormous, impersonal machine and was overwhelmed by the
whole business of teaching. I felt depressed because I was
firmly convinced that I should be an utter failure as a teacher.
Most of all I dreaded the visits of my French methods tutor
from the Education Department10 of the university, who is very
competent but also extremely sarcastic. However, the other
members of staff have been so sympathetic and considerate, so
willing to give me advice, that I have overcome my initial
doubts and regained my self-confidence. Nevertheless, it still
seems incredible that less than a year from now I shall be a
267
fully-qualified teacher with 30 periods a week and a form of mv
own. Do you feel the same?
Well, I hope I’ve given you a fairly clear idea of the way in
which graduate teachers are trained in England. You must bear
in mind, however, that each university Department of education
organizes its course in a slightly different way. I look forward to
hearing about your course and your experiences at college and
during teaching practice.
Best wishes,
Valerie Morton.
NOTES
В Англии стипендия выпла-
чивается три раза в год в на-
чале каждого семестра.
1.	grant
A grant is a sum of money given by the government to
students to support them while they are studying. It is called in
full a maintenance grant and is intended to be spent on food,
clothes, books, fares, etc.
Grants are paid three times
in England, at the beginning
of each term.
“A scholarship” is nowadays a grant awarded for a special
purpose, or in special circumstances. It is given by an individual,
or in memory of him, it may be called ’a memorial scholarship’.
It is given to enable, someone to study.
The Hawkins Scholarship is Стипендия Хокинса присва-
awarded each year for	ивается ежегодно за исследо-
research in music.	вания в музыке.
2.	a one-year training course leading to the Diploma of
Education.
School teachers in England are trained in one of the
following ways:
1)	at a university, where they first take a degree in some
subject(s) and then a Postgraduate Diploma/Certificate in
Education in the faculty/department of Education;
2)	at a college of education, where they take either a four or
three-year degree course leading to the Bachelor of Education,
or a shorter, less academic course leading to the Teacher’s '
Certificate. Both courses combine the study of subject(s) to be
taught with teacher training;
3)	at a college of higher education, where they take the
Diploma in Higher Education, and then a teacher training
course leading either to the Bachelor of Education or the
268
Teacher’s Certificate. Teachers with a degree are called graduate
teachers (or simply graduates) and those with a Teacher’s
Certificate certified teachers or non-graduate teachers (or
non-graduates).
Teacher training, whether at a college of education, college of
higher education or in the education faculty/department of a
university, includes: lectures on educational history, theory,
psychology; classes and seminars of teaching methods; teaching
practice.
3.	teaching practice is usually about a term’s length
“School practice” occurs but is less common, and
“pedagogical practice” is not used at alt
Where did you do/have
your teaching practice?
Those who didn’t do their
teaching practice last term
will have to do it in the
vacation.
The 4th year students are
on teaching practice at the
moment.
Где ты проходил педпракти-
ку?
Те, кто не прошел педпрак-
тику в прошлом семестре,
будут проходить ее в канику-
лы.
Четвертый курс сейчас на
педпрактике
4.	term
The academic year is divided into three terms in all types of
educational institutions.
School terms are arranged in the following way, the exact dates
varying to some extent:
the first term — the autumn term — Sep 5 — Dec 20
the second term — the winter term — Jan 5 — Mar 25 (or
later, depending on the date of Easter)
the third term — the summer term'— Apr 15 (or later) — Jul
20
5.	compulsory — obligatory, that must be done —
обязательный
Attendance is compulsory.
The wearing of school
uniform is compulsory.
Посещение занятий обяза-
тельно.
Посещение школы в форме
обязательно.
269
Physical education is	Физическое воспитание —
compulsory in most English	обязательно в большинстве
schools.	английских школ.
Optional — which may be chosen or not, not compulsory —
факультативный
Attendance is optional.
Посещение занятий — нео-
бязательно /по выбору/
Испанский язык — предмет
по выбору.
Существуют факультатив-
ные курсы по социологии.
Spanish is an optional
subject.
There are optional courses
in sociology.
6. “A period” is the unit of time allotted to one lesson. In
England this is usually 35-40 minutes.
In England the school day begins at 9 am. and ends at 3.30
or 4 pm. So it is divided into seven or eight periods, broken up
by the lunch/dinner hour and one or more breaks.
A double period is two periods combined.
We have a double period of По понедельникам у нас
physics on Monday.	сдвоенные уроки по физике.
“A free period” is a period free from teaching.
Teachers should have at
least one free period a day.
У преподавателей должен
быть по крайней мере один
свободный час /урок/.
“Form period” is a period, often once a week, which each form
spends with its form teacher. The teacher gives out notices,
explains new arrangements affecting the form, and also deals
with any problems which have arisen during the week — both
general and individual — внеклассный/воспитательный час.
I’ll tell you about that in Я расскажу вам об этом на
form period.	внеклассном часе.
7. to prepare lessons
“То prepare” and “preparation” are used in universities
and colleges when the work set is a direct preparation for the
next class, when each student will be asked to translate, or
explain difficult points, or contribute to a discussion.
You are very slow. Have
you prepared this chapter?
Вы очень медленно говори-
те. Вы подготовили эту гла-
ву?
270
Извините, но я сегодня не
готов.
Я должна идти. Мне надо
подготовиться к урокам
(лекции на завтра).
Мне надо подготовиться к
занятию по переводу.
У меня много подготовки.
Я трачу много времени на
подготовку.
Преподавателю отводится...
часов в неделю на подготов-
ку.
I’m sorry, but I’m not
prepared today.
Note that “ready” means physically ready, that is sitting quietly
in one’s place with everything one needs for the lesson.
“Prepare” and “preparation” are also widely used of teacher.
I must go. I’ve got to
prepare my lessons/a
lecture for tomorrow.
In the case of class/seminar/tutorial, “prepare for” is generally
used.
I’ve got to prepare for my
translation class.
I’ve got a lot of preparation
to do.
I spend a lot of time on
preparation.
The staff are allowed „.
hours a week for
preparation.
8. to mark homework
In the context of written work “to mark”, “correct” or “go
through” are used. “To mark” means to put marks meaning
ticks, crosses, underlining, and other signs showing that
something is right or wrong and often also to put a mark (in the
sense of оценка) at the end.
I’ve marked your
homework I translations/exer
-cises.
Hand in your books to be
marked/for marking.
It took me all evening to
mark the 4th-year essays.
— Я проверила ваше домаш-
нее задание /переводы/ уп-
ражнения.
Сдайте тетради на проверку.
У меня весы вечер ушел на
проверку сочинений 4-го
курса.
Sometimes pupils/students mark their own work in class,
mark, n — numerical or alphabetical symbol to indicate an
award in an examination, or for a written paper, or for conduct
— оценка
271
“To give a mark” means поставить оценку
orally or in writing.
“To put a mark” means
only in writing.
To give/have/get a high/good/low/poor/bad mark for smlli
Speaking of a teacher, one may say that he is:
a strict marker or that he Он строго ставит отметки
marks stricly/stiffly;
a lenient marker or that he Он ставит отметки не строи*
marks leniently.
“То correct” is used of teachers in practically the same meaning
as “to mark”.
I’ve corrected your	Я проверила ваше домашни
homework/composition.	задание /сочинение/.
“То correct” may mean to set right, amend. If a teacher
corrects written work in this sense, it means crossing out or
underlining mistakes and writing in the correct version.
You’ve made so many	Вы сделали так много оши
mistakes I couldn’t correct бок, что я не смогла испра-
them all.	вить их все.
When pupils/students correct written work it may mean:
1) the same as mark, that is, they do not give in the work for
the teacher to mark, but mark (or correct) it themselves under
the teacher’s supervision in class;
2) correcting their mistakes after the teacher has marked the
work.
“To go through” is often used when pupils /students do work
at home or in class which is not given in for marking but
marked in class by the pupils/students themselves.
Going through the homework/an exercise/translation etc.
usually consists of the teacher reading out the questions, or
sentences to be translated or written down, giving the correct
answers (or asking the class to give them) and commenting on
variations and mistakes.
“To go through” may also be used of work which has already
been marked by the teacher, in which case it means just giving
the correct answers and commenting on how the work was
done. However, “to go over” is more often used in this sense.
Note: the meaning of “to check” is.quite different from “to
272
< orrect” and “to mark”. It means to make sure, to find out
definitely.
I think the exercise is on
page 85 but I’ll just check
(up).
Please go and check which
loom we are in, John.
I want to check who is
uhsent.
I’ve marked your books,
but I want to check the
marks before 1 give them
back.
Я думаю, это упражнение на
стр. 85, но я проверю.
Джон, пожалуйста, поди и
проверь, в какой мы аудито-
рии.
Я хочу проверить, кто отсут-
ствует.
Я проверила ваши тетради,
но прежде чем их выдавать,
я хочу уточнить оценки.
school reports
School report is a sheet of paper on which all the school
subjects are listed, and beside each subject name the
examination mark (if there have been examinations that term),
a mark for the pupil’s term work as a whole, and a comment or
short paragraph from the for m teacher on the pupil’s general
progress and conduct, and sometimes a comment by the head
teacher, or at least his/her signature. The number of absences is
usually also given.
10. The Education Department
It is a department within the arts faculty of the university.
The main task of this department is to train graduates as
teachers. Those who have taken a degree in one of the faculties
and who wish to become teachers enter the department of
education either at the same university or a different one, and
take a one-year teacher training course.
GRAMMAR COMMENTARY
1. It would no doubt be of mutual interest if we could compare
our experiences in this sphere.
This sentence shows the speaker’s attitude to the actions
expressed in it as something problematic or unreal. The
sentence refers to the present or future.
The form of the Conditional Mood (should/would +
non-perfect infinitive) is used in the principal clause, the modal
verb could in combination with non-perfect infinitive is used in
10 Учебник английского языка	273
the subordinate clause of condition to refer the action to the
past.
VOCABULARY COMMENTARY
1.1 expect you will be somewhat surprised to receive a letter
from a complete stranger.
expect, vt — 1) Think or believe that a person or thing is
coming or that an event will happen — ждать, ожидать,
рассчитывать
We expected you yesterday.
I expect you to come in
time.
They expect me for supper.
He always turns up when
he is least expected.
We expect rain tomorrow.
Мы ждали вас вчера.
Я ожидаю, что ты придешь
вовремя.
Они ждут меня к ужину.
Он всегда появляется, когда
его меньше всего ждут.
На завтра ожидается
дождь.
Я рассчитываю вернуться в
воскресенье.
I expect to be back on
Sunday.
Do not mix up the verbs “to expect” and “to wait” which are
both translated into Russian as “ждать”, “ожидать”, but they
cannot replace each other.
wait, vti — stay or stop without doing anything until someone or
something comes or something happens.
Wait until you’re sent for.
Подождите, пока вас не вы-
зовут.
Я жду поезда.
Вы давно ждете?
Мы не будем ждать тебя к
обеду.
I’m waiting for the train.
Have you been waiting
long?
We’ll not wait for you for
dinner.
Thus “to wait” denotes a physical function whereas “to expect
denotes a mental function.
2)	suppose, think (col.) — полагать, думать;
ожидать
Will he be late?
I expect so.
Он опоздает?
Думаю, что да.
274
I expect you’re hungry.	Вы, наверно, голодны.
I expected you to arrive Я полагал, что вы придете
home late.	довольно поздно.
3) to require — требовать
Вы требуете от нее слишком
много.
Для работы репортера требу-
ется хорошая память.
You expect too much of her.
A reporter is expected to
have a good memory.
2...	. I am training to be a teacher, too.
To train, vt, vi — to give teaching and practice to a person in
order to bring to a desired standard of behaviour, efficiency
or physical condition; accustom — обучать, учить,
готовить, тренировать; приучать.
Syn. teach
“То train” is more restricted in its application than “to teach”.
It implies a specific purpose, often a particular job or profession,
to train smb. for a job/profession
vocational training — training for a particular occupation —
профессиональное обучение
teacher training — training	подготовка преподавате-
of teachers	лей
Bradwell College of Education trains 200 teachers a year.
“Train” is not generally used with reference to universities,
because they do not as a rule prepare students for a particular
job; vocational training comes after graduation. The
faculty/department of education is an exception because it
trains graduates as teachers.
“Train” may also be used in the sense of “accustom” —
приучить
I train my classes to give
their work in on time.
Try to train your students to
speak without using notes.
Я приучаю своих учеников
сдавать работу вовремя.
Попробуйте приучить своих
студентов говорить, не загля-
дывая в записи.
Студентов необходимо при-
учать четко мыслить и пра-
вильно выражать свои
мысли.
3. In 1983 I was admitted to the University of Bradfield.
Students must be trained to
think clearly and to express
themselves well.
«к-
10’
275
admit, vt — 1) allow smb. to enter, let in, take in — впускать,
допускать, принять We knocked at the door and an elderly woman admitted us into the house. We were not admitted to the lecture.	Мы постучали, и пожилая женщина впустила нас в дом Нас не пустили на лекцию.
The windows are small and do not admit enough light and air.	Окна малы, и в комнате ма- ло света и воздуха.
The ticket admits two.	Это билет на два лица.
2) have space enough for — вмещать
The theatre is small and admits only 300 people.	Театр небольшой — всего на 300 человек.
3)	receive or accept as true; confess — признать,
допустить; признаться.
Не admitted his mistake/that he was mistaken.	Он признал свою ошибку (что он ошибался).
You must admit the task to be difficult/ that the task is difficult.	Вы должны признать, что за- дача трудна.
He admitted having stolen the money.	Он признался, что украл деньги.
4. He takes a postgraduate diploma course at a university
Department of Education.
An English university student who wishes to take up
schoolteaching doesn’t study education parallel to his special
subject courses.
take, vt — apply oneself to the study of... — заниматься
чем-либо, изучать что-либо. You should take a course in psychology (do a course in psychology). What courses are you taking/ doing?	Вам следует прослушать курс психологии. Какие предметы вы изучае- те?
276
She was now in the third
year at the University,
taking/doing economics.
Она была студенткой третье-
го курса университета, изу-
чала экономику.
take up — engage in smth. as a profession, pursuit, hobby —
избрать что-либо своей профессией, браться за
что-либо, заняться, увлечься чем-либо.
Не took up art as a hobby
I dropped medicine and
took up physics.
He didn’t take up golf until
he was over fifty.
Он увлекся искусством
Я бросил медицину и занял-
ся физикой.
Он стал заниматься голь-
фом, когда ему было уже
больше 50 лет.
5. ...Unlike a student at a College of education...
unlike — prep. — not like, different from
He’s quite unlike his sister.
Он совсем не похож на сест-
РУ-
Странно, что он не позвонил
— это на него непохоже.
Их квартира мало чем отли-
чается от нашей.
like — prep. — such as, resembling
The portrait isn’t like him.
It is unlike him not to
phone.
Their flat is not unlike ours.
His house is like mine.
It’s not like you to be late
(It’s not typical of you...)
It looks like gold.
What is he like? (What sort
of person in he — in looks,
behaviour, character,
etc.?)
— What does he look like?
6. The other members of staff have been sympathetic and
considerate.
Considerate, adj. — thoughtful; showing a thoughtful or
sympathetic regard for the feelings or circumstances of
В портрете мало сходства с
ним.
Его дом похож на мой.
Опаздывать на тебя не похо-
же.
Это похоже на золото.
Что он за человек?
Как он выглядит?
277
others as in sparing them pain, distress, or discomfort —
внимательный, тактичный, заботливый.
She is always considerate
of/to/towards others.
It was considerate of you
not to turn on the radio
while I was having a sleep.
Она всегда внимательна к
другим, считается с други-
ми.
С твоей стороны было очень
внимательно не включать
радио, пока я спала.
7.1 have overcome my initial doubts.
Overcome, vt — get the better of — побороть, победить,
преодолеть, справиться
The young teacher had to
overcome many difficulties
before she achieved success.
You’ll never become a real
teacher unless you
overcome the bad habit of
raising your voice in class.
Молодой учительнице при-
шлось преодолеть много
трудностей, прежде чем она
добилась успеха
Если ты не преодолеешь
плохой привычки повышать
голос в аудитории, ты не ста-
нешь настоящим преподава-
телем.
8.1 hope I’ve given you a fairly clear idea of the way in which
graduate teachers are trained in England.
Idea, n [c] — 1) a thought or picture in the mind — идея,
представление, понятие
Now I have a good idea of
how English students do
their teaching practice.
What’s your idea of a good
teacher?
This is not my idea of fun.
I have no/not the slightest/
not the faintest/ not the
foggiest/ idea where he is.
Теперь у меня есть хорошее
представление о том, как ан-
глийские студенты проходят
школьную практику.
Как ты представляешь себе
хорошего преподавателя?
У меня другое представле-
ние о веселье.
У меня нет ни малейшего
представления о том, где он.
2) plan, intention — план, замысел
278
I’ve come here with the
idea of observing lessons
given by experienced
leachcrs.
Я пришла с намерением по-
сетить занятия опытных
преподана! елей.
9. I’ve found that the children are inattentive or badly behaved
only when they are bored.
Bore, vt — make smb. feel tired by talking too much or by being
dull and uninteresting — надоедать, наскучить, нагонять
скуку.
These TV programmes bore
me. I never watch them.
The methods tutor saw at
once that lhe young
teacher’s explanation bored
the children.
The lecture was a
disappointment. We were
all bored.
The children were bored
doing the simplest sums.
boring, adj — скучный
The book was boring and 1
couldn’t finish it.
Эти телевизионные програм-
мы нагоняют на меня скуку.
Я никогда не смотрю их.
Методист сразу увидел, что
объяснение молодого препо-
давателя наводит скуку на
детей.
Лекция нас разочаровала.
Нам было скучно.
Детям было скучно решать
простейшие примеры.
Книга была скучная, и я не
мог кончи ть ее.
Syn. dull
GRAMMAR REVIEW
I. Review the use of the pronouns other, another, the other
(Unit 3), each and every (Unit 5).
Exercise 1. Fill in the gaps with other(s), another, the other,
each, every
I suppose that ... American family has its own traditions and
... customs when they decorate their Christmas tree. In my
family, and in ... too, I suppose, the tree is usually put up at least
a week before Christmas.... families wait until Christmas Eve,
and still... decorate the tree late at night while the children are
asleep.... year my wife sets out lhe lights, the glass ornaments,
and all... decorations for the tree. She checks ... string of lights
to be sure that it is working properly.... ornaments have to be
279
checked too, to see that not even one of them is damaged. If
any is cracked or broken, it is thrown away.
II. General grammar review.
Exercise 2. Translate into English.
Джим, молодой водитель автобуса, уже год снимал
комнату у м-ра Ридла. У м-ра Ридла была дочь. Ее звали
Рози. Рози была прелестной девушкой, и, конечно, Джим
был влюблен в нее. А Рози? Вы хотите знать, любила ли она
Джима? Она полюбила его с того момента, как впервые
увидала его. Молодые люди уже давно мечтали о том, чтобы
пожениться, но м-р Ридл хотел, чтобы его единственная
дочь вышла замуж за человека побогаче.
У Джима был приятель по имени Пилкинз, который
работал ночным клерком в аптеке. Однажды Джим пришел
в гости к Пилкинзу. У него был необычный вид, и голос его
звучал взволнованно. “Послушай, — сказал Джим. — Мы с
Рози решили завтра ночью убежать и пожениться. Если,
конечно, она не передумает. Она боится отца. Нет ли у тебя
какого-нибудь лекарства, которое заставит Рози полюбить
меня еще крепче? Если я дам ей немного, она не побоится
убежать со мной. Пожалуйста, Пилкинз, принеси мне такое
лекарство!”
Пилкинз пообещал помочь Джиму. Но дело было в том,
что Пилкинз сам был влюблен в Рози. На следующее утро
он дал Джиму снотворное. Пилкинз думал: “Как только
Рози выпьет порошок, она захочет спать. Она проспит
несколько часов и не сможет убежать с Джимом. Она,
конечно, не достанется мне, но и Джиму тоже.”
Джим ушел, а Пилкинз пошел к м-ру Ридлу и расска-
зал ему, что Рози и Джим собираются убежать и поже-
ниться этой ночью. М-р Ридл пришел в ярость. Он сказал,
что застрелит Джима, если увидит его под окном Рози. “А
моя комната как раз этажом выше,” — добавил м-р Ридл.
Всю ночь Пилкинз ждал новостей, но их не было. Утром
он поспешил к дому м-ра Ридла. Он как раз переходил
улицу, когда увидел Джима. Джим закричал: “Спасибо,
Пилкинз! Ты дал мне прекрасное лекарство! Мы с Рози
поженились этой ночью, и теперь я счастливейший человек
на свете! Вчера за ужином я хотел положить лекарство Рози
в чай. Но потом я решил, что она и так достаточно крепко
меня любит. А вот ее папаша... Я взглянул на него и
280
подумал: “Вы ведь не очень-то любите меня, м-р Рида?
Почему бы вам не полюбить меня покрепче?” И я всыпал
порошок ему в чай.
COMPREHENSION EXERCISES
Exercise 1. Translate the following sentences from the text. The
purpose is for you to compare the ways of expressing the same
idea in English and in Russian.
1.	He said you were interested in corresponding with an English
girl, preferably a student, and as I am trainii to be a teacher, too,
it would no doubt be of mutual interest if >ve could compare our
experiences in this sphere.
2.	I graduated last summer, receiving the degree of Bachelor of
Arts (BA.), and in October began a one-year training course
leading to the Diploma of Education, which will qualify me to teach
in any kind of school.
3.	From what I’ve said, you will gather that an English university
student who wishes to take up schoolteaching — unlike a student
at a College of Education — doesn’t study education parallel to his
special subject courses.
4.	Incidentally, the range of subjects taught is very wide because
the school is large and caters for pupils who will leave school at
16,17 and 18.
5.	Some forms are noisier than others and less cooperative than
others and there are always a few troublemakers who try to take
advantage of my inexperience.
6.	A teacher has a thousand and one other time-consuming duties:
attending staff meetings and meetings of the Parent-Teacher
Association; sitting on committees; coaching school teams; super-
vising other out-of-school activities; writing school reports,
answering parents’ questions; organizing educational visits and
holidays at home and abroad; and so on and so forth.
7.	In 1983 I was admitted to the University of Bradfield on a local
authority grant to study French, with English as a subsidiary
subject.
8.1 took and passed G.C.S.E. О level in eight subjects and A level
in Latin, French and English.
Exercise 2. Find in the text English equivalents for the following
Russian phrases. Arrange them into groups according to subject
matter:
281
учиться на преподавателя; начальная школа; грамматичс
ская средняя школа; сдавать (сдать) выпускные экзамены па
обычном уровне на аттестат об окончании средней школы;
сдавать (сдать) выпускные экзамены; аттестат об окончании
полной средней школы; быть принятым в университет;
стипендия местных органов; факультативный предмет; по-
лучить степень бакалавра искусств; заняться преподаванием
в школе; одногодичный курс, по окончании которого выда-
ется диплом преподавателя; заняться преподаванием; пед-
практика; лекции и семинары по теории обучения;
педагогическая психология; история и социальные пробле-
мы образования; обучать учеников; сдавать выпускные
экзамены по...; давать уроки по французскому языку; плохо
себя вести; готовиться к урокам; сваливаться в кровать от
усталости; посещать занятия; получить первую степень;
окончить аспирантуру на педагогическом факультете уни-
верситета; готовить преподавателей; педагогический состав
школы; быть готовым помочь; проверять домашнюю рабо-
ту, письменные упражнения и контрольные; “окна” (в
расписании); быть в полной растерянности; методы обуче-
ния французскому и английскому языкам; широкий выбор
предметов; изучать профессионально-технические предме-
ты; посещать заседания педагогического совета; участвовать
в заседаниях комитетов; бояться посещений методиста
французского языка; преодолеть сомнения; тренировать
школьные команды; руководить внеучебной работой; вновь
обрести уверенность.
Exercise 3. Arrange the points in logical order. Reproduce the
original text using the key words given below.
1.	to take up schoolteaching; to train to be a teacher; to study
smth. parallel to smth.; to obtain a first degree; to take a
postgraduate course; to be concerned with...
2.	to give periods of...; to observe periods; to be inattentive or
badly behaved; to be co-operative; to take advantage of smth.;
the standard of pronunciation and intonation; on the one hand...;
on the other hand; to be inferior to smth; to make mistakes;
3.	to feel absolutely lost; to feel depressed; to be an utter failure
as a teacher; to dread smth.; to overcome doubts.
4.	a comprehensive school; to cater for smb.; to take external
examinations in ...; to take vocational subjects; an optional; a
compulsory.
282
5.	to prepare lessons; to mark smth.; in free periods; apart from
doing smth.; time consuming duties.
6.	to introduce oneself; to move to...; to attend school; to take
and pass G.C.S.E. О level in ... and A level in ...; to be admitted
to the University; to take a one-year training course.
Exercise 4. Answer the following questions.
1.	Why did Ann give Mr. Morris her address?
2.	Why do you think it might be of mutual interest for the girls
to compare their experiences?
3.	What do we come to know about Vai’s background?
4.	When was Valerie admitted to university?
5.	Did Valerie’s parents have to pay the costs of her university
education?
6.	Why did Valerie begin a one-year course after graduating
from the University?
7.	How did Valerie begin her present course?
8.	What is her attitude to primary-school teachers?
9.	What subjects were dealt with in lectures and tutorials in the
first six weeks of term?
10.	What was the subject of the three-day course which Valerie
mentions?
11.	How long does Valerie’s first teaching practice last?
12.	Why is the range of subjects taught at Oak Ridge so wide?
13.	Are vocational subjects a compulsory part of the curriculum?
14.	What are the staff of the school like?
15.	How many periods does Valerie teach a week?
16.	What is discipline like in her lessons?
17.	Why, according to Valerie, are the pupils sometimes
inattentive and badly behaved?
18.	Is the standard of written work as high as that of oral work
in the forms which she teaches?
19.	Why does she try to do her marking at school?
20.	What are some of the other duties the teacher has, apart
from preparing and giving lessons, and marking?
21.	How did Valerie feel during the first fortnight of her
teaching practice? Why?
22.	How did the other members of staff help her?
Exercise 5. Talk about: a) the steps an English university
student must take to become a teacher;
b)	the curriculum of the one-year training course
leading to the Diploma of Education;
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ч
c)	the student’s duties during teaching practice;
d)	the student’s fears and feelings during teaching
practice.
ACTIVATION EXERCISES
Exercise 1. Account for the use of the verbs “to wait” and
“expect”.
1. “Hello", said Stanley in the toneless voice of one who
expects nothing.
2. Sorry to have kept you waiting!
3.1 must leave. I’ve got an appointment in the local newspaper
office; they’re waiting for me.
4.1 expect it’s a book by Hemingway.
5.1 was expecting Pyle at ten, but he didn’t turn up.
6. Don’t go, wait till it stops raining.
7. We expect rain tomorrow.
8.1 expect I’m old-fashioned.
9. He didn’t want to go down, but he wondered if they expected
him to.
10. If you really expect Ted in 10 minutes, I’ll certainly wait for
him.
11.1 expected the room to be empty.
Exercise 2. Fill in the gaps using the right verb (expect - wait)
in the correct form.
1.	You couldn’t... me to be so awfully grateful.
2.	Whom do you ... to meet here?
3.	The train is ... to be fifteen minutes late. Let’s ... here.
4.1 can tell from your letter that you don’t really... a favourable
reply.
5. Everything went better than I had ....
6.	1 saw you at the station. Whom were you ... ?
7.	When he held out his hand, I thought that he ... me to kiss it.
8.	She heard him shouting: “And do you ... me to pay for this
excursion of yours?”
9.	We ... the taxi to come in some five-ten minutes, so I think it
wise to go out with the bags and ... it in the street.
10.	“What are you doing here?” “I’m ... my brother who has
promised to give me a lift in his car.”
11.	Judging from the preparations and general excitement the
family was ... guests.
12.1...	him to call some time later in the day.
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1
Exercise 3. Translate into English:
1.	Все ждали, что он теперь займется медициной.
2.	Мы не ожидали, что он займется спортом.
3.	Рабочий день кончился, все спешили домой, но
Мартин знал, что его никто не ждет в пустой и холодной
квартире, и не спешил.
4.	Никто не ждал ничего необыкновенного, но вечер
оказался исключительно интересным.
5.	Я думал, что вы согласитесь подождать, пока я не
приду. Я не ожидал вашего отказа. Я всегда считал, что вы
более внимательны к другим.
6.	Мы сели ужинать после того, как прождали целый час.
Вы должны признать, что с вашей стороны было не очень
тактично придти так поздно и заставить нас ждать так долго.
7.	Зал, вмещающий 150 человек, был полон. Аудитория
не ожидала, что лекция будет такой скучной.
8.	Мое представление о хорошем преподавателе очень
простое. Хороший преподаватель — это человек, для которо-
го его работа является хобби.
9.	Сначала молодая учительница была недовольна пове-
дением класса и собиралась сказать строго: “Дети, ведите
себя хорошо.” Но потом она вынуждена была признаться
самой себе, что беда была не в том, что ее класс не умел себя
вести; беда была в том, что ее урок наводил скуку на детей.
Конечно, у нее не было преподавательского опыта, но
преподавание казалось ей таким простым делом, когда опа
посещала занятия опытных преподавателей. У нее и мысли
не было о том, что учить других так трудно.
10.	Если мы будем ждать Петра, мы опоздаем на лекцию,
которую я не хочу пропускать.
Exercise 4. a. Fill in the gaps with the right preposition or adverb.
1.... a fine September morning some years ago, I drove ...
the gates ... a small primary school... the outsktirs ... Bristol....
several minutes I sat... the wheel unable to open the door and
climb .... I was watching groups ... children — the youngest five,
the oldest barely eleven — involved ... games ... the playground.
They appeared so carefree! They displayed no signs ... concern
... the prospect... entering ... the building. Why then was I so
apprehensive, unable to move?
Suddenly the spell was broken. “Are you the new teacher ...
Class 5?” A small girl,... shining face, grey cardigan and striped
tie had come ... the open window.... her a group ... children
285

looked on expectantly. “Yes”, I said. She turned and ran... the
group nodding her head furiously. There was no turning... now
Questions raced... my mind as I made my way... the car
park... the school itself and... the corridor ... the office. When
could I begin to take these children through a day, let alone a
year learning? Would they accept me, would they not find my
ideas too complex or sophisticated, my discipline too harsh?
The door ... the Head’s office was ajar. I tapped lightly... it.
He shook my hand warmly, apologized ... missing me the
previous day when I’d come to allow the atmosphere ... my
new, empty classroom to soak in. What... the questions? How
does one collect the dinner money, save children on free meals
embarrassment? Margaret, the school secretary, does all that, 1
was told.
I left my games kit... the male cloakroom and rather
speculatively walked ... the staff room. Introductions were made
all round, special areas... interest and knowledge indicated; if I
need help, “all I had to do was ask”. My charges ... the next
twelve months were delightful, bright, enthusiastic and lively;
would all that change now?
Margaret came bustling ... the corridor as I was about to go
... my classroom door. She would deal... my children first.
I sat... the desk and watched Margaret as she collected the
dinner money, letters and forms. My admiration grew. She
knew these children so well, displayed such genuine, warm
affection ... them. This affection they returned, the exchanges ...
them were detailed, open and trusting.... five minutes Margaret
picked ... her cash box and left the room. Thirty-two eager
young faces turned ... me.
There is nothing unique ... the situation I have just
described.... all... us, students and teachers alike, the first
moments are the worst. The feelings ... inadequacy which
suddenly spread like a hot flush are a healthy sign. It is natural
... anyone about to present himself... a public to feel butterfiles
... the stomach.
b. Re-read the story and answer the following questions:
1. Who is the story about?
Is it a man or a woman teacher? What makes you think so?
2. Why do you think the teacher felt suddenly so nervous?
4.	What do you think he was afraid of most of all?
5.	What did he admire in teachers above all?
6.	Do you think he will make a good teacher?
286
Exercise 5. Fill in the missing articles.
1.... teacher education includes all forms of... initial and
in-service education (INSET) provided by ... university schools,
... departments or ... faculties of ... education,... polytechnic
departments of... education,... institutes and ... colleges of...
higher education.
2. From 1980 onwards ... most usual road to ... teaching
qualification for ... non-graduatcs is by way of... three or
four-year course leading to ... Bachelor of... Education Degree,
for ... graduates it is by way of... one-year Postgraduate
Certificate of Education course (PGCE).
3.... onc-year P.GCE was originally designed to train ...
university graduates as ... subject specialist teachers for ...
selective grammar and independent schools. With the advent of
... comprehensive schools it was clear that ... task of... secondary
teaching was far wider in scope and more demanding....
University PGCE courses had to be reorientated towards ...
schools.
4. It is a fair assumption that... tomorrow’s teachers will
need most of... teaching skills we now expect. They will still be
concerned with ... classroom skills like ... presentation,...
questioning,... leading ... discussion, ... planning and organizing
the learning environment and ... work of... children. They will
still need to know how ... children develop and learn and be able
to assess each child’s needs in the light of his background, skills,
knowledge, interests and learning style.
Exercise 6. Fill in the blanks using the words below which are
opposite or complementary in meaning to those underlined.
finai(-ly); brief(-ly); primary(primarily); subsidiary;
thcorclical(-ly); ccntral(-ly); upper; cxlernal(-ly); latter;
compulsory (compulsorily); enthusiastic; physical; bored; strict;
noisy; intelligent; inferior; oral; depressed.
1.	Is English optional or ... at the polytechnical secondary
school?
2.	He teaches at a secondary school and his wife at a ... school.
3.	The practical and ... aspects of language leaching arc
inseparably linked.
4.	Internal examinations are those organized by the school
itself;... examinations arc set and marked by outside
examining boards.
5.	The problems facing the students in their first year are, in many
ways, dilTcrent from those they encounter in their... year.
287
6.	English teachers are trained at Colleges of Education and
universities; the former institutions are often single-sex; the ...
are all co-educational.
7.	... planning in education need not exclude local initiative.
8.	Is English your main or your ... subject?
9.	After a lengthy discussion the headmaster gave a ... summing
up.
10.	The children in the lower forms attend the village school,
those in the ... forms are taken each day by bus to a central
school.
11.	If you are ... at the beginning, you can afford to be more
easy-going later.
12.	A really... teacher can awaken a response in even the most
seemingly apathetic class.
13.	In England most examinations are written, in this country
they are mainly ....
14.	The class is fairly quiet during lessons, but they are ... in the
breaks.
15.	When she began teaching she was often ..., but when I last
met her she seemed quite cheerful.
16.	Many English schools are still streamed. The top stream is
supposed to contain the most... pupils and the bottom stream
the thickest ones. The children in the В stream are supposed
to be superior to those in the C stream, but... to those in the
A stream.
17.	We must promote both the mental and ... development of
children and young people.
18.	One or two of the brighter pupils were interested, but the
majority of the class were ....
Exercise 7. What do we call the following?
1.	the art or practice of writing words with the correct
combination of letters
2.	an exercise in which pupils write down a text the teacher
reads aloud to them
3.	a test designed to check a larger amount of material already
dealt with and recently re-learned
4.	a group of pupils who are taught together
5.	a period in which one has no teaching duties
6.	an official written or printed document which can be used as
proof of something, e.g. that one has passed an examination
288
7.	a written statement sent to parents at the end of each school
term giving an assessment of their child’s progress in general
and in the various subjects.
8.	a general meeting of the teachers in a certain school
9.	the money paid by government bodies to students to help
them meet the costs of their education
10.	an expert on education
11.	a subject to which less time is devoted, studied in addition to
a main subject
12.	a university teacher or other person who guides the studies
or training of a small group of students or an individual
13.	training at school connected with a trade or a job
14.	the semi .ar which is not compulsory
15.	Non-selective secondary schools catering for children of an
age-range of 11-18
16.	qualified teachers who hold degrees
17.	a qualification awarded after a three- or four-year course
involving study of education and other subjects
18.	a teacher who is supervising the work of a student teacher
on teaching practice
19.	a period of school teaching spent by a student teacher under
the supervision of a tutor
20.	a course designed for graduates whose further one-year
educational studies and teaching practice qualify them to teach
21.	education that includes teacher training as well as the study
of academic disciplines and educational subjects
Exercise 8. a) Work in pairs. Take turns to read the statements
and encourage your partner to continue. Follow the model.
Model 1) A: I went to the country at the weekend.
B: Oh, did you, what was the journey like?
A:...
2)	Ann was wearing a new dress at the party.
B: Oh, what did she look like?
A:...
1.	A: It was a proud day for our school when we won the
championship.
B:...
A:...
2.	A: I’m not sure you’ll recognize my brother. He’s changed
very much.
B:...
A:...
289
3.	A: We have a new English teacher.
B:...
A:...
4.	A: Though it was a bit cold for this time of the year I
enjoyed my stay in Siberia.
B:...
A:...
5.	A: We are planning to set up a debating society (youth
club, etc.)
B:...
A:...
6.	A: I’ve just read an interesting book about the school
system in Great Britain.
B:...
A:...
b) Comment on the following statements showing your surprise
(or lack of surprise). Try to keep the conversation going.
Model 1. A: Nick overslept twice last week.
B:	Really? It’s not like him to sleep late. He used to be
an early riser.
2. A: Nick overslept twice last week.
B: No wonder, it’s not unlike him to sleep late. ( = It’s
just like him to sleep late)
He likes to lie-in.
1.	A: That was my best dictionary you know ...and Bill has
lost it.
B: No wonder ...
2.	A: Tom spoke so rudely to me. I’m not used to being
talked to like this.
B: Oh, really? ...
3.	A: Jim never apologizes, even if he is wrong.
B:...
4.	A: Bill will never admit he is wrong.
B:...
5.	A: Oh dear! I’ve left my wallet at home.
B:...
6.	A: When Ann learnt the news she very nearly burst out
crying.
B:...
7.	A: Jim told us about his adventures yesterday. I didn’t
believe a word of it.
B: No wonder...
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SPEECH EXERCISES
Exercise 1. Read the text and say in what ways Oxbridge and
Redbrick universities differ.
Oxbridge
For seven hundred years two universities dominated British
education, and today they dominate more than ever. Oxford and
Cambridge preserve an antique way of life in the midst of the
twentieth century. Oxford and Cambridge have always provided
a large number of prominent secretaries (Whitehall civil
servants)1, members of Parliament, and of the vice-chancellors
of other universities.
The students of Oxbridge make up one of the most elite
elites in the world. Less than one per cent of Britain’s
population go to Oxbridge. BA. (Oxford) or BA. (Cambridge)
is quite different from an ordinary BA.
Oxbridge is only in session half the year, and the universities
adjourn for four months in the summer — a relic from medieval
times, when scholars had to bring in the harvest.
Only since the 1870s have women been admitted, and the
women’s colleges constitute only 12 per cent of the Oxbridge
population, so that the competition to reach them is fierce: only
a small per cent of the candidates are chosen — mainly on the
results of the written examination.
Oxbridge and Redbrick2 differ greatly. It is absurd that four
fifth of the undergraduates should be made to feel that they are
inferior for life. In the civil service, politics and law there has
been no visible breach in the supremacy of Oxbridge graduates.
The division is essentially a class one. While a larger per cent of
Oxbridge undergraduates come from public schools, very few of
Redbrick do: many public school boys would rather go straight
into business, into the services of a foreign university, than go to
a Redbrick university: they prefer no degree to a Redbrick
degree.
In England Redbrick has been separate from the beginning.
When Oxford and Cambridge were exclusively Anglican, the
new Victorian universities3 were built to provide a liberal
education for the poorer boys and dissenters of the provinces —
and to give technological training. They grew up outside the old
aristocratic pattern. Oxford and Cambridge graduates scorned
them.
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NOTES
1.	Wliite-liall civil servants — officials of Government offices.
2.	Redbrick university /informal/ — any new or little-known
university, csp. one built since World War II to educate
students in industrial regions, often partially supported by
government funds; also any university lacking the prestige of
Oxford and Cambridge.
3.	Victorian (universities) — here universities built in the reign
of Oueen Victoria (1837—1901).
Exercise 2. Speak on the difference in admission procedures at
Russian and British Universities. The text given below and the
list of words following it may be of help.
Admission Procedures
Students are admitted to British Universities largely on the
basis of their performance in the examinations for the General
Certificate of Education at ordinary and advanced level. The
selection procedure is rather complicated.
A student Who wants to go to university usually applies for
admission before he takes his advanced level examinations. First
of all he must write to the Universities Central Council on
Admissions (UCCA) and they send him a form which he has to
conipletc. On this form he has to write down the names of six
universities in order of preference. He may put down only two
or three names, stating that if not accepted by these universities
he could he willing to go to any other. This form, together with
an account of his oul-of-school activities and two references,
one of which must be from the headteacher of his school, is
then sent hack to the UCCA.
The UCCA sends photocopies of the form to the
universities concerned. Each applicant is first considered by the
university admission board. In some cases the board sends the
applicant a refusal. This may hapnen, for example, if the board
receives a form in which their university is the applicant’s sixth
choice and the university already has many candidates. If there
are no reasons for immediate refusal, the university admission
officer passes the candidate’s papers on to the academic
department concerned. One or two members of this department
w ill then look at the candidate’s application: see what he says
about himself, look at his marks at the ordinary level
292
examinations, see what his headteacher and the other referee
say about him. On the basis of this, the department may make
the candidate an offer (either a definite offer or a conditional
one) or send him a definite rejection.
As a rule the department makes a conditional offer. This
means that the candidate will be accepted by the university if he
fulfils the requirements stated in the offer.
In his turn, the student may accept the offer conditionally.
When the Advanced level examination results come out in
August, the university admissions department sees whether the
candidate has fulfilled his conditions and, if he has, sends him a
definite offer. The candidate must accept or refuse within 72
hours.
Exercise 3. Read the text and answer the questions following It.
Lecturing and Assessment in Heriot-Watt University
/Edinburgh, Scotland/
All of the courses given in the University at undergraduate
level rely, in the main, on lectures given in fifty-minute periods
throughout the three terms in the early years of the courses.
Each subject will normally have at least two lecture hours per
week with an additional tutorial hour. The latter can consist of
small groups with one tutor, or larger groups with several
tutors, for example in mathematics tutorials. Additionally for
many of the science and engineering subjects one or more
afternoons per week may be devoted to laboratory work, at
which experiments are conducted to back up lectures.
The University has a wide range of audio-visual equipment
which is used both in lectures and in laboratory work but is also
available for individual use for revision of, as well as additional
material to, work done in classes.
Many of the subjects are assessed continuously on the
performance achieved throughout the term on written work and
in some cases good performances throughout the term can
exempt from end of session examinations. However, most
subjects are assessed at the end of each term in the first year of
a course although the end of session examination contributes
most to final achievement. In later years examinations are
normally only held at the end of the first term and at the end of
the session, and indeed first term examinations are rare in the
final year of most courses. Final examinations are normally held
in the May of final year.
293
It should be noted that each student has a mentor or tutor
who keeps an eye on his progress throughout his university
career and is available to advise the student who experiences
difficulties with his academic studies.
Questions
1. How many terms does the academic year at Heriot-Watt
consist of? 2. How long does a lecture last? What other classes
do University students have in each subject besides lectures? 4.
What is audiovisual equipment used for? 5. How and when are
many of the subjects assessed? 6. When are final examinations
normally held? 7. What are the duties of a mentor or tutor? 8.
What is the difference between the systems of lecturing and
assessment at Heriot-Watt University and at your college?
Exercise 4. Compare the structure of the language course
offered by the department of education of your University and
the department of languages at Heriot-Watt University. Use the
information from the guide for applicants to Heriot-Watt
University given below.
The Department of Languages at Heriot-Watt University
The department of languages at Heriot-Watt University was
established in 1968 and at present has a staff of 20, uncluding
foreign language assistants. The Department has a 30booth
language laboratory, an interpreting teaching laboratory, the use
of a conference theatre equipped for multilingual simultaneous
interpreting and a large and varied tape library, audio-visual
teaching equipment and closed circuit television facilities.
At the present time, when international communication is
developing more and more rapidly, the need for highly
competent and well informed linguists is becoming
correspondingly more urgent. The BA degree course in
Languages (Interpreting and Translating) is designed to meet
this need. The course, being primarily concerned with applied
and relevant language studies as well as with the contemporary
background of the countries concerned, is designed to be both
stimulating and challenging. Students who successfully complete
the course should have carreers open to them in a number of
spheres, such as: organizations of an international character,
branches of Government service, industry and commerce,
294
journalism and broadcasting, educational and academic
institutions.
Degree of BA in Languages (Interpreting and Translating)
The aims of the course are: the mastery of the
contemporary spoken and written language in a number of
fields of a general and specialized nature; the development of
the special skills of translating and interpreting, backed by a
theoretical appreciation of the problems involved; a thorough
acquaintance with the contemporary scene and the background
of the countries whose languages are being studied; a sound
understanding of the structures and functions of European and
international organizations.
Awards of Honours
The degree course is offered at ordinary or honours level1
(after four years). All students take, throughout the course, two
of the languages offered at present: French, German, Russian
and Spanish; Both languages are studied to the same level.
Course structure
First Year. Language Studies I (in the student’s two languages,
including an element of Linguistics): courses in the modern
history of the two countries whose languages are being studied
(including а-series of lectures on European Ideologies); one
elective subject; Phonetics.
Second Year. Language Studies II (in the student’s two
languages): European Studies; Lingustics II; one elective subject.
Third Year. Abroad, each student spending a five month period
of study in both language areas. Students are attached to
Interpreting and Translating Department at Universities or
other approved institutions.
Fourth Year. Language Studies 1Y (in the student’s two
languages). International Organizations and Economy.
All students will be engaged in intensive Language work
throughout their course, particular emphasis being given to oral
proficiency. For this purpose all oral classes are restricted in
size. The Language Studies will include: oral and written
comprehension; oral and written translations; essays,
precis-writing and note-taking; consecutive and simultaneous
interpreting. The study of the contemporary background will
deal with such fields as: modern history, national, regional and
295
local government and administration; the political, economic,
legal, social and cultural life and institutions, current affairs;
modern literature; European and international organizations.
The third year abroad forms an integral part of the degree
course. In addition to following a prescribed programme of
studies at the institutions to which they are attached, students
prepare two dissertations2, one in each language studied. In
choosing the subjects for their dissertations students will be
encouraged to pursue their particular interests.
Note: 1. honours degree — one requiring some specialization
2. dissertation — /here/ a diploma paper.
Exercise 5. Read the following text and say what the main idea
of the Open University is and what makes it different from a
conventional university.
The Open University
A university which calls itself «The Open University»
suggests that all other universities are closed. And this is true
because they are closed to everyone who does not have the
time, the opportunity or the qualifications to study there. For
these people who missed the chance of going to a conventional
university, «Tire Open University» was set up by the British
Government in 1967.
Most of the students work at home or in full-time jobs and
can study only in their free time. They need to study about ten
hours a week. As the university is truly «open», there are no
formal entry requirements, and students are accepted on a «first
come, first served» basis. This is one of the more revolutionary
aspects of the university.
Students are therefore of all ages and come from very
different backgrounds. Some, such as teachers, want to improve
their qualifications. Others, like retired people or mothers
whose families have grown up, are at the O.U. because they
now have the time to do something they have always wanted to
do. Returning to «school» is difficult for most students, for they
have forgotten — or never knew how to study, to write essays,
and to prepare for exams. In addition to all the reading and
writing assignments, students have got a lot of watching and
listening to. do, for there are weekly O.U. lectures broadcast on
BBC television and radio.
To keep people from just giving up or collapsing under all of
this work, each student gets the help and support of his own
296
tutor/ counsellor, who he meets regularly and can telephone in
any crisis or difficulty. At the meetings, students get to know
other students on the course and join with them into «self-help»
groups. These groups meet in each other’s homes to discuss the
texts and assignments, here too they find support and
stimulation.
As an Open University student, the nearest you get to
ordinary university life is at the summer schools, which you
must attend in the first year. You spend a week at a college or
university taking courses, having discussions, and working hard
in an exciting atmosphere. It is here that most students «find
their feet»: they discover that they have begun to master the
skills and discipline of university study.
By the time the exams come in October, you feel much
more confident and optimistic about your return to student life.
Your final mark is based on the exam and the written
assignments done during the year. If you pass — and most
people do — you have got one credit towards the six that you
need for a degree at the usual rate of a course a year, it will take
you six (or eight) years to get your degree.
The Open University is producing graduates who go on to
better jobs, higher pay or postgraduate degrees, or who get no
more than a great deal of satisfaction out of their course. Few of
them, without the O.U., would have had the chance of
becoming a BA.
Exercise 6. Describe the end of term situation at your
University. The text given below may be of help. Answer the
questions following the text.
Oxford Life. End of Term Collections
/abridged/	by D .Baisden
Term is ending. Already on Tuesday the trunks are
beginning to accumulate in lodges of Colleges, waiting for the
railway van to come and collect them. And on Friday and
Saturday the undergraduates are themselves collected. «End of
Term Collections» is the official title of the ceremony.
«Hand-shaking» it is informally called or, more commonly,
«Don Rag».1
The undergraduates receive an end-of-term report. In some
colleges the ceremony is private. The undergraduate is alone
with the Head of his College and the Head of the College has in
297
his hands a written report from the man’s tutor. And there
whatever is said, is said.
In many colleges it is a less intimate and more frightening
ceremony. The Head of the College sits in the Hall2 at the High
Table3, flanked by Moral Tutors^ They are, in the eyes of the
young, a body of old, old men — malicious old sadists, laughing
proudly at their own jokes, jokes always at some poor
undergraduate’s expense. They are rather bored, and they do
not conceal the fact. For ten years, twenty, thirty or more, they
have been at this game; term after term the same sort of young
men have appeared before them and have received very much
the same reports. There are, and always have been the virtuous
to receive due praise; the idle to be reprimanded; the stupid to
be endured.
One by one the young men are summoned.
«Mr. Smith».
He walks the long way up the Hall, for the young men have
clustered at the other end of the Hall, as far away from the High
Table as they can get. He is conscious that his shoes sound very
loud on the stone floor. The inquisitors are massed on the other
side of the table. On his there is a single chair.
«Sit down».
«Mr. Smith, Master, has been coming to me this term. He
has been working very well, as he always does. Good sound
work. He needs, of course, to do a lot of reading in vacation.»
«That is a good report, Mr. Smith. Yes, pay attention to your
tutor’s advice — and give my very kind regards to your father.
He is well, I trust.» (Mr. Smith cannot in decency tell the
Master that he has not got a father. It happens term after term
at Collections, the only time when Mr. Smith and the Master
are brought face to face. It is some other Smith, of course, with
whom the Master regularly confuses him).
The master extends his hand.
And now Smith goes along the whole row of them.
«Good-bye», they say. «Good-bye, sir», he answers. He does not
know who half of them are, and they certainly know nothing of
him. He clatters down the Hall as the next man’s name is called.
At the High Table the smooth rhythm is occasionally destroyed.
«Mr. Wright has been going to Mr. Dobbin this term, Master,
and I have here a report from Mr. Dobbin on his work. Mr.
Dobbin thinks that Mr. Wright has only ...» Has only what? To
think? To concentrate? To work? «Mr. Dobbin thinks that Mr.
Wright has only... I am sorry that I cannot read the word». The
298
dons look up. Mr. Wright himself is alert. What has he only to
do?
«Mr. Dobbin thinks that Mr. Wright has only-ah-has only
been here for half the term».
«Is that the case?» the master asks.
«No, sir», Mr. Wright replies.
Occasionally there is real slaughter — merciless execution of
idleness, with its concluding threat. «I am afraid that, unless the
reports on your work are very much better next term, Mr.
Robinson, the Tutors will have to consider very seriously the
question of sending you down. You have got to pull your socks
up. This is your last chance».
Then suddenly, the first flicker of a hope of possible
reprieve. A change of inflexion in the master’s voice as he
extends his hand.
«You can, you know. You’ve got to grow up some time. We
all have to.»
NOTES
1.	Don Rag (университетский жаргон) — розыгрыш,
скандал, шум
2.	Hall — главный зал колледжа, столовая для студентов и
преподавателей, а также место официальных встреч
3.	High Table — стол для преподавателей, устанавливаемый
в зале на -просцениуме
4.	Moral Tutor — куратор, который отвечает за поведение
студентов
Questions
1 What is your impression of the tradition existing at Oxford
University? 2. Where is your progress discussed at the end of
the term? 2. Who gives the dean reports on your work during
the term? 4. Who is responsible for your progress and
behaviour at the college?
Exercise 7. Read the dialogues and do the following
assignments:
a)	Act out the dialogues. When acting them out let one
of the students make a short introduction to each
dialogue.
b)	Describe Jenny Pringle’s and Ann Green’s college
life.
299
Jenny Pringle is a first-year student of Edinburgh University.
The first week of term is busy in any university, particularly for
the new first-year students. Matriculation, the name given to the
enrolment procedure, can be a complicated business, with
various forms to fill in and different offices to visit. But Jenny
wasn’t put off. For her, it made a welcome change to be with so
many people of her own age. She was determined to get the
most out of her four years as an undergraduate.
1.	It wasn’t easy to make sense of the timetable. She wrote
down the times and places of the lectures she was to attend and
found out which seminar groups she was to belong to. She
would also have tutorials to discuss particular pieces of work
with her tutors later in the term.
Jenny. Does this mean we have lectures every day except
Friday?
Student. Yes, in the autumn term at least. It might change in the
spring term.
Jenny. I’d better write all this down. I haven’t a clue where
these classrooms and lecture halls are.
Student. You’ll soon know your way around. Don’t worry.
There is a map of the campus in your student handbook.
II.	The University hall of residence where she lived was a
friendly place. She quickly got to know her roommate, also a
language specialist, as well as the students in the same corridor.
Most of the new students were impressed by the recreation
facilities available at the university, and Jenny made plans to
join the orcherstra and the International club.
Jenny. Tell me, Mike. Do you belong to any of the clubs or
societies?
Mike. Only two, the orchestra and the debating society. There’s
so much happening here that there isn’t enough time to get
involved in everything. Last year I went to the
mountaineering club as well, but I can’t afford the time this
year.
Jenny. I wonder if I might join the orchestra. I’ve been having
violin lessons for four years now.
Mike. They’ll be glad to have you. They’re always short of
violinists.
III.	One morning Jenny received a letter in the post. She
noticed that the letter had «University of Edinburgh» in large
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letters at the top. Her heart sank when she saw that the letter
was from the Dean of the Faculty of Arts, Professor Stewart.
The content was brief: «Dear Miss Pringle, would you please
call at my office on Friday at 11 a.m.»
Jenny. I wonder what he wants. Do you think it’s got anything
to do with my work?
Helen. Well, Jenny. You haven’t exactly been the most
hard-working student, have you?
Jenny. But what will I say to him?
Mary. As little as possible. Just listen carefully to what he says.
Helen. Don’t look so anxious. He won’t bite your head off.
IV.	Jenny’s interview with Professor Stewart lasted about
ten minutes. He was polite but firm.
Jenny. I believe you wanted to see me, Professor Stewart.
Professor. Ah, Miss Pringle, I’m so glad you found the time to
come and see me. Sit down, please. Your tutors tell me that
you don’t always have enough time to see them. They’re
rather worried about your irregular attendance at classes and
about the standard of your academic work in general.
Jenny. I’m sorry, Professor. There’s such a lot to do here that I
have difficulty in finding time for everything.
Professor. Now, Miss Pringle, you are taking an honours degree
in French and Russian, we hope. You said at your interview
that you were keen on a career as an interpreter or translator.
You realize, of course, that the next four years won’t be easy.
You won’t graduate as a matter of course. We will have to be
convinced that you have made good academic progress and
you must pass a large number of exams. Let me give you
some advice. Don’t try to take in all sporting and other
activities in your first term. After all, you’ll be here for four
years and they won’t run away. Do you understand me?
Jenny. Yes, professor.
Professor. Fine, Miss Pringle, I’m looking forward to hearing
some favourable reports from your tutors. Do come back and
see me if you have any problems.
V.	Ann Green is Jenny’s room-mate. She is also a language
specialist and she is in her final year. At the moment she is also
having trouble with her studies. She is invited to call Professor
Stewart to discuss her progress.
Professor. Come in. Come in!
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Anne. Good morning, professor. I understand you wanted to see
me?
Professor. Yes, Ann, I did. It’s about your work.
Anne. Work, sir?
Professor. I’m afraid your tutor, Mr. Atkins, has reported to me
that the standard of your work has been getting worse.
Anne. I know, sir,... I... or.
Professor. He tells me that the essays you have done this term
have been weak, and that your attendance at his tutorials and
seminars has been poor.
Anne. He has spoken to me about it, Professor.
Professor. At his stage, Anne, your work is very important. 1
understand from Mr. Atkins that you’re a capable student and
it would be a pity to ruin your chancds of a good degree,
wouldn’t it?
Anne. Yes, it would.
Professor. Anne, I think you should do two things. The first
thing is to cut down on your Union1 activities — I understand
you do a lot in the pinion — and the second is to see one of
the Welfare Tutors'6 to discuss any problem you may have.
I’d like you to make an appointment to do that as soon as
possible.
Anne. All right, professor.
Professor. And I’ll expect to hear that your work has improved.
Good morning, Anne.
Anne. Good morning, professor, and thank you.
Notes: 1. Union — сокр. от students’ union —
студенческий союз в колледже, университете
занимается вопросами учебы и жизни студентов
2. a welfare tutor — преподаватель,
занимающийся вопросами быта студентов
Exercise 8. Read the following passages dealing with the
functions and aims of university education. Discuss them giving
your arguments for or against.
I. Not every student can hope to become a Galileo, but to
be a scientist is not to know what Galileo knew and more, it is
to be able to understand, within the limits of one’s capacity,
bow men like Galileo think.
What students will need above all is intellectual skills. They
must be trained to think. We teach the humanities because, in
these studies, we introduce our pupils to the various ways, good
and bad, in which men have thought about the social, moral,
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political, intellectual, and aesthetic problems of human life; it is
not the conclusions that the great thinkers arrived at that
matter; it is the ways in which they arrived at them.
The aim, then, is clear. It is not to teach literature, history,
or philosophy, but to teach those skills that are required for
living. But it is no accident that literature, history, and
philosophy have always been the main ingredients of education
in the humanities. For these subjects include the main ways in
which (apart from science) the human mind has manifested
itself; it is in these fields that creative imagination, practical
wisdom, logical thought, and their opposites have been most
obviously and powerfully displayed.
II. Functions of the Universities
The functions of universities are many. The pursuit of
knowledge is an end in itself. As centres of learning the
universities have to preserve and interpret the understanding
and culture of the past, advance knowledge in the present, and
create an intellectual springboard for the future.
Within the broad system of higher education the universities
also have special teaching functions. Their basic purpose is to
give a first-class education in theories and principles to enable
their students to reach a high standard of creativeness, criticism
and flexibility. Certainly, they do have to teach how to acquire,
increase and employ knowledge. The essential emphasis in
university education is on the cultivation of the minds of those
with whom lies the heaviest responsibility for creating the future.
Universities train for the professions and teach special skills.
They turn out doctors, engineers and lawyers, chemists,
physicists and economists. But the majority of their graduates
are not trained for specific jobs. Even in cases such as those
cited, the education is not narrowly vocational. Degree students
are educated in principles as well as practice so that, as
knowledge grows and techniques change, they can adapt
themselves and keep up-to-date and efficient.
It might possibly be argued, then, that it does not matter
what universities teach — physics or geography, sociology or
English — so long as they provide intellectual training. This, of
course, would be unrealistic; for one thing, people have
different interests. Different subjects also require different types
of mind and produce different mental skills. The nation also
needs certain numbers of dentists and architects, lawyers and
engineers. It is not reasonable for universities to teach anything
303
and everything; there must be some consideration for national
needs. Universities must certainly educate people in a variety of
subject areas in order to meet the future needs of the nation.
The main duty of the universities is to produce well-educated
people who can construct the future and adapt to it.
Exercise 9. a) Read the following dialogue, learn it by heart and
act it out.
English university students of Italian talking after their
summer holiday spent in Italy.
John: How well can you follow Neapolitan? ... erm ... I mean
It’s er ... it’s a dialect isn’t... even a different language. How
well can you follow it after doing... well you know ... just pure
Italian?
Sue: Talking about that makes me think of... oh ... when I
arrived in Rome and ... in fact... I was going to meet a
Neapolitan friend. And well my ordinary Italian — spoken
Italian — isn’t that good anyway ... So I asked another Italian
I was with ... a Roman ... he speaks good English ... if he’d
help me along. And do you know what he said? «I’m
Roman», he said. «You can’t expect me to understand a
Neapolitan. It’s another country down there».
Stacie: But... going back to John’s point... erm ... er ... John said
we’ve been doing pure Italian. Did anybody here hear any
pure Italian?
Tony: It’s a fictitious animal... as far as I’m concerned.
Stacie:... while we were over in Italy this summer?
Tony: Of course not. In the first place ... everybody in every
language speaks differently... we have idiolects, don’t we...
John: I don’t think we’ve considered the fact that here at
university we’ve mainly studied the literature of the language.
And we may have a good reading skill... but... just no
experience at all of the spoken language...
Sue: Yes ... man ... But on the other hand we’ve spent endless
hours in the language lab...
Tony: But that hasn’t helped at all, has it. I mean ... all those
artificially constructed exercises ... drills — aren’t they called?
Have you ever heard a lab drill in Neapolitan or Roman or ...
even in the idiolect of an individual?
Stacie: Yes... you’re right. Take, for example, all the listening
practice we’ve done. What has it been? Listening to people
delivering lectures in Italian, news reports... all that sort of
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thing. Well... nobody talks like that except when they’re
delivering a lecture and so on.
John: By the way... apart from bringing back some Italian
records... I also took my cassette recorder and brought back...
erm ... oh, lots of stuff recorded in shops, buses.
Tony: While we’re on that subject... let’s turn the record over.
Who’s in the mood to listen to John’s cassettes?
Stacie: I’m not for one...
Sue: Let’s have some more music...
b)	Express your opinions on language learning,
derived from your own experience of learning
English. Support as many of your opinions as
possible by referring to your personal experiences.
The following statements of opinion might help you
to think about the subject.
1)	a) I think all language learners need lots of practice in
a language laboratory. It gives you plenty of
opportunities to speak the language.
b) In my opinion, you need to begin to get a good
knowledge of grammar right from the beginning.
2)	The trouble is, there’s not much you can do outside the
classroom to practise and improve — that is, unless you’re
learning in a country where the language is spoken.
3)	The classroom environment is too artificial for you ever to
use real language, the language of real situations.
4)	You have to have a native speaker teacher from the very
beginning.
The following phrases which have the functions of linking
the parts of the conversation together might be of help:
— Talking about that makes me think of...
— But going back to John’s point... erm ... er ... John said we’ve
been doing pure Italian.
— I don’t think we’ve considered the fact that...
— But on the other hand ...
— Take for example all the listening practice we’ve done.
— By the way ...
— While we’re on that subject...
Use the language material to express one’s opinion, agreement,
disagreement, etc. given in the previous units.
c)	Role-playing. Work in two groups.
11 Учебник английского языка
305
Group A: You are a group of university students who are
discontented about the way that foreign languages are taught
at university level in your country. Hold a meeting to decide
what you are going to do about it /See the problems listed
below/. Members of a Ministry of Education subcommittee
will sit in on the meeting.
You will then hear the sub-committee’s discussion and you
will have chances to comment.
Group B: You are a sub-committee of the Ministry of Education.
There is a great deal of discontent about the way that foreign
languages are taught at university level in your country. You
sit in on a meeting of university students who are discussing
the problem /See the problems listed below/. Take careful
notes of the points they make. Then meet to discuss the
problem and suggest tentative remedies. The students will
listen to your discussion and you should invite them to
comment.
Suggested problems for discussion
1)	Measures to be taken to ensure democracy in higher
education. Students’ participation in the running of the college.
2)	Ways of assessment: examination or continuous assessment.
Their advantages and disadvantages.
3)	Measures to improve the techniques and methods of
teaching in higher education, the problem of teaching a
student how to learn.
4)	Attendance at lectures: voluntary or compulsory.
5)	A range of options a student should be offered.
6)	Student activities. Changes you would like to introduce in
students’ social life.
d)	/optional/ Express your own views on the
problems raised.
Exercise 12. Retell in English.
Оксфорд и Кембридж являются университетскими горо-
дами, которых в Европе сохранилось совсем немного. Оба
они вот уже семь веков доминируют в британском образо-
вании. И хотя все это время между ними существует
соперничество /rivalry/, провести грань /to draw a distinction
between/ между Оксфордом и Кембриджем не легко.
Оксфорд уделяет сравнительно больше внимания гума-
нитарным наукам, особенно философии и литературе. В
306
Кембридже наряду с классическими дисциплинами препо-
даются точные и естественные науки.
Однако сами соперники /rivals/ считают такое противо -
поставление /contrasting/ условным и утверждают, что Окс-
форд и Кембридж имеют лишь два различия: первый
построен из серого, а второй — из розового /rosy/ камня,
в первом красива главная улица, второй славится «задами»
/backs/, т.е. фасадами /fronts/ колледжей, обращенными к
реке.
Гораздо легче установить сходство между Оксфордом и
Кембриджем. Англичанин, учившийся в Оксфорде, предпо-
читает сказать, что окончил Балиол /Baliol/ или Крайстчерч
/Christ Church/. Выпускник Кембриджа скажет, что он
окончил Тринити /Trinity/ или Кингз /King’s/. Оба они
назовут не университет, а один из двадцати с лишним
колледжей, из которых каждый университет состоит.
Студенты Кембриджа любят рассказывать случай с ино-
странцем, который сошел с поезда в Кембридже, сел в такси
и сказал: «В университет, пожалуйста.» Шофер ответил с
недоумением: «А здесь нет университета». Водитель был
по-своему прав. Для иностранца это слово означает здание
или группу зданий, где размещаются факультеты, аудито-
рии и лаборатории, куда студенты приходят на лекции и
семинары.
Кембриджский университет — это нечто иное. Это преж-
де всего 22 автономных колледжа, которые играют в его
структуре гораздо большую роль, чем существующее деле-
ние на факультеты.
Именно колледжи, которые делятся на более престиж-
ные и менее престижные, осуществляют набор студентов, то
есть продолжают дело их социальной квалификации. Имен-
но колледжи заняты воспитанием студентов.
Факультеты стали в послевоенные годы играть более
заметную роль в учебной и педагогической деятельности
колледжей. В отличие от «красйокирпичных» университетов
рксфорд и Кембридж имеют общую своеобразную черту —
систему личных наставников, своего рода научных руково-
дителей, которые прикреплены к каждому студенту. Это
очень дорогостоящая система, которую не могут себе позво-
лить «краснокирпичные» университеты. Система наставни-
ков осуществляется не факультетами, а колледжами, хотя
наставниками являются профессора и доценты /assistant
professors/ факультетских кафедр /chair/. Студент Оксфор-
п*
307
да или Кембриджа ходит на факультет слушать лекции, а
сверх того отрабатывает каждую тему на индивидуальных
занятиях в колледже, сдавая наставнику письменные работы
и подробно обсуждая их содержание.
Студенты воспитываются в духе классовой верности
/class loyalty/. Сначала это верность своему колледжу, затем
верность клубу, концерну, парламентской фракции /Par-
liamentary faction/. Результат — верность своему классу,
классу власть имущих /propertied class/. Главная цель
обучения — воспитать человека, который бы продолжал
традиции правящего класса /the ruling class/. Оксфорд и
Кембридж — это заключительный этап отбора /the final
selection stage/. Выпускник чувствует себя окруженным
«сетью старых друзей» /old boy network/, он знает, что
отныне он принадлежит к правящей касте /the ruling caste/.
Эти универси геты считают своей главной задачей воспи-
тание человека, способного управлять страной. Именно это,
а не учение, является главным.
(По В.Овчинникову «Корни дуба»)
Exsercise 13. Assignments for oral and written composition.
1.	Say what the Open University in Great Britain and
extra-mural education in this country have in common and in
what ways they differ.
2.	Give a talk on the traditions of Oxfor d/Cambridge.
3.	What changes in the methods of instruction would you like to
see introduced in your department?
4.	Speak on the structure of the language degree course in the
department of education of your college. Could you suggest
any changes in it?
5.	Do you find your student life enjoyable and fulfilling? Would
you like to have anything changed in it?
6.	Speak about the problems you are having in your first year.
7.	Compare admission procedures to college in this country and
abroad.
EXERCISES FOR STUDENTS’ RESEARCH WORK
UNITONE
Exercise I.
Dictionaries are very important teaching resources when
you study languages. You will have to use various types of
dictionaries in your work. The best way to learn about a
dictionary is to use it. Answer the following questions using
«The Oxford Advanced Learner’s Dictionary of Current
English» by AJS.Hornby (OALD).
1)	What parts of speech may the following word-forms
belong to?
Water, picture, weather, dust, sand.
2)	At what part of an entry (словарная статья) does the
dictionary tell you the part of speech to which the word
belongs? Where does the dictionary explain the abbreviations
that it uses in-providing this grammar information?
3)	When a word may be spelled in more than one way, how
does the dictionary list the variants? Look up in the dictionary
the word «story»: does the dictionary give all the spellings
together at the head of a single entry or does it enter each
spelling in its own alphabetical position in the word-list? If it
gives more than one spelling in a single entry, which spelling
does the dictionary place first?
Exercis^ II.
Use your dictionary to answer the following questions about
spelling:
1)	What other possible spelling does your dictionary give for
the following words: skillful, theatre, adviser, cigarette,
catalogue?
2)	Does your dictionary say anything about the spelling of
the word «alright»?
309
3)	How is the past tense of the following verbs spelled? If
there are two possibilities write out both.
To travel, to learn, to burn, to broadcast, to forecast, to
spell, to spoil.
Exercise III.
Look up the words «prefix», «suffix», «affix* in OALD. Are
affixes entered in the main word-list? Compare an entry of a
word with an entry of an affix. What is common and what is the
difference?
Exercise IV.
Look up the words «derivation», «derivative» in your
dictionary. Are derivatives entered separately or are they
entered under the words from which they are derived? How are
the meanings of derivatives defined?
Exercise V.
Define the meaning of the adjectives and make conclusions
about the meanings of the suffixes. Consult OALD. Pay attention
to the derivational patterns given in the entries of suffixes.
Foggy, wonderful, dirty, dreadful, cloudy, famous,
comfortable, reasonable.
Exercise VI.
Study the dictionary entry of the suffix «—ful».
What part of speech can be formed with the help of this
suffix? Classify the following words into two groups. Define the
meaning of the suffix in each group.
Beautiful, successful, spoonful, cheerful, handful, mouthful,
forgetful, armful, careful.
Give Russian equivalents of the words given above. Check
your dictionary (БАРС — Большой англо-русский словарь
(под редакцией И.Р. Гальперина).
Exercise VII.
Is there any lexical difference between «day», «day’s», «days»,
«days’»? What is the grammatical meaning of these lexical units?
Proceeding from the definitions of the lexical meaning and the
grammatical meaning, explain the difference between the
groups of words given below. The lexical meaning of a word is
the linguistic reflection of the concept the given word expresses
and the basic properties of the thing the word denotes; the
310
grammatical meaning is the meaning of the formal membership
of a word expressed by the word’s form.
a)	rains, goes, pours, shows, bathes;
b)	rain, rained, raining, rains;
c)	coats, scarves, gloves, hats, chimneys;
d)	fanner, fanner’s, fanners, fanners’.
Exercise VIII.
Proceeding from the working definition of «paradigm»
as the system of the grammatical forms of a word, give the
paradigms of the following words:
G6, shine, country, weather, run, swim, cattle, blow,
yesterday, postman, dirty, policeman.
Exercise IX.
Using any English explanatory dictionary compare the
meaning of the italicized words in the given contexts with the
first dictionary meaning.
1)	The white fog rolls in from the sea all over London.
2)	It’s pouring outside.
3)	People go to the seaside to bathe in the sea and dig in the
sand.
4)	Busses and cars crawl along slowly.
5)	That is why it is such a green country, with long rich
grass.
Exercise X.
Look up the word «context» in OALD and state in which
contexts the word «thick» has an identical meaning. Translate
the following word-combinations into Russian:
A thick line; thick fog; ice three metres thick; thick hair; a
thick stick; a thick forest; the air was thick with dust; thick soup.
UNIT TWO
Exercise I.
Arrange the following units into three lexical sets. Using
dictionaries add some other words to the lexical sets formed
from the words given below. In each set pick out the word
which has the most general meaning.
Room, furniture, picture, forks, curtain, door, frying pan,
cups, dressing-table, tableware and cutlery, kitchen utensils,
sink, flat, desk, window, washbasin, cooker, saucer, tea-pot,
311
spoons, minor, hall, dishwasher, house, plates, shelf,
reading-lamp, book-case, corner, stairs, tap, carpet, gas-fire,
floor, refrigerator, rug, drawer.
Exercuse II.
Arrange the following words into groups according to their
contextual associations.
Language, garden, office, bridge, flower, word, system, desk;
banks, water, river, green, grow, meaning, principle,
classification, advertisement, department, shine, street, busy,
houses, bus, walk along,forms, fill in, reception.
Exercise III.
We can outline groups of words which usually go together in
speech and in this way reflect the objective relations in real life.
Which of the words given below contextually combine with the
words «girl», «room», «office», «hill», «house», «form»?
To examine, to fill in, to take, to write out, to smile, to rent,
to let, furnished, funny, busy, steep, modern, to walk up, lovely,
look marvellous, to climb, to stay, cheerful, comfortable, to
change, to move, tall, well-built, to keep, to send, to do
business.
Exercise IV.
Compare the semantic structure of the Russian word «дом»
and its English equivalents. Use OALD and any Russian
explanatory dictionary.
Speak about the number of meanings and their arrangement.
Exercise V.
Define the meaning of the word «house» in the following
contexts:
a) A house in the suburbs, b) A full house, c) Every word
was heard in all parts of the house, d) The White House, e) A
noisy cheerful house, f) To keep house, g) To leave one’s
father’s house.
Exercise VI.
Proceeding from the definition of «paradigm» (see ex. 8, p.
311) give the paradigms of the following words:
Work, to wake, furniture, tea-pot, warm, today, to let, to
climb, pretty, to fill, to rent.
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Exercise VII.
1)	Speak about the origin of the following loan-translations
(words which are borrowings of a special kind, formed from the
material already existing in the English language, but according
to the patterns taken from another language, by way of literal
morpheme-for-morpheme or word-for-word translation, e.g. *a
five-year plan» — пятилетний план, «a wonder child» —
Germ. «Wunderkind»). Use COD or WNCD.
First dancer, collective farm, fellow-traveller, selfcriticism,
wall newspaper.
2)	Give your own examples of loan-translation which are
borrowed from the Russian language. Classify them according
to the sphere of human activity.
UNIT THREE
Exercise I.
Analyse the pattern according to which the words given
below are built. Arrange all the words in columns according to
their derivational patterns. Make conclusions about the suffixes,
saying
a)	what part or speech can be formed with the help of the
suffix;
b)	what is the part-of-speech meaning of the base
(производящая основа) to which the suffix is added;
c)	what is the meaning of the suffix.
Usually, friendly, daily, brotherly, manly, womanly, weekly,
weakly, newly, badly, structurally, beautifully, awfully, monthly,
quietly.
Exercise II.
l)Translate the following word-combinations into Russian
without using any dictionaries, relying on your knowledge or
guessing:
Thin hair, thin soup, a thin excuse, a thin stick, a thin sheet
of paper, thin mist;
new potatoes, a new baby in the family, new milk, to become
a new man;
fresh eggs, fresh paint, fresh news, fresh colours,
fresh-water fish.
2) Compare the meaning of the English words «thin»,
«new», «fresh» with the words «тонкий», «новый», «свежий»
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using OALD and the Russian-English Dictionary by R.C.
Daglish. Pay attention to the difference in the arrangement and
the number of meanings. Which of the meanings are identical?
Which of the meanings of the Russian words are not to be
found in the corresponding English words?
Exercise III.
Compare the dictionary entries of the word «holiday» taken
from three different dictionaries. What is the difference in the
technique of definitions? Is there any difference in the order of
the meanings of the word? Which dictionary gives more
illustrative examples and what do you think their role is? What
kind of information is given in brackets?
OALD
holiday 1. day of rest from work: Sunday is a ~ in Christian
countries; Friday is a ~ in Muslim countries; also bank - ...;
(often pl) (US = vacation) period of rest from work: the school
~ s; the Christmas ~ s; take a month’s - in summer; (attrib)
~ camps, on having a ~: Our typist is away on ~ this week.
~ maker — person on ~.
COD*
holiday 1. n. Day of festivity or recreation, when no work is
done; (usu. in pl.) period of this, vacation: BANK3, BLIND1
man’s, BUSman’s holiday; make ~. take a have break from
work; //on on one’s ~ s, in course of one’s vacation;
(attrib., of clothes etc) gay; - camp, place with organized
amusements for people on holiday; ~ maker, person on
holiday. 2. v.i. Spend a holiday. [OE* * haligdaeg (HOLY DAY)]
WNCD***
hol-i-day ME, fr. OE haligdaeg fr. halig[holy[ + [day] (bef. 12c)
1: HOLY DAY 2: a day on which one is exempt from work;
specif: a day marked by a general suspension of work in
commemoration of an event 3: chiefly Brit: a period of
relaxation: VACATION < four weeks’ ~ annually plus
additional days at Christmas — advt. > — often used in the
phrase on holiday; often used in pl.
* The Concise Oxford Dictionary
* * OE — Old English; AE — Middle English
* * * Webster’s New Collegiate Dictionary
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Exercise IV.
Arrange the words in the text «The Weekend» into lexical
sets: «Meals», «Sports»,«Housekeeping», «Rest and Recreation».
Exercise V.
Make up five groups of three words associated in meaning:
grocery	television	chocolate	tea	football
amusement	butter	rugby	radio	confectionary
newspaper	candies	carnival	soccer	discotheque
Exercise VI.
1) Find out what the following abbreviations used in
dictionaries mean (use OALD or COD): colloq., al., derog., lit.,
arch., poet., fig., infml.
2)Look up the words given below in OALD and say what
meanings of these words are marked by special usage labels and
what these labels mean.
Procrastinate, triumph, to tower, bookie, granny, goal,
bobby, fie, battle, bastion, barrier, to rocket, vacation, verst, to
vex.
Exercise VII.
Account for the similarity in the sound-forms and meanings
of the following English and Russian words. Use any dictionary
where you can get information about the etymologies of these
words.
Decree — декрет, epoch — эпоха, telephone — телефон,
telegraph телеграф, triumph — триумф, principle —
принцип, prose — проза, democracy — демократия, energy
— энергия.
UNIT FOUR
Exercise I.
Look up the word «synonym» in OALD and make
conclusions about the words given below. Which of them may
be considered synonyms? Arrange the synonyms in pairs.
Schoolchildren, extra-curricular subjects, extra-curricular
activities, assistance, model, difficult, facilities, basis, various, to
be associated with, optional classes, school-kids, out-of-school
activities, hard, foundations, equipment, different, to be closely
connected, help, pattern.
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Exercise II.
1) Compare the meanings of the following words using any
English explanatory dictionary and prove that they are
synonyms.
Which of the synonyms denote one and the same notion but
differ in shades of meaning (ideographic synonyms)? Which of the
synonyms differ in stylistic characteristics (stylistic synomyms)?
Deep-profound; sense — meaning; gift — present; daddy —
father; girl — lass; policeman — bobby; meal — snack — bite; to
discuss — to argue — to debate — to dispute; trade — commerce.
Exercise III.
Look up the word discuss in OALD, WNCD, COD. In
which of the dictionaries is there a section explaining
synonyms? In what part of the entry are synonyms placed? Do
the dictionaries give illustrative examples to clarify the likeness
and differences?
Exercise IV.
Look up the word «antonym» in OALD and make
conclusions about the words given below. Which of them may
be considered antonyms? Arrange the antonyms in pairs.
Passive, general, majority, cheap, minority, particular,
active, slow, expensive, great, correct, fast, to continue, small, to
stop, wrong.
Exercise V.
Give derivational antonyms (formed with the help of
prefixes and suffixes) to the words given below. Note that the
prefixes «in-», «il-», «im-», «ir-» are variants of one and the same
prefix having the meaning of «not». The form of the prefix depends
on the initial letter of the stem with which it assimilates: «im-»
occurs before bilabials (impossible, immaterial); «ir-» occurs before
«г» (irrational); «il-» — before «1» (illiterate) and «in-» — before any
other consonant or vowel (indirect^ inability).
Like (v.), like (adj.), related, expensive, moral, kind, polite,
regular, painful, agree, useful, careless, movable, proper,
experienced, decent
Exercise VI.
Give antonyms to the adjectives in the following
word-combinations. Translate them into Russian. Use OALD
and БАРС to check your variants.
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A light-blue dress; a light box; an old man; an old house; a
hard task; a hard bed; to lose a book; to lose a battle; a soft
voice; a soft cushion.
Exercise VII.
Define the meaning of the italicized word in each group. Use
any English explanatory dictionary. Give their Russian
equivalents.
1)	head, director, manager, leader; head, title;
2)	leader, editorial, leading article; leader, manager, director;
3)	heart, centre, substance; heart, soul, nature;
4)	father, male parent, forefather; father, patriarch;
5)	power, might, force; power, state, country.
Exercise VIII.
1)	Compare the semantic structures of the following
Russian and English words. Use OALD and the Russian
Explanatory dictionary by Ozgegov.
Письмо — letter; ум — intelligence; опыт — experience;
история — story.
Exercise IX.
Study the individual meanings of the polysemantic word
«take» through its grammatical valency. Describe the given
grammatical context in conventional symbols suggested in
OALD. Identify contexts in which the verb has identical
meanings. Say in what cases the grammatical context on «the
part-of-speech level» is not enough to signal different meanings.
1)	The Red Guards took the Winter Palace by storm.
2)	He took a notebook and began to write.
3)	He took a holiday and went to Europe.
4)	Did you take history at school?
5)	The work took us four hours.
6)	He took letters to the post-office.
7)	The policeman took a quick look round.
8)	The rabbit was taken in a trap.
9)	These things take time.
10)	Take her some flowers.
11)	I’d rather take a bus.
12)	The doctor took his temperature.
13)	Shall I take your message to her?
14)	Has the tailor taken your measurements?
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15)	He took her arm and led her across the road.
Using OALD study the entry of the word «take» and «Verb
Patterns» in the Introduction to the dictionary.
Exercise X.
Here is a list of nouns and noun phrases with which the
verb «to take» can collocate. Arrange them into sets (groups)
according to the meaning the verb realizes collocating with
different nouns. Translate the word-combinations into Russian.
My hand, a house, a spoon, time, the first place, a course of
lectures, a drink of water, smb’s address, lodgings, smb’s pulse,
a bath, a leave, a suggestion, a train, a bag, a prize, an obstacle,
an early breakfast, a piece of cake, a resolution, rooms, a boat,
a fortress, a prisoner, a reward, a week, dinner, Latin, smb’s
name, smb’s temperature, a shower, a journey, an umbrella,
smb’s advice, a secretary, a taxi, a ship, a city, an hour,
refreshments, mathematics, the number of the car, barometer
readings, a walk, a holiday, a plane, a tutor, a tram, an enemy
town, one’s degree, an honourary doctorate, a cup of tea, facts,
fingerprints, an examination, a whole life, the lift, a cook.
UNIT FIVE
Exercise I.
Look up the word «etymology» in OALD. Are etymologies
given in the entries of OALD? Are the etymologies given before
or after the definitions? Where are the symbols used in the
etymologies explained?
Exercise IL
1)	Look up the following words in COD, WNCD (or any
other English dictionary where etymologies are given) and
explain the etymologies of the words.
Century, capital, metropolis, suburbs, country, cathedral,
architect, palace, museum.
2)	Classify these words according to their origin. The given
words are borrowings, i.e. words that came into the English
vocabulary from another language.
Exercise III.
Analyse the semantic relations between the meanings of the
following words and speak about the way the words acquired
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new meanings. What in your opinion are the circumstances that
caused and stimulated their development (linguistic,
extralinguistic)?
What is the nature of the process, i.e. are the associations
based on similarity (metaphor) or contiguity (metonymy)? What is
the result of the semantic development: generalization (broadening)
of meaning or specialization (narrowing) of meaning?
1)	Story — 1. (archaic) history;
2.	an account of incidents or events;
3.	a fictional narrative shorter than a novel.
2)	Tube — 1. long, hollow cylinder, esp. for conveying liquids,
etc.;
2.	soft metal container with a screw-cap, used for
pastes, paints, etc.;
3.	(in London) underground railway.
3)	Bobby — 1. Robert Peel (Bobby), English statesman, died
1850, founder of the modern system of British
police;
2.	(G.B.) colloq., policeman.
4)	Cenotaph — 1. sepulchral monument to person whose body
is elsewhere;
2. The Cenotaph, esp. that in London
commemorating the dead of the 1914—1918
and 1939—1945 wars.
Exercise IV. .
Point out the difference between the meanings of the
following English borrowings in the Russian language and the
correlated words in the English language. Which of the
correlated words is more general in meaning? Which of them is
polysemantic?
Тайм — time, дистанция — distance; гид — guide,
митинг — meeting; дог — dog; бизнесмен — businessman.
Exercise V.
State to what sphere of human activity the following words
of Unit 5 belong:
Cosmopolitan, metropolis, policy, democrat, federation,
colony, quarter, nationality, immigrant, province, inflation,
volunteer, original, guide, resident, architect, bomb, coronation,
memorial, decoration, facade, palace.
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Exercise VI.
Form nouns with the help of suffixes. Classify the
derivatives into some sets according to the type of base (its part
of speech meaning) and according to the suffix. Try to define
the meanings of the suffixes. Check your dictionary.
To write, to attract, to exist, national, friend, to grow,
physics, to persecute, to explore, to visit, science, active, to
decorate, possible.
Exercise VII.
Study the derivational pattern of the following words. What
types of affixes are used to form the derivatives? What part of
speech docs the base belong to? What part of speech does the
derivative belong to? Define the meaning of each affix.
Unhappy, rebuild, unfortunate, replace, distrust, unequal,
unattractive, impossible, disorder, recall, dishonest.
Exercise VIII.
Study the following groups of words. Pick out derivatives.
Which of the words in each group are simple? Check any
dictionary mentioned above.
rebuild	warmth	decolonize	immaterial
resident	north	destroy	immediate
replace	fourteenth	decide	immigrant
reform	wealth	decorate	immemorial
reason	both	dethrone	immortal
rejoin	depth	devalue	
		defrost	
Exercise IX.
Arrange the following words into five groups associated in
meaning.
commerce	resident	understanding	unemployment	mayor
architect	inflation	cathedral	compassion	traffic
warmth	dome	trade	county	tramps
Exercise X.
Look up the words «homonym», «homograph»,
«homophone» in OALD and COD. What is the difference in the
lexicographic treatment of these words? Which of the two
dictionaries groups these words in one entry and why? What are
320
the etymologies of these words? Which dictionary gives you the
necessary information?
Exercise XI.
Spell out the transcribed words. Explain why these words
are considered to be homophones.
1) He’ll /rail/ a letter to you. You are old enough to know
the difference between /rail/ and wrong. Do it /rait/ now. 2)
There’s a /houl/ in my sock. I waited for him the /houl/ day.
3) Let me give you a /pi:s/ of advice. /Pi:s/ talks began. After
a brief /pi:s/ war broke out again. 4) /S/\m/ up the results of
the experiments. There must be /st) m/ reason for what he has
done. He asked for money and I gave him /sgm/. 5) A bee
/flu:/ in through the open window. /Flu:/ is a serious disease.
He /flu:/ round and round and could not land. 6) She is a
slender /fra/ — haired girl. «What is the /f£d/?» asked the
passenger. «Is it а /Геэ/ сору?» asked the teacher. 7) He /wAn/
the first prize. Two heads are better (han /wAn/. 8) In a /wi.k/
another order followed. He was too /wi:k/ to raise his head. 9)
What is the /wc3a/ like? 1 doubt /wc3d/ it’s the only way out.
Exercise XII.
Analyse the homonyms given in the following sentences.
State whether they are homonyms proper (words which are the
same in sound and spelling) or homophones.
1) What made the children write such essays? 1 was in
Russia right through the war. 2) The lessons of WW1I make us
struggle for peace. What the patient needed was not medicine
hut a piece of bread and there was none. 3) 1 couldn’t see the
sufferings of those people. Some English correspondents arrived
in the USSR by sea with the military convoy. 4) Not many
people were present at the match. He struck a match ami I saw
his frightened face. 5) Roses were in flower. Flour is made from
grain, csp. wheal, and used for making bread, cakes, etc.
Exercise XIII.
Analyse the structure of the compounds given below.
Explain what the words mean.
Half-dead, a woman-teacher, water-colours, to duglrench,
to machine-gun, blue-eyed, a bus-driver, head-master, a
school-mate, a hunger-strike, a note-book, grey-haired.
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Exercise XIV.
Make up sets of words with the following root-morphemes:
Hate—hear—civil—...; patriot—...; horror—...; end—...;
heat—...; apply—...; arm—...; passion—...; courage—....
Exercise XV.
1) Compare the meanings of the words given below using a
dictionary.
2) Study their etymology. What do you call the words that
came into different languages as a result of simultaneous or
successive borrowing from the same source?
Demonstrate — демонстрировать; correspondent — кор-
респондент; commentator — комментатор; memoirs — мемуары.
Exercise XVI.
Find in the text of UNIT FIVE words which are used
metaphorically. Comment on the interplay of direct and indirect
meanings in the contexts.
UNIT SIX
Exercise I.
Look up the word «compound» in OALD, pay special
attention to the meaning in which the word is used as a term of
lexicology. Analyse the structure of the following compound
words and classify them according to the patterns given below.
Define the meaning of each word.
Patterns: n+adj-»-Adj; n+n-»-N; (adj +n)+ed->-Adj
Note that words built up according to the last pattern are
derivational compounds because they are formed with the help
of the suffix «-ed» which is added to the base built of a free
phrase.
Snow-white, story-teller, open-hearted, grass-green,
girl-friend, world-wide, bedroom, bookshelf, week-end,
school-master, blue-eyed, football, class-room.
Exercise II.
1) Define the meanings of the following compounds. Give
the free word-combinations they are based on. Provide Russian
equivalents.
An out-of-towner, an East Ender, hot-tempered (people),
deeprooted (habits), (a) long-tailed (monkey).
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2) Paraphrase the following using derivational compounds
and compounds proper built on the patterns: (adj +n) +ed ->
Adj; n+adj->Adj.
A girl with grey eyes; shoes having low heels; a man with
red hair; a lady with a dull face; a fellow with an open heart;
hands with short fingers; eyes as black as coal; hands as cold as
ice; a face as white as snow;
Exercise III.
Look up the following words in COD. Get ready to speak
about their etymology.
Tutor, professor, lecture, college, school.
How can you account for the fact that the Russian
equivalents of these nouns sound very much like in English:
тьютор, профессор, лекция, колледж, школа.
What are the etymologies of these Russian words?
Exercise IV.
Look up the following words in OALD and give their
Russian equivalents. Which of the meanings of the given English
words do not exist in the semantic structure of the correlated
Russian words? (The Russian explanatory dictionary by
Ozhegov may help you in your work.)
Dramatic, student, sportsman, champion.
Exercise V.
Compare the semantic structures of the following English
and Russian words using dictionaries. What conclusions can you
make?
Faculty — факультет; decade — декада; address — адрес;
intelligent — интеллигентный.
Exercise VI.
Classify the following words according to the ways they are
built: a) a derivative (suffixal formation / prefixal formation); b) a
compound proper; c) a derivational compound; d) a simple word.
Lecturer, examination, queer-looking, first-class, improper,
computer, punishment, black-eyed, ice-cold, breakfast,
weekend, to rewrite, unknown, root-word, disgraceful, discuss,
discipline.
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Exercise VII.
Find in the text of UNIT SIX synonyms of the word
«wonderful». Speak about their similarity in meaning and their
differences.
Exercise VIII.	v
Study the «Appendices» in OALD. What type of information
is given there? Does it unclude the part «Biographical names»?
In what type of dictionary can you find information about
people and places? What do you think is the difference between
a dictionary and an encyclopedia?
Do you think information about people and places
should be given in dictionaries? How can you argue your
point?
You can find brief information about those mentioned in the
texts of UNIT FIVE and UNIT SIX in Webster’s New
Collegiate Dictionary (WNCD) in the part «Biographical
Names». Write out the information and get ready to give your
notes to the text.
Exercise IX.
Look up the meaning of the suffix «—hood» in OALD and
COD. Explain the origin of the suffix. Find words with the suffix
in the text and define their meanings. Give other examples with
the same suffix.
Exercise X.
1) Make conclusions about the meaning of the group suffix
«—manship» consisting of the suffixes «—man» and «—ship».
The analysis of the meaning of the words «penmanship» and
«authormanship» will help you.
2) Compare the structure of the words given above with the
structure of the words «statesmanship» and «championship».
Are their bases simple, derived or compound? What are the
patterns according to which these words arc built?
Exercise XI.
Group the following words according to their derivational
patterns. Define the meanings of the suffix «—ly» in each of the
patterns.
Slowly, thirdly, lovely, friendly, lastly, specially,
enthusiastically, undoubtedly, hourly, motherly, daily,
fourthly.
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Exercise XII.
Define the meaning of the following compound words.
Comment on their structure. Say what part of speech they
belong to.
Housekeep, market-gardener, deep-rooted, tenant-farmer,
whitewash, tightly-knit, evil-hearted, householder, landlord,
weekend, even-tempered, century-old.
Exercise XIII.
Find in the text words denoting an active doer or a person
following some special trade or profession. Analyse their
morphological structure.
Exercise XIV.
Study the etymological data for the following English words
and speak about the origins and meanings of the words. Which
of the words are borrowings?
Note: ME — Middle English; OE — Old English; OF — Old
French; L — Latin; Gk — Greek.
CHARACTER n < ME caracter < OF caractere < L < Gk Charakter
«stamp, impress».
THEOLOGY n < ME < OF theologie < L < Gk theo + logia/logos
(God — knowledge).
DEMAND v < OF demander < L (de)mandare «order».
LORD n < OE hlaford < hlafweard «bread-keeper».
HYPOCRISY n < ME < OF hypocrisie < L < Gk hypokrisis «acting of
a part,-pretence».
MUSEUM n < Gk mouseion «seat of the Muses» / < the Muses (Gk
and Rom Myth) — nine Goddesses, inspirers of poetry,
music, drama, etc./
Exercise XV.
1.	Study the Grammatical valency of the word «keen» (i.e. its
distribution in the given contexts on «the part of speech» level)
and distinguish between the different meanings of the word.
Note: Different distributional patterns often signal out
different meanings of the word.
E.g. She grew thin. — V + iXdj.
' She grew flowers. — V + N
1)	He had a keen ear.
2)	He was keen on sports.
3)	He had keen sight.
4)	He is a keen observer.
5)	He is keen to help us.
6)	He is not very keen on poetry.
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7)	Here is a keen blade.
8)	He has a keen eye for colour.
9)	He is very keen to see his birthplace again.
10)	He is keen on football.
2.	Answer the following questions:
1)	Which of the given contexts are identical on the part of
speech level?
2)	What conclusion can you make about the grammatical
valency of the adjective «keen»?
3)	Does «keen» have the same lexical meaning in the
distributional pattern «keen + N»? What does the meaning of
♦keen» in this context depend on? How many meanings does
the semantic structure of the word «keen» comprise?
Exercise XVI.
Look up the word «acute» in OALD and compare its
meanings with those of the word «keen». Make conclusions
about the sameness and differences in their meanings. Are they
interchangeable in any context? What type of synonyms are they
(ideographic or stylistic)?
Exercise XVII.
Compare the meanings of the following English and Russian
words:
Character — характер, history — история, collection —
коллекция, family — фамилия.
Use English and Russian explanatory dictionaries.
UNIT SEVEN
Exercise I.
Compare the meanings of the words in the pairs in which
the noun is a simple word and the verb is a derivative formed
with the help of conversion. Conversion is one of the most
productive ways of word-building. Describe the semantic
relations within the following pairs with the help of the scheme
given below:
object,
action characteristic of the object
instrumental use of the object
acquisition or addition of the object
deprivation of the object
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Water — to water, hand — to hand, dress — to dress, bone
— to bone, bar — to bar, key — to key, poison — to poison,
dust — to dust, eye — to eye, ape — to ape, comb — to comb.
Exercise II.
Describe the semantic relations within the following pairs of
words with the help of the scheme given below:
action
instance of the action
agent of the action
place of the action
object or result of the action
To fall — a fall, to drive — a drive, to touch — a touch, to
show — a show, to cut — a cut, to tramp — a tramp, to walk —
a walk.
Exercise III.
State what part of speech the italicized words belong to,
define their meanings.
He is a pilot. Gardeners water lawns. Water lilies wither
quickly. They will holiday in Europe. Many birds winter in the
South. Could Mary milk the cow? Cheese spreads are
convenient to picnic with. The dog nosed the door open. The
hunter’s first shot was a miss.
Exercise IV.
Find cases of conversion in the text of UNIT SEVEN.
Define the meaning of the derivatives formed with the help of
conversion.
Exercise V.
Explain what is odd about the italicized words. Which of the
‘italicized words are derivatives and which of them are simple
words?
Hospitals arc manned by women. Steamships sail to
Europe. Aricraft land on water. This news is old.
Exercise VI.
Read the following joke and say which linguistic
phenomenon the joke is based on.
327
«Mother», says Johnny, «is it correct to say «water the horse»
when he is thirsty?» — «Why, certainly, dear!» — «Well then,»
says the boy picking up a saucer, «I’m going to milk the cat».
Exercise VII.
Analyse the semantic relations between the meanings of the
following words and explain the way the word acquired new
meanings. Look up these words in a dictionary to be able to
speak about the etymologies of these words.
COMRADE — 1. trusted companion, loyal friend, equal with
whom one is on familiar terms;
2.	fellow socialist, communist, etc.
PIT —	1. natural hole in ground; hole made in digging
for mineral, etc. or for industrial purposes.
HUNGER — uneasy or painful sensation, exhausted
condition caused by lack of food; (fig.) strong
desire.
FOLLOW —	1. go or come after (moving thing or person);
treat or take as guide or leader (to follow
advice, to follow the fashion);
2.	keep up with mentally, grasp the meaning of
(argument, speaker).
ROOT —	1. part of plant normally below earth’s surface;
2.	source or origin (of).
Exercise VIII.
Analyse the derivational patterns of the following words.
Arrange them in columns according to the derivational patterns.
Define the meaning of each word taking into account the
meaning of the base and the suffix. (Jse OALD.
Powerless, acceptable, pitiful, angry, revengeful, cruelly,
miner, excitement, handful, hardly, determination, watery
(eyes), advisable, apologetic, worthless, thankless, weaken,
resolution, consolation, eatable, possibility, hateful, argument,
harden, hopeless, capitulation, confusion, sadden.
Exercise IX.
Form nouns denoting a person or a thing acting as an agent
or practiser of smth.
To strike, to employ, revolution, to lead, to act, mine, to
ride, philosophy, astronomy, to run, to swim, to begin, to hold,
to search, to organize, tour, to advise, to lose, to assist, to
stimulate, to follow.
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Exercise X.
Establish which of the words given below are a) derivatives;
b) simple words; c) grammatical forms of a word.
Leader, hunger, banner, weaker, miner, master, stronger,
cheer, winter, paper, father, villager, thinner, busier.
UNIT EIGHT
Exercise I.
Study the entry of the word «intelligent» and make
conclusions about the type of dictionary this entry is taken from.
Say whether this dictionary is a) lingustic or encyiopedic
b) monolingual or bilingual
c) translation or explanatory.
intelligent [in’telid nt], adj, having or showing powers of
reasoning or understanding: All human beings are much more
intelligent than animals, /an intelligent plan/ an intelligent dog
easily trained to control sheep. — iy, adv: Try to act intelligently.
USAGE An intellectual, or intellectual person, is one who has
developed his brain and intellect, is highly educated, and is
interested in subjects that exercise the mind. One can be very
intelligent / have great intelligence, without knowing much. A
small child with a clever quick mind is intelligent but he can
hardly be an intellectual.
(from Longman Dictionary of Contemporary English)
Exercise II.
Correct the mistakes in the following English translations.
Explain what caused the mistake.
датский флот	the Dutch fleet
политика правительства	the politics of the government
аккуратная одежда интеллигентный человек	accurate clothes an intelligent person
новелла того же автора	the novel of the same author
дверь на сцену рабочие фабрики	a scene door the workers of the Fabric
снять номер в гостинице имя и фамилия превосходный спектакль	to take a number at the hotel the name and the family a wonderful spectacle
329
интересоваться
политикой
кабинет директора
народная музыка
to be interested in policy
the manager’s cabinet
people’s music
Exercise III.
Look up the word «style» in OALD or COD. Explain the
meaning of the word «style» in the sentences given below.
Translate them into Russian.
1)	Flattery is not his style.
2)	Let us do the thing in style if we do it at all.
3)	He’s a gentleman of the old style.
4)	The style of this book is more attractive than the matter.
5)	What do you know about the styles of architecture?
6)	Did they live in European style when they were in Japan?
7)	The letter is written in a delightful style.
8)	I am interested in the latest styles in hats.
9)	As you read a work of literature you become aware of its
style, even though you may be unable to describe the style
accurately after you have finished reading.
10)	It happened on March 3rd old style.
11)	I like that style of car.
12)	What do you think of the new hair style?
Exercise IV.
1)	Give Russian equivalents of the following English words
and explain the meaning of their components.
Philology, lexicography, allomorph, morphology, polysemy,
phraseology, semasiology, alphabet, autobiography.
2)	Give examples of other words consisting of the same 
elements (components) of Greek origin.
Exercise V.
Read the following riddles and comment on the language
phenomena they are based on.
1)	What people handle more letters than lexicographers?
(Postmen and typists)
2)	Why are different trees like different dogs?
(They have different barks)
330
3)	What has a tongue and has to be answered, and yet cannot
speak a word?
(A bell)
4)	What is the difference between a watch-maker and a jailer?
(The former sells watches and the latter watches cells)
5)	Which river in America has four eyes?
(The Mississippi. It has four «I»s)
Exercise VI.
Look up the word «language» in COD to answer the
following questions:
1) What is the origin of this word?
2) Which meanings registered in the dictionary can be referred
to the following examples: a) The language of a Hemingway
story is simple and direct, b) Her dark eyes spoke the language
of love, c) Her language may be quiet and refined, but her
listeners always sit up and take notice, d) The language of bees
is a fascinating study, e) The eyes have one language everywhere,
f) All languages are good if they are spoken in a human way.
Exercise VII.
Give nouns corresponding to the following adjectives. Speak
of the word-building means used in each case. Make a list of
noun-forming suffixes and derivational patterns.
Cold, embarrassed, polite, false, public, sensible, exciting,
tricky, certain, dark, indignant, happy, difficult, hard, free,
steady, equal, curious, cheap.
Exercise VIII.
Find nouns corresponding to the verbs given below in the
text of UNIT SEVEN. Define their meanings in the given
contexts. Speak about the world-building means used in all the
cases and the semantic relations between the verb and the noun.
To embrace, to kiss, to hunt, to smell, to trouble, to wish, to
work..
Exercise IX.
Arrange the following words into groups of synonyms.
Prove that they are ideographic synonyms.
Ask, pretty, wish, beg, terrified, hate, desire, call, anger,
beautiful, visit, longing, accident, pardon, rage, tender, dislike,
misfortune, lucky, delight, indignation, alarmed, pleasure,
331
handsome, loving, excuse, happy, affectionate, disaster, forgive,
detest, frightened, fortunate.
Exercise X.
Study the following contexts and make conclusions about
the difference in meaning between the synonyms. Check
Webster’s New Dictionary of Synonyms.
1.1)	He could scarcely hide his anger at their answer.
2)	The crime of aggression arouses their moral indignation.
3)	He gritted his teeth in anger at the insult.
4)	All the refinement of his anger, the sneering, the sarcasm,
the irony vanished, and instead, his rage foamed over like a
raging sea.
5)	She was sure that he was innocent... Aunt Milly was now
in her sixties, but still capable of vigorous indignation.
6)	The blood came to his face, his heart filled with a bursting
passion of rage and incompetence.
II. 1) I hate him for his pettiness and cowardice.
2)	You may hate those who have done injury to yourself, but
you detest those who have done injury to others.
3)	In his long life he has loved and he has hated.
4)	He is a most disagreeable, horrid man... I quite detest him.
5)	I care little for dress or fashion, detest afternoon calls and
look upon society as one big lie and sham.
6)	I mortally detest cards.
Exercise XI.
Read the following contexts in which some words are
omitted, then guess which of the four choices given after each of
the contexts is the word that has been omitted.
1)	The night was so----that not a sound could be heard. (A.
quiet, B. beautiful, C. dark, D. dangerous.)
2)	Although Alice expected her parents to be worried by her
long, unexpected absence, both her mother and father seemed
quite-----. (A. unavailable, B. undecided, C. unworried, D.
unexpected.)
3)	His---handwriting resulted from haste and carelessness
rather than from inability to form the letters correctly. (A.
careful, B. unreadable, C. beautiful, D. silent.)
4)	When the letter from his wife arrived he---the contents
carefully. Because she had not answered his question, he was
332
angry and tossed the letter into the Гпе. (Л. drstioycd II wmii
C. tore up, D. read.)
5)	After so many nights of---, Mrs. Clay decided th««t she
really must see a doctor. She couldn’t continue to lie awaki
every night, worrying about her health. (A. parties, B.
frightening dreams, C. sleeplessness, D loneliness.)
6)	There was no hope of------. Hours were spent in useless talk.
(A. conversation, B. agreement, C. satisfaction, D. joy.)
7)	The best time for parents to put their children to bed is when
they still have---. (A. knowledge, B. wit, C. strength, B. time.)
Exercise XII.
Look up the word «idiom» in OALD Compare its semantic
structure with the correspondent Russian word «идиома».
Explain the meaning of the words «idiom» and «idiomatic» in
the following sentences:
1)	She speaks idiomatic English.
2)	I don’t understand the local idiom.
3)	This should be accepted as established idiom.
4)	«Red tape» in the sense of «bureaucratic method» is an
idiomatic phrase.
5)	It’s Shakespeare’s idiom.
6)	This dictionary is concerned with idiom and the idiomatic.
Exercise XIII.
1)	Read the following definition of a «phraseological unit»
given by Professor A.V.Kunin and compare it with the definition
of the term «idiom».
A.V.Kunin: «А phraseological unit is a stable word-group
characterized by a completely or partially transferred meaning.»
2)	What conclusion can you make about the criteria used to
distinguish between free word-groups and phraseological units?
Exercise XIV.
Proceeding from the information you got in ex. 12 and ex.
13 classify the following word-combinations into free word-
groups and phraseological units. Give their Russian equivalents.
Red tape, red flower, black eyes, black market, cold water,
cold war, to fall in love, to fall in the street, to show smb the
door, to show smb a picture, to take a book, to take pains, to
pull at a rope, to pull smb’s leg, to cross the Rubicon, to cross
the river.	\
333
Exercise XV.
1) Explain the meaning and the origin of the following
phraseological units. Use the Concise Oxford Dictionary
and the English-Russian Phraseological Dictionary by
A.V.Kunin.
Rubicon of History, the Trojan horse, Achilles’ heel, to meet
one’s Waterloo, the Gordian knot, the sword of Damocles,
Solomon’s judgement.
2) Compare the way these phraseological units are treated
in the two dictionaries you used.
Exercise XVI,
On what linguistic phenomena are the following jokes
based? What causes misunderstanding?
1)	«Are your father and mother in?» asked the visitor of a
small boy who opened the door. «They was in,» said the
child, «but they is out.» «They was in. They is out. Where’s
your grammar?» «She’s gone upstairs», said the boy, «for a
nap».
2)	Phe hotel manager suggested to a leaving guest. «Here
are some views of our hotel which you may take as souvenirs.»
«Thanks, but I have my own view on your hotel», replied the
guest.
3)	A speaker asked, «Did I make a moving speech?» «Yes,
everybody moved to the door».
4)	A publisher gave notice that he intended to get up «a new
head» for his paper. One of his subscribers dropped him the
following note: «Don’t do it — better keep the money and buy a
new head for the editor.»
5)	It turns out that both soldiers and girls have to deal with
powder. The difference being that the girl powders her face
while the soldier faces powder.
Exercise XVII.
1) Analyse the derivational patterns of the given words and
make conclusions about the meanings of the suffix.
2) Group the following derivatives according to the meaning
of the suffix «-ish».
Boyish, bookish, reddish, British, eightish, roguish, Danish,
fortyish, Irish, feverish.
334
Exercise XVIII.
Explain the difference between the meanings of the
following words derived from the same root by means of
different suffixes. Give their Russian equivalents.
Mannish — manly, watery — waterish, excited — exciting,
delighted— delightful, childish — childlike, social — sociable.
Exercise XIX.
Translate the following sentences into Russian. Comment
on the meaning of suffixes.
1)	He is a good speller and a quick learner.
2)	The examinees were given extra time to get ready for the
answer.
3)	She doesn’t look auntish at all.
4)	The jajn was sugary.
5)	Г11 never forget that eventful day.
6)	The lamb’s tail was long and pullable.
7)	The apartment was carpetless.
8)	What is she like? Sixtyish. Stout. Grey hair.
9)	Such activities are punishable.
10)	It’s a shockproof watch.
ОГЛАВЛЕНИЕ
Предисловие....................................... I
Unit 1. THE WEATHER .............................. 5
Unit 2. A ROOM WITH A VIEW........................41
Unit 3. THE WEEKEND..............................79
Unit 4. ABBOT’S ROAD ...........................121
Unit 5. LONDON.................................l<,o
Unit 6. ROBERT BURNS............................204
Unit 7. THE BREAKOUT ............................23 7
Unit 8. MY FUTURE PROFESSION...................26.5
EXERCISES FOR STUDENTS’ RESEARCH WORK..........30‘»
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ДЛЯ ПЕРВОГО КУРСА ЯЗЫКОВОГО ВУЗА
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