Г. М. УАЙЗЕР, С. К. ФОЛОМКИНА, Э. И. КААР
ENGLISH
УЧЕБНИК
АНГЛИЙСКОГО ЯЗЫКА
ДЛЯ X КЛАССА
СРЕДНЕЙ ШКОЛЫ
Утверждён
Министерством просвещения РСФСР
10-е издание
ИЗДАТЕЛЬСТВО «ПРОСВЕЩЕНИЕ»
Москва★ 1 973
4 И (Англ) (075)
У 12
6-6
LESSON ONE
Exercises
I.	Say where you went last summer, when you went there, who you
went with how long you were there, and when you came home.
II.	Say what you usually do during your summer holidays, and what you
want to do next summer. Use the phrase
Next summer, f'd like to...
111.	Complete the following sentences; say something about your summer
holidays or your future holiday plans.
1.	We couldn’t ... because ...
2.	We had planned .... but ...
3.	I’d like ... if ...
4.	Some of my friends ..., so ...
IV.	Ask one of your classmates two questions: a) where he went last
summer; b) who he went with (or who he stayed with).
V.	Ask one of your classmates a question about his plans for next sum-
mer. Let him answer, using the phrase
/ think so (I don't think so)
Example: A.: Are you going to the country next summer?
В.: I think so I was there this summer, and my
uncle has invited me to come again next
summer.
VI.	Study the meaning and use of the new words as seen in the follow-
ing examples:
to need: 1 need a new pen. We went to the South because
my mother needed sea air. He needs ten more minutes
to finish the work. If you need me, ring me up. Do you
need anything else?
slow: Don’t be so slow — we’ll be late! The clock is five
minutes slow. Speak more slowly, please. They walked
home slowly
fast: Don’t walk so fast! They began to work faster. My
watch is a few minutes fast
to move: 1) I couldn’t move the box. He moved the lamp
nearer. 2) The car was moving too fast to stop. The boy
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was afraid to move. The train was moving slowly.
Don’t move!
end: I have quite forgotten the end of the story. At the
end of the story, he comes home again. He read the
book from beginning to end. He lives at the end of our
street. We are going to have an English party at the end
of the month.
to prepare: We prepared everything for the excursion. 1 must
prepare to answer the questions. The wall newspaper was
prepared by three pupils.
VII.	Add a sentence logically connected.
Example: 1 need a new pen. I’ve lost my old one.
1.	If you need me, ring me up. ...
2.	They walked home slowly. ...
3.	They began to work faster ...
4.	Don’t move! ...
5.	He read the book from beginning to end ...
VIII.	a) Say what you need and why (or what somebody in your family
needs and why).
Examples: 1 need some help. I must find ten pictures for
our wall newspaper.
My sister needs a new ski suit. Her old one is too
small for her now.
b) Say what you (or one ot your classmates) can do fast and what
you do (or he does) slowly.
Example: I can skate fast, but I
c) Say what you are going to do
swim slowly.
at the end of
the week
the month
the year
IX.	Read and translate orally the italicized part in each sentence (without
a dictionary).
A.	1. I’d like to have some hot milk. 2. Some time passed.
3.	At the end of the summer we made friends with some
boys from Czechoslovakia. 4. Some of the pupils from
our school worked on a collective farm this summer.
5.	We must go to some quiet place in the mountains.
В.	1. I need some more time. 2. He liked fruit more than
anything else. 3. Jim could not work more than he did.
4 Now we had only one more question to discuss. 5. The
task becomes even more difficult in the rain.
4
С.	I. When did you last go to a pioneer camp? 2. Last
summer we made a camp in the forest and lived there
for a week. 3. Have you ever camped out? 4. Camping
is very pleasant in fine weather.
D.	1. She stood looking at me in surprise. 2. The boy lay in
bed thinking about his plans for the day. 3. We sat
talking about new films. 4. “Take it,” he said talking
fast and pushing the letter into my hand.
X.	Guess the meaning of the italicized words; pronounce them correctly.
A.	1. I never complain of bad appetite ['aapitait].
2.	That was a really romantic Fra'maentik] story.
3.	In Tallin we stayed at a hotel [hou'tel].
4.	Do you know Russian poetry f'pouitri] well?
В.	1. How does the film end? The story of his adventures
was endless.
2.	The project ['prodjektl you are going to work on is
very interesting. I think there is a real need for it.
3.	You can get from London to Edinburgh ['edinbara],
the capital of Scotland, in six hours by fast train.
4.	The boy lay without movement. We watched the slow
movements of the machine. Pete won the chess game
after only seventeen moves.
5.	The car slowed up when we came to the village.
XI.	Read the text “Holiday Plans” at home, giving special attention to
the use of the following words:
a)	to return, to pull out, a fire, to fish, a sound, a smell
towards;
b)	to move, to need, an end.
Prepare for classroom discussion of the questions in Exercise XII
(page 7).
HOLIDAY PLANS
(Retold from “Three Men in a Boat” by Jerome K. Jerome)1
There were three of us in my room: George, and Harris, and I.
We sat talking about our health, and we all agreed that we were
very ill. I explained to my friends how I felt when I got up in
1 Jerome K. Jerome [dja'roum 'kei dja'roum] (1859—1927) — an English
writer whose humorous stories won great success even outside of England.
His most popular books are: “Three Men in a Boat”, “Three Men on the
ВиттеГ, “The Idle Thoughts of an Idle Fellow”.
5
the morning and began to move about, and Harris described how
he felt when he went to bed. Then George lay down on the sofa
and showed us how he felt at night.
We didn’t know what was the matter with us, but we were
all sure that we worked too hard and that we needed a good
rest. “We must go to some quiet place in the mountains, far
from the noise of London,” George said. I thought it was a good
idea, but Harris didn’t agree with us. “We shall have a better
rest if we go on a sea trip,” he said. “The smell of the sea will
be good for our health.”
I didn’t like the idea of a sea trip, and 1 said so. A sea
trip is good if you can go for two or three months. But you
can’t get any enjoyment out of a sea trip if you go for only
one week. I remember, my sister’s husband once went on a short
sea trip from London to Liverpool.1 He bought a return ticket,
but when he came to Liverpool, the only thing he wanted to do
was to sell the ticket. He found a young man who needed sea
air and exercise and who wanted to go to some place near the
sea. “Near the sea!” my sister’s husband said talking very fast
and pushing the ticket into the young man’s hand, “You can be
on the sea —as much sea air as you like. And exercise! If you
try to walk more than three yards8 on the ship, you will have
enough exercise for your whole life!” He himself returned home
by train; he said that trains were good enough for him.
Then George remembered how his aunt felt once on a sea
trip, and at the end of his story I think Harris understood us,
because he said, “Let’s go up the river. A boat trip on the river
will keep us in the open air and give us exercise. We can fish
and swim. The hard work will give us good appetite and make
us sleep well.”
I said that I could not understand how George could sleep
more than he did now. “Every day has only twenty-four hours,
both in summer and in winter,’’ I said. But we all agreed that
Harris* idea of a boat trip was a good one. So we pulled out
maps and began to discuss plans.
We arranged to start on Saturday from Kingston8 and go up
the river towards Oxford.
Then we discussed where to sleep at night. George and 1 want-
ed to camp out every night. “A camp is so romantic,” we said.
But Harris said, “And what if it rains?”
There is no poetry in Harris. But we had to agree that there
was truth in his words. Camping is not very pleasant when it
rains. You come to the place in the evening. Your clothes are 1 2 *
1 Liverpool f'livapu:!]
2 A yard is about 91 centimetres.
8 Kingston f'kiflstan] — пригород Лондона
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wet, and there is water in the boat and in everything in the
boat. Two men take the tent out of the boat and begin to put it
up; the third man begins to throw the water out of the boat.
It isn’t easy to put up a tent in dry weather; and the task
becomes even more difficult in the rain. You are sure that the
other man isn’t trying to help you. The tent has just fallen a
second time, when the third man (the one in the boat) suddenly
asks, “Why are you so slow with that tent? Why haven’t you
put it up yet?”
At last, you put up the tent and try to make a fire to get warm
and cook supper. But that is a hopeless task in the rain. So you
decide to eat some cold food and go to bed. But you don’t eat
your food, you drink it, because the bread is full of water, and
the salt, the sugar and the butter are all swimming together and
make a kind of soup...
We thought of all this, and of the wet ground, and the sound
of the rain on the tent, and decided to camp out in fine weather
and to sleep in a hotel in bad weather
Now we had only one more question to discuss—what to take
with us. But Harris said he had had enough discussion for one
evening So we put on our hats and went out for a walk.
Xll.	Discuss possible answers to the following questions
1.	What was really the matter with the three friends?
2.	Why did the friends decide not to go to some quiet place
in the mountains?
3.	Why didn’t Jerome like the idea of a sea trip?
4.	Why did they all agree to a boat trip?
5.	What made the friends discuss the question of camping
out?
XIII.	Tell the story. Here is the plan.
1.	The three friends decide they need a good rest.
2.	Jerome and George do not like the idea of a sea trip.
3.	A boat trip —that’s the thing the friends like.
4.	Camping out is not always pleasant
XIV.	Speak about the picture “A Camp in the Forest”
a) Say what you see in the picture. Use the words:
camp n, to make a fire, to cook, fish n (pl fish),
smell n, sound n, to move.
b) Speak about each of the people in the picture. Say what you think
they did before the moment you see them in the picture.
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A CAMP IN THE FOREST
XV. Say when you last used one of the means of transportation shown in
the pictures. Then answer the questions.
8
A. 1. Where did you go?
2.	How long did your trip (journey) last?
3.	Who did you travel with?
4.	Where did you stop?
5.	What places of interest did you see (visit)?
6.	What did you do there?
7.	Did you enjoy your trip (journey)?
В.	1. Have you ever camped out? How did you like it?
2. Would you like to camp out again?
XVI. Look at the pictures and say what happened to the two friends
Homework
I	.* Write three sentences like those in Exercise II (page 3).
11	.* Copy the following sentences, using a preposition where necessary:
1.	You can get ... N. in eight hours ... fast train.
2.	She did not move until she read the story ... the end.
Then she slowly closed the book.
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3	The boys need ... a hammer and some nails to mend
the bench
4	The boys came back ... the country ... the end ...
August.
5.	What would you like to prepare ... our English
party?
HL* Do Exercise XI (page 5).
IV	* Copy out the Past Tense forms of the irregular verbs (19) used in the
text “Holiday Plans9’. Write their infinitive forms.
Example: were—to be.
V	.* Find (he sentences in (he text where the word trip is used (8 sen-
tences) and copy them out: underline the word combinations in which
the word trip appears.
VI	.* Read the story “The Tent That Danced” in Lesson Two without using
a dictionary. Prepare to answer the questions given before the text.
Vocabula
end n, v
fast a, adv
fire n
fish n, v
move o, n
ry to be
need v, n
prepare v
pull (out) v
return v
slow a
remembered
smell n, v
sound n
towards prep
I’d like...
LESSON TWO
Questions:
1.	Why did the friends call Stanford “Shorty"?
2.	Why did two of the men go away and why was Shorty (eft alone in
the camp?
3.	What made Shorty leave his comfortable place by the fire?
THE TENT THAT DANCED
(Retold from the story by Stephen Crane)1
Jim and Ed were big, strong young men. Their friend Stanford
was a little man, who looked even smaller when the three of
them stood together. They always called him “Shorty”.
Once they came to a forest to fish. They put up their tent at
the foot of a hill near the lake and were ready to catch all the
fish in it. But perhaps the fish there were remarkably clever, or
they were not hungry. Perhaps the men were not good fishermen ..
Days passed and they caught —nothing.
When they had eaten their last loaf of bread, they decided
that two of them must go to the nearest village for food while
the third stayed to watch the camp.
1 Stephen Crane ['stfcvn 'krein) (1871—1900)—an American writer, the
author of many short stories and novels. One of his best-known books —
"The Red Badge of Courage" — is about the Civil War in America.
11
returned. Shorty
“Shorty is too small and weak to carry
much,” Ed said to Jim, “so we’ll have to go.”
The two men were not very happy at the idea,
for their camp was far from the nearest village.
“You’ll stay here and be comfortable, Shor-
ty, while we have to walk all the way to the
village and back,” Ed said complainingly.
“I hope the devil comes to keep you com-
pany,”1 said Jim, as he and Ed started for the
village.
Night came, and the two men had not yet
sat near the camp-fire, looking into the dark
forest and listening to the wind in the trees. Suddenly, he heard
strange sounds. He stood up slowly	and	his legs felt	very	weak.
“Hah!” he shouted. A growl2 answered,	and a big,	black bear
came out of the forest towards the fire. Shorty and his uninvited
visitor stood looking at each other.	The	bear looked	like	a vet-
eran and a fighter. His little, red	eyes	shone, his open	mouth
looked very red and very big.
Slowly the bear began to move towards the little man, who
turned and ran around the camp-fire. “Ho!” said the bear to him-
self, “this thing won’t fight — it runs. Well, I’ll catch it.”
And he started to run after Shorty. Now Shorty didn’t run —
he flew, the bear after him. They ran around the fire, the bear
coming nearer and nearer. Then Shorty flew into the tent.
The bear stopped in front of the tent. Then he put his head
into it and smelled. He could smell many people, but he could
see no one. The little man lay in the far corner of the tent. He
was too frightened to move. Then, slowly and carefully, the bear
moved into the tent...
Exercises
I.	Look at the three series of pictures. Which series do you think
describes the end of the story best? Tell the end of the Story according
to the series you have chosen, using the words given with each picture.
1.
at that moment
to appear
to return
to understand
in danger
1 I hope the devil comes to keep you company.—Надеюсь, черт придет
составить тебе компанию.
* a growl [graul] — рычание, ворчание.
12
to km
to look out
slowly
(not) to move
to pull
dead
around the fire
to tell
the other end of
the tent
fast
towards
high up
to return
to see the danger
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to kill
at the foot of the
tree
to come down
slowly
3.
a stick
a hat
the end
to move towards
to get frightened
to return
to be surprised
to run after
fast
around the fire
to feel proud
to tell
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II.	At home read the author’s end of the story on page 144. Explain
Shorty's answer to his friends' questions.
III.	Translate orally in class.
1.	Stanford was called “Shorty” by hfs friends. Stanford,
called “Shorty” by his friends, was not a very strong man.
2.	The tent was put up by the friends at the foot of a hill.
The tent, put up by the friends, looked very small
among the big trees.
3.	The sound was heard by the people around the fire. The
sound, heard by the people around the fire, came from
the lake.
4.	The boat was carried by the water. The boat, carried by
the water, was slowly moving towards an island in the
middle of the river.
5.	The sledge was pulled by six dogs. The sledge, pulled
by six dogs, stopped in front of the post-office.
IV.	Translate in writing at home, using a dictionary.
SAILORS’ FRIEND
There are very dangerous reefs near the northern coast of New
Zealand. In the summer of 1871, a ship called the ‘Brindle”
was moving slowly through a fog near the reefs. Some sailors on
the ship suddenly saw a tremendous white dolphin in the water
It swam towards them and then turned and swam in front of the
ship. The dolphin seemed to lead the ship, and it swam on and
on until the ship had passed the dangerous reefs. Then it swam
away, and the ship, led by the dolphin Into open water, con-
tinued on its way.
From that time on, every ship that came to the reefs was met
by the white dolphin. Sailors in every port knew about the
dolphin; thanks to its “work” not one ship was lost on the reefs.
The dolphin, protected by a special law, appeared in front of
every ship that came near the coast of New Zealand. It continued
to serve as a ships’ pilot until 1912. Of course, no one could be
sure that it was the same dolphin, and no one has ever discov-
ered what made the white dolphin (or dolphins) pilot ships past
the reefs for forty years.
LESSON THREE
Exercises
I.	Say what you have decided to do after finishing school. Use the
phrases:
After finishing school ...
I have decided ...
1 haven’t decided yet ...
I’d like to ...
Example: I have decided to go to work after finishing school.
I’d like to get work at a factory
11.	Say what you wanted to be at some time in the past. Then repeat
what you said in Exercise I. Use the phrase
... 1 changed my mind and decided ...
111.	Say the same things that you said in Exercises 1 and 11 about one of
your friends or a member of your family.
IV.	Ask one of your classmates about his future profession. Let him an-
swer, using the phrase
/ thin! so (I don’t think so).
Example: A: Are you going to be an engineer?
В: I don’t think so. I’d like to be an architect.
But I haven’t decided yet.
V.	Study the meaning and use of the new words as seen in the following
examples:
examination,	We took our first examinations in the 8th
to pass,	form. The Russian	examination was the
university,	most difficult, and	most of the boys and
(technical)	girls were afraid of	it. But we had worked
college:	hard, and almost all	the pupils did well at
the examination. All the pupils in our class
passed the examination.
Some pupils in our class want to continue their
studies after finishing school. Two of them want to enter
16
Moscow University, three — technical colleges, one—
a medical college, and the others have not decided yet I’d
like to study at a teachers’ college or at a university.
We are all working very hard as we shall have
to take (and, of course, we hope to pass!) our entrance
examinations.
VI.	a) Say what you’d like to be or where you’d like to work. You may
need some of the following words and word combinations:
an actor, an artist, a doctor, a scientist, a teacher,
a pilot, a worker, a writer, a dancer, an engineer, a tech-
nician [tek'nifan], a mechanic [tni'ksntk], a collective farm-
er, etc.;
at/in a hospital, at/in a factory, at/in a library, in/at
a plant, on the radio (TV), at/in school, on a collective
farm, at/in a theatre, in the cinema, etc.
b) Say where you’d like to get your training:
I’d like to get my training
at a university
at a technical college
at a teachers’ college
at a medical college
at a theatre school
at a technical school
at a medical school
c) Say three or more sentences about yourself:
Example: I’d like to work at a hospital. I’d like to be a
doctor. I want to get my training at a medical
college.
VII.	Speak about yourself and your classmates following the examples in
Exercise V (page 16).
VIII,	Study the meaning and use of the new words as seen in the following
examples:
used to: 1 still remember the wonderful stories that my
grandmother used to tell me. Last summer we used to
play volley-ball almost every afternoon.
to act: You didn’t act right. I didn’t like the way he acted
at the meeting. He acted like a hero.
immediately: We shall begin immediately. Call him imme-
diately. We had to act immediately.
to die: The great Russian poet Pushkin died in 1837. He
died young. The dying man called his three sons. He
died fighting for freedom.
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right, л: Everybody in our country has the right to work
and to study. Women in our country have the same rights
as men. Workers in capitalist countries have to fight for
their rights. You have no right to keep library books
so long.
IX.	Say two sentences about what you did last summer (when it rained,
in fine weather; in the morning/afternoon/evening; after breakfast,
after lunch, after dinner, after supper).
Example: Early in the morning 1 used to go fishing.
When it rained, I used to play chess with my
brother or read something.
X.	Study the following groups of sentences. After reading each group
discuss the difficulties that the gerunds present for translation.
A.	I. 1 like fishing (to fish) early in the morning. 2. The
travellers continued moving (to move) towards the vil-
lage because they wanted to spend the night there.
3. We planned seeing (to see) a number of cities on the
journey down the Volga.
В.	1. She never enjoyed cooking. 2. I’ll begin the doors
after I finish washing the windows. 3. She didn’t stop
sewing until it was too dark to see.
С.	I. Camping is very pleasant in fine weather. 2. Making
a fire is very difficult in the rain. 3. Fishing gives me
much enjoyment. 4. John’s last job was cleaning buses.
5. Seeing is believing. (English proverb.)
D.	1. Jim and Ed were not very happy at the idea of going
to the village. 2. She was tired of listening to his jokes.
3. The girls thought of returning to their collective
farm at the end of May. 4. When he was a boy, he
dreamed of becoming a great traveller. 5. I have never
had a chance of visiting Kiev.
REMEMBER!
One construction only
to stop
to finish
to enjoy
doing something
to think
to be tired
to dream
a chance
an idea
a plan
of doing something
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XI.	Guess the meaning of the italicized words; pronounce them correctly.
A.	1. The army attacked the city. Three attacks were made
during the night.
2.	Our industry I'mdAstn] needs many trained specialists.
Young specialists are needed in all industries.
3.	We were sure he had a good chance [tjarns] ol winning
in the coming races.
4.	The girl had a talent ['taelant] for drawing.
5.	The news was met with enthusiasm [in'6ju:ziaezm].
6.	We found an ideal [ai'dial] place for our camp.
7.	Jerome’s friends decided not to eat in restaurants
['restaro:gz], but to prepare dinners themselves.
8.	It was a typical ['tipikal] camp dinner.
В.	1. He was named Henry after his grandfather. My sister
has a friend, named Jane.
2.	The engineer made a careful examination of the engine.
The doctor examined my eyes.
3.	He couldn't explain his actions. Actions speak louder
(громче) than words. (English proverb.) The time has
come for action. He lived an active life. The first act
of the play was not interesting. He acted very well
in “Othello [o'0elou]”.
4.	We saw very well-trained dogs in the circus They got
special training in the circus school. They were trained
to dance and walk on two legs.
XII Discuss the translation of the following sentences.
1.	Glasgow’s ['glaezgouz] George Square is a pleasant contrast to
the old black houses around it It is a lunch-time meeting
place for thousands of people.
2.	Now, George Square has become another kind of meeting
place.
3.	It was in George Square that 1 met a sixteen-year-old boy.
4.	When I spoke to John, this is what he said ...
5.	It’s difficult to have dreams when your life is falling to
pieces around you.
6.	In Scotland, 10,000 young people under eighteen are
unemployed—one-third of the youth under eighteen.
7.	Tens of thousands of working-class youth arewithout jobs.
8.	You are not wanted.
XIII. Read the text “One of Thousands” at home, giving special attention
to the use of the following words:
a)	unemployed, to unite, a government, to serve;
b)	named, used to, a chance, to train, industry, a right.
Prepare for classroom discussion of the questions in Exercise XIV
(page 23).
19
ONE OF THOUSANDS
The Story of John McGlinchey 1 by Doug Bain
Glasgow’s George Square is
a pleasant contrast to the old
black houses around it It is a
John McGlinchey wants to find a job.
lunch-time meeting place for
thousands of people who like to
sit in the sun among the flower-
beds and listen to the jazz bands1 2
which play during the summer
months.
Now, George Square has be-
come another kind of meeting
place; for when lunch-time is
over and the bands have stopped
playing, hundreds of young peo-
ple can still be seen in the
square—young people who have
nothing to do the whole day —
Glasgow’s unemployed youth.
It was in George Square that
I met a sixteen-year old boy,
named John McGlinchey, who
has been out of work since No-
vember last year.
TYPICAL
John is a typical young teen- died and John had to leave to
ager.3 4 He went to a senior sec- help at home.
ondary school* until his father Since he left school, he has
1 John McGlinchey [ma'glintfi]
* a jazz band fcfeaez 'band)—джаз-оркестр
• a teenager ['ti:n,eidja] — a boy or a girl who is between thirteen and
nineteen years old
4 senior ['si:nja| secondary school — forms 9—11
20
had jobs in a fish shop, a res-
taurant, and a few other places.
His last job was cleaning
buses, but when his mother fell
ill, John had tostayathome—
to wash, cook and clean for his
eight younger brothers and sis-
ters. Of course he lost his job.
For ten months since then,
John has gone to the Labour
Exchange1 every day, looking
for a job. He will take any kind
I hear about the games from my
friends. I can’t go to the pic-
tures2 or to dances.
I would like to be a motor-
mechanic, but I don’t think I
have a chance of becoming a
mechanic. I want work —any
kind of work. I’m tired of doing
nothing. Most of the time, when
Гт not looking for a job, I
stay at home.”
I spoke to John for an hour
Unemployed school-leavers.
of work that he can find. When
I spoke to John, this is what he
said:
“I would like to do the things
other young people do. I’ve got
a good bicycle, and I like riding
it. But I’m thinking of selling
it. We need money at home. I
used to go to football games on
Saturdays, but I can’t go now.
and felt that here was a typ-
ical teenager who has all the
dreams and hopes of youth. But
It’s difficult to have them when
your life is falling to pieces
around you.
In Scotland, 10,000 young
people under eighteen are un-
employed—one-third of the
youth under eighteen. Of that
1 the Labour Exchange ['leiba(r)iks'tfeind3j—биржа труда
8 to go to the plctures=»to go to the cinema
21

more than 2,
•Illi
have
never had a job since they
left school. From all corners of
Britain, the same story comes
Al! teenagers up to eighteen
must have a chance of becoming
part-time students.2 The country
must help part-time students to
Youth demonstration against unemployment.
in: from Wales, from Mersey-
side, from Sunderland1 and even
from the “rich" South-East of
England. Tens of thousands of
working-class youth are without
jobs. If you have just left school,
you are not wanted! Take your
place in the army of unemployed!
Britain needs thousands of
trained people—engineers, scien-
tists, technicians of all kinds.
We must train boys and girls in
all industries, all school-leavers
must be employed.
become full-time students® and
to pass their examinations for
universities. England needs ten
new universities and better tech-
nical colleges to train half a
million scientists and engineers.
For their free time, young
people need playing fields, swim-
ming-pools, clubs and theatres.
We must stop the attacks on
the rights of youth. A govern-
ment which cannot find a place
for the talents, the enthusiasm
and ideals of its youth must be
1 Wales [weilz], Merseyside ['matzisaid), Sunderland ('sAndaland)
a A part-time student—a student who works and at the same time stud-
ies at school, a university or a college, a full-time student—a student who
does not work anywhere and only studies at school, a university or a college.
changed. Young people must
unite in the struggle against
the Tory Government.' They
must fight for their right to work
and to live a full, interesting
life.
XIV.	Answer
1.
2.
3.
4.
5.
the following questions:
Where did the author of the article meet John McGlin-
chey? Why did he find him there?
What can you say about John’s family?
Why didn’t John finish school?
Why did John lose his last job?
What did John dream of?
The government serves only
the interests of big business, the
monopolies. Young people must
act immediately, together with
older workers to change the Brit-
ish government.
XV.	Speak about John McGtinchey’s life.
XVI.	Find answers to the following questions in the text and discuss them.
1.	How many young people were unemployed in Scotland in
1963? Was this so only in Scotland?
2.	What rights of the youth does the author write about?
3	Did the government in Great Britain solve the
pr blem of Britain’s need of trained specialists?
4	How does the author understand the task of the youth
of Great Britain?
5.	Why does the author call John McGlinchey a typical
teenager?
XVII.	Speak about your plans for the future (what you are going to do af-
ter finishing school).
XVIII.	Speak about Pimenov’s picture “University Lights”.
1 the Tory ['tan) Government — правительство, большинство которого
составляют члены партии тори —консервативной партии Англии
23
Homework
I.* Do Exercise Vic) (page 17) in writing.
IL* Prepare for a dialogue in class. Think of what you can tell your
classmates about your plans for the future, and what you can ask them
about their plans.
111	.* Do Exercise XIII (page 19).
IV	.* Re-read the text and copy out the sentences in which the words
a chance, a university, a coltege, used to, immediately are used.
V	.* Read the article by A. Johnstone in Lesson Four without using a
dictionary. Prepare to answer the questions given before the text.
Vocabulary to be remembered
act n, v,
attack v, n
chance n
college n
die v
examination n
government n
immediately adv
Industry (industries) n
lunch n
mechanic n
pass v
right n
serve v
technical a
technician n
train v
unemployed a
unite v
university n
change one’s mind
named ...
used to ...
LESSON FOUR
Questions:
1.	How did Volodya happen to fall ill?
2.	Why was Volodya taken to Moscow?
3.	What can you say about Volodya’s studies?
WHY VOLODYA DIDN’T DIE
By Archie Johnstone'
Pevek is three hundred miles north of the Arctic Circle.1 2 3 The
nearest big city is Magadan, a thousand miles to the south; Mos-
cow is about eight thousand miles to the west by plane. And
all the way through this distance,8 and for more than eight years,
there were people who united their efforts to save the life of Vo-
lodya Trufanov. Volodya’s mother decided to write an open letter
of thanks to all these people. I heard the letter when it was read
over Radio Moscow.
“It all began,” the mother explained, “when Volodya, who was
sixteen then, was playing hockey on his school team in the most
important game of the season. The temperature was minu thirty,
not an unusual temperature for a February day in Pevek. It was
only when the game was over, and Volodya’s team had won, that
he felt *a little frost-bite’.4 * His team-mates took off his boots and
massaged his feet. When he came home, Volodya talked about the
game, but he didn’t say a word about the frost-bite.
A whole month passed before I learned about it.”
One night when his mother came home from work, she found
Volodya in bed with a very high temperature. She ran for help
to the hospital at the other end of town and returned with a young
doctor named Dina Barinova. The doctor examined Volodya and
said that he must have an operation. It was the only chance of
1 Archie Johnstone ('аф 'djonstoun] (died in 1962)—an English journal-
ist; wrote many articles about the Soviet Union, where he lived for several
years, in American and British magazines and newspapers. The article is from
the American magazine “New World Review”, August, 1962.
2 the Arctic Circle—Северный полярный круг
3 distance ['distans]— расстояние
« ... felt *a little frost-bite* — ... почувствовал, что немного отморозил
ноги (‘frost-bite’—букв.: «укус мороза»)
saving his life, and they must act immediately. General sepsis.1
Volodya was taken to the hospital, and the struggle for his life
began.
There were more operations after the first one. Pevek is a lit-
tle town and soon everybody knew about Volodya. The doctors,
the hospital people, and many people in Pevek gave their blood1 2
for Volodya Everybody came to Volodya’s mother to ask what
they could do to help They brought fruit, vegetables and all kinds
of delicacies that were hard to get in Pevek. Volodya did not die,
thanks to the blood that people from all over the town gave. But
he was getting weaker and weaker.
A terrible night came when the doctors saw that they could do
nothing more to save his life. A radio SOS was sent to the chief
doctor3 in Magadan, Dr Obikhodov. He came himself, by a spe-
cial plane. He stayed a week at the hospital and then said that
the only hope was to take Volodya to Moscow. Volodya under-
stood how bad things were, but he never stopped fighting for his
life.
“So now,” his mother writes, “1 had to take my dying son on
a journey of almost eight thousand miles. How could we move
him? But in this too, I wasn’t friendless. Comrade Burkhanov,
chief of the Transport Service, arranged for a special fast plane.
For the journey from the hospital to the airdrome, they made a
special transport—a big sledge with a special bed in it, pulled
by a tractor. On the way to Moscow, doctors came to the plane at
every stop to take care4 of Volodya.”
In Moscow, Volodya was taken to the Botkin Hospital, where
Dr. Anna Savchenko, the famous specialist, began a new struggle
for Volodya’s life, a hard struggle that lasted two long years. At
last, the danger passed. Volodya could sit up in bed, and then
stand, and then move about slowly. He began to make plans for
his future.
All his life he had dreamed of becoming a radio engineer But
how could he go to school? He still walked with great difficulty.
“And in this too, we found good-hearted people who didn’t allow
us to fight alone,” Volodya’s mother writes
“Nikolai Blagushin, a teacher of Moscow School No. 26, gave
all of his free time to help Volodya to finish the ten-year school.
Then the teachers and professors of a Leningrad engineering col-
lege united their efforts to help Volodya. He has just passed his
fourth-year examinations. He has one more year to study.”
1 general sepsis ('djenaral 'sepsis]—общее заражение крови (при неко-
торых случаях обмораживания протекает в течение довольно длительного
времени без каких-либо внешних признаков)
2 blood [blxd] — кровь
* the chief ltfi:f] doctor—главный врач
4 to take care [kea]—эд осмотреть, оказать помощь
26
Next year, Volodya hopes to pass his last examinations, and
to receive the diploma of radio engineer. Let us wish him every
success!
Exercises
1.	Give as many facts as you can to prove the following:
1.	Many people in Pevek tried to help Volodya.
2.	Everybody tried to make Volodya’s journey to Moscow
as comfortable as possible.
3.	The struggle for Volodya’s life was hard and long.
4	Volodya will become a radio engineer.
11.	Discuss the following questions.
1.	Why did the author find it important to describe the
geographical (dsia'graeftkl] situation of the town of Pevek?
2.	Why didn’t Volodya die?
III.	Speak about Burak’s picture “A Visit”.
a) Describe the picture (say what you see in the picture).
b) Say what each of the girls will do after the visit.
27
IV.	Translate in writing at home, using a dictionary.
ON THE ENGLISH CLIMATE
Almost twenty million people (two-fifths) of the whole popu-
lation of England live in seven large, densely populated cities.
London, the largest of them, has a population of eight million,
and most Londoners still have open fireplaces in which they use
coal. The result is that there is a tremendous concentration of
smoke and soot in the air. The smoke not only absorbs part of
the sun’s rays, but promotes the formation of denser and heavier
fogs. That explains why the well-known English fogs are seen
more often in densely populated cities. Very often, while a heavy
fog hangs over a big English city for days, only a few miles
away in the country, the sky may be cloudless and the sun
shining brightly.
The average winter temperature varies between —3° and —7°.
Snow does not cover the ground very long, except on the moun-
tains. The cold air, which comes to England from the continent,
becomes not only damper as it moves over the North Sea, but
warmer, and it melts the snow.
Towards spring, cold masses of air from the Arctic may
attack England, and in April there are sure to be snowfalls some-
where in England.
The English climate is so changeable that when English
people make plans for vacations or trips, they usually begin,
“If the weather...”
LESSON FIVE
Exercises
I.	Say what sports you go in for now, and what you went in for in the
past. Use the phrase
When I was ... years old, 1 ...
II.	Speak about the sports you went in for last summer or last winter.
Say where you used to go, how long you used to play games (swim,
fish, etc.} and what you used to do afterwards.
III.	Say what sport you like to watch. Say something about an interesting
event that you saw in this kind of sport. If you know, say who the
Soviet Union champion and the world champion is in this kind of
sport. Look at the names of different kinds of sport events given here:
basket-ball game; water-polo game; volley-ball game;
hockey game; tennis match; boxing match; football match;
figure-skating competition; swimming competition; gymnas-
tics competition; racing competition; chess tournament.
Example: I like to watch ski-jumping.
I saw an interesting ski-jumping competition
last (this) winter.
... is the Soviet Union ski-jumping champion.
IV.	Study the examples:
A:	I like camping out.
B:	So do I.
A:	I don’t play tennis well.
B:	Neither do I.
After each sentence use the phrase
So do (did, am, shall, have) I;
Neither do (did, am, shall, have) I.
1.	I used to go in for volley-ball.
2.	I don’t play volley-ball so often now.
29
3.	I haven’t seen a good football game for a long time.
4.	I don’t like to watch table-tennis games on TV.
5.	I am not good at figure-skating.
6.	I want to see some tennis matches next summer.
7.	I shall go in for sports as much as I can.
8.	I have read about the match in the newspaper.
9.	I was never a good speed skater.
V. Do the same as you did in Exercise IV (page 29) nd add another
sentence, as in the example:
Example:
A:	1 want to go to a football match this Sunday.
B:	So do 1. Do you know where I can get a ticket?
1.	1 want to go to a volley-ball game this Sunday.
2.	If it doesn’t rain, we shall go swimming.
3.	One of my friends wanted to become a chess champion.
4.	We used to play hockey very often.
5.	I didn’t go skating very often last winter.
VI. Study the meaning and use of the new words as seen in the following
examples:
well-known: Cherkasov was a well-known actor. The novel
“War and Peace” by Lev Tolstoy is well known all over
the world. These facts are well known to everybody. It
is well known that...
to be (get) excited: She was so excited that she couldn’t
speak. Everybody was excited by the news. We shall
speak about it when you are less excited. He got excited
when he saw the letter.
fan: There are many football fans in our class. Most of
them are Spartak fans. I am a tennis fan, and I try to
see all the most important tennis matches.
to hold (held, held): Hold my watch for me, we are going
to have a volley-ball game. The girl returned holding
some plates in her hands. She held her little brother by
the hand.
member: The members of our English club have pen-friends
in Great Britain and Australia. I’d like to become a
member of the school hockey team.
speed: The car was moving at high speed. They were driv-
ing at a speed of 120 kilometres an hour. Lydia Skobli-
kova was the 1964 Winter Olympics speed-skating cham-
pion. The train was going at full speed.
30
to seem: It seems to me that you are wrong. The exami-
nation seemed very difficult to him. He seemed (to be)
surprised. He did not seem (to be) excited at all.
The girl didn’t seem to like the lunch; she didn’t eat any-
thing.
to wear (wore, worn): He was wearing his best suit. The
girl wore a black dress and seemed much older than
she really was. She enjoyed wearing her new winter
coat.
to be about: I was about to leave the house when the
telephone rang. He was about to agree, but suddenly
changed his mind.
VII. a) Say what they are wearing and why:
b) Say what you usually wear: 1) at school, at home; 2) in summer,
in winter.
VIII» Complete the following sentences in as many ways as you can;
1.	I was about to ... when ...
2.	It seems to me that ...
3.	It is well known that ...
31
IX. Say what they are holding and why:
X. Guess the meaning of the italicized words; pronounce them correctly.
A.	I. Sports are very popular ['popjula] tn our country.
2.	Now we can watch many international [^nta'naejnal]
matches on TV.
3.	Petrov came to the finish line ten seconds before his
nearest opponent [a'pounant].
В.	1. The class was so excited by the news that their school
team had won that the beginnieig of the lesson was
very noisy. A group of excited children, holding books
and flowers, gathered round their form mistress. It
was a very exciting match. There was much noise
and excitement at the meeting.
2.	He is very ill; the doctors say that his life is in
danger. Crossing the street is dangerous when cars
are moving fast from all sides.
3.	He said he wasn’t interested in the match though the
game itself was interesting to him. He said he had
lost interest because the game was too slow.
4.	It was impossible to return in time because the train
was late. Please be ready at six o’clock if possible.
C.	1. November 7, 1967 is the fiftieth anniversary [,aem-
'vaisari] of the Great October Socialist Revolution.
32
2.	If a player in a hockey game breaks a rule [ru:l], he
is not allowed to play for two minutes.
3.	The train went back about two hundred metres and
then began to move forward ['fo:wad] again.
4.	Each player won five games: the chess tournament
ended in a draw.
5.	Some of Gorky’s letters were found not long ago and
were published ['рлЫф] in “Literaturnaya Gazeta”.
XI.	Discuss the translation of the following sentences:
I.	People in those days enjoyed their ball games and
got as excited about a game as they do now.
2.	Nobody was allowed to play ball games.
3.	The rules fixed the number of men on a team.
4.	In 1909, the goal-keeper began to wear clothes of a
different colour from that used by the other members
of his team
5.	The rules were changed again and again.
6.	The new rule made it possible to stop any attack.
7.	The game was becoming less interesting, and people
seemed to be losing their interest in it.
8.	Football began to be played in Russia at the begin-
ning of the twentieth century.
XII.	Read the text “One Hundred Years of Football** at home, giving special
attention to the following words:
a)	a purpose, to interfere, a laws
b)	to be (get) excited, to seem, to be about, to end in a
draw, forward, a rule.
Prepare to answer the questions in Exercise XI11 (page 36).
ONE HUNDRED YEARS OF FOOTBALL
We say that 1963 was the one-hundredth anniversary of foot-
ball, but the game is really much older Games with a ball were
well known hundreds of years ago. “Harpastum”, the Roman1
game, that was brought to Gaul1 2 * by Caesar’s legions,8 the French
game of “Soult”, Georgian4 “Lelo”, Russian “Shalyga” and “Kila”,
and many others were all forms of ball games. “Kemari”, one of
1 Roman ('rouman]— римский
2 Gaul [go:l]— Галлия (древнее государство, находившееся на террито-
рии современной Франции)
’Caesar’s legions ['st гэг 'Udsanzj — легионы (Юлия) Цезаря
4 Georgian ['(^эхЭДап) — грузинский
33
1679. England vs.1 Scotland.
the oldest of these games, was played 1,400 years ago and is still
played in Japan? Football fans saw “Kemari” at the 1964
Olympic Games in Tokyo.
These ball games were not played in stadiums or on football
fields. They were played in the squares and streets of cities and
villages, and they were very dangerous to the windows and doors
of the houses.
People in those days enjoyed their ball games and got as
excited about a game as they do now. Young workmen used to
leave their work to take part in a game. At the beginning of the
seventeenth century, special laws were made against playing ball
games. Nobody was allowed to play, and for two hundred and
fifty years, there were no games.
People began to play again in the second half of the nine-
teenth century. In 1863, a meeting was called in a tavern in
Great Queen Street, London, for the purpose of deciding the rules
of the game. There was much excitement at this meeting. Shouts
of “Only feet!” came	from	one	end of the hall; “Hands	and feet!”
came from the other	end.	At	last, when the “hands	and feet"
group saw that they	could	not	win, they left the hall.	The meet-
ing then became quieter, and thirteen rules of football were intro-
duced. They were published in December, 1863, and later became
the international rules of the game all over the world.
* vs. — сокр. от versus (against)
8 Japan [dja'paen]—Япония
34
The rules fixed the number of men on a team: a goal-keeper,
one full-back, one half-back and eight forwards.1 Only the goal-
keeper could hold the ball in his hands. The sound of the refe-
ree’s whistle1 was heard for the first time in 1878. Before that
time, the referees shouted to the players, made signals with their
arms or used a school bell.
The goal,1 as we see it today, was introduced in 1891. The
same year saw the introduction of the eleven-metre penalty kick.1
At first, the goal-keeper was allowed to move forward six metres
in front of his goal. He could move and jump from side to side
to try to interfere with the player wrho was about to make the
penalty kick. But a rule was introduced which did not allow the
goal-keeper to move towards the player or from side to side
before the penalty kick was made. In 1909, the goal-keeper began
to wear clothes of a different colour from that used by the other
members of his team.
The rules for “out of play”1 were changed again and again.
At first, the rule did not allow a player to pass the ball1 to
a man in front of him. Later, the rule was changed: a player
was “out of play” if there were less than three opponents in front
of him at the moment when he passed the ball to another
member of his team. This new rule made it possible to stop any
attack. One of the backs could move forward, leaving only the
other back and the goal-keeper in front of the attacking team.
The forwards of the attacking team were then “out of play” and
the referee’s whistle stopped the game. It became more and more
difficult to make a goal. More and more often, games ended in
a draw — 0-0;1 2 the game was becoming less interesting, and people
seemed to be losing their interest in it.
In 1925, the rule was changed again for the last time. Now,
a player is “out of play” if there are less than two (not three)
opponents in front of him at the moment when he passes the
ball. Since 1925, no important changes have been made in the
rules of football.
Football began to be played in Russia at the beginning of
the twentieth century. The game was not very well known then, but
after the Great October Socialist Revolution, it became more and
more popular. Today, football is the favourite sport of millions
of people in our country, and Soviet football teams take part in
international matches all over the world.
1 Some football terms: goal [goul]— 1) ворота; 2) гол; goal-keeper f'goul-
ktpa]—вратарь; 'full-back—защитник; 'half-back—полузащитник; forward
['fa:wad] — нападающий; penalty ['penlti] kick—пенальти (одиннадцатимет-
ровый штрафной удар); out of play—вне игры, to pass the ball—переда-
вать мяч; referee’s whistle (,refa'rfcz 'wislj—свисток судьи
2 Read: nothing to nothing
35
XIIL Answer the questions:
1.	Why do we say that 1963 was the one-hundredth anni-
versary of football?
2.	Why were ball games not always allowed by law?
3.	When were the rules of football published? How many
rules were there?
4.	Have the rules of the game always been the same since
they were introduced?
5.	When was football first played in Russia?
6.	What can you say about Soviet football teams?
XIV.	Re-read the first four paragraphs of the text “One Hundred Years of
Football”. Then:
a)	Find the most important sentence or sentences in each paragraph.
b)	Give the idea of each paragraph in as few words as possible.
c)	Write down the best variant.
XV.	Speak about the last football (hockey, etc.) game you went to or
watched on TV. Say if you like this kind of sport, if you go in for it
yourself or are only a fan, what teams played, who won the game and
what the score was.
XVI.	Tell what happened one summer day to the boys living in our yard.
You may need the word: спасательный круг — life-buoy f'laifboi].
THEORY AND PRACTICE
(by Y. Cherepanov)
XVII.	Speak about Fattakhov’s picture “Fans” (page 37).
a)	Say if you ^ee a town or a village in the picture, and why you
think so.
b)	Describe the two boys. (Say how old they are, what they are wear-
ing, which boy is holding a hockey-stick.)
c)	Say what the boys did before the moment you see them in the
picture.
d)	Speak about the game the boys are watching. (What kind of game
it is, where it is being played, how the boys’ favourite team is
playing, why the boys are so excited, etc.)
36
Homework
I.* Copy the following sentences. Use the verb in the margin in the
proper form.
I ... to see Helen at the stadium yes-
terday. It always ... to me that she
didn’t like football. But when I ... how
excited she ... when one of the teams ...
to be losing, 1 ..., “I ... wrong — Helen
is a real football fan.”
I ... about to ask her which team ...
a better chance of winning, when she
suddenly ... to me and ..., “Tell me why
one member of the team ... different
clothes? And why doesn’t he help the other
players on his team?”
to be surprised
to seem
to see
to become, to seem
to think, to be
to be, to have
to turn, to say
to wear
II.* Do Exercise XII (page 33).
37
Hi.* Find English equivalents in the text for the following and write
them out:
сотая годовщина футбола; с целью установить правила
игры; они были опубликованы в декабре 1863 года; оканчи-
вались вничью; принимают участие в международных
матчах; двигаться вперед; правило было изменено; спе-
циальные законы против игры в мяч; мешать игроку.
IV.* Say which of the dictionary meanings given here are illustrated in the
following sentences:
interfere [,mta'fia] о 1) мешать; служить помехой, препятствовать;
2) вмешиваться (in); 3) сталкиваться (with).
law [b:] п 1) закон; правило; 2) право; юриспруденция; internation-
а1~международное право; 3) профессия юриста; 4) суд, судебный
процесс; 5) attr. законный; юридический; правовой
1. Sometimes, his interest in sports interfered with his studies.
Don’t interfere in their discussion, they are specialists
2. Newton formulated the law of gravity ['gtaevitij.
Have you ever read “The Law of Life” by Jack London?
At that college, students must take examinations in inter-
national law.
Lenin studied in the law department at Kazan University.
V	.* Prepare for a dialogue in class. Think of what you can tell your class-
mates about your favourite sport and what you can ask them on the
subject.
VI	.* Read the story “The Blue Patch” in Lesson Six without using a dic-
tionary. Prepare to answer the questions given before the text.
anniversary n
fan n
forward adv
hold (held, held) v
interfere v
international a
law n
match n
member n
neither adv
publish v
purpose n
rule n
seem v
speed n
wear (wore, worn) v
well-known a
be about
be (get) excited
end in a draw
38
LESSON SIX
Questions:
1. Why did Jackie decide to go to the races?
2.	What place did Jackie take:
a)	in the first race?
b)	in the thread-and-needle race?
c)	in the wheelbarrow race?
THE BLUE PATCH1
By D. Bateson
“Ma,” said Jackie, “when can I have those new trousers?” She
did not look up from her sewing. “When your father gets a job,”
she said at last. “In October, perhaps.”
Jackie ran out into the street. He threw his ball at the wall
of the house and caught it again. October ... he had to wait
three months before he could say good-bye to the blue patch in
his trousers. And everybody could see the patch. Penny Dale,
the girl who lived on the hill, could see it too.
Jenner came up the street and asked, “Going to the races,1 2 3 * 5
Jackie?”
Jackie threw his ball at the wall again. “No, I don’t think
so,” he said.
“There are prizes,” Jenner said. “Seven and six and half a
crown8 for first and second places.”
Jackie thought: “If I win a first prize, 1 can buy those trou-
sers myself. Then Ma won’t have to worry.”
“I’d like to go,” he said. “How much do you have to pay to
take part in the races?”
“Only sixpence,” Jenner said.
“Only!” Jackie said “And where can I get sixpence?”
“I’ll give you threepence for that ball.”
“But I need sixpence!”
“— And another threepence for your knife,” Jenner said.
1 a patch Ipaetf] —заплата
2 Going to the races? (разг.)=Are you going to the races?
3 seven and six = seven shillings and sixpence. British money: a pound
(£|) = 12 shillings (12s); one shilling (Is) = 12 pennies (12d); one crown =
5 shillings; a half-crown=2 shillings sixpence (2s 6d)
39
Jackie thought about it, but not long. Ten minutes later, they
were on their way to the races, Jenner wearing his new white
shirt and white trousers, Jackie in his old shirt and brown trou-
sers with the blue patch.
For many weeks, Jackie had thought ot going in for some-
thing—just for the idea of winning. But he had not, because of
the patch He didn’t want to show all the other boys and girls
the blue patch in his trousers. But how could he get rid of1 the
patch if he didn’t run? When the man shouted, “First race — boys,
seventy yards,” Jackie gave h»m his sixpence and went to stand
in the starting-line with the other boys.
He tried too hard at the beginning of the race, and couldn’t
make his legs go fast enough at the end. But he won second
place, with Jenner just behind him, and the man gave him half
a crown.
Next was a thread-and-needle race. Jackie wanted Penny Dale
for a partner, but a girl named Helen took his arm, and they
went together to the starting-line. Jackie saw Penny Dale near
him, with Jenner. Helen went to the end of the field and held
her needle ready. Jackie put the piece of thread into his mouth,
and when the man shouted “Go!”, he ran like the wind towards
Helen. He was the first boy to get to his partner. But he was
so excited that his hands were shaking, and he had difficulty
threading the needle.
“How slow you are!” Helen said, waiting to run back to the
starting-line with her threaded needle.
The other pairs threaded their needles quickly, and the girls
ran back. Penny was second. Helen was last. When Jackie re-
turned slowly with his hands in his pockets, Helen didn’t look
at him. She walked away without a word.
Jackie’s last chance for a big prize was the wheelbarrow1 2 race.
You had to run on your hands in the wheelbarrow race; a girl
behind you held your legs and pushed you. But now nobody, he
thought, wanted to be his partner Nobody wanted to help him
to get the money for those new trousers.
So that was how Penny Dale saw him looking unhappy and
alone.
“Would you like to help me?” she asked.
His eyes became bright, but he said, “You can have anyone
for a partner.”
“I don’t want anyone,” she answered. “I’d like to have you.”
His heart was full of joy, but he thought of Penny behind
him and of the blue patch in his trousers. “I can’t,” he said.
“I’m no good at sport.”
1 to get rid of — избавиться от
2 a wheelbarrow ['wi:l,baerouj — тачка
40
“Please, Jackie!” she said. "Look, they’re about to start ” And
she pulled his hand
He tried again as they moved towards the line. “I have never
won a first prize.”
But Penny didn’t answer. They were in the line now, and she
took his legs and he heard the man’s voice: “Ready? Go!”
Jackie forgot his purpose in coming to the races. He stopped
thinking about Ma, and Jenner, and Helen. He even stopped
thinking about the prizes. He could only think of the blue patch
in his trousers that Penny could see. He ran forward on his
hands. He only wanted to get to the end of the field as quickly
as possible, to give Penny less time to look at that patch. He
ran on and on, and didn’t see that now all the other pairs were
behind them. But he saw the white finish line. When they came
to the end of the field, he ran across the white line and fell
down.
“We won, Jackie, we won!” Penny cried as she sat down near
him on the grass.
And he saw that there was only admiration* in her eyes.
Exercises
I.	Answer the questions:
I.	Why did Jackie change his mind about going to the
races?
2.	How did he get the money he needed to enter the races?
3.	What shows that Jackie was a good runner?
4.	What are the rules of a thread-and-needle race and of a
wheelbarrow race?
5.	What prizes did Jackie win?
11.	Answer the foliowing questions. Give tacts from the story to support
your answers
1.	In what season were the races held?
2.	Did the idea of winning some money come to Jackie
only that day?
3.	Was Jackie a better runner than Jenner?
4	How many races did Penny take part in? What prizes
did she win?
5.	Why did Penny invite Jackie to be her partner in the
wheelbarrow race?
1 admiration hadmrreijn]—восхищение
41
111. Speak about the picture. You may need the words: to break (broke,
broken)—разбивать; to take a picture (of) — фотографировать.
IV. Translate orally in class:
1.	It was the Russian scientist Ladygin who made the first
electric lamp.
2.	it was the Russian traveller Miklukho-Maklai who studied
the life of the Papuans ['paepjuanz],
3.	It was not until 1863 that the rules of football were
introduced.
4.	It was in the South Sea islands that Jack London found
material for some of his best stories
V. Translate in writing al home, using a dictionary.
MAGIC TABLETS
In their first match against Sweden’s champion football team,
the Dynamo footballers won by a score of five to one. It was
their speed of play that brought the Soviet team their victory,
and Swedish experts wondered how the Russian players could
maintain such high speed.
42
A reporter who entered the Dynamo dressing-room during the
interval made a sensational discovery. The Russians, he said,
drank tea and lemon; and at the same time, they sucked some
kind of white tablets. The newspapers had no doubt that it was
these white tablets that gave the players the strength to maintain
their high speed of play. A Swedish firm began to sell so-called
“Dynamo Tablets” which, they said, would improve a footballer’s
game immediately. But it was soon proved that the firm’s tablets
were simply—sugar.
It cannot be said, however, that the firm was trying to deceive
people. It is quite possible that the Dynamo players drank their
tea, as some Russian people like to do, holding the piece of sugar
in their mouth.
LESSON SEVEN
Exercises
1.	Speak about a book you read not long ago. Say who the book is by,
what it is about and who it is about.
11.	Say something about a book that helped you to decide what your pro-
fession will be, or that interested you in some profession.
111.	Speak about the kind of books you used to read when you were much
younger.
IV.	Speak about a book you would like to read, and why you have not
read it yet.
V.	Say something about an author whose books you like. If you know,
say what autobiographical material can be seen in his books.
VI.	Make up dialogues on the following situation. Somebody tells a friend to
read a book (or a story). The friend has not read the book, but he
has seen a screen version (or an adaptation for the stage).
VII.	Study the meaning and use of the new words as seen in the following
examples:
exhibition, Towards the end of the school year, we usual-
to exhibit, ly arrange an exhibition of the pupils’ work
art,	at our school. Every pupil has the right to take
a painting, part in the exhibition.
especially, The pupils exhibit many useful things made
to paint: in their workshops. Beautiful needlework and
handicraft work are also exhibited. In one of
the rooms, we usually have a real art exhibition. Photographs,
drawings and paintings are exhibited.
We are especially proud of our school artists. Some of
them draw and paint beautifully and—who knows? —
perhaps some day they will be famous painters.
hobby: My hobby is collecting stamps. What’s your hobby?
He’s not really an artist, painting is only his hobby.
My sister has two hobbies—speed-skating and book-
binding.
foreign: I’d like to know two or three foreign languages.
Many foreign visitors come to our country every year.
to refuse: He refused to answer our questions. She refused
our help. I had to refuse because I had no time.
war: “War and Peace” by Lev Tolstoy. The war began
(ended) in ... To lose (to win) a war. We don’t
want war.
44
to lead (led, led): 1) She led the child by the hand. The
door leads into the hall. This street leads to the square.
2) The Soviet Union leads the struggle against war for
peace all over the world. Harry Pollitt was a well-known
leader of the English working-class movement.
to create: Shakespeare ['Jeikspia] created plays that will
never die. Scientists have created new synthetic materials.
courage: 1 hadn’t the courage to tell her the truth. Don’t
lose courage!
Vlil.	Make sentences (orally) using the following word combinations:
1	foreign stamps; foreign languages; foreign countries;
2.	at an art exhibition; to go to an industrial exhibition;
an exhibition of synthetic materials;
3.	to lead somebody; to lead out of...; to lead into (to)... .
IX.	Say: a) why you had to refuse something (or refuse to do something);
b) why you hadn’t the courage to do something, as shown in the
examples.
Examples: Tony invited me to see the exhibition of children’s
books, but I had tickets to the theatre for the
same day. So I had to refuse.
1 wanted to go swimming, but I hadn’t the courage
to jump into the cold water.
X.	Translate the italicized part of the sentence.
I.	/ want you to interfere and stop the game —it has become
too noisy.
2.	I don't want you to move the things on my table.
3	Would you like me to speak to him for you?
4.	Do you want us to give him your telephone number?
5.	The father wanted his son to enter a technical college.
“Td like you to be a good engineer,” he used to say.
REMEMBER!
I’d like
They want
him
us
them
etc.
to do something
XI.	Ask your classmates to do something. Use the phrases:
I’d like you to ...
I want you to ...
45
XII.	Guess the meaning of the following words; pronounce them correctly.
A.	1 Van Cliburn ['van 'klaiba:n] is one of the best-known
American musicians [mju:'zijanz] today.
2.	I have always liked the work of Sergei Konyonkov,
the well-known Soviet sculptor f'skAlpto].
3.	Workers in capitalist countries have to fight for their
political [pa'htikal] rights.
4.	“Komsomolskaya Pravda” has its own correspondents
[,kons'pondants] in many cities.
5.	Progressive [pra'gresiv] people all over the world
are uniting their efforts in the struggle against
war.
6.	At the end of the school year we discussed the work
of our English club at a special conference ['konfaransj.
В.	1. We must buy white paint for the windows and green
paint for the doors.
2.	Repin was the leading painter of the beginning of
the 20th century. The smaller boys all wanted to sit
near the pioneer leader. A great revolutionary leader.
A leader of the proletariat.
3.	Thousands of Young Communists fought courageously
[ka'reidjasli] against the fascists.
C.	1. We decided to give her a new ski suit as a gift for
her birthday.
2.	The little bird couldn’t fly because its wings were
not yet strong enough.
3.	The day of the international tennis matches will be
announced [a'naunst] over the radio.
4.	All the land in our country belongs [bi'lorjz] to the
people.
XIII.	Discuss the translation of the following:
1.	Works of art; a Peace Prize.
2.	“Painting pictures, making drawings—the creation of art
in any form has been to me a form of speech.”
3.	“All art belongs to those who love it most, and 1 want
the Soviet people to have all of my life’s work that is
still in my hands.”
4.	“The Soviet people’s call for world disarmament in the
United Nations is perhaps the greatest peace act in all
history.”
5.	The purpose was to announce the news of Rockwell Kent’s
gift to the Soviet people.
6.	“... seven years ago, that is what I did.”
7.	“But the fact is, that a great many people in America
do care.”
46
8.	... the United States today has turned its face against
beauty as an important part of life.
9.	To many parents in America painting and writing seem
good as hobbies and entertainment, but for real life, they
want their children to be engineers, businessmen, bankers
and technicians.
10.	"... an American artist must have courage to be true
to his art, and must have greater courage to do anything
that those in power in America do not like.”
XIV.	Read the text “Rockwell Kent’s Gift” at home, giving special attention
to the use of the following words:
a)	an entertainment, speech, creation, disarmament, reality,
respect;
b)	art, especially, to refuse, a hobby, to belong.
Prepare for classroom discussion of the questions in Exercise XV
(page 49).
ROCKWELL KENT’S GIFT
In 1961, Rockwell Kent, the famous American artist and
writer, decided to give his whole collection of paintings, drawings
and books to the Soviet people. There are more than eighty
paintings, eight hundred drawings and other works of art in the
collection.
In a letter that he wrote about his gift to the Union of
Soviet Societies for Friendship and Cultural Relations with
Foreign Countries,1 Mr. Kent said, “Three years ago, there
was an exhibition of my work in the Soviet Union. The
pictures were exhibited in many cities, and everywhere the
people showed the greatest interest in them, much more interest
than American artists receive in their own country. Painting
pictures, making drawings — the creation of art in any form has
been to me a form of speech I have tried to find understanding
and friends through my form of speech. Your people have given
me that understanding and friendship; they have become my
people and my friends. All art belongs to those who love it most,
and I want the Soviet people to have all of my life’s work that
is still in my hands.
For years, the Soviet government has given prizes to those
men and women in all countries whose service to world peace
has been the greatest. The Soviet people’s call for world disar-
mament in the United Nations is perhaps the greatest peace act
1 the Union of Soviet Societies [sa'saiatiz] for Friendship and Cultural
I'kAltfaral] Relations [n'leijnz] with Foreign Countries—Союз Советских
обществ дружбы и культурных связей с зарубежными странами
47
in all history. I want to give my
work to the Soviet people as a
prize — a Peace Prize. 1 know that
this “prize” for such an act is small —
too small, but it is all that I have
to give. Please, take it. It comes from
my heart.”
The Ministry of Culture1 of the
U.S.S.R. invited Soviet and foreign
correspondents to a press conference.
The purpose was to announce the
news of Rockwell Kent’s gift to the
Soviet people. All the American cor-
respondents in Moscow and correspond-
ents of the international news service
were present. One American corre-
spondent asked Rockwell Kent why he
had not presented his work to the
American people, why he had not asked an American museum
to take his pictures
“My answer is,” Mr. Kent explained, “that seven years ago,
that is what I did.” Rockwell Kent had spent the best years of
his youth in Maine,1 2 and he asked the Farnsworth Museum in
Rockland, Maine, to take his collection. The director of the
museum said that they would be glad to receive such a wonderful
collection. He said that the museum would build another wing,
especially for Mr. Kent’s collection. But just after that time
Rockwell Kent was called to Washington by the McCarthy
Committee3 to answer questions about his political ideas.
Rockwell Kent said that the committee had no right to ask such
questions and refused to answer them. Immediately after that,
the Farnsworth Museum refused to take his pictures.
The conference lasted two hours, and the correspondents
showed great interest in it, especially the American correspond-
ents. But the American newspapers published very little about
Rockwell Kent’s gift. One Western newspaper4 wrote only a few
words: “We have heard that artist Rockwell Kent, who uses a lot
of red paint in his pictures, has given many paintings to Russia.
What we have to say is — who cares?”5
“But the fact is. that a great many people in America do
1 the Ministry of Culture ['kAltfa]
8 Maine [mein] — a northeast state of USA
3 the McCarthy Committee [тэ'ка01 ka'miti]
4 one Western newspaper = a newspaper in one of the western states
of the USA
5 who cares? — зд. ну и что (из этого)? кого это интересует (волнует)?
(to саге—интересоваться)
48
care,” the progressive magazine “New World Review” wrote.
"People who are tired of the cold war and who hope for peace
and friendship understand the purpose of Rockwell Kent’s gift
and are happy about it ”
The well-known American historian, writer and Negro leader
Dr. Du Bois’ wrote that the United States today has turned its
face against beauty as an important part of life. “Many American
parents are frightened if their child wants to be a writer or a
musician, a painter or a sculptor,” he wrote. “To many parents
in America,” professor Du Bois said, “these things seem good as
hobbies and entertainment, but for real life, they want their
children to be engineers, businessmen, bankers and technicians.
They say, ‘Do something—don’t dream; photograph — don’t draw;
think — but think of reality, not of ideals. Write only about what
is, about America, not about Utopia!*1 2 In such a situation,”
professor Du Bois continued, “an American artist must have
courage to be true to his art, and must have greater courage to
do anything that those in power in America do not like— to
show respect to Communists or the socialist half of the world.
Rockwell Kent showed such courage when he gave his pictures
to the Soviet people Perhaps other American artists and writers
will send their paintings and their literature all over the world
to speak of peace and friendship to all men.”
XV.	Answer the questions:
1.	Who is Rockwell Kent and why is he spoken of here?
2.	Why did he decide to present his collection of paintings,
drawings and books to the Soviet people?
3.	Why did an American museum refuse to take Rockwell
Kent’s collection?
4.	Why did Dr. Du Bois say that much courage is needed
to do what Rockwell Kent did?
XVI.	Re-read the first three paragraphs of the text “Rockwell Kent’s Gift”.
Then:
a) Find the most important sentence or sentences in each paragraph,
b) Give the idea of each paragraph in as few words as possible.
c) Write down the best variant
XV11.	Discuss the following:
I.	“Your people have given me that understanding and
friendship; they have become my people and my friends.”
2.	“I want to give my work to the Soviet people as a
prize — a Peace Prize.”
3.	The Farnsworth Museum refused to take his pictures.
1 Du Bois [du: 'bois]
2 Utopia [ju/toupja]
49
4.	The American newspapers published very little about
Rockwell Kent’s gift.
5.	“An American artist must have courage to be true to
his art”
XVI11. Speak of Rockwell Kent’s picture “Where Now?”
XIX. Speak of an exhibition you visited (what kind of exhibition it was,
what exhibits you liked best of alt why, etc,).
Homework
I.* Copy the following sentences, using a preposition where necessary.
1.	Mary wanted to give me tickets ... the exhibition, but
I had to refuse ... them because I had to stay ... home
with my little brother.
50
2.	Hard work leads ... success.
3.	The girl led me ... the kitchen.
4.	... the exhibition one could see the work of the best
pupils ... the art school.
5.	This picture is ... an unknown painter, belonging ...
the French school.
6.	The last game between these two teams ended ... a draw.
II	.* Translate in writing:
1.	Мне хотелось бы, чтобы она побывала на этой выставке.
2.	Они хотели, чтобы мы изменили свое решение (пере-
думали).
3.	Мы не хотели, чтобы матч окончился вничью.
4.	Мне хотелось бы, чтобы вы запомнили это правило.
5.	Нам хотелось бы, чтобы вы все сдали экзамены.
6.	Им не хотелось, чтобы она отказалась принять участие
в этом спектакле.
III	. * Do Exercise XIV (page 47).
IV	. * Find English equivalents in the text for the following and write
them out:
объявить новость; вид речи; быть верным искусству;
думайте о действительности; разоружение во всем мире;
зарубежные страны; проявить уважение к ...; кажутся
хорошими как развлечения; ... пристроит еще одно
крыло.
V	.* Say which of the dictionary meanings given here are illustrated in the
following sentences:
art [a:t] n 1) искусство, 2) ремесло; 3) ловкость; умение, знание;
4) хитрость, коварство; 5) attr, искусный; 6) attr. художественный
respect [ns'pekt] п 1) уважение; почтение (к кому-л. — for); 2) от-
ношение
speech [spirtf] п 1) речь, речевая деятельность; 2) выступление, речь,
доклад; 3) театр, реплика; 4) говор, диалект; 5) манера говорить;
6)	attr. речевой
1.	Everyone listened to him with great respect.
Synthetic materials are better than metals in some respects.
2.	Painting, drawing, sculpture, architecture are called
the Fine Arts.
An architect studies the art of building.
The art school arranged an exhibition.
Nell is studying art and music.
3.	His speech was so slow that it was difficult to under-
stand him.
He made a short speech of welcome.
The speech of Volga people is a little different from that
of Moscow.
51
Some English poets are easier to understand in writing
than in speech.
We had to do a number of speech exercises in class and
at home.
VI.* Using the given noun-suffixes, form nouns from the stems (основы)
of the italicized words. Then use the nouns in the sentences as
shown:
Example:
-ment. All the pupils were interested when the school radio
announced that the well-known painter N. was going to
visit their school. — The school radio announcement that
the well-known painter N. was going to visit their school
interested all the pupils.
1.	-tion. He collected a good library of books on art.—He
had a good ,..
The firemen acted quickly and saved the house from
fire. — The quick ...
The doctor carefully examined the boy’s cut hand. — The
doctor’s ...
The machines exhibited in this hall are especially inter-
esting to us. — The machines at the ...
2.	-ment. The cat moved fast and noiselessly. —The cat’s ...
The child was greatly excited when he received the big
toy bear as a birthday present. — The child’s ...
The pioneers enjoyed entertaining their visitor at camp.—
The pioneers enjoyed giving an ...
VII	.* Prepare for a dialogue in class. Think of what you can tell your
classmates about your visit to an exhibition, and what you can ask
them.
VIII	.*Read the story “A Service of Love” in Lesson Eight without using
a dictionary. Prepare to answer the questions given before the text.
Vocabulary to be remembered
announce v
art n
belong v
courage n
courageous a
create v
creation n
disarmament n
entertainment n
especially adv
exhibit v
exhibition n
foreign a
gift n
hobby n
lead (led, led) v
paint n, v
painting n
reality n
refuse v
respect n, v
speech n
war n
wing n
52
LESSON EIGHT
Questions:
L How did Joe and Delia happen to meet?
2.	What did they dream of?
3.	What made Delia look for pupils? Did she find any?
4.	What was Joe really doing all the time?
A SERVICE OF LOVE
By 0. Henry ’
Joe Larrabee1 2 * dreamed of becoming a great artist. Even when
he was six, people in the little western town where he lived used
to say, “Joe has great talent, he will become a famous artist.”
At twenty, he left the little town and went to New York. He had
his dreams — but very little money.
Delia2 had her dreams too. She played the piano so remarkably
well in the little southern village where she lived, that her family
said, “She must finish her musical training in New York.” With great
difficulty they got together enough money to send her north “to finish”.
Joe and Delia met at a friend’s house where some art and music
students had gathered to discuss art, music and the newest plays.
They fell in love8 with each other, and in a short time they married.4
Mr. and Mrs. Larrabee began their married life in a poor
little flat. But they were happy, for they had their Art, and they
had each other. Joe was painting in the class of the great Magis-
ter Magister got a lot of money for his pictures — and he took a lot
of money for his lessons Delia was taking piano lessons from the
great Rosenstock, and he was taking a lot of money from Delia.
The two young dreamers were very, very happy while their
money lasted. But it didn’t last very long. Soon, they didn’t have
enough to pay for their lessons and eat three times a day. When
one loves one’s Art, no service seems too hard. So Delia decided
she must stop taking lessons and give lessons herself. She began
to look for pupils. One evening, she came home very excited,
with shining eyes
1 O. Henry |ou'henri] (1862—1910) is the pen-name of William Sidney
Porter, a well-known American short-story writer. During his life he wrote
more than three hundred stories.
J Joe Larrabee ('djou 'laerabij; Delia ['di:ip]
• to fall in love (with somebody)—влюбиться (в кого-либо)
4 to marry ('maeri] — жениться (на), выйти замуж (за): пожениться
53
“Joe, dear,” she announced happily, “I’ve got a pupil. General
Pinkney— I mean — his daughter, Clementina. He’s very rich, and
they have a splendid house. She’s so beautiful—she dresses in
white; and she’s so nice and polite! I’m going to give her three
lessons a week; and just think, Joe! Five dollars a lesson Now,
dear, don’t look so worried, and let’s have supper. I’ve bought
some very nice fish.”
But Joe refused to listen to her. “That’s all right for you,
Dellie, but all wrong for me,” he said. “Do you think I’m going to
let you work while I go on with my Art? No! Never! I can get
a job as a mechanic or clean windows. I’ll get some kind of work.”
Delia threw her arms around him. “Joe, dear, you mustn’t
think of leaving Mr. Magister and your Art. 1 am not leaving
my music. The lessons won’t interfere with my music. While
I teach, I learn, and I can go back to Rosenstock when I get
a few more pupils.”
“All right,” said Joe. “But giving lessons isn’t Art.”
“When one lovesone’s Art, no service seems too hard,” said Delia.
During the next week, Mr. and Mrs. Larrabee had breakfast
very early. Joe was painting some pictures in Central Park, and
he needed the morning light1 especially, he said. Time flies when
you love Art, and it was usually seven o’clock in the evening
when Joe returned home. At the end of the week, Delia, very proud
but a little tired, put fifteen dollars on the table. “Sometimes,”
she said, “Clementina is a very difficult pupil. And she always
wears white. I’m tired of seeing the same colour.”
And then Joe, with the manner of Monte Cristo, pulled eigh-
teen dollars out of his pocket and put it on the table too.
“I sold one of my pictures to a man from Washington,” he said.
“And now, he wants a picture of the East River to take with
him to Washington.”
“I’m so glad you have gone on with your Art, dear,” Delia
said. “You are sure to win! Thirty-three dollars! We have never
had so much money to spend.”
The next Saturday evening, Joe came home first. He put his
money on the table and then washed what seemed to look like
a lot of paint from his hands. Half an hour later, Delia arrived.
There was a big bandage1 2 on her right hand. "Dellie, dear,
what has happened? What is the matter with your hand?” Joe asked.
Delia laughed, but not very joyfully. "Clementina,” she ex-
plained, “asked me to have lunch with her and the General after
our lesson. She’s not very strong, you know, and when she was
giving me some tea, her hand shook and she spilled3 a lot of
very hot water over my hand. But General Pinkney ran to the
1 light [lait] — свет, освещение
2 bandagef 'baendictjl—повязка, бинт; to bandage—перевязывать, бинтовать
3 to spill — проливать
54
kitchen and brought some oil’ and bandaged my hand himself.
They were both so upset. Oh, Joe, did you sell another picture?”
She had seen the money on the table.
“Yes,” said Joe. “To the man from Washington. What time
this afternoon did you burn1 2 your hand, Dellie?”
“Five o’clock, I think,” said Delia. “The iron3—the water
was very hot. And Clementina cried, and General Pinkney ...”
Joe put his arms round Delia. “Where are you working, Dellie?
Tell me,” he asked in a serious voice.
Delia was about to say something, but suddenly she began to
cry. “I couldn’t get any pupils,” she said. “And I didn’t want
you to stop taking lessons, so I got a job ironing shirts in the
big laundry4 on Twenty-Fourth Street. This afternoon, I burned
my hand with a hot iron. Don’t be angry with me, Joe. I did
it for your Art. And now, you have painted those pictures for
the man from Washington...”
“He isn’t from Washington,” said Joe slowly.
“It isn’t important where he is from,” said Delia. “How clever
you are, Joe! How did you guess that I wasn’t giving music lessons?”
“I guessed,” Joe said, “because about five o’clock this after-
noon, 1 sent some oil up to the ironing-room. They said a girl had
burned her hand. You see, dear, I work in the engine-room of
that same laundry on Twenty-Fourth Street.”
“And the man from Washington...?”
“Yes, dear,” Joe said. “The man from Washington and General
Pinkney are both creations of the same art, but you can’t call
it painting or music.” And they both began to laugh.
“You know, dear,” Joe said, “when one loves one’s Art. no
service seems...”
But Delia stopped him with her hand on his mouth. “No,”
she said, “just — ‘when one loves’.”
Exercises
I.	Answer tbe questions:
1.	What kind of training did Joe and Delia want to receive?
2.	Why were they happy?
3.	How long could they take lessons?
4.	Why didn’t Joe want Delia to get a job?
5.	Did Joe believe Delia’s story about the general’s daugh-
ter? What makes you think so?
6.	What was Joe’s purpose in telling Delia that he was
painting in the park?
1 oil [oil] — масло (растительное)
2 to burn —обжигать
3 an iron ('шэп] — утюг; to iron—гладить
4 a laundry ['lo:ndn] — прачечная
55
7.	What made Delia tell Joe the truth?
8.	How did she learn the truth about Joe?
9.	What is the main idea of the story?
10.	What do you think happened to them later?
11.	Say if the following statements are true to the facts in the story; if
they are not, correct them.
1.	Joe and Delia came to New York from the same town.
2.	After they married, both of them stopped taking lessons.
3.	Delia soon found a pupil, named Clementina.
4	Joe hadn’t enough courage to tell Delia the truth about
his job.
5.	The moment Joe saw Delia’s bandaged hand, he under-
stood everything.
6.	Delia got angry when she learned about Joe’s job
III. Tell the story.1 You may need the words: to play the
nouj— играть на пианино.
piano ['pjte-
1 The pictures have been taken from H. Bidstrup’s „Gewitztes und Ver-
schrnitztes", Berlin, 1955.
56
IV. Translate in writing at home, using a dictionary.
ROCKWELL KENT AND HIS WORK
Rockwell Kent was born in New York, in 1882. He studied
in the department of architecture at Columbia University, but
did not graduate as he decided to become a painter. His first
exhibition when he was twenty years old brought him recognition.
Still he had to earn a living, and in his search for work, Rock-
well Kent did all kinds of things. He was an architect and
a carpenter; he fished for crabs and worked on farms.
Rockwell Kent travelled through all of the United Statesand
in the Far North. He spent many years in Alaska, Greenland,
Canada and in Patagonia. Many of his landscapes and pictures
of people reflect the beauty of the north, the hard life of its
inhabitants and their courage.
The artist’s graphic work is especially outstanding and covers
a wide range of subjects. He has illustrated many books, among
them Shakespeare’s plays, “Decameron” by Boccaccio, and “Can-
dide” by Voltaire. Many paintings and drawings by Rockwell
Kent express the artist’s thoughts as a fighter for peace and
friendship on earth.
Rockwell Kent’s pictures are not only beautiful. They are
truthful and optimistic. Rockwell Kent is a leading exponent of
the finest traditions of American realistic art.
LESSON NINE
Exercises
I.	Say when you last went to the cinema, who you went with and what
picture you saw.
II.	Say what the picture was about, and, if you remember, who played
the leading part. Say whether any of the actors is your favourite
actor.
III.	Say whether the picture had a sad ending or a happy ending, whether
you like such pictures and such endings.
IV.	Imagine this situation: you meet a friend and tell him about a picture
you saw. He wants to know where it is on and who plays the leading
part. You tell him to see the picture and tell him why. Carry out
the dialogue.
V.	Imagine this situation: you tell a friend to go and see a good picture.
But he has already seen the picture. Each of you tells the other
what you liked most in the picture. Carry out the dialogue.
VI.	Study the meaning and use of the new words as seen in the following
examples:
to discover: I had not gone far before I discovered that
I had left my key at home. For more than a century
scientists of different countries tried to discover the
secret of atomic energy.
progress (no plural): To make progress in something; to
make progress at school; to make much (little, some, no)
progress. He had some difficulty in physics ['fiziks] at
first, but he is making good progress now.
to imagine: Imagine the following situation. I can’t imag-
ine why he is absent. Just imagine!
to succeed: If you try hard, you will succeed. He succeeded
in getting tickets for all the international football games
this year. She wanted her friends to succeed. English
children often hear the saying:
“If at first you don’t succeed.
Try, try, try again!”
chemistry: Chemistry plays a very important part in our
life. Many boys and girls are very much interested in
chemistry. We often have chemistry lessons in the
chemistry laboratory.
58
nature: Every year we discover more and more of nature’s
secrets. We study nature with the purpose of making it
serve people’s needs.
natural: She is so natural on the stage. It’s natural that
after so much hard work you are tired and need rest.
light1: The sun gives us light and warmth. There was no
electric light in the old house. The light in this room
is poor. It has become dark, turn on the light, please.
Please turn off the light when you leave the room. That
puts a different light on the matter. Light blue; light
green. During the “white nights” in Leningrad it is quite
light, even at midnight.
light3: He was wearing a light coat. Helium [zhi:ljam] is a
very light gas. He went there with a light heart.
besides: I didn’t want to go, besides 1 was very tired.
What did you buy besides these books? Who else did
you see there besides Ann? Besides working in a factory
he studies at an evening school.
medicine: I must take the medicine three times a day. My
aunt is always taking medicines, even when she is not
at all ill.
to prove: That proves that 1 am right. Can you prove what
you say? They discussed the question for a long time,
but they couldn’t prove anything to each other.
VII.	a) Add a clause, using the words succeeded in:
1.	The examination was difficult, but ...
2.	The other hockey team was very strong ...
3.	It was raining hard ...
b) Add a clause, beginning with the adverb besides:
1.	I can’t go with you. I have a lot of work to do, be-
sides ...
2.	We haven’t enough time, ...
3.	It’s very far, ...
4.	You can’t telephone so late, ...
VIII.	Make as many situations as possible by completing each ol the sen-
tences in different ways:
1.	He tried hard to ... and he succeeded in ...
2.	It seemed to me that he .... but he succeeded in...
IX.	Study the use of the participles in the following examples:
A.	1. We went up to a man standing at the corner and asked
him the way.
59
2.	He listened to the voices coming through the open
window.
3.	When we entered the classroom, the pupils writing
at the desks stood up.
4.	The books lying on the table belong to our teacher.
5.	We have many pupils in our form studying natural
sciences seriously.
В.	1. She laughed remembering the joke.
2.	The boy stood up in the boat, imagining he was a
captain.
3.	She stayed at home refusing to go anywhere that
day.
4.	The boy came out of the water blue and shaking with
the cold.
C.	1. The progress made by our class last month was the
result of our hard work.
2.	The news announced over the radio was very important.
3.	The article on art published in this magazine was
written by a well-known painter.
4.	A tree discovered in South America is lighter than any
other in the world.
5.	Everything exhibited in this room was made by chil-
dren up to ten years old.
6.	Antarctica was discovered by a Russian expedition
led by F Bellingshausen and M. Lazarev.
X.	D iscuss the difficulties that the gerunds present for translation.
A.	1. Thank you for coming. 2. He was responsible for col-
lecting material for our wall newspaper. 3. She was
angry with him for forgetting to post her letter. 4. Her
face was full of surprise at seeing him again. 5. At last
we succeeded in finding what we needed.
В.	1. After finishing school I’d like to become a technician.
2. He stopped in surprise on entering the room. 3. He
improved his article by changing the end. 4. He left the
room without saying a word. 4. There was nothing to do
there besides swimming in the river.
remember! besides
after
on
before
by
doing something
without
to succeed in
to be responsible for
to thank somebody for
60
XI.	Make as many situations as you can by completing each oi the sen-
tences Use gerunds.
1.	He left town without ...
2.	I don’t like to go away without ...
3.	He saved the child’s life by ...
4.	We have improved our English by ...
XII.	Guess the meaning of the italicized words; pronounce them correctly.
A.	1. Antarctica is now a kind of international laboratory
[la'boratan] The man-made sputniks are flying la-
boratories.
2.	I used to dream of becoming a doctor, and even began
to study medicine f'medsm].
3.	There are some beautiful old legends ['ledgandz] in
the book.
4.	The orbits ['orbits] of sputniks are calculated J'kael-
kjuleitid] with the help of electronic |ilek'tromk] calcu-
lating machines. Electrons [i'lektronz] have become
very important in our life.
5.	Chemistry has created many kinds of synthetic [sm'Getik ]
materials [mo'tionalz] which are better than natural
materials in many ways. Chemistry is creating more
and more synthetic products ['prodAkts].
6.	Lobachevsky was one of the greatest mathematicians
['ГпгебипэЪрпг] of our times.
В.	1. We can say that the discovery of atomic energy is as
important as the discovery of fire. Soviet Arctic and
Antarctic expeditions have made discoveries of the
highest importance to science.
2.	Only part of the room could be seen in the light of
the small lamp. One small lamp lighted the room.
Shall I light the lamp?
3	Chemistry has become a leading science. Many boys
and girls are thinking of becoming chemists. I’d like
to work at a chemical factory, and then become a
chemical engineer.
4.	As the time for the trip to the Caucasus f'korkasos] came
nearer, the mountains became more and more beautiful
in her imagination [i maedgi'nei fn] .He has no imagination
at all.
5.	We are fighting for the peaceful use [ju:s] of atomic
energy.
6.	Naturally, after such a hard day, he was very tired.
Progress naturally has been greater in some f ields than
in others.
61
С.	1. All progress is based [beist] on work. Some legends
are based on true facts,
2.	Modern ['modan] airplanes are much larger than those
in use thirty years ago. The English, used since the
fifteenth century, is called Modern English.
3.	Modern conditions [kan'dtjanz] of life in big cities are
based on important scientific discoveries.
4.	The spaceship “Vostok” was the first to carry a man
into space. Our country has made tremendous [tn'men-
das] progress in the field of space travel.
6.	The ancient ['einjant] chemists tried to change other
metals into gold.
6.	The doctor warned [wa:nd] me not to go out until
I was quite well. He warned me that I would be ill
again if I went out too soon. I decided to listen to
his warning.
XIII.	Discuss the translation of the following sentences:
1.	Our century has seen great changes in the life and
living conditions of people.
2.	But the greatest surprise is the radio and the televi-
sion set standing in a corner of the room.
3.	Among the most important scientific discoveries are new
medicines.
4.	Many illnesses that people died from fifty years ago are
no longer dangerous.
5.	Electronic means were used during World War II to
learn of coming airplane attacks ...
6.	... machines, which, besides working hundreds of times
faster than any mathematician, can feel, touch, smell,
hear and see.
7.	... we hear of scientists using these machines in new
fields.
8.	Chemistry has had a new birth in our century, espe-
cially organic chemistry.
9.	... are often made out of synthetic, man-made materials
based on cellulose ['seljulous].
10.	What is most important is that ...
11.	Cellulose is easily found everywhere in nature.
XIV.	Read the text “The Progress of Science in the 20th Century” at home,
giving special attention to the use of the following words:
condition, modern, tremendous, besides, nature, to be
based on, to succeed, to warn, to prove
Prepare for classroom discussion of the questions in Exercise XV.
62
THE PROGRESS OF SCIENCE IN THE 20TH CENTURY
Our century has seen great changes in the life and living
conditions of people. Less than a hundred years ago, many of the
things that we do now seemed impossible. No one could imagine
that people could fly, or that we could listen to music thousands
of miles away.
Imagine a man of Dickens’ time1 in our modem world. In the
sky, he sees people flying in tremendous “birds”. At home, we
turn a switch and the dark room immediately becomes light.
But the greatest surprise is the radio and the television set standing
in a corner of the room.
Today, radio and television serve many purposes besides
pleasure and entertainment. They help us to find fish in the sea
and to land airplanes in bad weather or at night. They control the
work of large numbers of machines in industry, and they hold
spaceships in their orbits. With the help of radio and television
Soviet scientists photographed the far side of the Moon.
Among the most important scientific discoveries are new med-
icines. Many illnesses that people died from fifty years ago are
no longer dangerous. People today have a better chance of living
long.
The little electron is the giant of modern times. Scientists are
moving forward towards a better understanding of its laws. The
wonderful bird in the Russian legend could warn people of coming
danger. Electronic means were used during World War II to learn
of coming airplane attacks, and many lives were saved.
Electrons do wonderful things in calculating machines, which,
besides working hundreds of times faster than any mathematician,
can feel, touch, smell, hear and see. It is difficult to imagine
how we could calculate the orbits of sputniks and spaceships
without using electronic calculating machines. More and more often,
we hear of scientists using these machines in new fields. It was
with the help of an electronic calculating machine that Soviet
scientists succeeded in reading the language of the Mayas,2 the
ancient people of Mexico.2 Scientists of many countries had tried
in vain to do this for many, many years. The machines can tell
us what to plant in fields under different climatic conditions; they
can tell us when an earthquake is coming, and where.
In the old days, chemists tried to make gold in their labora-
tories. The synthetic products created by chemists today are more
wonderful and more important than gold. Chemistry has had a new
birth in our century, especially organic chemistry. The new light
1 The famous English novelist Charles Dickens lived in the 19th century
(1812—1870).
4 Mayas ['meiazj; Mexico ['meksikou]
63
clothes that are so popular everywhere in the world — dresses and
blouses, shirts and socks, coats and jackets—are often made out
of synthetic, man-made materials based on cellulose. Beautiful
paints, plastics, cosmetics and many medicines are all based on
cellulose. What is most important is that there is cellulose in all
trees, vegetables and fruits; cellulose is easily found everywhere
in nature, in all things that grow. Every day. chemists are finding
new uses tor this wonderful material.
After speaking to H. G. Wells, the well-known English writer,
V. I. Lenin said that he could not understand how such a clever
man as Wells could think that science would lead to worse condi-
tions of life. The progress of science in the twentieth century has
{•roved that Lenin was right. Science is leading to a better life
or man.
XV.	Answer the following questions:
I.	What is there in our modern life to surprise a man of
Dickens’ time?
2.	What purposes do radio and television serve?
3.	What uses of electronics do you know?
4.	What can a calculating machine do?
5.	Why can we say that chemistry has had a new birth in
our century?
6.	What facts can you give to prove that science has made
tremendous progress in the twentieth century?
XVI.	Give the main idea of each paragraph in the text in as few words as
possible.
XVII.	Speak about uses of calculating machines in our life. Speak about the
progress science has made in the twentieth century
Homework
1	.* Complete the following sentences in writing, using the adverb besides:
1.	We’ll have to start early, and besides we’ll have to ...
2.	She seemed to be still weak, ...
3.	They said the picture wasn’t very interesting, ...
4.	I don’t know them very well, ...
11	.* Copy the following sentences, using the verb to do or to make in the
proper form
1	Lomonosov ... remarkable discoveries in different fields
of science
2	. I’d like ... all my homework before going to the theatre.
3	He was never a very good pupil, but he has ... good
progress this last year.
64
4.	We were all surprised at the good speech he ... at the
sports club anniversary.
5.	It is not always an easy matter ... one’s duty.
6.	I am sure that if we ... an effort we can all pass the
chemistry examination.
7.	The only thing she didn’t tike was ... her morning
exercises
8.	Our efforts ... a fire in the rain were very funny.
III	.* Translate the tollowing combinations oi words in writing:
1.	плывущий человек; летящая птица; двигающаяся ма-
шина; рисующий художник; возвращающийся пароход;
умирающее дерево; волнующая игра; кажущаяся труд-
ность;
2.	написанный ответ; уважаемый человек; обученный спе-
циалист; взволнованные мальчики
IV	.* Complete the sentences in writing, using gerunds:
1.	He left the room without ....
2.	At last we succeeded in ... .
3.	He read the newspaper before ....
4.	Have you finished ...?
5.	She thanked them for ... .
6.	He began his day by ... .
7.	She changed her mind after ....
8.	You can help me by ... .
9.	She stopped ....
10.	We are thinking of ....
11.	There is little chance of ....
V	.* Do Exercise XIV (page 62).
Vi	.* Say which of the dictionary meanings given here are illustrated in the
following sentences:
condition [kan'dijn] n 1) условие, on that при условии, что, если,
2) pl обстоятельства, условия; 3) состояние, положение 4) pt
амер, хвосты (несданные экзамены)
light (fait) п 1) свет; освещение, дневной свет, перен. свет; 2) огонь:
свеча, лампа, маяк и т. п.; 3) светило; перен. знаменитость
space [speis] п 1) пространство, протяжение, open -ws открытые про-
странства, пустыри; 2) космическое пространство; космос; 3) объем;
4 место; 5) расстояние, 6) промежуток (времени); after a short
вскоре; 7) atlr космический
use [ju:s] п 1) употребление, применение, (ис)пользование, in в
употреблении, употребительный; out of вышедший из употреб-
ления; to make ~of использовать, воспользоваться; 2) польза of
полезный, of по бесполезный; there is по бесполезно,
ни к чему; is there any ? стбит ли?; 3) обыкновение, привычка;
обычай
65
1.	The condition of John’s health kept him from going to
camp. Under capitalist conditions there will always be
unemployment. He agreed on condition that we all help him.
2.	That may throw some light on the question. He got up
long before light. Can you give me a light* please? Move
your chair nearer to the light. Turn off the lights.
3.	Great progress was made in all fields in the space of a
few years. Space travel has become possible as a result
of the tremendous progress made by science and industry.
I can’t think of the right word at the moment, so I’ll
leave a space for it. At a speed of six and a half miles
a second, the spaceship travels round the earth like a
moon.
4.	The machine is difficult to control at first, but it becomes
easier with use. The word “radio” came into use only in
the twentieth century. It’s of no use to me now. Make
good use of your time. There is no use talking about it
now. Machines of this type are in use on farms all over
the country. People all over the world are struggling for
the peaceful use of atomic energy.
VII	.* Find English equivalents in the text for the following and write
them out:
громадные птицы; новые лекарства; органическая хи-
мия; космический корабль; условия жизни; рассчитать
орбиты; предупреждать о надвигающейся опасности; мате-
риалы, созданные человеческими руками (человеком);
химики находят все новые и новые применения этому
веществу; никто не мог бы представить себе, что...; по-
мимо того, что работают в сотни раз быстрее, чем... ;
развитие науки доказало, что ...
VIII	.*Read the text “From Fantasy to Science" in Lesson Ten without using
a dictionary. Prepare to answer the questions given before the text.
Vocabulary to be remembered
ancient a
besides prep* adv
calculate и
chemical a
chemist n
chemistry n
condition n
discover v
discovery n
gold n, a
imagine и
light1 n, a
light2 a
medicine n
modern a
natural a
nature n
progress n
prove v
space n
succeed v
tremendous a
warn v
be based on
66
LESSON TEN
Questions:
I. What provesthat people began to dream of travelling in space long ago?
2. What has made it possible to travel under water for long periods of
time?
FROM FANTASY1 TO SCIENCE
The first voice that ever came to us from cosmic space spoke
in the Russian language. It was the voice of Yuri Gagarin, Cosmo-
naut1 2 3 Number One, who orbited the earth in the Soviet space-
ship “Vostok” on April 12, 1961. After travelling in space for 108
minutes, he landed on his home planet. It was the beginning of
a new era in man’s history—the era of man’s flight to other
worlds.
We do not know when man began to dream of travelling in
space. Drawings on the walls of caves® show that pre-historic man
knew that there were stars. Thousands of years ago, people began
to study the movement of the stars. Many of the names that they
gave planets, stars and groups of stars are still used today: the
Great Bear, Mercury, Venus, Mars, Jupiter, Saturn. People in
those days thought that the stars were only little lights in the
dark sky. There were, of course, the Sun and the Moon, and any-
body could see something that looked like mountains on the moon,
and they began to think of travelling to the strange world that
appeared in the sky at night.
The first story that we know about space flight was written
by a Greek named Lucian, in the year 150. He described how,
during a terrible storm, a tremendous wave4 5 raised a ship up to
the Moon, and the men on the ship found themselves in a new
world. In another Greek story, the hero flies from Olympus to the
Moon with wings that he has made. There is another interesting
idea in the story: the hero uses the Moon as a base for flights to
other stars.
Space-travel stories stopped after this and did not appear again
for hundreds of years: the church® wanted people to believe that
1 fantasy ['fsentasi]
2 a cosmonaut ['kazmanoit)
3 a cave—пещера
4 a wave — волна
5 church [ tfa:tf]—церковь
67
the Earth was the only world, and did not allow anyone to write
about other worlds.
In the sixteenth century, Galileo1 made the first telescope, and
looked through it at the Moon and the planets. He saw that the
planets were not little lights in the sky, but worlds that seem
small only because they are so far away. Now nobody could say
that the Earth was the only world. Space travel stories began to
appear again. They were not based on scientific facts and theories,
but there were interesting technical details in some of them. In the
story “Journey to the Moon and the Sun” by Cyrano de Bergerac,
we find a description of a flying machine. It is a simple machine—
a box that is pushed through space by rockets. Important here is
the idea of using the rocket in a spaceship, though Cyrano de
Bergerac never imagined the importance of the method.
In 1865 Jules Verne’s famous novel “From the Earth to the
Moon” was published. Jules Verne knew that people must travel
very fast to free themselves from the pull of the Earth. In his
story, he throws his heroes into space by means of a tremendous
gun.1 2
Another of these space-travel stories is “The First Men in the
Moon” by H. G. Wells. Wells’ heroes have a remarkable substance3
that pushes itself away from the Earth: when their spaceship is
covered with this substance it flies away to the Moon.
Of course, all of these stories were only interesting, clever dreams.
The first serious scientific studies of space-travel problems were
carried out by the great Russian scientist К. E. Tsiolkovsky, who
spoke of the use of rockets for travel in the vacuum 4 of space.
His first article was published in 1903, in a Russian scientific
journal. This article was the birth of a new science, the science
of astronautics. In the article, Tsiolkovsky gave the theory of space
travel and a description of a spaceship with a new kind of
reaction motor.
Tsiolkovsky, a poor school-teacher, found very few people who
believed in his ideas. But Soviet scientists have always believed
in them, and they have worked to improve Tsiolkovsky’s theories
and to carry out his ideas. Today, the whole world knows of the
Soviet Union’s tremendous successes in the science of astronautics.
The world knows too, that the Soviet Union has placed these dis-
coveries and successes not at the service of war, but at the service
of peace
“From fantasy to science” —the words describe the progress of
man’s growth. The legends and myths of ancient times were full
of stories about men who, like Sadko, went down under the water
1 Galileo [,gaeirii:ou]
2 a gun — пушка
3 substance I'sAbstans] — вещество
4 vacuum f'vaekjuam] —безвоздушное пространство
68
and lived there for some time. In his book “Forty Thousand Leagues
Under the Sea” Jules Verne tells us of a wonderful submarine1
in which people could stay under water for long periods of time.
Today, this is no longer a fantastic dream: in atomic-powered sub-
marines people can move under water wherever1 2 they want to go,
and stay there as long as they need.
The dreams of the ancient chemists of changing metals into
gold were no more than fantasy. But today, scientists are doing
more wonderful things. They are making diamonds3 in laboratories:
diamonds that are needed in all kinds of industrial processes, in
making the machines that will remake nature into a better world
for us to live in.
Exercises
1.	Answer the questions:
1.	When did the era of space travel begin?
2.	Why can we say that people in pre-historic times were
interested in the stars?
3.	Why were stories about other worlds not allowed by the
church?
4.	What interesting technical details can we find in space-
travel stories?
5.	Who was the author of the idea of using rockets for
space travel?
6.	Why are diamonds so important for industry?
11.	Give as many facts from the story as you can to prove the following:
1.	For centuries people have dreamed of travelling in space.
2.	Writers in different times wrote stories about space travel.
3.	Many legends of the past have become true in our time.
4.	The Soviet Union has made great progress in space travel.
111.	Translate in writing at home, using a dictionary.
TCHAIKOVSKY IN ENGLAND
Tchaikovsky first visited England in 1861, as a travelling
companion to a rich tourist. Twenty-seven years later, Tchaikovsky
came to England again to begin his first foreign concert tour.
The London concert at which the great composer conducted his
1 a submarine ['sAbma'rkn]— подводная лодка
8 wherever [weo'reva] — куда бы ни
3 a diamond ['daiamandj— алмаз
69
Serenade for Strings and his Suite No. 3 was an important event
in the musical life of England’s capital.
In 1884 Tchaikovsky wrote that he was working hard at his
English. Later he mentioned that he had made considerable prog-
ress, and that he had succeeded in reading Dickens in the original,
which gave the novels a “fresh charm”.
Some of Tchaikovsky’s most important symphonic music is based
on themes taken from the works of great English poets: Shake-
speare’s “The Tempest”, “Romeo and Juliet”, “Hamlet” and Byron’s
“Manfred”.
In 1893, on the 50th anniversary of the founding of theCambridge
University Musical Society, Tchaikovsky was elected Doctor of
Music “honoris causa”,1 together with the Norwegian composer
Grieg, and the French composer Saint Saens.
IV.	Read this story in class without a dictionary (silent reading) and then
tell the story.
UNIVERSITY DAYS
By James Thurber
I liked physics1 2 3 and chemistry when I was at the university,
but J wasn’t very good at economics. There was another student
named Jim Green who was even worse. He was one of the star
players on the football team, but he couldn’t continue to play if he
didn’t pass all of his examinations. That was very difficult, for
though Jim used his big body very well on the football field, he
couldn’t make any goals in the classroom.
All his professors were very kind to Jim and helped him.
The kindest of all was our economics professor, a quiet little man
named Bassum He used to ask Green the simplest questions, but
they didn’t seem easy to Jim. One day, when we were discussing
transportation, Professor Bassum called on Green. “Name one means
of transportation,” the professor said, but Green looked helpless.
"Something that takes us from one place to another,” the professor
explained. Green opened his mouth, but nothing came out of it.
“Perhaps, Mr. Green,” the professor continued, “you can name the
means of transportation that we usually use when we go on long
journeys across land.” It was very, very quiet in the room, but
suddenly the professor made a strange sound: “Choo-choo-...” and
his face became red. He looked at the class hopefully. All of us
agreed with Professor Bassum that Jimmie Green must not fall
behind8 because the Chicago game, one of the most important of
the season, was not far away.
1 “honoris causa” (лат.)— почетный
2 physics 1'fiziks)
3 to fall behind —отставать
70
“Toot, tooooot, too-toooooooooot,” came from a student in the
back of the room. We all looked hopefully at Jimmie Green.
“Ding dong, ding dong,” came from another part of the room.
The professor finished the performance. “Chuffa-chuffa, chuffa-
chuffa.” But all these sounds did not help to give Jimmie any
ideas. So the professor made another effort:
“How did you come to the university this year, Mr Green?”
he asked.
“My father sent me,” said the football-player.
“On what? On what?" asked the professor.
“He gave me money,” the champion answered slowly.
“No, no,” said Bassum. “Name a means of transportation. What
did you ride on?”
“Train,” said Jimmie.
“Quite right! Very good, Mr. Green,” said the poiessor. “Now,
another student. Mr. Quincy, please tell us ...”
VOCABULARY OF LESSONS 1 — 10
act n, v 3
ancient a 9
anniversary n 5
announce и 7
art n 7
attack v, n 3
be about 5
be based on 9
belong v 7
besides prep, adv 9
calculate v 9
cbance n 3
chemical a 9
chemist n 9
chemistry n 9
college n 3
condition n 9
courage n 7
courageous a 7
create v 7
creation n 7
die v 3
disarmament n 7
discover v 9
discovery n 9
draw: end in a draw 5
end n, v 1
entertainment n 7
especially adv 7
examination n 3
excited: be (get) excited 3
exhibit и 7
exhibition n 7
fan n 5
fast a, adv 1
fire n 1
fish n, v 1
foreign a 7
forward adv 3
gift n 7
gold n, a 9
government n 3
hobby n 7
hold (held, held) о 5
imagine v 9
immediately ado 3
industry n 3
interfere v 5
international a 5
law n 5
lead (led, led) и 7
light1 nt a 9
light 2 a 9
like. I'd like ... 1
71
lunch n 3
match n 5
mechanic n 3
medicine n 9
member n 5
mind: change one’s mind 3
modern a 9
move vt n 1
named 3
natural a 9
nature n 9
need v, n 1
neither adv 5
paint n, v 1
painting n 7
pass о 3
prepare t> 1
progress n 9
prove v 9
publish v 5
pull (out) v 1
purpose n 5
reality n 7
refuse v 7
respect n,v7
return и 1
right n 3
rule n 5
seem v 5
serve v 3
slow a 1
smell nt v 1
sound n 1
space n 9
speech n 7
speed n 5
succeed v 9
technical a 3
technician n 3
towards prep 1
train v 3
tremendous a 9
unemployed a 3
unite v 3
university n 3
used to 3
war n 7
warn v 9
wear (wore, worn) v 5
well-known a 5
wing n 7
LESSON ELEVEN
Exercises
I.	Say what exhibitions you know about in your city (or some other city),
what exhibitions you have visited and which of the exhibits you
liked most.
11.	Say what kind ot exhibitions you would like to go to, and why. Look
at the names of some kinds of exhibitions:
An exhibition of old (modern) paintings.
An agricultural [,ждг1'клИ|эгэ1| (industrial) exhibition.
A historical exhibition
An exhibition of synthetic materials.
A radio and television exhibition.
An exhibition of the history of sport.
An exhibition of theatre history.
An exhibition of metals and minerals.
A natural history exhibition.
An atomic energy exibition.
A space travel (astronomical) exhibition.
111.	Speak about a visit to an exhibition. Say when you went to the
exhibition, where the exhibition was held, who you went with, how
much time you spent there, what you found interesting.
IV.	Make up dialogues on the following situation. Two friends meet. One of
them has just visited an exhibition. On learning that his friend has
not been there, he tells him to go. The friend wants to know where the
exhibition is, how to get there, when it is open, if it is easy to get
tickets etc,
V.	Study the following groups of sentences. Then discuss the difficulties
that the complex object in each group presents for translation.
A.	1. 1 want you to have lunch with us.
2.	We’d like the old worker to speak at our Komsomol
meeting.
В.	1. They told us not to have the meeting on Saturday.
2.	She asked us to come early.
C.	1. I saw her run into the house and close the door.
2.	We have often heard her sing.
3,	They watched the engineer turn on the machine.
73
D.	1. I saw her running to the house.
2.	We heard her singing in the other room.
3.	They watched the engineer turning on all the machines.
E. 1. I’d like to hear Lemeshev sing. I’ve never heard him
sing.
2.	I like to watch artists painting. Have you ever seen
them painting in the country?
3.	I’ve never seen a calculating machine work.
4.	1 like to watch planes landing and taking off.
5.	At night we couldn't see the planes flying but we
heard them flying.
6.	It’s funny to see football fans jumping up and down
at games and watch them laughing and shouting.
REMEMBER!
want
would like
tell
ask
somebody
to do
something
hear
see
watch
somebody
do (doing)
something
VI. a) Tell your classmates what you saw somebody do or heard somebody
say.
Example: We saw Ivanov go to the blackboard and write
the word “light”.
b) Say two sentences about what you could not hear or did not hear,
and why.
Examples: We couldn’t hear the bell ring. We were playing
basket-ball in the school-yard.
1 didn’t hear you come in. I was in the other
room.
VII.	Study the meaning and use of the new words as seen in the following
examples:
to be born: A. S. Makarenko, the well-known teacher and
writer, was born in 1888 and died on April 1, 1939.
I was born in Kiev in 1950. My sister and I were born
on the same day, but not in the same year. She returned
to the place where she was born. When were you born?
74
tall: Her cousin is a tall young woman with blue eyes. She
wears those shoes because she wants to look taller. I’m
160 centimetres tall. He’s a head taller than his father.
The tall trees were covered with snow. Moscow University
is a tall building.
sweet: A sweet apple; sweet fruit. You’ve made the cake too
sweet. Father likes his tea strong and sweet. These flowers
have a sweet smell.
lie: To tell a lie. He always tells the truth and doesn’t like
people who tell lies.
agriculture: Agriculture is an ancient science. Chemistry is
a leading factor in the improvement of agriculture. Olga
would like to go to a College of Agriculture to become
an agronomist.
strike: The French transport workers joined the strike of the
dock workers. The British Communist Party led the strike
for improved housing conditions. The workers of the Smith
plant are on strike. They went on strike for better working
conditions and an increase in pay.
loud: His loud voice could be heard at the other end of the
corridor. A loud noise behind her frightened her. He talked
in such a loud voice that the child began to cry. I heard
them laughing loudly. Speak louder, please
to depend: Peter didn’t want to depend on his old mother
and went to work. We’d like to camp out, but that will
depend on the weather. Your progress in studies depends
very much on yourself. His stay in Moscow will depend
on how long his holiday lasts.
to follow: I can show you the way if you follow me. They
followed their leader as he slowly moved forward. I could
hear someone following me. We followed all his instruc-
tions and mended everything well.
as follows: Our plan is as follows... Arrange the words as
follows...
VIII.	a) Say when some well-known person was born and where; b) say
where and when you were born; c) ask one of your classmates where
he was born.
IX.	a) Say how tall you are; b) ask one of your classmates how tall he is.
X.	Complete the following sentences:
1.	Our excursion next Sunday depends on ...
2.	Our progress depends on ...
3.	The day of the meeting depends on ...
75
XI.	Guess the meaning of the italicized words; pronounce them correctly.
A.	1. One of the collective farmers was a Hero of Socialist
Labour f'leibd].
2.	Natasha Sedova will be responsible for the organization
['d-.ganai'zeijn] of our school evening. She is very
energetic l,ena'd3etik] and a splendid organizer ['э:дэ-
naiza].
3.	In tsarist Russia, revolutionary [,reva'lu:Janan| workers
were often arrested [^'restid]. The police [po'lksj used
to follow them to their meeting places. Workers often
organized protest ['proutestl strikes.
4.	Depressions [di'prejnz] in capitalist countries create
especially difficult conditions for the workers
5.	Lenin said that religion [n'hdsan] is the opium of the
people.
В.	1. People of different nationalities are united [jui'naitid]
in the Union ['jumjon] of Socialist Republics [п'рлЬ-
liks]. Nothing can break their great unity ['ju:niti|.
2.	At a meeting held in Hyde Park, one of the speakers
was a young jobless worker. He said that the Tories
lie to the people before elections p'lekjonz], saying
that if the Tories are elected, everyone will have a
chance of getting employment [im'pbimantj.
3.	We saw many new agricultural LaegrfkAltJaral] ma-
chines at the exhibition.
4.	Joe Hill was a revolutionary poet.
XII.	Discuss the meaning of the italicized words. Then give sentences illus-
trating each of these meanings:
1.	The results of the experiment depended on how well it
would be carried out. They knew they could depend
on the old scientist to carry out the experiment per-
fectly.
2.	Joe Larrabee was born in 1819. He was a born
artist.
3.	I don’t like sweet apples. Do you like sweets? The
girl has a sweet voice. I can’t forget her sweet face.
4.	We saw him follow the man to the house. Don’t speak
so fast, 1 can’t follow you.
5.	The first speaker had such a loud voice that he could be
heard at the end of the big hall. They didn’t need to put
up a loud-speaker in the hall when he spoke.
6.	They were all holding flowers. The box won't hold all of
our skates. Hold out your hand, I’ll give you some sweets.
She was so weak that she couldn’t hold up her head. The
examination will be held on Friday.
76
XIII.	Guess the meaning of the italicized words in the situations given. Then
give your own situations beginning with the sentence with the itali-
cized word.
1.	There are many old monuments ['monjumants] in Moscow.
One of them, the monument to Lomonosov, stands in front
of the old Moscow University building.
2.	Soviet people honour ['ana] the memory of great people.
On the four hundredth anniversary of the birth of Shake-
speare, meetings were held in many cities in honour of the
great writer.
XIV.	Discuss the translation of the following:
1.	Joe Hill was more often jobless than employed.
2.	He did anything and everything.
3.	He worked in the food industry factories of the east.
4.	Joe Hill moved across America, looking for something
to do.
5.	The bosses, the kings ot industry, heard the workers sing
the songs—the songs that helped the strikers to hold
together.
6.	They published all kinds of lies about Joe Hill.
7.	A tremendous wave of protest followed Joe Hill’s arrest.
8.	On November 19, 1915, the thirty-six-year-old working-
class fighter poet was executed (['eksikju:tidJ — казнен).
9.	A speaker at a protest meeting that was held before Joe
Hill was killed, said, “Joe Hill will never die!”
10.	No monuments have been put up to honour the memory
of Joe Hill.
XV.	Read the text “Joe Hill” at home, giving special attention to the use
of the following words:
a)	a trade union, to recite, to get rid of, unskilled, a wave,
a prison;
b)	to be born, to depend, a strike, labour.
Prepare for classroom discussion of the questions in Exercise XVI.
JOE HILL
Somebody once said, “Poets are born, not made.” Some people
think it is true, and some think it is not; but everybody agrees
that Joe Hill was a born poet. He did not learn the art of poetry
at schools or colleges, but he wrote poems and songs always —
while he worked and while he was looking for work, when he was
free and when he was in prison.
Like thousands of other American workers in the years of de-
pression before World War I, tall, strong, energetic young Joe Hill
was more often jobless than employed. He did anything and
everything. He was an agricultural worker on western farms. He
77
worked on the docks of San Francisco1 and in the food industry
factories of the east.
Together with thousands of other jobless workers, Joe Hill
moved across America from the Atlantic1 2 to the Pacific,2 looking
for something to do. Nobody, no organization helped these people.
Only skilled workers could be members of the American Federation
of Labour trade unions.3
In 1905, a new trade-union organization, the Industrial Workers
of the World, was organized. Any worker, skilled or unskilled,
could be a member. Joe Hill joined the I.W.W.4 and soon became
one of the most active organizers in the labour movement. Joe
Hill’s songs and poems helped
their rights. He wrote:
Come all ye toilers, that work
Come from every land,
Join the fighting band,
Into one union grand.
We want the factory girls and
Yes, everyone that works,
The miner and the farm hand,
In one union grand.
the workers to unite and fight for
for wages, Уе toilers—poetic words
’ for you workers
wages — pay
the fighting band—эд.
боевой отряд
grand — величественный
rlprkc	a clerk [klctk] (USA
uieiKb,	[kla:k]) - служащий,
клерк
a miner — шахтер, a farm
hand — an agricultural
worker
Joe Hill’s songs helped the workers to understand that they
must depend on themselves, on their unity, and not hope for help
from religion. In one of his songs, “Pie in the Sky”, he wrote:
Long-haired preachers come out every night,
Try to tell you what’s wrong and what’s
right;
But when asked about something to eat,
They will answer in voices so sweet:
Chorus:
You will eat bye and bye,
In that glorious land above the sky.
(Way up high!)
Work and pray, live on hay,
You’ll get pie in the sky when you die.
pie — пирог
a preacher ['prfctfd]—
проповедник; священ*
ник
bye and bye—зд. co вре-
менем, когда-нибудь
потом
glorious ['glorias] — пре-
красный; above [a
'dav]—над; to pray—
молиться; hay — сено
(See music to the song on page 82.)
1 San Francisco [ samfran'siskou]
2 the Atlantic [at'laentik] (Ocean ['oujan])—Атлантический океан; the
Pacific [pa'sifik] (Ocean)—Тихий океан
3 the American Federation [Jeda'reifan] of Labour trade unions—тред-
юнионы, объединенные в Американскую Федерацию Труда (a reactionary
American trade-union organization for skilled workers)
4 The Industrial Workers of the World was often called the I.W.W.
78
In 1909, the I.WAV. published “The Little Red Song Book”,
and many of Joe Hill’s songs appeared in it. They became the
most popular songs of the workers. Men and women sang Joe
Hill’s songs at work; they sang his songs and recited his poems in
the picket lines’ when they went on strike. When the police threw
them into prison, they sang Joe Hill’s songs and recited his poems
there, and the songs and poems gave them courage to continue
the struggle.
But the bosses, the kings of industry, heard them sing the
songs—the songs that helped the strikers to hold together. And
they wanted to get rid of the man who wrote them, the working-
class leader who put these words into one of his songs:
Working men of all countries, unite,
Side by side we for freedom will fight
side by side —
бок о бок, рядом
Again and again, Joe Hill was thrown into prison, but he
continued writing songs and poems. His voice was heard louder
than before. Then the bosses decided to kill Joe Hill “He will
stop singing only when he is dead,” they said.
They did not wait long. One day, a man named Morrison and
his son were killed by gangsters in their shop in Sait Lake City.
But it was Joe Hill who was arrested; Joe Hill who did not know
Morrison or his son, and had never seen them. The capitalist
newspapers immediately began to attack Joe Hill. They published
all kinds of lies about Joe Hill. He was a bad man, they said,
who had often been in prison. He had killed many people. He
was a “red”, a dangerous revolutionary who had no respect for
the law.
A tremendous wave of protest followed Joe Hill’s arrest. Work-
ers, writers, scientists wrote letters of protest against the unlawful
arrest of Joe Hill and held meetings and demonstrations. They
tried to save Joe Hill, but in vain. On November 19, 1915, the
thirty-six-year-old working-class fighter poet was executed.
A speaker at a protest meeting that was held before Joe Hill
was killed, said, “You hear it everybody? Joe Hill will never die!”
Ten years later, a song about Joe Hill appeared, a song that
people all over the world know and sing:
I dreamed I saw Joe Hill last night.
Alive as you or me.
Says I, “But, Joe, you’re ten years dead!”
“I never died,” says he.
“1 never died,” says he.
alive [a'laiv]—живой
says I—просторечие
=1 say
1 in the picket lines—во время пикетирования
79
Half a century has passed. No monuments have been put up
to honour the memory of Joe Hill. But we know that the words
of the song are true words — Joe Hill did not die, Joe Hill will
never die.
XVI.	Answer the following questions:
1.	Why was Joe Hill more often jobless than employed?
2.	Why did the bosses decide to get rid of Joe Hill?
3.	How did they kill him?
4.	How did the people try to save Joe Hill?
XVII.	Discuss the following;
1.	The poem beginning with the words “Come all ye toilers...”
calls for the international solidarity of the workers. What
words and phrases show this idea?
2.	Tell the idea in the second part of the poem.
3.	Tell the class the ideas in the song “Pie in the Sky”.
XVIIi.	Speak on the following;
1.	Joe Hill’s life before 1905.
2.	The ideas in Joe Hill’s songs and poems and their impor-
tance in the struggle of the working class.
3.	The idea in the song “Joe Hill”.
4.	A short biography of a revolutionary or of a revolution-
ary poet or writer.
Homework
1	.* Write a sentence, using each of the following verbs with a complex
object:
to want, to hear, would like, to see, to watch, to make.
11	.* Translate in writing:
1.	я видел, что она что-то вытащила из сумки.
2.	Вы когда-нибудь видели, как работает счетная ма-
шина?
3.	Попросите его рассказать нам о своем любимом занятии.
4.	Скажите ему, чтобы он не зажигал свет, когда вернется.
5.	Мы часто наблюдали, как мальчики играют во дворе
в хоккей.
6.	Мы слышали, как он рассказывал о своем новом от-
крытии.
7.	Нам хотелось бы, чтобы он рассказал об успехах в их
работе.
8.	Тетушка Полли заставила Тома выпить лекарство.
80
111	.* Write the Russian equivalents for the following:
sweet cherries; sweet music; a sweet voice; a sweet smell;
a sweet girl; a sweet face; she likes sweet things.
IV	.* Do Exercise XV (page 77).
V	.* Fill in the blanks with correct prepositions where necessary:
1.	Not long ago the workers ... the Ford plant ... England
went ... strike ... higher pay.
2.	Disarmament was one of the important questions dis-
cussed ... a meeting held ... Hyde Park.
3.	Challenge wrote! “The Young Communist League is lead-
ing	the	young	people ... their fight	...	the Tory
Government.” Challenge tells ... the youth not to depend
...	the	Tories	... jobs and a chance	...	becoming
highly skilled workers. The first thing to do is to get
rid ... the Tory Government. Challenge calls upon the
young people to join ... older workers ... trade unions.
They need ... young people. The capitalist press lies
... the labour movement The trade unions help young
people to unite and fight ... their rights.
VI	.* translate the following word combinations:
technical details; a chemical reaction; a natural result;
natural gas; natural sciences; an agricultural discovery; an
agricultural college; an industrial process; an industrial
worker; a medical school; a toy with mechanical wings;
historical facts. John is a mechanical engineer The child
is very musical.
VII	.* Read the story “The Legend of the King and the Old Poet” in Lesson
Twelve without using a dictionary. Prepare to answer the questions
given before the text.
Vocabulary to be remembered -------------
agriculture n
depend v
follow v
hold (a meeting) v
honour v, n
labour n
lie n, и
loud a
monument n
prison n
recite v
religion n
skilled a
strike n
sweet a
tall a
trade union n
wave n
as follows
be born
get rid (of)
81
PIE IN THE SKY
Long-haired preach—ers come out evf—ry night, Try to
telL you what's wrong and what's right; But when
asked a —bout some —thing to eat, They will
ans -— wer in voi—ces so sweet: You will eat bye and
bye, In that gto — rl —ous	land a—bove the
pie in the sky when you die.
LESSON TWELVE
Questions:
1.	What was the king’s unusual talent, and what did he want to be
known for?
2.	Why did the king like to invite poets to his palace and what hap-
pened when they visited him?
3.	What were the remarkable talents of the girl and the soldier at the
palace?
4.	How did the old poet succeed in getting so much money from the
king?
THE LEGEND OF THE KING AND THE OLD POET
(Retold from a story by W. M. Thackeray)
There was once a king in an eastern land whose name was
Poof-Allee. Like all kings, Poof-Allee was proud of his rich country
and his army, of his wonderful palace and of his beautiful wives.
But most of all he was proud of his talent for poetry, which
was really unusual. You must not think that the king’s talent
was for writing poetry — he couldn’t write a word. His talent was
for remembering poetry. King Poof-Allee had a remarkable memory,
and he could repeat any poem by heart immediately after hear-
ing it. All great men have their weaknesses, and King Allee had
his. He wished to be known as a poet, and he wanted people to
think that he knew all the poems in the world.
King Allee pretended1 to be a great friend of all poets, and
often invited them to his palace to read their new poems to him.
He welcomed them with sweet words and gave them rich food
and sweet wine.1 2 3 But a welcome costs8 nothing, and the king
made the poets pay much more than the food and wine cost.
Usually after a poet had recited his poem, the king pretended
to get very angry. “What!” he used to shout, “Do you call that
a new poem? I have known it for years!” (Sometimes he said,
“I wrote that poem myself ten years ago!”) Then he used to repeat
the poem, word for word, and shout loudly, “You see! This so-
called poet has no respect for the King! He has lied to me and
1 to pretend [pn'tendj — делать вид
2 wine — вино
3 to cost (cost, cost) —стоить
83
must pay a big fine1 or go to prison!” In this way, besides learn-
ing many beautiful poems, King Allee made the poets pay a lot
of money. Poor poets were always thrown into prison.
You can very well imagine that after some time, poets were
afraid to visit the king. Suddenly there was a wave of illness
among the poets, or they had gone to some far-away places in
the mountains, or they had stopped writing poetry. So the
king could not be entertained by hearing poets read their new
poems, and his life at the palace became very uninteresting and
joyless.
Now you must know that the king had two very gifted people
at the palace who were always present when the poets recited
their poems. A tall, beautiful girl named Roly-Poly, one of the
king’s wives, had almost as wonderful a memory as the king,
for she could repeat any poem after listening to it twice.1 2 The
other was the king’s favourite soldier named Cram-Cram. He could
repeat any poem after he had heard it three times. The remark-
able talents of these two people were a secret known only to the
king.
One day, when the king was feeling very unhappy because he
had not heard any new poems for a long time, an idea came to
him. He called his herald and said, “Go out and announce to the
people this: ‘King Poof-Allee believes that there are no more
original poems in the world. However,3 he invites all poets who
think that they have written new works, to come to the palace
and recite their poems. If the poem is really new, the king will
pay the poet the weight4 of the poem in gold. But he warns poets
that if the poem is not original, the so-called poet will pay a fine
or go to prison.’”
Poets are strange people. They are sure that every word they
have written is original. Besides, they are always ready to suffer5
for their art. Soon poets began to return to the palace again.
And every time, the same thing followed after they had recited
their poems. Only now there was something new. The king used
to repeat the poem after the poet had recited it, to show that he
already knew the poem. Then he used to turn to Roly-Poly arid
ask, “Roly-Poly, do you know the poem this so-called poet has
recited?”
“Of course, Your Majesty,”6 Roly-Poly answered. “I have often
heard you recite it.” And she used to repeat the poem too. That
was easy for her—she had heard the poem twice.
1 a fine — штраф
2 twice [twaisj—дважды
3 however [hau'evs] — однако, тем не менее
4 weight [weit] — вес
5 to suffer — страдать
6 Your Majesty [jo: 'maec^isti] — ваше величество
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Then, just to prove that the poem was well known, the king
used to shout. “Who else knows the poem?” And Cram-Cram used
to come forward and say, “Your Majesty, I know it.” And he
recited the poem. Naturally, he remembered the poem, for he had
heard it three times. After that, if the poet could not pay a big
fine, he was thrown into prison.
At that time, high in the mountains of the Caucasus,1 there
lived a very old and great poet and philosopher He was the
leader and teacher of many poets. One day a large group of poets
came to him and complained about the king. After some time
the old poet said, “The king has some skillful way of learning
your poems. We must discover how he does it. I must think.”
All night he sat and thought, and in the morning he called the
poets together and said, “My friends, I think I have guessed what
the king does. I have a plan, but I must depend on you to help
me. I can succeed in carrying it out only if you all agree to work
hard and long to prepare everything.”
Two months later, the old poet was driven to the palace in
a very large, heavy cart.1 2 When King Allee was told that the
great old poet himself had arrived, he was very pleased. “Welcome
to our palace, great poet,” the king said to the old man. “We
are happy to see you, for your fame has travelled to us from the
Caucasus.”
“Light of the world!” said the old poet. “You honour me. The
fame of King Poof-Allee has travelled to us in the Caucasus.
1 have created a new poem especially for you, and I would like
to present it to you as a gift.”
“No, no!” the king answered. “If your poem is really original,
I cannot take such a rich gift. I shall pay you its weight in gold.”
Then food and wine were brought and there were some more
speeches. The stars were already in the sky when the king asked
the poet to recite his poem. He began in a low, monotonous
voice:
When the world began, and the fish swam,
And the sea washed the feet of the mountains,
First came the birds that fly in the blue,
Then came the animals, two by two,
And the green grass grew and grew...
He went on and on slowly in a voice that didn’t change. The
stars had long disappeared and the sun stood high in the sky
when he stopped. King Poof-Allee opened his eyes, looked round
and jumped up from his throne. Roly-Poly opened her beautiful,
black eyes, and Cram-Cram shook himself and saluted. The truth
is that they had al! been asleep.
1 the Caucasus ['kozkasas] — Кавказ
2 a cart —повозка
85
“Roly-Poly!” Cram-Cram!” the king said excitedly. “I was a
little tired and didn’t hear all of that terribly long poem. But
I know it, and I am sure that you know it too. Repeat it.” But
that was quite impossible, and this time the king could not refuse
to pay. “Cram-Cram,” the king shouted (this time he was really
angry), “take this man to the treasurer!1 Tell him to weigh1 2 the
poem and give this man its weight in gold.”
Some time later, as King Poof-Allee sat thinking how nice it
was to be rid of the old poet, Cram-Cram came in with a letter.
“How much did that terribly long poem weigh?” the king asked.
“I want to calculate how many rupees we paid that old man.
Twenty rupees—thirty, perhaps?”
“No, your Majesty,” Cram-Cram answered. “Much, much more.
The poem is tremendous.” And he gave the king the letter. The
letter was from the old poet, and it said:
“Your Majesty I I have received from your treasurer two hun-
dred and fifty-five million, six hundred forty-five thousand and
ninety-nine rupees in gold, the weight of my poem. I must explain
why the poem was so heavy. As you know, it was a long poem.
We have no paper3 in the mountains, so we always carve4 our
poems on the great stones there. I carved my poem on eight
stone columns, and your treasurer now has them.”
The old poet used the gold to publish the poems of all the
poets in the country. And there was enough money for many,
many years. Visitors to King Poof-Allee's country were always
surprised to find so much good poetry there. But the king used
to explain: “Poetry is my hobby. I honour poets and I am always
happy to help and support them.” But it is strange that his face
was always black when he said these words.
Exercises
I.	Answer the questions:
1.	What was the king told when the poets stopped coming
to the palace?
2.	How did the king make the poets return to the pal-
ace?
3.	Why did the old poet have to depend on his friends
to help him to carry out his plan?
1 a treasurer [Чгезэгэ] — казначей
2 to weigh [wei] — взвешивать; весить
8 paper—бумага
4 to carve —вырезать, высекать
86
4.	Why do you think the king refused to take the poem
as a gift?
5.	Why did the poem weigh so much?
II.	Give as many facts as you can from the story to support the following
statements:
1.	The king was not a poet.
2.	The king was not really a friend of poets.
3-	The king used the talents of Roly-Poly and the soldier
with a special purpose.
4.	The old poet guessed the king’s secret.
5.	The old poet’s plan succeeded because the three people
at the palace could not use their talents.
6.	The great old poet proved that he really was a true
friend of poets.
7.	The clever old man taught the king a lesson that he
didn’t enjoy
III.	Tell the story of “The Legend of the King and the Old Poet”.
IV.	Translate in writing at home, using a dictionary.
WONDERS OF NATURE
Physicists are studying many things besides atoms and other
phenomena of inorganic nature. One of the physicists* important
fields of study today is zoology.
The organs of some animals, birds, insects and fish can carry
out tasks which at present are impossible even for the most
complicated machines Bats, for example, make sounds and orient
themselves by the echoes of these sounds This sound-radar
system works very well, even if there are other bats near, making
their own sounds, or if a loud-speaker fills the room with
sounds. A bat can fly through a dark room, with wires stretched
across the room in all directions and never touch any of the
wires.
Dolphins and whales have a sound-radar navigation system.
Other fish have an electrical navigation system. They send out a
low-voltage current, creating an electric field around themselves.
If another fish approaches, the change in the electric field is
immediately detected.
Insects have organs for detecting smells, vibrations and, some
scientists think, radio waves. Physicists believe that science can
make good progress by studying insects, birds, animals and
fish, and by imitating their natural abilities with mechanical
means.
87
V.	Read the story “The Sea on Strike” in class (sitent reading) and
tell it.
THE SEA ON STRIKE
Many years ago, a London theatre performed a play with a
terrible storm at sea in one of the scenes.1 The waves were made
by some boys who jumped up and down under a large piece of
green cloth. 2 Each boy received a shilling a night for his work.
The play was very popular and the hall was usually full.
But the director of the theatre wanted to make still more money
from the performances, and he decided to lower the boys’ pay
from a shilling to sixpence. This made the boys angry, and they
decided to go on strike for a shilling a night.
During the next performance, when the storm began, there was
enough loud noise on the stage, but the sea was absolutely calm,
not one wave could be seen. The theatre director immediately
ran behind the stage, raised a corner of the green cloth and
shouted,
“Waves! Waves! Why aren’t you making waves?!”
One of the boys sitting under the cloth asked him, “Do you
want sixpenny waves or shilling waves?”
“All right, all right!” the director said. “I’ll give you a shil-
ling, only give me the waves!”
Tremendous waves immediately began to appear on the sea,
and everybody agreed that they had never seen a better storm
in the theatre.
1 a scene [srn] — сцена
8 cloth [kbO] — материя
LESSON THIRTEEN
Exercises
1.	Speak about a well-known man or woman, or someone you know
well.
a)	Say where and when he was born, and who his parents were. Then
say where he spent his childhood and youth and where he received
his education.
b)	Say what he was interested in in his youth and what he decided
to become. If you know, speak about the people he met and how
they influenced him.
c)	Speak about the places he lived in or where he travelled. Say what
he is remembered for.
II.	Say something about your own biography according to the plan given
in Exercise I.
111.	Imagine this situation. Two young people meet at a tourist camp.
One of them is in the Tenth Form, the other has already finished
school and is working. Each tells the other about himself and asks
questions. Carry out this dialogue.
IV.	Study the meaning and use of the new words as seen in the fol-
lowing examples:
reason: There are two reasons why I can’t agree. Have you
any reason for thinking she didn’t tell us the truth?
We have many reasons for not liking him. She couldn’t
give a good reason for coming late. For some reason or
other, he decided not to speak to anyone about it.
clear: The day was warm and the sky was clear. The ques-
tion is clear. Is everything clear? The reason why he
refused isn’t clear to me. Write your name clearly.
We could see everything clearly.
road: Is this the road to the pioneer camp? We met some
friends on the road not far from the forest. The road
turns to the left at the bus-stop The car was standing
in the middle of the road. He lives across the road.
We were walking along a road that led up into the
mountains.
district: They got a flat in a new district. The town is the
centre of a rich agricultural district. The district clinic
is near my house.
89
to invent: The young engineer invented a new kind of radio
that was exhibited at the district industrial exhibition.
One of the workers succeeded in inventing a new way of
cutting hard materials. When cars were invented, it was
soon found that better roads were needed.
example: Give me an example showing the use of the word
pull. Some football rules have been changed, for example,
the rule for “out of play”.
according to: According to the Soviet Constitution, all Soviet
people have the right to work and rest. According to the
newspaper Challenge there were 10,000 unemployed young
people in Scotland in May 1963. After their training,
young specialists in our country are given work
according to their specialities [^peji'aelitiz]. According
to the rules, all pupils must be in their classrooms by
half past eight
V.	Say something about what you have read in a newspaper using
according io, and give an example.
Example: According to the newspaper many Soviet Olympic
champions have won more than one gold
medal —Lydia Skoblikova, for example.
VI.	Complete the sentences in as many ways as possible;
1	..., but it wasn’t very clear to me.
2.	He had no reason for ...
3.	... in our district.
Vli.	Guess the meaning of the italicized words; pronounce them correctly.
A.	1. Storms on the ocean foujan] often interfere with the
movement of ships.
2.	In the Roman empir |'empaia| the tyranny ['tirani] of
the rich led to the Spartacus ['spa takas] movement.
3.	The Russian word «гений» comes from the Latin ['laetin]
“genius”. The English word “genius” also comes from
the Latin language and is pronounced ['dsknjas]
В.	1. Swimming is dangerous when the ocean is stormy.
2.	The pronunciation [pra.nAnsi'eij’n] of the word is not
difficult.
3.	There are many interesting stories by Jack London
about adventurers who went to Alaska to look for gold.
4.	When cars were invented, one could often see horses
pulling them along the roads. Galileo’s invention of
the telescope made it possible for scientists to study
the planets. The inventor wanted his machine to be
used for peaceful purposes.
90
5.	The problem seemed difficult at first, but it was
really quite simple. She simply changed her mind,
refusing to give any reasons. Russian spelling was sim-
plified after the Great October Socialist Revolution.
6.	What book influenced you when you were very young?
His older brother has a good influence on him.
7.	Baron Miinchhausen is the most famous liar j'laia] in
literature. He told the most fantastic lies. He lied to
everybody, even to himself.
VIII.	Give sentences using the words:
stormy, invention, inventor, influence.
IX.	Discuss the meaning of the italicized words. Then give sentences
illustrating the meaning of the words in: Id), le), 2a), 2b)
1.	a) Their grandmothei told the children an exciting
story, b) The boy told a lie. с) I can always tell when
he is not telling the truth, d) He was told to wait,
e) The two brothers look the same, only their mother
can tell the difference between them.
2.	a) I pass their house on my way to school, b) Time
passed slowly while they were waiting, c) Will you
pass me the bread, please? d) My friend passed his
entrance examinations for a technical school, e) I saw
her stop, look at the monument, and then pass on.
f) Before Joe Hill’s songs were published, they were
passed on by people who had heard him sing them
at meetings, g) Before writing was invented, news was
passed on by word of mouth.
X.	A. Study the prefix re- in the following examples*.
to re-do
to re-enter
to reopen
Read the story a second time. = Re-read the story.
The names of many streets were changed after the Revo-
lution. = Many streets were renamed.
He came back into the room. = He re-entered the room.
She arranged the pictures in a different way. = She
rearranged the pictures.
B. Translate the following:
1.	The student was re-examined.
2.	The book was not popular and it was never re-published.
91
3.	After being closed for a long time, the theatre reopened
last week.
4.	The city was rebuilt after the war.
XI.	Make up dialogues like the following:
Can you tell me how to get to
the Shevchenko Theatre?
Then I can’t walk there. Can
1 take a bus or a tram?
That’s clear. Is the theatre in
Gogol Street?
I see. I’m sure I’ll find it. Thank
you very much.
Yes, I can, but it isn’t near
here. It’s in another district
of the city.
Yes, take bus nineteen and ride
as far as Pushkin Square. Then
walk down Karl Marx Street
to Gogol and turn to the left.
Yes, near the corner of Karl
Marx and Gogol Street. It’s a
big, modern building with low
wings on both sides.
Don’t mention it!
XI1.	Discuss the translation of the following:
1.	Very often, they invented a name that described a place
in some way.
2.	From the names of places, we can often tell who lived
there at some time in the past.
3.	Latin words began to be used in English place-names
very long ago.
4.	Like all ancient names, these Indian names were passed
on by word of mouth: they lived not on maps or in
writing, but in the speech of the people.
5.	Europeans ljuaro'pkanz] found the Indian names very
difficult to pronounce.
6.	But even in their changed form, these names have an
unusual and poetic sound.
7.	We can sometimes tell who lived in a place by exam-
ining the old place-names in different regions.
8.	These names are language monuments of the early days
of American history, when the first Europeans came to
the new world.
9.	They came as adventurers looking for gold and riches,
as conquerors hoping to set up empires, or as people
trying to find a place where they could be free from the
tyranny of the Old World.
92
XIII.	Read the text “Place-Names” at home, giving special attention to the
use of the following words:
a)	an inhabitant, a region, to conquer, a coast;
b)	a reason, influence, to tell, a district.
Prepare for classroom discussion of the questions in Exercise XIV.
PLACE-NAMES
What’s in a name? That which we call a rose
By any other name would smell as sweet.
Shakespeare: “Romeo and Juliet”
We do not know when men began to give names to the places
where they lived, and to the seas, rivers, lakes and mountains
around them. Very often they invented a name that described a
place in some way, for example Bear Mountain or White Lake.
The water of the Dead Sea is so salty that nothing can live in
it: the reason for the name is clear. The water of the Black Sea
is a beautiful blue colour. But the ancient Greeks, when they
looked to the East, often saw dark storm clouds over the water,
and they named the sea the Black Sea. The Pacific Ocean is known
for its terrible storms. But on the day when the Spaniard Balboa1
first saw it, the ocean lay quiet and calm in the bright sunlight,
and he called it Pacific, which means “peaceful”, “quiet”.
From the names of places, we can often tell who the inhabit-
ants were at some time in the past. There are cities and towns
in the Crimea1 2 and the Ukraine2 whose names end in -pol:
Simferopol, Sevastopol, Melitopol. We can be sure, even without
reading history books, that Greeks lived there in ancient times
and gave the places their names: “poll's” (noAi$) means “city”
in Greek.
In the name of Shakespeare’s birthplace, Stratford-on-Avon,3
we see four words from three different languages. At this place,
a Roman road (in Latin “strata”) crossed the Avon (in the Welsh
language,4 the word “afon” means “a river”). The English word
“ford” means a place where we can cross a river. So the name
Stratford-on-Avon means “the place where the road crosses the
river”, and we know that at different times, Roman, Welsh and
English people lived there.
Latin words began to be used in English place-names very
long ago. The Latin word “strata” later became the English word
1 the Spaniard Balboa ['spaenjad baeTboua]— испанец Бэльбоа
2 the Crimea [krai'mia]— Крым; the Ukraine [ju'krein]
3 Stratford-on-Avon f'strsetfadan'eivan]
4 the Welsh language —уэльский язык
93
“street”. Latin “portus” is the English “port”, and is seen in the
names of many English places: Southport, Portland, Portsmouth.
The oldest place-names in the United States are, of course,
Indian. They are mostly names of what the people saw in nature:
mountains, lakes, rivers and waterfalls. The name of America’s
greatest river, Mississippi, is made of two Indian words: “misi”
(great) and “sipi” (water). Like all ancient names, these Indian
names were passed on by word of mouth: they lived not on maps
or in writing, but in the speech of the people. Europeans found
the Indian names very difficult to pronounce, and they pronounced
the names according to the rules of pronunciation of their
own languages. For example, the Indian name Uneaukara was
simplified to Niagara,1 Potowanmeac was simplified to Potomac.1
But even in their changed form, they have an unusual and poetic
sound: Tallahassee, Allegheny, Chicago, Kalamazoo.1
The Europeans who came to America, renamed many of the
mountains, lakes and rivers, and gave names to the new towns
that they built We can easily tell where Europeans from differ-
ent countries came to live in America by examining the old
place-names in different regions. There are English names in the
north-east and along the eastern coast, for example New London,
Portland; there are Dutch a names in many districts of New York
City (Brooklyn, Harlem, the Bowery)1 2 3 and in other parts of New
York State. There are many French names in the southern states
and in the Mississippi region. There are Spanish names in Flo-
rida4 and the oldest names in the western region — in the states
of California, Texas, New Mexico and Arizona5—are also Spanish.
The influence of many languages can be seen in American
place-names. They are language monuments of the early days of
American history, when the first Europeans came to the new world.
They came as adventurers looking for gold and riches, as conquerors
hoping to set up empires, or as people trying to find a place
where they could be free from the tyranny of the Old World
(Read more about place-names in the United States on page 144.)
X!V. Answer the questions:
1.	How can we sometimes tell who lived in a place very
long ago?
2.	What kinds of places in America still have Indian names?
1 Niagara [nai'segara], Potomac [pa'toumaekj (river), Tallahassee
Ltaela'haesi] (city)-, Allegheny ['seligenij (mountains); Chicago [Ji'kctgou];
Kalamazoo [,kaelama'zu:] (city)
2 Dutch [dAtf]—голландский
8 Brooklyn 1'bruklin]; Harlem ['hctlam]; the Bowery ('bauari]
4 Florida ('Honda]
5 California [rkaeli'fo:nja]; Texas ['teksas]; New Mexico ['meksikouj; Ari-
zona [,aeri'zouna]
94
3.	How can we tell that people from different European
countries came to live in America?
XV.	Explain the meaning of the following quotation from “Romeo and Juliet”:
“What’s in a name? That which we call a rose
By any other name would smell as sweet.”
XVI.	Find material in the text to support the following. If you can, add
examples of your own.
1.	Place-names often describe places, but sometimes the
place today is quite different from the description. (For
example, Kuznetski Most is not a bridge, but the name
shows that there was once a bridge there.)
2.	Names or parts of names from other languages some-
times show who inhabited the place in the past.
3.	Sometimes, place-names are a combination of elements
taken from different languages.
4.	The reason for changes in place-names may be the effort
to make the pronunciation easier. But there may be oth-
er reasons also (for example, places renamed after the
Great October Socialist Revolution).
5.	The influence of many languages can be seen in Ameri-
can and English place-names.
XVII. Say what you can about one of the places shown in the pictures.
(Why it has that name, what it is known for, if the name has been
changed, why.)
Bear Mountain in the Crimea.
95
Monument to Peter 1, Leningrad.
Steel Mills, Magnitogorsk.
20	0	20	40
The Cape of Good Hope.
Monument to Przhevalsky,
Przhevalsk, Kirgizia.
XVI11. Speak about some place-names in your city or region (the name of
a street, square, road, or the name of a mountain, river, etc.).
Homework
I. * Write a short biography of yourself (about 25 lines).
11. * Add the prefix re- to the following words and write them. Translate
them (orally):
to name, to read, written, made, to enter, to arrange,
to open.
III	.* Do Exercise XIII (page 93)
IV	.* Re-read the text “Place-Names’*.
a)	Find English equivalents for the word combinations given here and
write them out.
b)	In each combination, underline the preposition used in English.
97
Причина названия ясна; когда они смотрели на восток;
Тихий океан известен своими бурями; при ярком солнеч-
ном свете; в Крыму и на Украине; названия оканчиваются
па -поль', noXtg означает по-гречески «город»; даже не чи-
тая книг по истории; они произносили названия в соот-
ветствии с правилами произношения; например; дали
названия новым городам; на северо-востоке; вдоль восточ-
ного побережья.
V. * Fill In the definite or Indefinite article where required.
1.	Moscow is being rebuilt according to ... general plan.
2.	A visitor to Moscow’s Proletarian District today could
never tell that fifty years ago, the district was one of
... poorest and dirtiest in ... whole city. Before ...
Revolution, ... inhabitants lived in ... little, dirty
streets with ... low, dark houses.
8. ... Black Sea coast of ... Ukraine is one of ... most
beautiful places in ... Soviet Union.
4. Besides being ... biggest port on ... Black Sea, ...
city of Odessa is also ... important industrial centre.
VI. * Read the story "Lispeth” in Lesson Fourteen without using a diction-
ary. Prepare to answer the questions given before the text.
Vocabulary to be remembered
according to prep
building n
clear a
coast n
conquer v
district n
example n:
for example
influence n, v
inhabitant n
invent v
ocean n
Don’t mention it
pass on о
pronounce v
reason n
region n
road n
storm n
tell v
LESSON FOURTEEN
Questions:
1.	Why was Lispeth living in the home of the chaplain?
2.	How did the young Englishman get to the chaplain’s house in Kotgarh?
3.	What was the lie that the young Englishman and the chaplain’s wife
told Lispeth?
LISPETH
By Rudyard Kipling*
She was the daughter of a hillman1 2 3 4 5 * * who lived in the Hima-
layas? One year, the maize crop* was very poor, and the hillman
and his wife had nothing to eat that winter. So the next spring,
they decided to become Christians and they brought their baby
to the mission in Kotgarh. The chaplain8 gave her the name of
Elizabeth, and everybody in the hills pronounced her name
Lispeth.
Her mother and father died soon after that, and Lispeth be-
came half servant® half companion to the wife of the Kotgarh chap-
lain. When she grew up, she was so tall and so beautiful that the
chaplain’s wife could not ask her to do servant’s work Lispeth
played with the chaplain’s children and she did some sewing. She
read all the books in the house and grew more and more beauti-
ful. The chaplain’s wife wanted to send Lispeth to Simla or some
other big city, but Lispeth did not want to go away. She was
very happy where she was.
One day, a few months after her seventeenth birthday, Lis-
peth went out for a walk. She liked to walk far — twenty or even
thirty miles at a time. This time, she came back in the evening with
something heavy in her arms. She came into the house very tired and
put the man she was carrying on the sofa. “This is my husband,’’
she said simply. “I found him in the hills. He has hurt ’ himself
1 Rudyard Kipling (1865—1936) was born in Bombay, India. He wrote
poems, novels and short stories. The story “Lispeth” is from his well-
known collection of stories called “Plain Tales from the Hills".
2 a hi 11 man—житель Гималаев
3 the Himalayas [,hima'leiaz]—Гималаи
4 maize [meiz] crop — урожай маиса
5 chaplain ['tfaephn]—священник
* a servant [’savant]— прислуга
’ to hurt oneself (hurt, hurt) —ушибиться
99
and he is not well. We will look after him, and when he is well
again, your husband will marry1 him to me.”
This was the first time that Lispeth had ever spoken of her
plans for the future, and the chaplain’s wife stood looking at her
in the greatest surprise. But the man on the sofa was badly hurt,
and she did not answer the girl then. He was a young English-
man, and Lispeth had found him lying at the foot of a hill near
a big stone.
They put him to bed and the chaplain, who knew something
about medicine, looked after him. Lispeth helped. She explained
to the chaplain that this was the man she wanted to marry. The
chaplain and his wife tried to explain to her that a young girl
must not say such things. Lispeth listened quietly and repeated
what she had already said — that she was going to look after the
Englishman until he was well enough to marry her.
Two weeks later, the Englishman began to feel better. He
thanked the chaplain and his wife, and Lispeth—especially Lis-
peth— for their kindness. He was a traveller in the East, he
said, and had come to look for unusual plants in the Simla
hills. He thought that he had fallen and hurt his head on a stone
while he was trying to get a flower. He said he would go back
to Simla when he was a little stronger.
Day after day passed, and though the Englishman was quite
well, he did not go away. The chaplain and his wife could not
make Lispeth change her mind. So the chaplain’s wife spoke to
the Englishman and told him what was in Lispeth’s heart. The
Englishman laughed and said it was very romantic. But he had
a girl at home waiting for him, and nothing would happen. Still,
he found it very pleasant to talk to Lispeth and walk with Lis-
peth and say nice things to her while he was getting strong enough
to go away. Lispeth was very happy those two weeks, because
she had found someone to love. When he went away, Lispeth
walked with him up the hill, worried and very unhappy. The
chaplain’s wife, who didn’t like scandal of any kind, had asked
the Englishman to tell Lispeth that he would come back to
marry her. “She is only a child, you know, and I am afraid she
is not a real Christian,” the chaplain’s wife said. So, all the twelve
miles up the hill, the Englishman, with his arm around Lispeth,
was telling the girl that he would come back, and Lispeth made
him repeat it again and again.
When she came home, she said, “He will come back and
marry me.” And the chaplain’s wife said, “Yes, he will come
back.”
At the end of two months, Lispeth was told that the English-
man had gone across the seas to England. She knew where
1 to marry ['man]— жениться, выйти замуж; обвенчать
100
Fngland was. of course, because she had read geography’ books.
There was and old map of the world in the house, and she looked
at it in the evenings and cried and tried to guess when her Eng-
lishman would come back. But he had forgotten all about her
when he went back to Simla. Later, he wrote a book about the
East. Lispeth’s name did not appear there.
At the end of the third month, Lispeth began to make jour-
neys up the hill to see if her Englishman was coming. But a
little later, the walks did not help, and she felt very unhappy
The chaplain’s wife decided to tell Lispeth the truth — that the
Englishman would not come back, and it was wrong for a hill
girl to think of marrying an Englishman. Lispeth did not believe
it at first. “He told me himself that he would come back,” she
said. “And you said so too.”
“We said it to keep you quiet, child,” the chaplain’s wife
said.
“Then you have lied to me,” Lispeth said. “You, and he!”
The chaplain’s wife said nothing. For a minute or two, Lispeth
too said nothing. Then she went out and came back in the clothes
of a hill girl. “I am going back to my own people,” she said
“You have killed Lispeth. You are all liars, you English!” And
she left the house, and never came back again.
Exercises
I.	In each group of sentences given, only one sentence is true according
to the contents of the story. Discuss the sentences in each group,
explaining why one of them is correct and two are incorrect.
A 1. Lispeth had no father or mother, and she came to Kot-
garh to be a servant in the chaplain’s house.
2.	Lispeth wasn’t a servant in the chaplain’s house, neither
was she a member of the family.
3.	Lispeth refused to be a servant, so the chaplain’s wife
wanted to send her to Simla.
В.	1. Lispeth met the young Englishman in the hills, and
they came home together.
2.	Lispeth was very tired when she came home, because
she had walked many miles along the road.
3.	Lispeth had walked many miles along the road, car-
rying the young Englishman in her arms, and she was
very tired.
C.	1. The Englishman didn’t leave when he was well again,
but he didn’t tell anyone his reasons for staying.
1 geography [djii'agrah]
101
2.	When the Englishman began to feel better, he said that
he had to leave immediately.
3.	The Englishman went away when he began to feel
stronger, because it was clear to him that Lispeth loved
him
D.	1. The chaplain’s wife lied to Lispeth because she was
afraid the girl would be unhappy.
2.	The chaplain’s wife wanted the Englishman to come
back any marry Lispeth.
3.	The chaplain’s wife thought that hill girls were not
good enough for Englishmen, and should not dream of
marrying Englishmen
II.	Tell the story “Lispeth”.
111.	Say what you like or do not like in the story. Give your reasons.
IV.	Translate in writing at home, using a dictionary.
WORKING FISH
How to get rid of reeds and other “enemy” water-plants in
waterways has been a problem since ancient times. Water-plants
interfere with the circulation of water in reservoirs and in irriga-
tion systems; they interfere with navigation in canals and rivers.
Hydroelectric power-plants lose many kilowatt-hours of electricity
due to the growth of plants in their water supply systems. This
“enemy” has been attacked in many ways, but as a rule, the
means used have been complicated, expensive and not very
effective.
A solution has now been found in an unexpected source.
A fish called “White Amour” was brought from the Far East to
other parts of the Soviet Union where it is not usually found.
This fish can grow to a metre in length, and can weigh more than
thirty kilograms. Its food is water-plants, and every day the
White Amour eats as many kilograms of water-plants as the weight
of its own body—kilogram for kilogram. One year after the
White Amour was put into the water supply system of Moscow
power-plant, the fish had eaten so many of the enemy” water-
plants that water supply became normal again.
Besides being a “working” fish, the White Amour is a very
tasty fish. When it has grown large on the plants in a water
system, it can be caught and eaten. White Amour are now used
to get rid of water-plants in irrigation canals in Central Asia.
Scientists are now trying to find other fish that can be used for
the same purpose.
102
V.	Read this anecdote in class (silent reading) and then tell it.
AN ANECDOTE ABOUT MARK TWAIN
One of Mark Twain’s hobbies was fishing, and he used to go
fishing even in the closed season when fishing was not allowed.
Like many fishermen, he sometimes invented stories about the
number of fish he caught.
One day during the closed season, Mark Twain sat fishing
under a little bridge. A man crossing the bridge saw him fishing
there. The man stood watching Mark Twain fishing there, and
then he asked, “Have you caught many fish?”
“Not yet,” Mark Twain answered. “I’ve only just begun. But
yesterday I caught thirty big fish here.”
“That’s very interesting,” the man said. “Do you know who
I am?”
“No,” Mark Twain said. “I don’t think I ever saw you before.”
“I’m the fishing inspector for this district,” the man said.
“And do you know who I am?” Mark Twain asked quickly.
“No, of course not,” said the inspector.
“1 am the biggest liar on the Mississippi,” Mark Twain told him.
LESSON FIFTEEN
Exercises
I. Say whether your town is large or small (compared with other towns
in the region). If your town is well known, for example as an
industrial, agricultural or cultural centre, speak of this fact. If you
know, say what important events took place in your town, or what
well-known people come from your town.
IL Speak about the country near your town, pointing out places that
would interest visitors. Point out places in the town itself that are of
interest, and say why.
Ill.	Say something about the schools in your town. Say whether young
people can get technical training, and where. Say what this training
prepares them for.
IV,	Imagine this situation. Two people from different towns meet. They
ask each other questions about their towns. Both are sure that their towns
are interesting, and they tell each other to come on a visit. Carry out
the dialogue.
V.	Imagine this situation. A man who once lived in your town comes to
your house. He has not seen the town for a very long time. He asks
you questions about the town, the changes in it and tn the places
around it Carry out the dialogue.
VI.	Study the meaning and use of the new words as seen in the following
examples:
it takes...: It takes an hour to go there from here. It takes
many years of training to become a skilled technician.
How long does it take you to get to school? It took her
so long to decide what to wear, that we were late for
the entertainment.
outstanding: Chekhov is outstanding among famous short
story writers. The professor spoke about a number of our out-
standing successes in medicine.
event: The Great October Socialist Revolution is the most
outstanding event of our century. In ancient times news
of important events were passed on by word of mouth.
These events happened many years ago.
main: The main streets in small American towns are usually
named “Main Street”. The main reason he gave for refus-
104
ing is still not clear to me. His main purpose in coming
to that town was to see his old friends again.
to point: The teacher pointed to different places on the map
and asked the pupils to name the cities. Point to the
pupil who must answer your question.
to point out: Olga pointed out the main events of the past
week. The words we must remember are pointed out at
the end of the homework exercises.
to hate: Reactionaries in the 15th century hated Galileo,
Bruno ['bru:nou] and other outstanding scientists. She hates
to write letters.
character: 1) In English, the personages ['paisnidjiz] in a
story, play or film are called the characters. Only the
main character in a book may be called the hero. 2) He
is a man of very strong character.
brave: A writer once said that brave men die only once:
those who are not brave die many times. The brave girl
jumped into the icy water to save the little boy.
honest: I’m sure she didn’t take the money, she’s absolutely
honest. He had an open, honest face.
sad: I don’t like films with sad endings. The story was
so sad that my mother began to cry.
probably: Her plans for next year will probably depend
on the result of her last examination. The roads there
are probably bad in the spring. The boys will probably
want lunch immediately.
VII.	Study the example. Then, using the words: So (Neither) can (do,
did) I, agree with each statement and add another, logically connected.
Use the word given in brackets.
Example: A: I can’t imagine why she refused, (probably)
B: Neither can I. She was probably angry.
1.	I can’t understand why Pete recited so badly yester-
day. (probably)
2.	I especially liked three of the characters in the story, (main)
3.	According to the author, the hero is a man of strong
character, but I don’t think so. (weak)
4.	I don’t think he lied, (honest)
VIII.	a) Say what main school or sport events of the past year you
remember. If any of the events were outstanding, say so.
b)	Tell the class about something you used to hate to do when you
were small.
c)	Say how much time something takes you to do,
d) Say what you can point out to a visitor to your town.
e)	Say what you must point out when you talk about a story, a book
or a film.
105
IX.	A. Study the prefix tin- in the following examples:
unhappy
untrained
1.	His face is not kind. He has an unkind face.
2.	Her name is not usual. She has an unusual name.
3.	The attack was not successful. The attack was un-
successful.
4.	The climate there is not good for the health. The
climate there is unhealthy.
B.	Translate the following word combinations:
an unskilled worker; unpleasant news; an unknown
writer; an unwritten law; unemployed workers; unnatural
pronunciation.
X.	A. Guess the meaning of the italicized words; pronounce them
correctly.
1.	Large public ['рлЬИк] libraries sometimes have mil-
lions of books.
2.	Soviet literary f'htaran] critics ['kritiks] say that the
play “Romeo and Juliet” is an optimistic [,opti'mistik]
tragedy ['traedsidi].
3.	Many Soviet boxers f'boksaz] are European [juara'pkan]
champions.
4.	According to the newspaper correspondent, the strikers
refused to agree to any compromise ['kompramaiz].
5.	The Arctic Ocean is full of icebergs ['aisba:gzj.
B.	Guess the meaning of the italicized words from the context.
1.	The American Indians lived mostly by hunting the
animals in the great forests, and by fishing in the
lakes and rivers. Outstanding hunters were respected
and honoured.
2.	Boys were taught to be brave and never to fear danger.
Even when they were dying, the Indians showed no
fear of death [deO].
3.	Young Indians were taught not to speak much, but to
express [iks'pres] their ideas in as few words as pos-
sible.
4.	The Indians did not sail far out into the ocean in
their canoes [ka'nu:z], but stayed near the coast.
When they saw Columbus’ [ka'lAmbasiz] tremendous
106
“canoe” and the white men that landed, they were
filled with wonder. Of course, they could not under-
stand the white men’s language, so they expressed
themselves by pointing to things, and soon made
friends with the sailors from the ship.
XI.	Complete the Following sentences.
1.	When the wolves appeared in the district, the collective
farmers ...
2.	The tremendous waves became higher and the sky became
darker, but the fearless sailors ...
3.	Her heart filled with joy when ...
4.	In her letter to Radio Moscow, Volodya’s mother
expressed ...
Xll.	a) Guess the meaning of the italicized words.
b) Give sentences logically connected with each sentence.
1.	When the news was announced, it seemed unbelievable.
2.	A few days after the unforgettable flight of Valentina
Tereshkova, the first woman space flier, an international
press conference was held in Moscow.
3.	In ancient times, such things were unimaginable.
4.	The courageous and fearless soldiers of the Soviet Army
are unconquerable.
5.	The main character is a woman whose life had been one
of hard labour and sadness before the Revolution.
6.	He recited the poem with much feeling and expression.
XIII.	Discuss the translation of the following:
1	“There is nothing more difficult than to write a simple
honest story about a man,” Hemingway said.
2	“First, you must study what you are writing about, and
then you must learn to express it in writing.”
3.	“It takes a whole lifetime to do these two things.”
4.	Hemingway had his own way of writing.
5.	“A writer must know more, much more about his charac-
ters than appears in the story,” Hemingway pointed out.
6.	“The more you know about the characters, the more
powerful your story will be.”
7.	It was because he hated war and fascism that Heming-
way took part in almost all the wars of the first half
of the twentieth century.
8.	The world that Hemingway lived in was not happy or
peaceful.
9.	“The main critics of one’s work are the mind (разум)
and the heart ...”
107
XIV.	Read the text “Ernest Hemingway” at home, giving special attention
to the use of the following words:
a)	to compare, twice;
b)	death, to hate, to point out, to fill, probably, to express,
it takes ...
Prepare for classroom discussion of the questions in Exercise XV.
ERNEST HEMINGWAY
Books and stories by Ernest Hemingway are well known to
Soviet readers. When the sad news of Hemingway’s death was
announced in July, 1962, many Soviet readers and literary critics
felt that the world had lost one of the most outstanding writers
of the twentieth century.
Hemingway’s works have been published in all countries;
millions of Germans, Americans, Italians, Russians, Englishmen
have read his stories again and again. So many books and articles
have been written about Hemingway in all languages that they
could probably fill a hall in a large public library. His influence
on other writers has been very great, and his name is dear to
people everywhere in the world.
“There is nothing more difficult than to write a simple honest
story about a man,” Hemingway said. “First, you must study
what you are writing about, and then you must learn to express
it in writing. It takes a whole lifetime to do these two things.”
Hemingway studied people and life all over our planet He
always looked for events in which a man must win or die, events
in which all the beauty or everything bad in a man can be seen.
Hemingway had his own way of writing. His stories seem
very simple, often there are very few events. But we feel that
there is very much behind the event that he describes; that the
whole life of the character leads to this event.
“A writer must know more, much more about his characters
than appears in the story,” Hemingway pointed out. “That is the
idea of Stanislavsky: ‘An actor who says only two words on the
stage must know everything about the character whose role he is
playing.’ A story can be compared to an iceberg. People see
only one part of it; the other part, seven times as big, is under
the water. But it is the part under the water that gives power
to the part that can be seen. The more you know about the
characters, the greater the part ‘under the water’, the more power-
ful your iceberg will be.”
It is not often that even the best writers are like their best
characters. But Hemingway was. He was strong and honest and
courageous; he was a brave soldier, a skillful hunter, a fearless
boxer and an enthusiastic fisherman. He fought in Italy during
108
World War I, he hunted the big
animals of Africa and caught
the big fish in the sea near Cuba.
He saw the tragedy of Spain
in 1936. His life was full of
danger. Twice newspapers pub-
lished news of his death.
More than anything else Hem-
ingway hated war and fascism.
It was because he hated them
that he took part in almost all
the wars of the first half of
the twentieth century, as a sol-
dier or as a correspondent. He
made friends with fighters —
with matadors, hunters, fisher-
men, workers, sailors —because
he was a fighter himself.
For many years Hemingway
lived in Cuba. He was a friend
of Fidel Castro and the people
of the beautiful island of freedom.
Today, his home in Cuba is a
museum. Hundreds of Cubans
and visitors to Cuba come there
Ernest Miller Hemingway,
nineteen years old.
Milan, Italy, November 1918.
to see the place where Hemingway wrote so many of his unforget-
table books.
The world that Hemingway lived in was not happy or peaceful.
He lived in a world where man is alone and unhappy. That is
why so many of his novels and stories are full of sadness, why
his heroes—real people who want happiness for themselves and
others—so often die.
Hemingway once said: “The main critics of one’s work are
the mind and the heart. Perhaps the heart even more than the
mind ... because the mind can sometimes agree to a compromise,
but the heart—never! The truth—only the truth —that is what
one must write.”
Hemingway’s stories have great truth in them; truth about
people and the world around them. His works were bom in the
mind and in the heart of an honest and good man.
XV.	Answer the following questions:
1.	What facts show that Hemingway is a very popular
writer?
2.	How did Hemingway describe the main difficulties of
a writer?
109
3.	What is typical of Hemingway’s writing?
4.	Why did Hemingway speak of Stanislavsky’s ideas on
art?
5.	What shows that Hemingway was a man of action?
6.	Why are Hemingway’s stories often sad?
7.	Do you think that Hemingway’s stories are based on
fantasy or reality?
8.	How can you describe Hemingway’s character?
XVI.	Re-read the four paragraphs beginning with the words:
1.	It is not often that even the best writers ...
2.	More than anything else Hemingway hated war ...
3.	For many years Hemingway lived in Cuba. ...
4.	The world that Hemingway lived in ...
Give the main idea of each paragraph.
Homework
1	.* Copy the sentences. Fill in the proper word from the following list:
outstanding, event, to compare, honest, twice, character,
main, to fill, to hate, sad.
Example: A personage in a story or play is ... .
A personage in a story or play is a character.
1.	To look for and point out a likeness or difference is ... •
2.	An important happening is ...
3.	Open, free from lies is ...
4.	Famous, well-known means ... .
5.	Not to like someone or something very strongly is ... .
6.	Two times means ... .
7.	To make something full is ... .
8.	Unhappy, not glad means ....
9.	... means most important.
II	.* Say which of the dictionary meanings given here are illustrated in
the following sentences:
take (took, taken) v 1) брать, взять; 2) захватывать (силой); 3) при-
нимать; 4) есть; пить; 5) требовать (времени, терпения и т. п.);
6) выбирать (путь, способ); 7) нанимать, снимать (квартиру
и т. п.); 8) проводить; to ~ after походить на ко го-л.; to ~ apart
разбирать (механизм и т. n.); to ~ away убирать; уносить;
to off а) снимать (одежду); б) взлетать; to ~ out а) вынимать;
б) пригласить, повести (в театр и т. п.); to to heart принимать
близко к сердцу; to ~ up а) занимать, заполнять (место, время);
б) начинать, предпринимать; to part принимать участие, to
place иметь место; происходить
ПО
1.	We decided to take a taxi.
2.	I must take my medicine.
3.	it won’t take you very long.
4.	He took the watch apart, but he couldn’t put it
together.
5.	After two attacks, the army succeeded in taking the
town.
6.	Do you usually take tea or coffee in the morning?
7.	The plane takes off at seven forty.
8.	Let’s take her to the station.
9.	The whole newspaper is taken up by descriptions of
the events at the Olympic games.
10.	We decided to take a room at a hotel.
11.	Don’t take what he said to heart, he was joking.
character ['kaenkta] n 1) характер; 2) характерная особенность; свой-
ство; качество; 3) репутация; 4) характеристика; 5) фигура, лич-
ность; деятель; 6) роль; 7) тип, персонаж
1.	She is splendid in the character of Madame Bovary.
2.	She was a woman of the finest character.
3.	It seemed to be some kind of mineral of an unknown
character.
4.	We didn’t know anything about his character then.
5.	He came to us with a very good character from the
factory.
6.	There are so many characters in the novel that it is
difficult to remember all of them.
111	.* Do Exercise XIV (page 108).
IV	.* Copy the sentences, using adjectives with the prefix tin- in place of
the italicized words. Make other necessary changes.
1.	It is not known if he returned to town.
2.	The climate is not healthy there.
3.	Jack has not been employed for two years already.
4.	The girl was not interested in the coming sport events.
5.	The story was left not finished.
6.	All these events are not important.
7.	The flowers and trees on the stage did not look natural.
8.	She did not seem to be happy.
V	.* Translate the following word combinations in writing:
a fearless sailor; the striking locomotive-drivers; an
unlighted road; an uneventful week; an endless speech;
a tired traveller; a tireless worker; an unforgettable paint-
ing; an unbelievable adventure; an unimaginable inven-
111
tion; an unconquerable city; a dependable friend; a hunting
knife; a hunted animal; a hunting and fishing district;
a dangerous coast; an interesting man; an interested man.
VI	.* Re-read the text "Ernest Hemingway”) find English equivalents for
the word combinations given here and write them out:
в семь раз больше; чем больше вы знаете .... тем
больше ... ; не часто бывает, что ... ; он охотился на
зверей, полна опасности; больше, чем что-либо; вот по-
чему; пойти на компромисс; ... вот, что ...
V11	.* Read the text “Interview with Ernest Hemingway” in Lesson Sixteen
without using a dictionary. Prepare to answer the questions given
before the text.
Vocabulary to be remembered
brave a
character n
compare v
death n
event n
express v
fear n, v
fill v
hate v
honest a
hunt v
main a
outstanding a
probably ado
point v
point out v
sad a
sailor n
twice adv
it takes (me)...
LESSON SIXTEEN
Questions:
1.	How did Hemingway spend his day?
2.	Why did it take Hemingway thirteen years to create a book about
which he says: “1 wrote the book quickly"?
3.	How did a simple fisherman become the main actor in the film
“The Old Man and the Sea"?
INTERVIEW WITH ERNEST HEMINGWAY
In 1960, Ernest Hemingway gave an interview to a Soviet corres-
pondent in an unusual place: it was in his fishing-boat, twenty-five
miles from Havana.1 We give only part of the interview’ here.
Hemingway: I have fixed hours for my work. 1 begin to write
at daw'n,2 work for a few hours and then stop for breakfast.
After breakfast, 1 continue working until about one o’clock. If
there is news that I’m very much interested in, I read the news-
papers at breakfast. If not, I read them in the evening. After
dinner, I go fishing or I read. I like to read books by my favour-
ite authors. There are not many, and I read them again and
again, year after year. Shakespeare espeeially.
Work — that’s the main thing in life. A real writer doesn’t
work for money. Somebody once said: “If you can not write—
don’t write.” I can’t not write. Writing means more to me than
eating and drinking.
Correspondent: The American newspapers say that you read
an episode in a newspaper describing an old fisherman, and you
used the material for your story “The Old Man and the Sea”.
They even had a picture of the old man himself.
Hemingway: I have never taken any newspaper material for
my stories. The event happened long ago, in that little fishing
village there (he pointed in the direction3 of Havana). Fidel
Castro’s house is there now.
I wrote the book quickly. 1 don’t remember how many days,
but it was written very quickly. (He stopped and thought and
then went on.) But I thought about the story for thirteen years
1 Havana [ha'vaenaj
* at dawn [do:n]— на рассвете
• direction [di'rekjan] — направление
113
before I wrote it. I decided to write the story at the time it
happened, but I couldn’t. I didn’t know enough about the village
When 1 sat down to write thirteen years later, I knew everything
about the people there: their lives, what they loved and hated,
and what meant nothing to them. I knew every family in the
village and the biography of every member of the family, I could
write a thousand pages about those people. But I took only a
little piece of their life, a piece that shows their whole life. It
is possible to show very big and important things in something
very small ...
Correspondent: And who was the hero of the story?
Hemingway: Not the man whose picture was in the newspapers.
I know that man too; he isn’t even a good fisherman. How could
I write about him, if he can’t catch fish! He probably wanted
to get five dollars from the reporters, so he said he was my Old
Man. The real hero was a man that I fished with for almost
twenty years. He is dead now.
In 1962, another correspondent went to the little village in
Cuba where Hemingway had lived and worked. There, he met
many people who had known Hemingway, among them one man
who had acted in the film “The Old Man and the Sea”. This is
what the man told him.
“All of us here in the village are fishermen. My father was a
fisherman, and my grandfather and my great-grandfather. My
father began to take me out to sea when I was very small. I met
Hemingway in 1933. He was friends with my father. They often
went fishing together, and I sometimes went with them. Heming-
way was a very good fisherman and a skillful sailor.
Once, Hemingway came to me and said, “Do you want to act
in a film? They are making a film of my book “The Old Man
and the Sea”, and I want everything and all the characters in
the film to be as they are in real life. The actor who plays the
old man doesn’t know anything about fishing. You can take his
place in the part where he catches the fish.”
I was glad to do it, of course. When they made me up,1 you
couldn’t tell the difference between me and the actor. But
acting wasn’t easy for me. 1 tried as hard as I could, but the
film director and Hemingway weren’t satisfied.* 2 “That’s not the
way you catch fish,” Hemingway said. “Forget that you are acting
and work the way you usually do.”
That was easy for him to say, but not so easy for me to do.
They worked hard with me, and I tried again and again, but they
* they made me up—меня загримировали
2 to be satisfied —быть удовлетворенным
П4
couldn’t do anything with me. They were beginning to think that
I couldn’t do it. Just then I saw a real fish—a big one! 1 got
so excited that I forgot all about the film and everything else —
I was worried only about the fish and I didn’t want to lose it.
I had a hard time with the fish, but at last I pulled it in. Then
I turned to Hemingway and said, “Well, that’s done, now let’s
try that acting again.” But Hemingway laughed and said, “No,
you don’t have to act any more. You’ve just acted beautifully.
We don’t need anything better!”
Another man that the correspondent met was Gregory, a man
who had worked for over twenty years on Hemingway’s boat.
This is what he said.
“Hemingway was the same with everybody, whether they were
rich or poor, whether they were important people or not. I re-
member, after Hemingway received the Nobel prize for the book
“The Old Man and the Sea”, there was a big party in his home. He
invited all his fishermen friends, and he sat with us at our table.
There were generals and admirals and millionaires at the party
too, and they asked Hemingway to sit with them. But he refused.
“I hope you will understand me,” he said, “and excuse me. Today,
I want to be among the people who helped me to write that
story.”
Exercises
I.	Support the following, giving facts from the text and expressing your
own ideas:
1.	A real writer feels that he must write.
2.	Sometimes a good book may be written quickly.
3.	Authors do not always describe great events to show
important things in life.
4.	The best actors are those who can forget that they are
acting. This explains why even a good actor is not always
successful in all roles. It also explains why some roles are
more difficult for an actor than others.
II.	Speak about Ernest Hemingway.
ill.	Translate in writing at home, using a dictionary.
IN THE PLANT WORLD
Visitors to Khosta, the resort city on the Black Sea Coast,
always go to see the great silver poplar that grows there. Ten
people with joined hands can hardly encircle the tremendous tree,
rising sixty-five metres above the ground. The unique plant is
at least 160 years old.
115
♦ ♦ ♦
Plants are sensitive to sound Indian botanists have proved
that by subjecting plants to sounds of a definite pitch, it is
possible to stimulate or hinder their growth. A seven-year exper-
iment showed that rice and tobacco are the most “musical” plants.
♦ * *
The cactus andante (walking cactus) that grows in the deserts
of Peru can move over the ground. The plant has spurs in place
of roots. Driven by the wind, it covers great distances, receiving
everything it needs from the air, and not from the ground.
* * *
Probably the most remarkable “friendship tree” in the world
is found in the subtropical fruits experimental station in Sochi.
Fifty varieties of lemons, tangerines, oranges and other citrus
fruits grow on it. Almost all of them were grafted on the tree by
friends from abroad during visits to Sochi at different times.
IV.	Read the following story (silent reading) and then tell it.
TEA-LEAVES
There was a time when drinking tea was almost unknown in
European countries; many people had never even heard of tea.
This anecdote is about an old woman and her son, who lived at
that time.
He was a sailor, and every time he returned from a far-away
country, he brought his mother a gift. Naturally, he tried to
bring something unusual, that she could show to her friends.
Once, the young man came back from India with a box of tea
for his mother. She didn’t know anything about tea, but she
liked the smell, and invited all her friends to come and try it.
When her son came into the room, he saw cakes and fruit and
sweets on the table, and a big plate filled with tea-leaves. His
mother and her friends were sitting round the table, eating the
leaves with butter and salt. Though they all smiled, it was clear
that they didn’t enjoy eating the leaves.
“Where is the tea, Mother?” the sailor asked.
His mother pointed to the plate in the middle of the table.
“No, no, that is only the leaves of the tea.” the sailor said
“Where is the water?”
“The water!” his mother said. “1 threw the water away, of
course!”
116
LESSON SEVENTEEN
Exercises
I.	a) Say whether the last book you read was interesting or not. Then
say whether the book is by a well-known writer. If you have read
other books by him, say whether you think they are better or worse
than the last book you read.
b)	Say who the main characters in the book are.
c)	Point out some places in the book that you enjoyed reading.
11.	Make up a dialogue like the following:
Olga: Have you read anything by James Aldridge?
Pete: Yes, I’ve read “The Hunter” and “The Diplomat”.
Olga: Did you like them?
Pete: "The Hunter” is interesting, especially the character
of Roy MacNair, but 1 liked “The Diplomat” more.
Olga: So did I but 1 enjoyed reading “The Hunter”, too.
I like to read descriptions of nature, and there are
beautiful ones in “The Hunter”.
Pete: That’s true, but the book is too slow for me. I like
books with exciting events and action in them.
Olga: Then you probably liked “The Last Inch” by Aldridge.
I’ve just finished it.
Pete: I haven’t read it. Is it good?
Olga: Wonderful! The book is called “The Last Inch”—
that’s the name of one of the stories in it, but there
are three others. 1 enjoyed all of them, especially
the story called “About Many People”.
Pete: It sounds interesting. Will you lend me the book?
Olga: Sorry, I can’t. It doesn’t belong to me. It’s Ann’s.
Pete: Ann always lends me her books, so don’t worry.
Please give me the book, I won’t keep it long.
Olga: Sorry, Peter. I really can’t without asking Ann. I’ll
ring her up and ask her if 1 can lend it to you
III.	Carry out this dialogue. You tell your classmate that you will lend
him a book, and tell him something about it. But he doesn’t want
to read it and explains why.
IV.	Study the meaning and use ot the new words as seen in the following
examples:
order: He ordered the pupils to stand up. The children
were ordered not to go swimming that day. The pioneer
117
leader gave the order in a loud voice. We heard him
shouting orders to the boys.
to take place: The events in the story take place on a
collective farm. The meeting took place in the town hall.
The entertainment will take place in the club house at
6.30. It took place long before you were born.
contents (no singuar): We opened the box and began to
examine the contents. The contents of the story are as
follows: ... The film is based on the contents of the
novel “David Copperfield”, but some of the events do not
take place according to the book.
address: Write the address clearly, in ink. 1 don’t know
his new address. When 1 saw the return address, 1 imme-
diately guessed the contents. I read an open letter in
Liter at ur nay a Gazeta addressed to some outstanding writers.
Who was the letter addressed to?
smoke: The smoke from the fire got into her eyes. The air
in London is full of smoke. There’s a smell of smoke in
the room. The brave boy took the child in his arms and
moved slowly through the smoke towards the window.
There’s no smoke without fire. (Proverb.)
to connect: The new road connects the capital with the sea
coast. These remarkable inventions and discoveries are
connected with modern progress in chemistry and machine
building. Many meetings were held in connection with
the question of disarmament.
victory: To win a victory. The victory of the Soviet Union
in World War II proved that the Soviet people are
unconquerable. The Communist Party has led the Soviet
people forward from victory to victory. May 9 is Victory
Day (V-Day).
battle: To win a battle; to lose a battle. The Leningrad
battle ended in a great victory for the Soviet people.
Many meetings were held on the anniversary of the battle
of Moscow.
custom: It is a custom for people to shake hands when
they meet. It is a custom in our family to get together
at my grandmother’s house on holidays. All countries
have their own customs and traditions The English custom
of having tea at 5 o’clock is well known. The custom
of giving gifts and sending greetings to women on March
8 is very popular in our country.
in case: In case I don’t see you after the entertainment,
ring me up in the afternoon. I’ll be at home in case you
need me.
hair (no plural): My friend has light-brown hair. Your
hair is too long, Tom; you need a haircut. It used to
118
take her twenty minutes to do her hair when she wore
it long.
as soon as: Come as soon as you can. We shall start as
soon as the bus comes. I shall ring her up as soon as
I get her new number.
V.	Speak about:
1.	A custom at your school.
2.	A custom among your friends.
3.	A custom in your family.
4.	Some customs among members of your family.
5.	An interesting custom you know.
VI.	Complete the following, giving a situation:
1.	We shall go on the excursion ... if ...
2.	We shall have to ... in case ...
3.	I shall probably ... when ...
4.	Don’t forget to tell me ... as soon as you ...
VII.	Say which Russian word is equivalent to the verb to tie in the sen-
tences. Give other variants if they are needed for any of the sen-
tences.
tie [tai] v 1) завязывать, привязывать, перевязывать, связывать;
2) сравнивать (счет)', ~ up связывать
1.	Не went into the house, leaving his dog tied to a
tree. 2. We tied our skis and ski shoes together. 3. You
had better tie up the books. 4. Half a minute before
the game was over, Spartak succeeded in tying the score.
5. His hands and feet were tied and he couldn’t untie
them. 6. She tied up her hair and began to clean the
room. 7. My brother showed me how to tie my tie a new
way. 8. Tie something warm around your arm. 9. He
brought his lunch tied up in a newspaper.
VIII.	Explain the proverbs. If you can, give situations in which they can
be used.
1.	There’s no smoke without fire.
2.	A good beginning is half the battle.
3.	Actions speak louder than words.
4.	To kill two birds with one stone.
5.	Live and learn.
6.	He laughs best who laughs last.
7.	All’s well that ends well.
IX.	Discuss the translation of the following:
1.	We never think that a letter came to us in many trains,
that it flew through the air over mountains and seas,
that it passed through the hands of many people.
119
2.	In ancient times, "letters” were brought by runners —
men known for their speed, and the “letters” they carried
were given to the receiver by word of mouth.
3.	... it was against the law to interfere with a post runner
in any way. In Greece, anyone who attacked a post
runner was put to death.
4.	Among the inhabitants of Peru [pa'ru:J post runners were
known not only for their speed, but for their absolute
['sebsalu:t| honesty.
5.	This was the signal to the next runner on duty to prepare
immediately for his run.
6.	In Mexico ['meksikou], what the runner wore in war-time
depended on the contents of the “letter”.
7.	Carrier pigeons (['pidjml— голубь) as letter carriers
were well known in ancient Rome.
8.	The heavy bag of the postman did not appear for a long
time, even after postmen began to carry written letters.
9.	Postmen had to pass special “night” tests to prove that
they would not run away in case they were frightened
by night sounds or animals.
10.	... it sometimes took weeks for letters to get to the
receiver.
11.	Our world today has not become smaller, but our modern
postal service, the highly skilled labour of thousands of
postal workers, brings the farthest cities and the smallest
villages to our doors.
X.	Read the text “Postal Service in the Past” at home, giving special
attention to the use of the following words:
a)	cloth, to develop, equipment, an umbrella;
b)	to address, a battle, hair, to tie, in case.
Prepare for classroom discussion of the questions in Exercise XI.
POSTAL SERVICE IN THE PAST
“I have received a letter ...” We never think that the letter
came to us in many trains, that it flew through the air over
mountains and seas, that it passed through many machines and
through the hands of many people. Sending letters today is so
simple that it is hard to imagine that it was once a very diffi-
cult and special task.
In ancient times, “letters” were brought by runners —men
known for their speed, and the “letters” they carried were given
to the receiver by word of mouth. Post runners were respected
and honoured —in ancient Egypt and Greece1 monuments were
1 Egypt I'iicfcipt]; Greece {grfcs] —Греция
120
put up to them. In Egypt and other countries it was against the
law to interfere with a post runner in any way. In Greece, any-
one who attacked a post runner was put to death.
There are post runners in history who were famous for their
speed. One of them named Phidippides ran 152 miles in two days.
He carried the news that Darius, 1 the Persian1 emperor, had
attacked Athens;1 the Athenians1 sent him to Macedonia1 to ask
for help. The Athenians put up a monument in his memory.
Among the Incas,1 2 post runners were known not only for their
speed, but for their absolute honesty. They gave the “letter” to
the receiver by word of mouth, and never told the contents to
anyone else The Incas had postal stations at every five kilome-
tres. Four men lived in each station during peace time; eight men
in war-time. Half of them were on duty during the day, the other
half during the night. As soon as the men on duty saw smoke
from the nearest station, they immediately made a fire as a signal
to the next station. The runner told the contents of the “letter”
to the next runner as they ran, without stopping even for a min-
ute. In this way, news was carried from one postal station to
the next in record time.
In China3 little bells were tied to the belt4 of the post runner
who ran three miles to the next postal station. As the runner
came near the postal station, the sound of his bells could be
heard. This was the signal to the next runner on duty to prepare
immediately for his run.
Customs connected with the postal service were different in
different countries. In Mexico, what the runner wore in war-time
depended on the contents of the “letter’s. If the runner wore a
white belt and if his long hair was tied with a red ribbon,5 it
meant — victory! A post runner coming from a battle-field with
his hair untied brought news that a battle had been lost.
Post runners sometimes had duties besides carrying letters.
Among the Incas, whose postal service was very fast, post runners
were used for sending—fish! Sea fish for the king’s table: the
capital was four hundred kilometres from the sea.
Carrier pigeons as letter carriers were well known in ancient
Rome. When a patrician6 went to the theatre, he took a carrier
pigeon with him. If he wanted to give an order to his servants
at home, he sent the pigeon with a letter tied to its foot. The
pigeon was trained to return to him in case he needed it again.
1 Darius ['dearies], Persian ['pa: Jan] —персидский; Athens ['ae0inz] —
Афины; an Athenian [а'бгшэп] —афинянин; Macedonia [,maesrdounja] —Ма-
кедония
2 Incas ['irjkazJ — the name of the ancient Indian population of Peru
3 China ['tfainaj — Китай
4 a belt — пояс
5 a ribbon — лента
6 a patrician [pa'tnjan] — патриций
121
Postmen had different equip-
ment in different parts of the world.
The heavy bag of the postman
did not appear for a long time,
even after postmen began to carry
written letters. At first, letters
were carried in a small piece of
cloth tied to a stick. In China,
postmen always carried an um-
brella in case of rain, and a bell
to announce their arrival. Chi-
nese 1 postmen had to pass special
“night” tests to prove that they
would not run away in case they
were frightened by night sounds
or animals. Only the bravest and
strongest were allowed to carry the
postman’s bell. Indian postmen
also carried bells to frighten away
animals.
In the north, postmen always had skis, in lake districts they
went from place to place in boats. In the French region, called
Vendee, known for its marshes1 2 3 and tall grass, and in the sandy
district called the Gironde, a postman without stilts® was like a
man without arms.
The postal service developed very slowly in all countries
There were no letter-boxes in Moscow a hundred years ago. When
someone wanted to post a letter, he took it to a shop, where an
announcement on the door said: “We take letters for the city
post-office”. Postmen came to these shops three times a day to
collect the letters left there. The postmen looked
like soldiers: they wore tall black hats and car-
ried swords.4 If the letter was addressed to some-
ther city, it went in a special coach5
three horses. The roads were bad,
especially in rainy weather or in spring, and it
sometimes took weeks for letters to get to the
receiver.
This condition improved very slowly Before
the October Revolution there were no letter-boxes
and no postmen in villages. If somebody living in
a village wanted to send a letter, he had to go
1 Chinese [tfai'ni:z] — китайский
2 marsh —болото
3 stilts—ходули
4 a sword [so:d] — сабля
5 a coach — карета
body in a
pulled by
122
to the post-office in the nearest town. People living in villages
often learned about great events months after they had happened.
Our world today has not become smaller, but our modern
postal service, the highly skilled labour of thousands of postal
workers, brings the farthest cities and the smallest villages to our
doors.
XI.	Answer the following questions:
1.	How did “letters” get to people in ancient times?
2.	Why were post runners respected and honoured?
3.	What were some of the customs connected with the postal
service in different countries?
4.	Besides carrying letters, what other duty did the Inca post
runners have?
5.	How were pigeons used in Rome?
6.	How did postmen carry letters before they began to carry
postmen’s bags?
7.	How were letters posted in Moscow a hundred years ago?
XII.	Point out facts in the text to support the following:
1.	Post runners in ancient times had to be men of strong
character, besides being speedy runners.
2.	Postal service among the Incas was well organized.
3.	People were not the only letter carriers in ancient times.
4.	The equipment of a postman in the past depended on the
nature of the region.
5.	The postman’s work in old Russia was probably dangerous.
6	The postal service in Russia was very slow before the
October Revolution.
XIII.	Speak about some modern means of postal communication in our country
and where they are used.
Homework
1	.* Write a dialogue on the following situation. You tell a friend about
a book you are reading and you tell him to read the book. He asks
you something about the book, and you answer his question. Then he
asks you where he can get the book. You tell him you have the book.
When he asks you to lend him the book, you tell him that you will
lend it to him. but only for a short time, and you explain why. He
tells you that he will return the book in time.
II	.* Do Exercise X (page 120).
III	.* Fill in the blanks with the following words:
cloth, develop, umbrella, connection, in case, order, hair,
smoke, equipment.
123
1.	Science has... tremendously in our century.
2.	The cosmonaut said that all the ... on his spaceship
worked perfectly.
3.	Chemists have found new ways of making synthetic ... .
4.	Does your friend wear her ... long or short?
5.	Every time I forget to take my ... with me, it rains.
6.	You had better take a needle and thread with you ...
you have to mend something.
7.	The pilot received an ... to land at a different airdrome.
8.	When we saw ... coming out of the window, we thought
that there was a fire in the house.
9.	As the action of the play developed, the ... between the
events became quite clear.
IV	.* Copy the following sentences, using the required form of the verb in
the brackets. Think of sentences which can be logically connected with
the given sentences.
1.	I heard her (to tell) them the contents of his speech.
2.	Her fear of (to take) examinations made her (to answer)
the questions badly.
3.	I’d like you (to tell) me more about the inhabitants of
that ancient village.
4.	The fans jumped up and down excitedly when their fa-
vourite team (to tie) the score.
5.	I enjoy (to swim) in the waves of the sea.
6.	It was radio and television that helped us (to watch)
the space flyers and (to hear) them (to talk).
7.	Yesterday I (to hear) him (to order) the children not
(to cross) the street when the cars (to move).
V	.* Translate the word carry in the following sentences.
I.	The tremendous waves carried the little boat out into
the open sea. 2. Trees and houses were carried away by the
terrible storm. 3. The captain’s orders were carried out
immediately. 4. Loud-speakers were placed in the big hall,
and every word was carried to the listeners. 5. He’s a very
good speaker, but his voice does not carry well. 6. She came
into the room carrying a child in her arms. 7. Please help
me to carry the big box out of the room. 8. We carried
some young cherry trees to the school garden and planted
them there. 9. As soon as Lena heard the news, she told her
friend, who told another friend, and soon it was carried to
everyone at school. 10. The wolves carried off many animals
from the collective farm. 11. Englishmen, especially older
men, always carry an umbrella or a walking-stick 12. Soviet
air transport will carry passengers at cosmic speed in the
near future.
124
VI	.* Re-read the text; find English equivalents for the word combinations
given here and write them out:
трудно представить себе, что ...; зажигали костер;
таким образом; имели обязанности; три раза в день; поч-
товый ящик; объявление на двери гласило ,.. ; против
закона; им воздвигались памятники; просить помощи; от-
дать распоряжение; в дождливую погоду; почтальоны были
похожи на солдат (выглядели, как солдаты); известия
передавались с одной почтовой станции на другую; никому
никогда не рассказывали содержание.
VII	.* Read the text “Lenin in London” in Lesson Eighteen without using
a dictionary. Prepare to answer the questions given before the text.
Vocabulary to be remembered
address v, n
battle n
cloth n
connect v
contents n pl
custom n
develop v
equipment n
hair n
order n, v
smoke n
tie v
umbrella n
victory n
as soon as
in case
take place
LESSON EIGHTEEN
Questions:
1.	What different purposes brought V. f. Lenin to London in 1902. 1905,
1907 and 1908?
2.	Where did Lenin work while he was in London?
3.	What was the main reason why Lenin’s stay in London was otten
difficult for him?
4.	When did Maxim Gorky first meet V. I. Lenin?
LENIN IN LONDON
British workers are proud of the fact that Lenin lived and
worked in London during those difficult years when he had to
live in foreign countries. And though Lenin did not spend as
much time in London as he did in other cities of Europe, it so
happened that he spent five birthdays in the British capital.
Vladimir Ilyich first came to London in April, 1902, to continue
the publication of Iskra (The Spark) after the German police had
made it impossible to publish it in Munich 1 He stayed in London
until April, 1903, when he went to Geneva.1 In April, 1905, Lenin
again came to London for the Third Party Congress of the RSDLP
(Russian Social Democratic Labour Party), and he was in London
again for the Fifth Party Congress in April, 1907. His last visit
was in April—May, 1908, when he returned to London to work
in the library of the British Museum, gathering materials for his
work “Materialism and Empirio-Criticism.”1 2 * 4
So the name of London is connected with the work of that
small group of Russian revolutionaries led by Lenin, who played
such an important part in the creation of the Communist Party of
the Soviet Union. Britain’s capital can be proud that Iskra, the
spark that started the fire of the Russian Revolution, was helped
by the leaders of the British working-class movement of that time.
Iskra was printed® in a small building where the British
socialists printed their own weekly paper Justice.* The building
is now known as Marx House. Lenin prepared the materials for
1 Munich ['mjirnik]; Geneva [dja'nfcva]
2 “Materialism and Empirio-Criticism [ma'tiariahzm and em'pianou-
'kntisizm]
8 to print — печатать
4 justice ['dsAstis]—справедливость
126
Iskra in a little room in this house. The room can still be seen
today and is kept as it was when Lenin worked there.
In London, Lenin was known under the name of Jakob Richter,
and he wrote letters to Russia and received letters addressed to
him under that name. Those were very difficult days, for Lenin’s
connections with Russia were mostly through correspondence.1
Sometimes, Lenin had to wait for weeks and even months for
answers to his letters. This was very bad for his nerves, and he
spent many sleepless nights. “I shall never forget those sleepless
nights,” Krupskaya wrote.
Nadezhda Konstantinovna helped with the correspondence. She
also looked after the house, bought food and cooked it.
Though Lenin was a very busy man, he still found time to
study the life of the people around him. He used to go to the
workers’ reading-rooms and meetings where he took part in the
discussions. Sometimes, when the workers went on excursions Io
the country, he went with them.
Maxim Gorky met Lenin for the first time in London at the
time of the Fifth Congress of the RSDLP. Gorky wrote that Lenin
spent every free minute during the Congress with the workers.
He was interested in the smallest details of their lives.
Finland, Germany, Switzerland, Poland® and England —in all
these countries Lenin lived and worked for the revolution in Russia.
In the Russian Revolution Lenin saw the beginning of a bright
future for all mankind.8 After Lenin’s death, the well-known English
writer Bernard Shaw wrote: “You must not think that Lenin be-
longs to the past because he is dead. If others follow Lenin’s
methods, then a new era will open for us. If the future is with
Lenin, then we can all be happy, but if the world goes on in the
old way, then I shall leave it a very sad man.”
History has proved that the future is with Lenin.
Exercises
1.	Speak on the following:
1.	Lenin in his youth.
2.	Lenin’s family.
3.	Lenin’s life in Russia before the Revolution.
4.	Lenin’s life abroad.
5.	Lenin’s life in London.
6.	Ulyanovsk — Lenin’s birth-place. 1 2 * *
1 correspondence Lkoris'pondans]— переписка
2 Finland ['fmlandj; Germany ['dgamam]; Switzerland ['swrtsalandj; Poland
I'pouland]
8 mankind [maen'kamd]— человечество
12?
II.	Translate in writing at home using a dictionary.
WHY I AM A FRIEND OF THE U.S.S.R.
By Eslanda Robeson
I have been a friend of the Soviet Union for many years now,
ever since my first visit to that wonderful country in 1936.
My friendship with the Siviet Union and the Soviet people
began as all my friendships have begun. I liked them, and I think
they liked me. The friendship grew, became firmly grounded in
mutual interests, tastes and, I hope, in mutual respect and affec-
tion.
I like the Soviet people, their warmth, their hospitality, their
practical realistic approach to the facts of life, their courage in
discarding old useless traditions and building new useful ones;
and most of all, I like their human attitude toward human beings.
As a woman and a Negro who has always worked and fought
for my full rights as an equal human being, I discovered that
the Soviet people accepted women and minorities as equals, and
treated them as such, officially and unofficially.
So as a mother, a woman and a Negro, my friendship with
the Soviet Union took root in good soil and grew and flourished.
This friendship is built to withstand storms and cannot be uprooted
by rumours, prejudice, hysteria and fear.
LESSON NINETEEN
Exercises
1.	Speak about your plans for the future. Begin with what you thought
of becoming in the past, whether you changed your mind. Say who
(or what) influenced you. Explain what kind of special training you
must receive, and why your work will be interesting and useful.
11.	Speak about a science that you think is very important in modern life.
Explain why this science is important; its use in the progress of our
country. If you know, say something (give some facts) about the his-
tory of the science, pointing out outstanding people in its progress
since ancient times.
111.	Carry out this dialogue. Two friends are discussing plans for the future.
One of them has decided to be a road building engineer and tells his
friend why. His friend is thinking of working in a plant or factory.
The friends agree that all professions are good. The main thing is to
do something useful. The friends speak of people they know or have
read about as examples.
IV.	Carry out this dialogue (more than two pupils may take part). Two
(or more) young people do not agree about whether the contents of a
film they have just seen are interesting or not. They compare the film
with others. One says the characters are like those he has seen in other
pictures the others do not agree with him, etc.
V.	Study the meaning and use of the new words in the following
examples:
to mention: 1) Your name was mentioned twice at the meet-
ing. I shall mention only the main events in the story.
As soon as she mentioned the word “leader”, everyone
began naming outstanding people. 2) “Thank you.” —
“Don’t mention it!”
to notice: You probably noticed her painting at the exhi-
bition. He didn’t notice the man following him. She went
on talking and laughing without noticing how sad and
unhappy everybody was. We were about to turn off the
light when we noticed smoke coming from the kitchen.
floor: Our chemistry laboratory is on the second floor. It’s
a big building with a post-office on the ground floor.
The English say “the ground floor”, but in Russian we
call it «первый этаж». So the English first floor is called
«второй этаж» in Russian.
to expect: I am expecting a letter from my pen-friend.
I didn’t expect that question. We expected him at six
129
o’clock and waited for him at the station with flowers.
In case it rains, don’t expect me. He’s expected at any
moment, so please wait for him. I didn’t expect that
from him. We expect her to recite some of her new
poems for us. You can’t expect to learn a foreign language
without working at it.
row: They saw and heard everything very well because
they were sitting in the first row. She pointed to a girl
standing in the last row. Two rows of strikers stood in
front of the Smith factory gates.
to remain: Everyone went to the concert, but 1 had to re-
main at home to look after my little sister. We all stood
up, but he remained sitting. After the war, not many
buildings remained whole in Volgograd. All the things
in Lenin’s rooms at the Kremlin have remained just as
they were before his death.
subject: 1) Prepare to speak on the subject: “My Hobby”.
Love, friendship, honour and courage have always been
interesting subjects for poets. Let’s not discuss the sub-
ject now! 2) What subjects did you study in the 9th
Form? What subjects must you take examinations in to
enter that institute?
to trade: The Soviet Union wants to trade with all coun-
tries. International trade is an important base for building
friendship ties.
railway: The Trans-Siberian ^traenzsai'biorion] railway is
one of the longest lines in the world. My father and two
brothers work on the railway. Kharkov is an important
railway centre.
VI.	Give situations using the following sentences:
1.	1 didn’t expect him to refuse.
2.	And now I’m expecting his answer.
3.	Don’t expect me at the party.
4.	We expected our team to win.
VII. a) Speak about something you noticed on your way to school today,
using the word notice in your speech.
b) Say what your favourite subject at school is.
VIII.	Carry out this dialogue. A visitor to your school asks you where the
teachers’ room (the natural science laboratory, the workshop, the
chemistry laboratory, the pioneer room, etc.) is. You tell him what
floor it is on.
IX.	a) Tell one of the short stories you have read in class, or the con-
tents of a translation discussed in class; then
130
b) Let one of your classmates ask the others questions about some
facts in the story or in the translation.
Example:
A: Did N. mention the sailor’s name?
B: No, he didn’t. He only said that ...
X.	Guess the meaning of the italicized words; pronounce them correctly.
1.	After conquering Spain and France, the Roman legions
['ILdganz] went to Britain.
2.	The mayor [mea] of the town gave the keys of the city
to the famous visitor.
3.	Under the command [ka'mamd] of Admiral ['aedmaral]
Ushakov, the Russian fleet won many great victories.
4.	Balconies ['bselkaniz] are typical of the architecture
I'arkitektfa] of southern cities all over the world.
XI.	Discuss the translation of the following:
1.	To begin with, Chester is very old.
2.	The name “Chester” means a town with walls around it,
a walled town.
3.	Many cities in England have names ending in “Chester”.
4.	But the Normans did not succeed in taking Chester un-
til six years later.
5.	Chester’s importance as a port continued until the fif-
teenth century.
6.	Liverpool is now England’s second largest port.
7.	One naturally expects an admiral to have a fleet to com-
mand.
8.	Many of the people work in the city’s light industry
factories.
XII.	Pronounce the following geographical names:
Wales [weilzl
Stratf or d-on-A von
[ 'stratfadan'eivan]
Manchester ['maentfista]
Liverpool ['livapu:lj
Europe ['juarap]
Oxford ['aksfadj
Hastings f'heistigz]
Ireland ['aialand]
Holland ['Inland!
Belgium ['beldam!
131
XIII.	Read the text “My Home Town” at home,
discussion of the questions in Exercise XIV.
Prepare for classroom
MY HOME TOWN
By Dennis Ogden
Take a map of Britain and look in the north-west comer of
it, where Wales and England meet: that is where you will notice
Chester, my home town.
Everybody believes that his home town is an important place.
London, Stratford-on-Avon, Oxford have, of course, all been sub-
jects of articles by Soviet visitors to England. Manchester, Liver-
pool, Leeds—I have seen descriptions of all these places written
by Soviet writers. But Chester, I am sorry to say, has not been
mentioned by them, though many interesting things can be said
about the city and about the customs and traditions of its inhab-
itants.
To begin with, Chester is very old. Almost two thousand
years have passed since the Romans built a fort on a low hill
near the river Dee. That was the beginning of the city of Ches-
ter.
132
In Saxon times,1 after the Roman legions went away, Chester
became an important place. The king had a palace there, and the
city made its own money. The name “Chester” means a town with
walls around it, a walled town. Many cities in England have
names ending in “Chester”, probably because they once had walls
around them, for example, Manchester, Dorchester, Winchester.
But Chester is today the only walled city in England, and one
of the very few remaining walled towns in Europe. The Chester
walls are very old. Some parts of them have remained from the
old walls built by the Romans.
A walled city.
The Saxon times came to an end in 1066, when the Normans
won the great battle of Hastings and killed the Saxon King
Harold. But the Normans did not succeed in taking Chester until
six years later. Chester then became an important base for expe-
ditions against Ireland. More important was the fact that Chester
became one of England’s main ports for trading with France,
Spain, Holland and Belgium.
Chester’s importance as a port continued until the fifteenth
century, but then the river Dee began to fill up with sand, and
big ships could not come up to the city. The people of the city
made great efforts to get rid of the sand, but in vain. Ships had
to go to Liverpool, which was then only a little fishing village,
but which is now England’s second largest port.
We can tell how important Chester once was as a sea town
from the fact that the mayor of the town is called the Admiral
1 In Saxon times —up to the year 1066
133
of the Dee. One naturally expects an admiral to have a fleet to
command. But Chester is no longer a port, and the mayor is
called the admiral only by tradition.
Not only the old walls of the city and its history are inter-
esting. Its architecture is also unusual, especially the “Rows” in
the centre of the city. On both sides of the central streets are
rows of shops, one row on the ground floor, the other on the
first floor. There are balconies in front of the shops on the first
floor, and you can watch the people down in the street from
there. These “Rows” are very old and are also part of Chester’s
history.
But the city does not live in the past. Today, it is an im-
portant railway centre; and many of the 40,000 people who live
in the city, work in the city’s light industry factories. Some of
these factories have important business connections with the So-
viet Union.
XIV.	Answer the following questions, pointing out facts in the text to sup-
port your answer.
1.	Does the writer believe that his home town is an im-
portant place?
2.	Is Chester a very old place?
3.	Can you tell something about the past of Manchester,
Dorchester and other English cities whose names end
in “Chester”?
4.	Did Chester become an important city beginning with
the eleventh century?
5.	Was Liverpool as important as Chester in those
days?
6.	Did Chester remain an important port after the fifteenth
century?
7.	Is the mayor of Chester an admiral?
8.	Is Chester an interesting place to visit?
9.	Is Chester a small town now?
XV.	Speak about your home town. Say something about its geographical
situation and the number of inhabitants. Speak about the different
districts, whether there is an industrial district, etc. Say whether any
outstanding people have lived in your home town. If there are place-
names connected with any historical events, say so.
XVI.	Speak on the following:
1.	Your regional museum.
2.	Some historical facts about your home town.
3.	Your home town in the past and today.
134
Homework
I	.* Write the following sentences, using the correct form of the verbs in
the brackets.
1.	We could (to smell) smoke (to come) from the bedroom.
2.	Yesterday the doctor (to order) her to stop (to take)
that medicine.
3.	At camp last summer they (to order) us not (to allow)
the younger children (to go, to swim) in case it (to
rain).
4.	I (to enjoy, to watch) plays on TV more than (to lis-
ten) to them on the radio.
5.	I like (to watch) the actors (to move) on the stage.
II	.* Prepare to give situations using the following:
1.	As soon as you fix the time ...
2.	Championship matches will take place ...
3.	It’s one of our school customs ...
4.	It will take me too long ...
5.	Sorry, I can’t lend it to you ...
6.	The cloth wasn’t very good ...
III	.* Do Exercise XIII (page 132).
IV	.* Fill in the blanks with the following words:
ground floor, mention, notice, expect, row, subject, re-
main, trade, railway.
1.	The ... of his speech was the use of chemicals in mod-
ern agriculture.
2.	As we passed the building, I ... a light in one of the
windows on the ... .
3.	Trains now move very fast on all ..., and their speed
will probably increase.
4.	There are ... of bookshelves in the room.
5.	It will take me two more hours to prepare everything,
so don’t ... me before 8 o’clock.
6.	He didn’t ... his own part in the work because he hates
to talk about himself.
7.	Many place-names have ... unchanged since the time
of Peter the Great.
8.	Disarmament will help to develop normal ... between
all countries.
V	.* Translate the following:
If you look at a map of the Soviet Union, you will
probably not notice my home town easily. It is so small.
135
But it is an ancient and very interesting town. My home
town is beautiful in all seasons, but especially in summer,
when many districts look like tremendous gardens. Out-
standing artists have painted pictures of the region round
our town. The natural beauty of those places has been the
subject of many poems. I can’t describe my home town
very well in English, I’m sorry to say, but in case you
visit it, I shall enjoy taking you sightseeing. I’m sure you
will love my home town.
VI	.* Read the text “A Slip Under the Microscope” in Lesson Twenty with-
out using a dictionary. Prepare to answer the questions given before
the text.
Vocabulary to be remembered
expect v
floor n
mention v
notice v
railway n
remain v
row n
subject n
trade n, v
LESSON TWENTY
Questions:
1.	How did William Hill come to the University of London?
2.	How did William live in London?
3.	Who was Miss Haysman?
4.	How did William feel about Wedderburn?
5.	Why did William tell the professor what had happened at the
examination?
A SLIP1 UNDER THE MICROSCOPE
By H. G. Wells1
William Hill was the son of a shoemaker in the little town
of Landport. He had begun to read books at seven, and had read
everything that came in his way after that. He was very clever at
school, but he had to leave when he was fifteen to go to work.
William’s job at a shoe factory was not an easy one, but the boy
went on studying nights. When he was in his last year at the
Landport Evening School, he won a scholarship1 2 3 for the College
of Science of London University.
William was a tall, energetic, pleasant-faced young man when
he came to London. He came filled with a dream of becoming a
great scientist and of changing the world he lived in. The scholar-
ship was a chance that opened the gate into that wonderful land
of science and discoveries which he loved. He had a pound a week,
just enough, if he was very careful, to pay for his little room and
simple food, for ink and for needles and thread. The last two
things were very important for a man in William’s situation.
Studies, experiments, the biological laboratory filled William’s
life. Once or twice a week he walked through the streets at night
with his friend Thorpe, talking about science and life, discussing
1 a slip — 1) ошибка, промах; 2) узкая полоска (какого-л. материала)
2 Herbert George Wells (1868—1946) was a well-known English writer of
scientific stories and novels, sociological novels, popular-scientific books on
history and biology.
3 scholarship f'skolajip] — Almost all students must pay for their educa-
tion at English universities and colleges. They are called “paying” students.
A small number of students, who pass special examinations, are given a
“scholarship”. They are allowed to study without paying and are given some
money to support them while they are studying. Scholarship students must
continue to get very high examination marks. If they cannot, they lose
their scholarship.
137
Right and Wrong, and how to remake the world. He was too busy
to make other friends, but he began to notice a girl in the biology
class who sat at the desk in front of him. She was a paying stu-
dent,1 and William could see that she belonged to a class of
people who usually do not make friends with shoemakers or their
sons. But one day, the girl turned and asked him a question about
something in biology. William answered, noticing that her eyes
were very large and brown and her hands very white.
After that they often met and talked together in the lunch room
and college halls. William lent Miss Haysman books on socialism,
and she lent him books of poetry. The girl never made Hill feel
that the difference in their social class was important to her, and
they became friends.
But there was another student, H. J. Sommers Wedderburn,
who made William feel class differences. Wedderburn’s perfect
clothes, his manner, his cold way of speaking to scholarship students
showed that he and Hill lived in different worlds. One day, Miss
Haysman happened to mention that she and Wedderburn some-
times met at friends’ homes. “He’s very clever,” she said, “perhaps it
comes from his father, the great eye specialist.” And suddenly Wil-
liam felt something besides class differences about Wedderburn.
The students took their first examination, in anatomy, the
day before the winter holidays. When the examination results
appeared on the college notice-board,2 Hill pushed through the
group of students in front of the board and read:
CLASS I
H. J. Sommers Wedderburn
William Hill
There were only two names in the first class, but his name
was second. “This is only the first round,” William thought as he
went up to the laboratory. “The fight has just begun.”
In the weeks that followed, Hill met Miss Haysman more and
more often. Sometimes they went to the little art museum near
the college, sometimes they met in the college garden or lunch
room. But Wedderburn always invented an excuse3 to join them
when he saw them together. He used to talk cleverly and lightly,
laughing at Hill’s “ideals”, and Hill used to become uncomfortable
and angry with Wedderburn and himself because he couldn’t ex-
press his thoughts as easily as the other man.
The last examination of the year was in botany. In the prac-
tical part of the examination, after the theoretical questions, each
student had to go to the microscope and look at a slip under it.
1 See footnote 3 on page 137.
г a notice-board —доска объявлений
8 an excuse [iks'kjirs] — эд. предлог
138
He had to make a drawing of the slip and then return to his desk
and write the name and a description of the slip in his book of
answers. The professor warned the students that no one was al-
lowed to move the slip or try to see the other parts of it. But, of
course, students were allowed to turn the wheel of the microscope
to focus it on the slip.
As soon as Hill looked at the slip, he knew what it was and
began to make a drawing. As he raised his hand to the wheel to
focus the microscope better, his hand touched the slip, moving it
a little. But he immediately remembered the professor’s warning
and moved the slip back in place. Nobody had seen what had
happened. The other students were all busy writing behind him,
and Professor Bindon was at the other end of the room, looking
out of the window. William finished drawing the slip and was
returning to his desk, when Wedderburn raised his head and looked
at him. There was a strange look in Wedderburn’s eyes. Had
Wedderburn watched him at the microscope? Had he noticed any-
thing? No, that was impossible. What did the strange look mean?
Perhaps Wedderburn had moved the slip too?
Hill went to his desk and taking his answer book sat looking
at it. “I can leave this last question unanswered,” he thought. “But
why?” I saw clearly what the slip was before I moved it.” And he
began to write the answer, deciding not to think about it any more.
When the results of the examination appeared, William Hill
and Wedderburn were again the only two in the First Class. But
now, Hill’s name was first and Wedderburn’s second. Still, when
William read the announcement on the college notice-board, he was
not happy. He went home with a heavy heart, and all that day and
in the days that followed, he could not get rid of the feeling that
there was someting wrong. He had seen clearly what the slip was
before he moved it. Yes, but he had moved it, and that was not
allowed. His father, the shoemaker, had taught him that a man
without principles can never respect himself or make others res-
pect him. Was it honest to say nothing about what had hap-
pened? Was he not telling a lie by remaining silent?’
At last William decided to go to Professor Bindon and tell
him everything, and early the next morning, he went to see him.
As Hill was not a paying student, Professor Bindon did not ask
him to sit down. Standing in front of the professor’s desk, Wil-
liam explained what had happened.
“A strange story,” Professor Bindon said slowly. “A very strange
story. I’m sure that no student from Cambridge ... 1 2 Why did you
cheat?” 3
1 silent ['sailant]— молчаливый
2 Cambridge ['keimbrids]
3 to cheat [tfiit] — обманывать
139
“I didn’t cheat, sir,” William answered.
“But you have just told me that you cheated.”
“I thought I explained ... I only wanted to improve the focus.”
“But you were warned not to move the slip and you did move
the slip. That is cheating. I shall have to take your name out of
the First Class. You have not passed the botany examination.”
“Not passed? The whole examination? Both parts of it?”
“Yes, of course. The fact is, that you have cheated at an
examination. Anybody who cheats cannot be passed. It is the rule
in all examinations. What else did you expect me to do?”
“1 thought that you would simply not pass me for that question
about the slip. Imagine that I had not answered that question ”
“No ... impossible! Even without that question, your answers
are better than Wedderburn’s. If I do what you ask, your name
will still be first in the First Class. No, you have cheated, and 1
cannot pass you. I must take your name out of the First Class.”
“But, sir,” William said. “If I don’t pass the botany examina-
tion, I shall lose my scholarship. I can’t remain at the college ...”
“Why didn’t you think of that at the examination?” Professor
Bindon asked.
“My God! What a fool1 I have been!” said William, moving
towards the door.
“I hope,” Professor Bindon said, “that this will be a lesson
to you.”
The next day, one of the girls came up to Miss Haysman and
Wedderburn in the biology laboratory. “Have you heard?” she
asked.
“Heard what?”
“Somebody cheated at the botany examination.”
“Somebody cheated!” said Wedderburn, his face suddenly white
“How?”
“That slip ...”
“Moved? Never! How could they know...? Who do they
say ...?”
“It was Mr. Hill.”
uHill\" said Wedderburn, the colour returning to his face.
“Mr. Hill! I don’t believe it,” said Miss Haysman. “How do
you know?”
“Mr. Hill himself went to Professor Bindon and told him,”
the girl answered.
“Hill! Yes, of course. I have always thought that he was not
as honest as he seemed,” said Wedderburn loudly.
“Are you sure?” Miss Haysman asked the girl.
“Quite. Isn’t it terrible? But what can you expect? His father
is a shoemaker, you know.”
1 a fool [furl] — дурак
140
“Well, what of it? I don’t believe it!” Miss Haysman cried,
her face becoming red. “I will not believe it until he tells me
himself!” And she turned and walked out of the room.
“Still, it’s true,” the girl said, looking at Wedderburn.
But Wedderburn did not answer. He was looking at the door
as it closed behind Miss Haysman.
Exercises
I.	Answer the following questions:
1.	Who is the hero of the story and who are the important
characters besides him?
2.	Why does the author say that needles and thread were
very important for a man in William’s situation?
3.	Who were William’s friends in London and how did he
spend his time with them?
4.	Was Wedderburn a good student? How do you know?
5.	How did Hill feel when Wedderburn joined Miss Hays-
man and himself? Why?
6.	What was an important condition in the practical part
of the botany examination?
7.	Did Hill move the slip purposely?
8.	Why did Hill decide to tell Professor Bindon what had
happened at the examination?
9.	Was the professor upset when he heard Hill’s story?
10.	What happened when the girl told Wedderburn and
Miss Haysman about Hill’s actions?
11.	Do you think Wedderburn passed his examination
honestly? Why?
12.	Why do you think the story is called “A Slip Under
the Microscope”?
11.	a) Speak about the following characters:
William Hill; Wedderburn; Professor Bindon.
b) Speak about the story. Say what you liked or didn’t like in the
story and why.
111.	Translate in writing at home using a dictionary.
THE ENGLISH MINT
The English mint has existed for over a thousand years. It
was founded by the English king Athelstane, long before William
the Conqueror came to England from France (in 1066). Many
well-known names are connected with the mint. For example,
141
Isaac Newton held the position of “Master of the Mint” for thirty
years.
For the last forty years, the English mint has carried out or-
ders from many countries. One of its first large orders came in
the twenties, from the Soviet Union, an order for 223 million coins.
At the present time, the English mint is preparing to carry
out a great and important task. After a two year study, a special
government commission has taken a decision to reform the Eng-
lish monetary system. The difficulty of the change of money is
partly psychological: the English people have been accustomed to
count twenty shillings in a pound, twelve pence in a shilling;
they are accustomed to using crowns (five shillings), half-crowns
and sixpence coins. The new decision to divide the pound into
one hundred “cents” will modernize the old monetary system, but
the change will not be easy for millions of people. There are also
many technical difficulties, connected with issuing at least six
thousand million coins.
IV.	Read the following anecdote in class (silent reading) and then tell it.
PARTRIDGE’S ALMANAC
There was a time when “Partridge’s Almanac” was well known
all over England. Partridge himself was especially proud of his
weather forecast.1 In his almanac he gave a forecast of the weath-
er for every day of the year.
One clear summer day, Partridge went out for a long walk in
the country. He started early in the morning and walked until
twelve o’clock, when he stopped for lunch at a farmer’s house.
After lunch the farmer said, “You had better not walk far today.
It’s going to rain.”
“No, no, I am sure it isn’t going to rain,” Partridge answered
and left the house. But he had not walked far when it began
raining heavily. “How did the farmer know it was going to rain?”
Partridge thought. “The almanac doesn’t mention rain for today.
I must go back and ask him.”
When he returned to the farm-house, Partridge saw the farmer
standing at the door. “How could you tell that it was going to
rain today?” Partridge asked.
“That’s easy,” the farmer answered. “We have an almanac
called “Partridge’s Almanac”, with weather forecasts for every day
of the year. According to the almanac, the weather for today,
July 20, is ‘weather fine, no rain’. So, of course I knew that it
would rain.”
1 weather forecast ['fockaist]—прогноз погоды
142
VOCABULARY OR LESSONS 11—20
according to prep 13
address vt n 17
agriculture n 11
battle n 17
born: be born 11
brave a 15
building n 13
case: in case 17
character n 15
clear a 13
cloth n 17
coast n 13
compare v 15
connect v 17
contents n pl 17
conquer v 17
custom n 17
death n 15
depend v 11
develop и 17
district n 13
equipment n 17
event n 15
example n: for example 13
expect v 19
express и 15
fear n, v 15
fill v 15
floor n 19
follow v 11
follow: as follows 11
hair n 17
hate v 15
hold (a meeting) v 11
honest a 15
honour vt n 11
hunt v 15
influence n, v 13
inhabitant n 13
invent v 13
labour n 11
lie nt v 11
loud a 11
main a 15
mention v 19
mention: don't mention it 13
monument n 11
notice v 19
ocean n 13
order nt v 17
outstanding a 15
pass on v 13
place: take place 17
point v 15
point out v 15
prison n 11
probably adv 15
pronounce v 13
railway n 19
reason n 13
recite и 11
region n 13
religion n 11
remain v 19
rid: be (get) rid (of) 11
road n 13
row n 19
sad a 15
sailor n 15
skilled a 11
smoke n 17
soon: as soon as 17
storm n 13
strike n 11
subject n 19
sweet a 11
take: it takes... 15
tall a 11
tell (told, told) v 13
tie v 17
trade n9 v 19
trade union 11
twice adv 15
umbrella n 17
victory n 17
wave n 11
143
Supplementary Header*
THE TENT THAT DANCED
(Continued)
When Shorty saw the bear, he cried out and then quickly raised
his end of the tent and began to push his way out. The bear
growled, made a jump and caught the back of Shorty’s coat.
Shorty struggled out of his coat, ran to a tree, and in a moment
lie was as high up as he could be. The bear pulled the coat into
the tent and pushed his mouth into it. He growled angrily when
he found that there was no man in the coat. Then he lay down
and began to play with the coat, making terrible noises while
he pulled it to pieces.
The sounds came to the frightened man in the tree. Suddenly,
he heard a great roar,* 1 and he saw the tent shake and fall. In
his play, the bear had pushed the centre pole,2 and the whole
tent had come down on his head. The tent began to jump and
dance. Then it moved towards the lake and then to the trees.
It so happened that Ed and Jim were just coming down the
hill, and they saw a white thing, shaking, dancing and jumping
towards them. One look was enough. They threw down what they
were carrying, turned, and ran away as fast as they could. As
they disappeared, the bear at last freed himself. He took one
frightened look at the white thing and ran away into the forest.
Some time passed, and the two men came slowly and very
carefully out of the forest. Everything was quiet and peaceful.
They saw only their little friend sitting calmly by the fire.
They ran up to him, both shouting at the same time, asking
him questions. Shorty looked into the fire and then answered,
“Oh, that thing! That was the devil who came to keep me com-
pany.”
PLACE-NAMES IN THE UNITED STATES
European place-names appeared in America beginning with the
16th century, when Europeans came to inhabit the New World.
The names were brought by the new inhabitants, who moved from
the east coast to the west, as more and more people arrived from
* Дополнительное чтение
1 roar [го:] —рев, рычание
4 the centre pole—центральный шест (подпорка)
144
Europe. Some of the names that appeared on the map at that
time were those of English and French kings and queens.1 Many
place-names were given to honour outstanding people, living and
dead. Some names show the great influence of history and litera-
ture. There are names taken from geology, others that were con-
nected with important events in the life of the people. Here and
there, we find a name that was given simply as a joke, but for
some reason was never changed.
The first people to arrive in America from Holland built a
town that they named New Amsterdam, in honour of the capital
of their country in Europe. But forty years later, when Holland
was at war with England, an English fleet under the command of
the Duke1 2 of York appeared before New Amsterdam. The town
had no warships and no army; the English occupied the town and
renamed it New York. And this, as we know, is the name that
has remained to this day.
The first people who came to America did not try to invent
new names for the towns they built, but gave the new place the
same name as the place they had come from. Up and down the
east coast of the United States, we find such English names as
Plymouth, Cambridge, London, Boston. English names often ap-
pear with the word “new” as a prefix: New England, New York,
New Britain.
When the first English inhabitants or their children left their
homes on the east coast and moved to the tremendous forests and
rich lands in the west, they continued the tradition of giving the
new places the same names as those they had left behind. As a
result, there are twenty-two towns in the United States that are
called London, or New London, eighteen towns named Bristol,
many named Chester, Windsor or New Windsor.
It is easy to imagine the difficult condition this created for
the postal service. There are towns named Philadelphia in four
states, besides the Philadelphia that is the capital of the state
of Pennsylvania. This explains the American custom of writing
the name of the state on letters besides the name of the city.
If the sender does not write the name of the state, he can never
be sure that his letter will go to the right address.
The names of American towns came from other countries
besides England. The names of all the great and famous cities of
the world, modern and ancient, appear on the map of the United
States. Berlin and Athens, Warsaw and Rome, Stockholm, Venice,
Geneva, Alexandria can be found again and again in different
states, often as the names of small towns with only ten or fif-
1 queen —королева
2 a duke — герцог
145
teen thousand inhabitants. There are at least1 eight Moscows in
the United States. In 1942, when the Soviet Union and the United
States were united in the great struggle against fascism, Mos-
cow in the state of Vermont radioed its best wishes to the heroic
Soviet capital. From the very beginning,1 2 the people of Ameri-
ca admired3 the great capitals of Europe. The inhabitants of
small towns in Florida and Virginia decided to name their towns
after the splendid capital built by Peter I on the Neva. We all
remember that Tom Sawyer lived in a village on the Mississippi
called Petersburg.
At the beginning of the 19th century, the Mississippi was
often compared with the Nile River in Egypt. It was the deepest
and the widest4 river in America, the main transport line of
the central states. The people who came to live along the river
had great hopes for the future of their region. One town there
was named Cairo, another was named Odessa. The inhabitants
dreamed of their small towns growing into great and busy ports,
visited by ships from all over the world.
The American custom of giving names of famous foreign cit-
ies and even countries to small towns was noticed with surprise
by travellers who came to the country. An English traveller in
the 19th century wrote that when he came to the town of Buf-
falo in New York State, he saw the following announcement on
the wall of the stage-coach office.5 “Stage-coaches leave from
here for China, Sardinia, Holland, Hamburg, Java, Sweden, Cuba,
Havre and Italy.”
The hopes of Americans that their towns would become great
trading centres are not the only reason for the famous names
that we find on the United States map. Many people dreamed of
their towns becoming centres of culture and learning and they
gave their towns names taken from “classical” literature, the
literature of ancient Greece and Rome. This “classical tradition”
continued for more than a hundred years. It explains such Amer-
ican place-names as Athens, Rome, Syracuse, Alexandria, which
we have already mentioned. It also explains place-names ending
in -polls'. Minneapolis, Annapolis, Indianapolis. When we see
such names on the American map, it does not mean that Greeks
lived there. They are the result of the “classical tradition” in
American place-names.
1 at least [lest]—по крайней мере
2 from the very beginning—с самого начала
3 to admire [ad'maia] — восхищаться
4 deep—глубокий; wide—широкий
5 a stage-coach office—People could go from the larger towns to small
villages around them by stage-coach (дилижанс). They came to the stage-
coach office (контора) to buy tickets.
146
The following story also shows the influence of the “classical
tradition”. There was once a fire1 in a small town in the state
of Arizona, and almost all the houses were burned to the ground.1 2
The inhabitants held a meeting to discuss plans for rebuilding
their town. At this meeting, one man told the Greek legend of
the phoenix.3 4 The phoenix was a wonderful bird that burned itself
in a fire when it grew old, and came out of the fire younger and
stronger and more beautiful than it had been before. After
hearing the legend, the people decided to name their new town
Phoenix. The name has remained, and the city of Phoenix is
now the capital of Arizona.
More popular than the Greek ending -polls are the endings
-burg and -ville. The ending -burg is very old, and we do not
know what language it comes from. It is found in German and
in Dutch, in Swedish (as -borg) and in French (as -bourg). In
Scotland the same ending (as -burgh) may be seen, for example,
in Edinburgh; in England (as -bury) — in Canterbury. The ending
means simply a place where people live. In the United States
there are many place-names with this ending, for example Pitts-
burgh, Williamsburg, Danbury, Greensburg. The French ending
-ville, meaning a city, a town, is also very popular in America:
Louisville, Danville, Nashville, Greenville.
During the period when the United States was becoming an
industrial country, economic progress depended on success in
finding minerals. Often a place-name tells us of an important
discovery. In western United States we find such names as Oil
City, Anthracite, Chrome, Goldfield. Also during this early period
in American history, some names, usually of small places, ap-
peared that are clearly humorous: Hot Coffee, Dollarville, Sleepy
Eye, Left Hand, Cinderella. * At one time there were many more
of these strange place-names, but when the towns began to grow,
the humorous name was usually changed to something more
serious.
New place-names do not often appear on the map of the
United States now, and not many old names have been changed
in this century. When the name of Cape Canaveral was changed
to Cape Kennedy, to honour the memory of the president who
was killed in Dallas, Texas, it was an unusual event. Place-
naming belongs to the past of America, the days when the country
was young, when every year saw new people appearing in new
places all over the continent.
1 a fire-—пожар
2 were burned to the ground—сгорели дотла
3 phoenix ['ftmks]
4 Cinderella ['sinda'rela]—Золушка
147
NEWS OF THE ENGAGEMENT1
By Arnold Bennett4
My mother never came to Bursley Station to meet me when
1 arrived from London. So I had time to think of the tremendous
news I had to tell her, and how to tell it to her. I had thought
of it before, of course. In fact, I had thought of it all the way
from London to Bursley. I had thought of nothing else since
I said good-bye to Agnes in London.
I used to write to my mother every week, telling her about
my work and how I spent my time. She knew all my friends by
name, and I had often mentioned Agnes and her family in my
letters. But it is impossible to write to your mother: “It seems
to me that I am falling in love.”1 2 3 Or, for example, “I think Agnes
likes me. 1 am sure that she likes me. I’m going to ask her to
marry me.” I could not write such things in a letter, so I had
written nothing about my engagement.
I was the son of a widow.4 My mother had no other children
and nothing else in her life besides me. Now I was about to tell
her that I was going to marry a girl she had never seen. I knew
that the news would be unexpected and that my mother would
probably be a little sad. The situation was delicate, and I felt
I would need courage.
I walked up to the door of my mother’s little house, but
before I could put my hand on the bell, my mother opened the
door. She was wearing her best black dress, as usual, and as
usual she said, kissing5 6 me,
“Well, Philip, how are you?”
“I’m all right, Mother,” 1 answered. “How are you?”
She was always excited when I came to visit her, but today,
1 noticed immediately that she was more excited than usual.
She looked remarkably young, more like a young girl than a
woman of forty-five. As I looked into her shining eyes 1 thought,
“Has she learned about Agnes in some way?” But I said nothing.
“1’11 tell her at supper.” I decided.
“Now, Philip,” Mother said, “you can go up to your room
and wash, while I prepare supper.” And she went into the
kitchen.
As I turned to go, the door-bell rang. 1 was about to go and
open it, when my mother flew out of the kitchen to the door.
1 an engagement [m'geic^mant]—помолвка
2 Arnold Bennett (1867—1931) wrote a large number of novels and some
books of short stories and plays In his books, he gives us good pictures of
English provincial life.
8 to fall in love—влюбиться
* a widow ['widou] — вдова
6 to kiss—целовать
148
It was only a boy bringing the evening newspaper. Mother took
it from him and went back into the kitchen without saying any-
thing, and I went up to my room. While 1 was washing, I heard
the bell ring again, and again Mother ran to the door to open it.
“I don’t remember Mother running to the door like this,” I thought.
“Is she expecting visitors?”
When 1 came down from my room, supper wasn’t ready yet.
I went into the dining-room as I wanted to finish a letter to
Agnes that 1 had begun writing on the train. But there was a
surprise for me in the dining-room. The table was laid for three!
“Supper for three!” I thought. “And she didn’t say a word
about it to me. What can this mean?”
My mother always invited friends for supper when 1 came to
Bursley, but never on my first night. I couldn’t stop thinking
about it all the time I was writing my letter to Agnes. My
mother, I knew, loved to plan pleasant surprises for people.
“In some way,” 1 thought, “she has discovered about Agnes and
me.” Perhaps Agnes had written to her without telling me. And
perhaps Agnes had arranged to come to Bursley herself, and Mother
was expecting her any minute. That explained why Mother was so
excited, why she flew to the door every time the bell rang.
“Well,” I thought, “I shall say nothing. Let them enjoy their
secret. I’m not a good actor, but I’ll try to seem very surprised.”
1 addressed my letter, laughing a little to myself.
As I came out of the dining-room, the door-bell rang again.
Mother ran out of the kitchen, but this time I got to the door
first and opened it. It was Mr. Nixon.
Mr. Nixon, a tall, pleasant bachelor1 of about fifty, had
been a friend of our family even before my father’s death. I had
known him all my life. When I was small, I used to call him
“Uncle” Nixon. After Father’s death, he looked after my mother’s
business matters, and it was Nixon who had helped me to find
a good job in London. When I opened the door, I had hoped —
and almost expected — to see someone else, but 1 tried not to
show it as 1 shook hands with him.
“Well, my boy,” he said. “So you have come back to visit
old Bursley! You look well!” He turned and shook hands with
my mother, neither of them speaking.
“Mr. Nixon has come for supper, Philip,” Mother said.
I liked Mr. Nixon very much, but I wasn’t very pleased to
hear that he would stay to supper. I had decided to speak to
Mother about Agnes during supper. I couldn’t tell her that I was
engaged to marry a young lady she had never seen in front of
Mr. Nixon. I would have to wait until Uncle Nixon left after
supper. So all I could do was to say that I was very glad
1 a bachelor ['bsetJala] — холостяк
149
Mr. Nixon was going to have supper with us, and we all sat down
at the table.
I don’t remember what we talked about. All the special things
that my mother always cooked for me and my favourite cake
were on the table, but we all ate very little. Mother and Mr.
Nixon seemed to be worried about something, and f was think-
ing about how to speak to Mother as soon as Mr. Nixon left
after supper. When supper was over, I said I had to go to the
post-office to send a letter.
“Can’t you send it tomorrow, dear?” Mother asked.
“No, I can’t,” I said.
“Ahl A letter to a young lady?” Nixon asked, laughing.
“Yes,” I said firmly.
I walked down to the post-office and sent off my letter to
Agnes. I walked back home slowly, because I wanted to give
Nixon a chance to discuss Mother’s business matters with her and
leave before I returned. But he was still in the house when I came
back. I found him sitting alone in the dining-room, smoking1
a cigar.
“Where’s Mother?” 1 asked.
“Busy in the kitchen,” he answered. “Come here and sit down.
I want to have a little talk with you, Philip.”
“All right, Uncle Nixon,” I said, sitting down. “What are we
going to talk about?”
“Well, my boy,” he began. “I want to ask you this—do you
think you will like me as a stepfather?”1 2
It was so unexpected that I could only sit looking at him in
the greatest surprise. “What?” I said at last. “You . . . step-
father?... So, you and Mother...?”
“Yes, that’s right,” he said. “It was only yesterday that she
agreed to marry me. I’ve been in love with her for a long time.
I spoke to her some time ago, but I know she hasn’t written to
you about it. She couldn’t, you know. She couldn’t write *My
dear Philip, an old friend, Mr. Nixon, is in love with me, and
I think I’m falling in love with him. I think that I shall prob-
ably agree to marry him.’ Now, Philip, I ask you. Could she
write anything like that to her son?”
I laughed. “No, she couldn’t,” I said. “But it makes no differ-
ence. I am delighted.3 Shake hands!”
My mother came in just then, looking down at the floor, her
face red. It was clear that she knew what Nixon had told me.
“The boy is delighted, Sarah,” Nixon said shortly.
I said nothing about my own engagement that evening. I had
1 to smoke—курить
2 stepfather—отчим
3 I am delighted [di'laitid].— Я в восторге.
150
never thought of my mother as a woman with a future. I had
never thought that my mother could have other interests in life
besides her dear son. I had never thought that she had a right
to something besides living alone in that house. So I decided
that her joy must be the main subject that evening, and that I
could wait until the next day to tell her about my own happiness.
JACK TURNER’S LESSON
By Richard Creyke
Negroes were not allowed to go swimming in the lake of the
rich boys’ camp, but Jack Turner and his friend George were sure
that the Negro cook Anderson went swimming there at night.
“We know you go swimming in our lake, Anderson,” they used
to say to him. “So don’t lie!”
“But I don’t,” Anderson always answered. “1 can’t swim.”
The boys didn’t believe him and Jack said to George, “Ander-
son thinks he’s clever. He says he can’t swim, so, of course he
doesn’t use our lake, but I’ll catch him yet.” He had a plan,
but he didn’t tell even George.
One Sunday, after dinner, the boys were sitting by the lake
when Anderson, wearing his best suit, started to walk around the
lake on his way to the bus-stop on the other side.
“1’11 take you with me. I have to go across to the boat-house,”
Jack said.
There was a row-boat’ and a canoe1 2 * on the shore.8 Anderson
started to walk towards the boat, but Jack got into the canoe.
“I won’t go in that thing,” Anderson said. “Why can’t we go in
the row-boat?”
“The boys across the lake asked me to bring the canoe,” Jack
explained. “I’m not going to cross the lake twice!”
Anderson didn’t want to get into the canoe, but when Jack
said, “Come on, I can’t wait all day,” he got into the canoe.
George could see that Anderson was nervous and afraid. He
watched the canoe moving away. Jack was paddling4 * very fast,
and the canoe was flying across the water. Anderson was holding
both sides of the canoe tightly with his hands.
When the canoe was about a hundred yards from the shore,
Jack began to paddle slower and slower, and then he took the
paddle out of the water. Suddenly, George guessed what Jack was
going to do. He laughed. “What a good joke!” he thought and
1 a row-boat ['rouboutj —гребная лодка
2 a canoe [ka'ntt]—челнок; байдарка
8 shore (Jac]—берег
4 to paddle—грести одним веслом; a paddle—весло (с широкой ло-
пастью)
151
looked across the lake to see if anybody was watching. It was
just after dinner, and there was nobody around but Hilton, one
of the swimming instructors. He was sitting in the boat-house
and looking towards the canoe. “He won’t say anything,” George
thought. “He likes a good joke too.”
When George looked again at the canoe, Jack was saying
something and pointing to the boat-house. Anderson turned round.
Jack stood up. Anderson turned back and began to shout some-
thing. Jack laughed and began to shake the canoe. Anderson
stood up and made a move towards Jack, and suddenly the canoe
turned over. George laughed. “Now Anderson will have to show
that he can swim ... and in his best suit!”
Then George saw Jack swimming near the canoe. Anderson’s
head appeared above1 the water, and then it disappeared. Now
he could see Jack swimming around and around the canoe. He
was looking for Anderson. But where was Anderson?
Then George saw Hilton and another man run out of the
boat-house and jump into a row-boat. George got into the row-
boat on the shore and quickly rowed1 2 to Jack. “I can’t see
Anderson anywhere,” Jack said nervously. I just turned the canoe
over, and ... say, George, do you think ...?” He stopped. Hil-
ton’s boat was already near them.
“Get into George’s boat!” Hilton shouted to Jack. He turned
to the other man in the boat. It was Roy Talbot, one of the
other swimming instructors. “You know what to do, Roy,” he
said, and he dived3 straight into the water on the side where
Anderson had disappeared. Roy dived down after him.
The two boys watched the men diving down and coming up —
one going down as the other came up. After about ten minutes,
Hilton came up with Anderson. Roy and he pulled Anderson
into their boat. Hilton took off Anderson’s clothes and began to
give him artificial respiration. 4 Both boats started for the boat-
house shore.
When they were getting out of the boats, Jack turned to Hil-
ton. “Is he ...?”
“I’ll talk to you later,” Hilton said. “Now, both of you go
into the boat-house and keep quiet.5 Do you understand? Don’t
talk to anybody!”
The boys saw Hilton go to help Roy, who had put Anderson
on the ground and continued to work on him. Then they both
went into the boat-house. They heard a car starting down the
1 above [э'Ьлу] — над
2 to row [rou] — грести
3 to dive—нырять
4 artificial respiration	,respa'reijn] — искусственное дыхание
5 keep quiet—молчите
152
road to town. Then somebody brought them their clothes and
they dressed. They did not say anything to each other. Jack sat
looking down at the floor, thinking . . . thinking . . .
Half an hour later, they heard a car coming up the road.
Someone shouted, “Where is he?” Jack looked up. In another
moment, his father ran into the boat-house. “Jack!” he called.
“Are you all right?” Jack jumped up. “Yes, Father, I’m all right,” he
said. “It’s Anderson, he...”
“Yes, I know,” Mr. Turner said quickly. “We have brought
Doctor Harrison with us. Now, you both stay here. Don’t speak
to anybody till I come back!” He went out, and Jack turned
and spoke to George for the first time. “George, do you ... I was
sure that Anderson could swim.”
“Of course,” George answered. “It was only a joke.”
Mr. Turner returned. His face was very serious. “Father,”
Jack said, “is he ... is he ... dead?”
“Yes, son,” Mr. Turner answered. “That’s what Doctor Harri-
son says.”
Jack began to cry. “Then, I ... that means that I ... killed
him.”
“Quiet!” Mr. Turner said. “Get that idea out of your head!1
Do you hear? And you too, George!”
Hilton came into the room with Doctor Harrison and shut the
door. “You say that you saw the whole thing from the boat-
house?” Mr. Turner asked Hilton. “I hope you understand...”
Hilton looked straight at him. “Yes, I’m sure we all under-
stand, Mr. Turner.”
“Now, Jack,” Mr. Turner said. “I want the truth. How did it
happen that Anderson was in the canoe with you?”
“Well,” Jack began. “He ... Anderson ...” But he could not
go on.
George began to speak “Jack was taking Anderson across the
lake to the bus-stop, and ...”
“And when we got to the middle of the lake,” Jack said,
“I turned the canoe over.”
Mr. Turner looked surprised. “What! You really turned the
canoe over? Why?”
“It was a joke. I wanted to teach Anderson a lesson ... and
he had his best suit on ... 1 was sure he could swim.” Jack
began to cry.
Hilton was watching Jack’s father. Mr. Turner looked worried.
Their eyes met. “But I saw Anderson turn around,” Hilton
said. “And then I saw Jack stand up to try to balance2 the canoe.”
“No, Sir,” Jack began. “I stood up to ...”
1 Get that idea out of your head! — Выбрось это из головы!
8 to balance ['balans] — сохранять равновесие, уравновешивать
153
“And then Anderson tried to fight you. I saw him move towards
you. It was he who upset the canoe,” Hilton continued.
“No ... no,” Jack was crying. “When I stood up, he ..
“Anderson probably wanted to go swimming where Negroes
are not allowed,” Hilton said, looking at Mr. Turner. “And Jack
tried to stop him.”
“But listen!” Jack cried. “I turned the boat over. I had planned
it all before. I killed Anderson!”
Mr. Turner stopped him. “I think the shock has upset you,
son.” He turned to Doctor Harrison. “Doctor Harrison,” he said,
“when you examined Anderson, didn’t you say that he had prob-
ably eaten too much just before they started?”
“Well ... yes. Yes, I think so," Doctor Harrison said slowly.
“Now, tell me, George, could Anderson swim?” Mr. Turner
asked.
“Jack and I were sure that he went swimming in our lake at
night. He always said he couldn’t swim, but ... Negroes are
such liars.”
“Yes, that’s true,” Doctor Harrison said. “All Negroes lie.”
“Of course he could swim,” Mr. Turner said. “He went swim-
ming every night. The boys said so. What do you think, Hilton?”
“It seems quite clear to me, Mr. Turner,” Hilton answered.
“Anderson himself upset the boat.”
“Well, that’s all we need to know,” Doctor Harrison said.
“Good-bye, Mr. Turner. I must go back to town.” The two men
went out and left Mr. Turner with the boys.
Now, I want you to understand, both of you,” Mr. Turner
said. “You mustn’t talk about this to anyone!”
“Father!” Jack cried out. “I killed him!”
Mr. Turner’s face became red with anger, and he shouted,
“Forget it! I tell you —forget it! Now, get ready! I’m going to
take both of you home with me.” He went out to his car.
Jack sat very quiet. “Come on, Jack,” George said.
“Did you hear what my father said?” Jack asked.
“Yes, he said ‘get ready.”
“No, I’m not talking about that,” Jack said, and he began
to cry. “No ... I killed a man ... and he said ... ‘forget it’!”
THE FISHERMAN AND THE KING’S GUARD*
Long, long ago, there was a king in Tibet who loved to eat
fish. His love for fish was so great that he could eat almost
nothing if there was no fish on the table.
It happened one year that there was no rain. Month after
1 a guard [gad]—стражник
154
month, there was less and less water in the rivers, and less and
less fish, until there was no fish at all, even for the king. The
king could not eat anything. He sent men to all the fishermen’s
villages in the country to announce that the man who brought
fish to the king’s table could have any reward1 he asked for.
Some time passed, and a poor fisherman appeared in front of
the king’s palace, carrying a tremendous fish. When the guard at
the gate saw the fisherman coming towards him, he immediately
knew who the man was taking the fish to, but he asked, “What
do you want here?”
“I’ve brought this fish for the king’s table,” the fisherman
explained. “I want to give it to the king as a gift. I caught it
in a lake, high up in the mountains.”
The guard looked at the man’s simple, honest face. “He prob-
ably knows nothing about the reward,” he thought. And he said,
“All right. Leave the fish here, and I’ll send it in to the
cook.”
“No, I’d like to take it to the cook myself,” the fisherman
answered.
“Will you sell it to me? I’ll pay you well,” the guard said,
but the fisherman refused.
“No,” he said “I want to give this fish to the king as a gift,
and you have no right to interfere with me.”
“He is not as simple as 1 thought,” the guard said to himself.
“I’d better let him in.”
“All right!” he said. “I’ll let you pass. But if you get a reward
for bringing the fish, half of it belongs to me. If you don’t agree,
I won’t let you in!”
“All right,” said the fisherman. “I’ll give you half ”
“I warn you,” the guard said. “Don’t try to cheat me or lie
to me. If you do, you will be sorry.”
When the king learned that he could have fish for his dinner,
he was delighted.1 2 So was the cook: his life had not been easy,
as you can imagine. He took the fisherman to the king, and
the king asked the man what he wanted as a reward.
“I want to be beaten,”3 the fisherman said “A thousand
blows.”4
Everyone thought that the fisherman was joking, and explained
to him that he could ask for gold — for anything he wanted. But
the fisherman said that nothing could make him change his mind.
He repeated that he wanted to receive a thousand blows.
So the king ordered his soldiers to put the fisherman down
1 a reward [n'wad] —награда
3 he was delighted [di'laitid] — он был в восторге
8 to beat (beat [bi:t], beaten)—бить
4 a blow [blou]—удар
155
on the floor and beat him. But he told them to beat the man
very lightly. After they had given the fisherman five hundred
blows, he stood up. “That is enough,” he said. “I have had my
part. The other half of the reward belongs to the guard at the
gate.”
As soon as the king learned the fisherman’s reason for wishing
to give the guard such an unusual present, his face became as
black as a storm cloud. He ordered his soldiers to give the
guard the other five hundred blows, and not to beat him lightly.
“That is the best reward for a man who is not honest,” the king
said. “This poor fisherman has taught the guard a very good
lesson.” And he made the guard thank the fisherman for the half
of the reward that the fisherman had given him.
AN ANECDOTE ABOUT CONAN DOYLE
Who has not heard about Sherlock Holmes, the famous detec-
tive in the stories by Sir Arthur Conan Doyle? Sherlock Holmes’
method of solving the most difficult problems was to notice and
analyze the smallest details, even if they seemed unimportant.
Sir Arthur Conan Doyle once came to Paris. He took a cab1
from the railway station to a hotel. When he paid the cab-
man, 1 the man said, “Thank you, Sir Arthur Conan Doyle.”
“How do you know who I am?” Sir Arthur asked in the
greatest surprise.
“Well, sir,” the cabman answered, “according to the news-
papers, you were expected to come to Paris from the south of
France. The train you arrived on came from the south of France.
1 could tell from your clothes, especially your hat and also from
the fact that you carried an umbrella, that you were English.
These details helped me to guess that you were probably Sir
Arthur Conan Doyle.”
“Splendid! Splendid!” said Sir Arthur. “You analyzed the facts
absolutely correctly. And you had so few facts! Clever work!
Very clever!”
“Of course,” the cabman said. “Your name is on both your
travelling bags. That fact also helped.”
1 a cab — кеб, экипаж; a cabman ['kaebmanj— извозчик
Supplementary Exercises
(§ 1) Copy the following, using the correct form of the verb in the margin.
TELEPHONE CONVERSATION
“Hullo, Vera! This ... Ann ....
... you and the other girls ... to go to the
theatre tomorrow?”
“Yes, we ... everything.”
“I ... to go with you. where ... you
... to meet?”
“We ... in front of the theatre at half
past six.”
“Good! I ... you there.”
II.
“Hullo, Mike! ... you ... your trip
to Leningrad?”
«j	»»
“Why? What ...?”
“You .... my father ... he ... me.
His factory ... to send him.
But then the plan ..., and we ...
anywhere.”
“Too bad! I ... you ... me many
interesting things about Leningrad.”
“I ... sorry too. But Father ... we
... to Leningrad for May Day.”
to speak
to plan
to arrange
to want, to go
to meet
to see
to enjoy
not to go
to happen
to know, to say, to
take, to plan
to change, not to go
to think, to tell
to be, to say, to go
(§ 3.) Fill in the blanks with the required word combination in the proper
form; then translate the sentences.
A.	to go in (for); to go out; to go away; to go up (to); to go on;
to go back
1.	I’m busy now, please ... .2. She forgot to close the door
and had ... .3. Shall I ... with the story? 4. I don’t play tennis,
but it’s a game I’d like ... 5. It’s cold today. Don’t ... without
your coat. 6. She ... to the pupil on duty and began to ask her
questions.
* В скобках указывается номер урока, после которого можно исполь-
зовать то или иное упражнение.
157
В.	to get at; to get off; to get up; to get into; to get on
1.	I ... very early yesterday. 2. We can ... the bus here and
ride four stops. 3. The apples were high up in the tree, and the
boys couldn’t ... them. 4. We have just passed the house we
need, so we shall have ... at the next stop. 5. I lost my key
and couldn’t ... the house.
C.	to come back; to come down; come on!; to come into
1.	Don’t let anyone ... the room until 1 have finished clean-
ing it. 2. When they ... from their summer holidays, they all
looked strong and healthy. 3. “You’ll falll” she shouted. “... from
that tree!” 4. Everyone is ready. ... Pete, we can’t wait for you.
D.	to turn over; to turn on; to turn off
1.	There’s no water! Somebody ... the water. 2. Please ...
the TV. I want to watch the football game. 3. Don’t stand up
in the boat. It will ... .
E.	to run out; to run away
1.	The girls got frightened when they saw the big dog and ... .
2.	We heard music in the street and ... to see what was happening.
(§ 3.) Fill in the blanks with prepositions where necessary.
Pete’s parents went ... a sea trip last summer, but Pete didn’t
want to go ... them. He said he would get more enjoyment ...
camping ... the open air somewhere near a lake or river. After
working a month ... a collective farm, Pete joined ... his friends,
Igor and Alec, who were camping out near a little village ... the
Volga. ... the end of their holidays, the boys returned ... town.
They were full ... stories ... their camp life.
“One day, when we had only just enough food ... breakfast, we
decided to go ... town ... food. It began to rain and we didn’t
want to walk so far ... the rain. Pete said we should go fishing,
because rainy weather was the best time ... fishing. Igor said he
liked to sit ... the sun, but he didn’t want to sit ... the rain —
it was bad ... his health. Pete and I went ... the river, and Igor
went to sleep ... the tent. ... the end of the day, Pete and I returned
... camp, tired and hungry. We had not caught any fish. As we
came ... the camp, we saw Igor at the fire, and there was a won-
derful smell of fish. ‘Where did you get that fish?’ we asked ...
surprise. ‘I bought it ... a real fisherman,’ he answered. ‘He was
passing our camp ... his way ... town.’ ”
(§ 5.) Translate the following sentences.
1. She put the book up high on a shelf. 2. They put the tent up
slowly. 3. Don’t put your coat on the sofa. 4. Don’t put your coat
on, it’s warm out. 5. Take your coat off, please. 6. He took a book
out of his bag. 7. He took the books out of the library. 8. We
carried the plan out in time. 9. We carried the heavy things out of
the house.
(§ 5*) Compare the meanings of the italicized words in the following sen-
tences.
A.	1. She looked into the room and went away. 2. Look at that pic-
ture near the window. 3. She was looking out of the window when
158
I passed the house. 4. Have you lost anything? What are you look-
ing for? 5. Somebody must look after the children at the river.
6. My mother looked tired and upset when she came home. 7. My
sister looks like me. 8. The game looks easy, but it isn’t. 9. Look
these words up in the dictionary. 10. She looked up at the sky and
said that it looked like rain.
В.	1. The lesson is over. The bell is ringing, 2.She rang me up last night.
C.	1. I've lost my new pen. 2. We lost our way in the forest. 3. Our
team lost the game.
(§ 5.) Translate into Russian:
A.	1. Where did you get those skates? 2. We got together at Nina’s
house and had our sewing circle (кружок) there. 3. She was very
ill but she’s getting well now. 4. It’s getting hot, let’s stop the
game. 5. There’s nothing wrong. Don’t get upset.
В.	1. We make all kinds of useful things in our workshop. 2. I can
sew a little, but I can’t make a dress. 3. Children, stop making
noise! 4. I made many friends at camp. 5. The boys made their
beds at camp. 6. We must make the dog stop running after cars.
7. It’s getting cold, let’s make a fire. 8. Mr. Smith made a lot of
money out of buying and selling land. 9. She can make the sounds
of birds 10. 1 always make breakfast for my brother and myself.
(§ 7.) Translate the italicized word combinations, using one Russian word
for each combination.
1.	We have supper early. 2. The girls came in and took off their
coats. 3. It's time to begin our lesson. 4. We do our training at the
stadium. 5. She stood in front of me, and I couldn’t see the black-
board. 6. Let's go, it is late. 7. She knows many English poems by
heart, 8. Let's go [or a walk, 9. Do you feel cola? 10. Do you go to
school in the morning or in the afternoon? 11. Who is on duty
today? 12. She fell ill and had to stay at home. 13. Did you write
down the homework?
(§ 4.) Fill in the definite or indefinite article where required.
Once Mark Twain and two friends were sitting in ... restaurant.
One of ... men had just returned from ... trip to ... country in
Maine. He said that ... air in ... mountains there was wonderful.
In many places ... echo ['ekou] of ... voice came back five times
stronger. ... second friend said that he knew ... place in Colorado
where he lived and where ... echo was much better. He said that
... echo of ... voice spoken in ... morning came back in ... after-
noon. Mark Twain laughed and said:
“Listen! ... echoes which you have told about are very unusual,
but in ... small place near Hannibal, where I once lived, there
is ... echo even more unusual than those you have spoken of.”
“What is so strange about ... echo there?” asked one of ... men.
“Well, I’ll tell you,” said Mark Twain. “... echo in that place is
most unusual. If one says in ... loud voice, ‘Good morning! How
are you?’, ... echo repeats after ... moment, ‘Very well, thank you.
And how are you?’ ”
159
(§ n.) Translate the italicized word combinations, using one Russian word
for each combination.
1. The boys were about to start fighting when he interfered. 2. Joe
pulled some money out of his pocket and put it on the table. 3. The
boy told a lie because he was afraid of the old man. 4. It's getting,
dark, please turn on the light. 5. I've changed my mind about going
to the match. 6. I wasn’t very much interested in chemistry until
one day I heard a scientist speak on the wonders of chemistry 7. Natu-
rally, we have no respect for people who think only of themselves.
8. On March 18, 1964 over six million French government workers
(государственные служащие) went on strike. 9. The doctor said that
if my mother takes that new medicine, she will get rid of her illness.
(§ 13.) Fill in the definite or indefinite article where required.
THE KING AND THE CRITIC
A king liked to write ... poems, which he thought were very
good. As he was... king, ... people he showed ... poems to always
praised them to ... skies.
One day he showed some of his poems to ... philosopher, who
did not like them at al and told ... king that ... poems were very
poor. This made ... king so angry that he sent ... philosopher to
... prison.
Some time passed, and ... king freed ... philosopher. ... week
later, ... king invited him to ... dinner. He showed ...
philosopher ... new poem he had just written and he asked ... man
what he thought of it. ... philosopher turned to ... soldiers who
were standing at ... door and said, "Take me back to ... prison.”
(§ 15.) Copy the following, using the correct form of the verb in the
brackets.
(From “Three Men on the Bummel”1 by Jerome K. Jerome)
1.
It happened while Harris and his wife (to ride) a tandem bicycle1 2
through Holland during their holidays The road (to be) very
stony, and without turning his head, Harris (to say) to his wife,
“Sit tight!”
But Mrs. Harris (to think) he (to say) “Jump off!” Why she (to
think) he (to say) “Jump off” when he said “Sit tight!” neither of
them can explain.
Mrs. Harris did jump off, while Harris went on, not knowing
tha she was no longer behind him.
At first she (to think) he (to ride) up the hill with the purpose
of showing his skill. She (to think) he (to jump off) when he (to come)
to the top3 of the hill and wait for her. But when she (to see) him
pass it without stopping, she (to be surprised), then angry and worried.
She (to shout), but he (to go) on and never (to turn) his head. She
(to sit) down and (to cry). She (to have) no money and she (not
1 a bummel ['buml] (нем.)—прогулка
2 a tandem f'taendam] bicycle—двухместный велосипед
3 the top — вершина
160
to know) Dutch. People (to pass) and (to look) at her kindly. She
(to try) to make them understand what (to happen). They (to think)
she (to lose) something, but couldn’t understand what. They (to take)
her to the nearest village and (to find) a policeman for her. She (to
try) to tell him what (to happen), but the only thing he (to under-
stand) was that a man (to take) her bicycle. A boy (to be discovered)
riding a lady’s bicycle in a village not far away, and they (to bring)
him to her. But as she did not want either him or1 his bicycle, they
let him go.
II.
All this time, Harris (to continue) on his way with much enjoy-
ment. It (to seem) to him that he suddenly (to become) a stronger
and in every way a better cyclist.
He (to decide) to show his wife how fast he (can) go. He (to go)
on for about five miles at high speed when a strange feeling that
something (to be) wrong (to begin) to grow upon him. He (to turn) his
head and (to look) behind him; but there was only space there, noth-
ing else. He (to jump) off and (to look) back up the road; there was
nobody there. He (to get) on his bicycle and (to ride) back up the hill
as fast as he could. In ten minutes, he (to come) to the place where
three roads (to meet). He (to get) off and (to try) to remember which
road he (to take) on his way down.
As nobody could help him, Harris (to get) on his machine again
and (to take) the middle road on chance. Half-way up, he (to meet)
two young women and (to ask) if they (to see) his wife. They (to ask)
him what she (to look) like. He did not know enough Dutch to de-
scribe her; all he (can) tell them was that she (to be) a very beauti-
ful woman. This was not enough for them, they (to think) many wom-
en (to be) beautiful. They (to ask) him how she (to be dressed), but
he could not remember what she (to wear) that day. The young wom-
en (to tell) him to go to the police station in the next town. Harris
(to make) his way there
III.
The police (to tell) him to write down a full description of his
wife and when and where he (to lose) her. He did not know. All he
(can) tell them as the name of the village where they (to lunch).
He (to know) that he (to have) her with him then, and that they (to
start) from therel together.
Quite naturaly, the police (to begin) to ask a number of questions.
First, (to be) she really his wife? Second, (...) he really (to lose) her?
Third, why (...) he (to lose) her?
Still, they didn’t refuse to help him. In the evening, they (to
bring) her to him. The meeting (to be) not a pleasant one. Mrs. Harris
never (to be) a good actress and always (to have) great difficulty in
controlling her feelings. This time, she herself says, she did not even try.
(§17.) Copy the following, using the correct form of
“Hullo, Victor! ... you ... Pete? I ...
him.”
“I ... him five minutes ago. He ... to
somebody in the hall. What ... you ... him
for?”
the verb in the margin,
to see, to look for
to see, to talk
to need
1 either f'aiOd] ... or — ни ... ни (в отрицат. конструкциях)
161
MWe ... a meeting in the Komsomol
Room. Everybody ... and we ... for him.”
"... in the hall. He ... probably still
there.”
“Thanks, 1 ... there now.”
to hold
to come, to wait
to look, to be
to go
(§ 19.) Translate into Russian:
1. We watched the plane land. 2. Nobody noticed him leave the
room. 3. She asked me to lend her my skates. 4. Mother always makes
me turn off the light at eleven o’clock. 5. I’d like you to come with
me. 6. I expect her to be in Sverdlovsk soon. 7. I expect all of you
to be well prepared. 8 My brother wants me to study French. 9. Did
you see the boys run into the yard? 10. I saw him cross the street
with something in his hands. 11. I told her not to come late.
(§ 19) Join the following sentences according to the example.
Example: a) I saw them in the garden. They were pulling out weeds.
I saw them pulling out weeds in the garden.
b) Did you see Zarina? She played the part of Natasha in
“War and Peace”.
Did you see Zarina play the part of Natasha in “War
and Peace”?
1.	I noticed Alec. He was standing with a group of boys.
2.	She closed the door. I heard it.
3.	We noticed some girls. They were digging potatoes in a field.
4.	They were dancing together. We watched them.
5.	He pointed to an announcement on the wall. I saw him.
6.	Nobody noticed the little girl. She was sitting in a corner of the
room.
7.	She gave him flowers. I saw it.
8.	The car was coming towards us. We saw it.
9.	My brother often recites the same poem again and again. I often
hear him.
10.	We watched the mechanic. He turned off the engine.
11.	He pulled the girl’s hair. 1 saw it.
12.	Did you see the boys? They climbed the tree.
(§ 19.) Copy the following, using the correct form of the verbs in the
brackets.
IN THE MAZE1
(From “Three Men in a Boat” by Jerome K. Jerome)
1.
Harris asked me if 1 ever (to be) in the maze at Hampton Court.
He (to say) he (to go) in once to show it to his country cousin. He
(to study) the way in a map, and it (to seem) very simple. Harris (to
say) to his cousin:
“We just (to go) in there, so that you (can) say you (to be), but
it’s very simple. You (to move) forward, turning to the right all the
time. We just (to walk) round for ten minutes, and then (to go) and
(to get) some lunch.”
1 maze—sd. лабиринт из рядов подстриженного кустарника
162
They met some people soon after they (to get) into the maze,
who (to say) they (to be) there for an hour and (to have) enough
of it. Harris (to tell) them they (can) follow him, if they (to like).
They (to say) it (to be) very kind of him and (to follow).
They met other people who (to want) to get out, until they (to
collect) all the people in the maze. People who (to lose) all hopes of
getting out, or of ever seeing their homes and friends (to be filled)
with courage again on seeing Harris and his group, and (to join) the
procession. Harris (to say) that there (to be) about twenty people
following him in all, and one woman with a baby, who (to be) there
all the morning, (to take) his arm for fear of losing him.
II.
Harris walked along, turning to the right, but it (to seem) a long
way, and his cousin (to say) that it probably (to be) a very big maze.
“Oh, one of the largest in Europe,” (to say) Harris.
“Yes, I’m sure it is,” (to answer) his cousin, “because we (to walk)
at least1 two miles already.”
Harris himself (to begin) to think it (to be) strange, but he (to
continue) until at last they (to pass) the half of a penny bun 1 2 on the
ground that Harris’ cousin (to be) sure he (to notice) there seven min-
utes before. Harris (to say), “Oh, impossible!” but the woman with
the baby (to say) that she herself (to take) it from the child and (to
throw) it down there just before she (to meet) Harris. She also (to say)
that she (to wish) she never (to meet) Harris. That (to make) Harris
angry, and he (to pull) out his map, and (to explain) his theory.
“The map may be all right,” (to say) one of the group, “if you
know where we (to be) now.”
Harris didn’t know, and (to say) that the best thing to do (to be)
to go back to the entrance and begin again. So they (to turn) and (to
go) after Harris. About ten minutes (to pass) and then they (to find)
themselves in the centre.
III.
Harris thought at first of saying that that (to be) what he (to
want), but the people (to look) dangerous, and he (to decide) not to
mention It at all.
Still, they had got something to start from. They (to know) where
they (to be), so they (to pull) out the map once more. The thing
(to seem) simpler than ever, and they (to start) off for the third
time.
And three minutes later they (to be) back in the centre again.
After that they simply (can, not) get anywhere else. They (to
turn) this way and that, but they always (to return) to the middle.
It (to happen) so many times that some of the people (to stop) there
and (to wait) for the others. After some time, Harris (to pull) out
his map again, but the people immediately (to become) so angry that
Harris (to feel) he (to become) unpopular.
At last they all (to shout) for the keeper,3 and the man got up on
a ladder 4 outside the maze and (to shout) to them where to turn. But
1 at least [li:st]—по крайней мере
2 a bun [Ьлп]—булочка
8 a keeper—зд. сторож
4 a ladder — лестница
163
they (can, not) understand anything, and so the man (to tell) them
to stop where they (to be) and said he (to come) and lead them
out. They (to stand) there and (to wait); and he (to come) into the
maze.
He (to be) a young keeper, and new to the business; and when he
(to get) in, he couldn’t get to them, and then he (to get) lost. They
(to see) him, from time to time, running along one of the parallel
roads, and he would see them and run back to get to them, and they
would wait there for about five minutes, and then he would reappear
again in the same place and ask them where they (to be).
They had to wait until one of the old keepers (to come) back
from his dinner before they (to succeed) in getting out.
Harris said he (to think) it (to be) a very fine maze, and we (to
agree) that we (to try) to make George go into it on our way back.
ГРАММАТИКА
I.	НЕЛИЧНЫЕ ФОРМЫ ГЛАГОЛА (THE VERBALS)
Неличные формы глагола получили свое название потому,
что они не выражают категории лица.
В английском языке имеются три неличные формы глагола:
1)	the Infinitive (неопределенная форма глагола, или инфи-
нитив): to ask, to write;
2)	the Gerund (герундий): asking, writing;
3)	the Participle (причастие): asking, asked; writing, written.
Герундий (The Gerund)
Образование
Infinitive без to 4- ing (суффикс)
to jump — jumping
to swim—swimming
to go—going
to play — playing
Употребление
Герундий может употребляться в качестве
1)	подлежащего:
Camping out is very pleasant.
Travelling by air has become very popular.
2)	именной части сказуемого:
Seeing is believing. (English proverb.)
What they liked most was swimming in the lake.
3)	части составного глагольного сказуемого после глаголов
to finish, to stop (прекращать, переставать), to go on:
165
We couldn’t stop laughing.
He went on talking about the excursion.
или прямого дополнения после глагола to enjoy:
She always enjoyed dancing.
Примечание: После глаголов: to begin, to start, to continue, to
like, to hate, to plan, to try возможно употребление как герундия, так и
неопределенной формы глагола.
We began discussing (to discuss) our plans for the future.
Please continue reading (to read).
I hate getting up (to get up) so early.
4)	почти любого другого члена предложения (предложного
косвенного дополнения, определения, обстоятельства об-
раза действия, обстоятельства времени) после различных
предлогов:
At last we succeeded in finding the house.
We thought of telephoning, but it was too late.
Thank you for coming.
She was surprised at seeing him again.
They all liked the idea of spending two weeks camping in
the forest.
We can get there faster by taking a bus.
He went away without leaving his address.
After finishing school he will go to work at a factory.
On entering the room she immediately noticed that some-
thing was wrong.
Before going to the theatre he had done all his lessons.
Перевод на русский язык
Герундий переводится на русский язык четырьмя способами,
в зависимости от значения глагола и общего контекста:
1)	отглагольным существительным:
Reading is very important in learning a foreign language.
Чтение очень важно при изучении иностранного языка.
They decided to work on a collective farm after finishing
school.
После окончания школы они решили работать в колхозе.
2)	неопределенной формой глагола:
There was no hope of getting tickets for the performance.
He было никакой надежды достать билеты на этот спектакль.
166
He dreamed of becoming an architect.
Он мечтал стать архитектором.
Before starting out they had to prepare the equipment.
Перед тем как отправиться, им надо было приготовить
снаряжение
3)	деепричастием:
You can improve the article by changing the end.
Вы улучшите статью, изменив ее конец.
Не continued working without noticing how late it was.
Он продолжал работать, не замечая, что уже поздно.
4)	глаголом в личной форме (в роли сказуемого) в составе
придаточного предложения:
Excuse me for not bringing the book earlier.
Извините, что я не принес книгу раньше.
I remember seeing him somewhere.
Я помню, что где-то его видел.
Причастие (The Participle)
В английском языке различаются причастие I (Participle I)
и причастие II (Participle II).
Participle I
Образование
Infinitive без to + ing
to sit—sitting
to play —playing
Употребление
Participle I употребляется в качестве определения и обстоя-
тельства (времени и образа действия). В функции определения
причастие I может стоять перед и после определяемого
слова:
Не looked up at the shining windows.
We asked the boy standing near the door how to find the
Komsomol Room.
We sat talking until late at night.
167
Перевод на русский язык
Participle I в функции определения переводится на русский
язык действительным причастием несовершенного вида настоя-
щего времени на -ущий, -ющий, -ащий, -ящий или прошед-
шего времени на -(в)ший:
Не looked out at the falling snow.
Он смотрел на падающий снег.
Students wishing to enter the competition must come to the
stadium at three o’clock.
Учащиеся, желающие принять участие в соревновании, должны
прийти на стадион в три часа
The cars filling the street moved very slowly.
Машины, заполнявшие улицу, двигались медленно.
Participle I в функции обстоятельства переводится на рус-
ский язык деепричастием несовершенного вида на -а(сь), -я(сь)
или совершенного вида на -в, -вши:
The pupils ran out into the yard laughing loudly.
Громко смеясь, учащиеся выбежали во двор
Не was sitting on the sofa reading a newspaper.
Он сидел на диване, читая газету.
Opening the window, he looked out into the street.
Открыв окно, он выглянул на улицу.
Participle II
Образование
Infinitive без to + ed
to discuss — discussed
to close — closed
Примечание: Неправильные глаголы имеют особую форму:
to throw—thrown
to write—written
to break—broken
Употребление
Participle II употребляется обычно в качестве определения,
которое может стоять перед и после определяемого слова:
Не stood looking at the closed door.
We read a letter received from our pen-friends in England.
168
Перевод на русский язык
Participle II соответствует русскому страдательному прича-
стию настоящего времени, оканчивающемуся на -емый, -имый,
и прошедшего времени, оканчивающемуся на (-е)нный, -тый,
а также действительным причастиям со страдательным значением,
оканчивающимся на -виши с я:
Thousands of people saw Rockwell Kent’s pictures exhibited
in Moscow, Sverdlovsk and other cities.
Тысячи людей видели картины Рокуэлла Кента, выставленные
в Москве, Свердловске и других городах.
The question discussed at the meeting was interesting to every-
body.
Вопрос, обсуждавшийся на собрании, был всем интересен.
II. СЛОЖНОЕ ДОПОЛНЕНИЕ (THE COMPLEX OBJECT)
Сложным дополнением называется синтаксическая конструк-
ция, состоящая из существительного (или местоимения в объект-
ном падеже) и инфинитива или причастия I:
We’d like you to come to our party.
The boys watched the planes flying in the sky.
I want him to help you.
Сложное дополнение употребляется после глаголов:
to want, to wish, to like (would like), to expect, to hear,
to watch, to see, to notice, to feel.
После глаголов: to want, to wish, to like (would like), to expect —
в сложном дополнении употребляется инфинитив с частицей to.
Everybody expected him to return on Monday.
I don't want you to be late.
После глаголов: to hear, to see, to watch, to notice, to feel —
употребляется инфинитив без частицы to или причастие I.
Не went out and we saw the door close behind him.
She heard someone call her name.
We saw a car coming towards us.
Participle I употребляется в сложном дополнении, если имеется
в виду действие в процессе его совершения; инфинитив употреб-
ляется для выражения законченного действия:
I saw the teacher talking to him.
Я видел, как учитель разговаривал с ним.
169
They watched the boys swimming in the river.
Они наблюдали, как мальчики плавали в реке.
I saw him enter the room.
Я видел, как (что) он вошел в комнату.
Перевод на русский язык
Сложное дополнение, в состав которого входит инфинитив,
переводится на русский язык дополнительным придаточным
предложением, вводимым союзами что, как, обычно с глаголом
совершенного вида:
I saw him cross the street.
Я видел, что (как) он перешел улицу.
Примечание: После would like придаточное предложение вводится
союзом чтобы.
We’d like you to visit our exhibition.
Нам хотелось бы, чтобы вы посетили нашу выставку.
Сложное дополнение, в состав которого входит причастие I,
переводится на русский язык дополнительным придаточным
предложением, вводимым союзами что, как, только с глаголом
несовершенного вида:
We saw a man running along the platform.
Мы видели, как человек бежал по платформе.
We heard them talking and laughing in the corridor.
Мы слышали, как они смеялись и разговаривали в коридоре.
111. СЛОВООБРАЗОВАНИЕ (WORD-BUILDING)
А. Суффиксы
а)	имен существительных
-апсе, -епсе
to appear — appearance
important a—importance
entrance, difference, interference
-er, -or
to buy—buyer
to invent—inventor
driver, fighter, hunter, leader, organizer, painter, speaker,
traveller, worker, writer, actor, conqueror, inspector, sailor,
translator, visitor
170
-ian
history n—historian
mathematician, musician, technician
-ing
to begin—beginning
building, drawing, ending, feeling, greeting, meeting, painting,
sewing, spelling, understanding, warning
«ion (-ation, -tion, -sion, -ssion)
to act—action
calculation, connection, creation, description, examination,
exhibition, expectation, explanation, expression, imagination,
invention, invitation, organization, preparation, production,
translation
-1st
art n—artist
biologist, physicist, scientist
-ment
to agree—agreement
announcement, arrangement, development, disarmament, enjoy-
ment, entertainment, equipment, excitement, improvement,
movement
-ness
dark a—darkness
calmness, clearness, cleverness, firmness, happiness, illness,
politeness, readiness, sadness, weakness
-ship
friend n—friendship
leadership, membership
-ty (-ity)
active a—activity
difficulty, honesty, reality, responsibility, possibility, speci-
ality
б)	имен прилагательных
-able, -ible
to change—changeable
comfort n—comfortable
unbelievable, unforgettable
-al (-ical)
agriculture n—agricultural
history n—historical
biological, central, geographical, industrial, international,
natural, original, postal, practical, regional, typical
171
-ed
talent n — talented
blue-eyed, gifted, kind-hearted, long-legged, skilled
-ful
beauty n—beautiful
careful, eventful, fruitful, joyful, lawful, peaceful, powerful,
respectful, skillful, successful, thankful, useful, wonderful
-1c
atom n—atomic
electronic, heroic, historic, poetic
•ive
to act—active
creative, expressive, progressive
•less
end n—endless
fearless, friendless, fruitless, heartless, helpless, homeless,
hopeless, jobless, noiseless, useless
-OUS
danger n—dangerous
courageous, famous, monotonous, victorious
-У
noise n—noisy
cloudy, dirty, healthy, rainy, salty, sandy, sleepy, speedy,
stormy, sunny, windy
Б. Префиксы
dis-
to appear—to disappear
armament n—disarmament
to disagree, to disconnect, to dislike; disagreement, disorder
im-
possible a—impossible
immovable, improbable
re-
to appear—to reappear
to rearrange, to rebuild, to re-do, to re-examine, to remake,
to rename, to reopen, to re-read, to retell, to rewrite
un-
comfortable a—uncomfortable
expected a—unexpected
to tie—to untie
unconquerable, unemployed, unhappy, unhealthy, unimaginable,
unimportant, uninteresting, unknown, unlawful, unnatural,
unpleasant, unskilled, unusual, unwelcome; to undress, to undo
172
IV. ТАБЛИЦА «НЕПРАВИЛЬНЫХ» ГЛАГОЛОВ, ВСТРЕЧАЮЩИХСЯ
В УЧЕБНИКАХ V — X КЛАССОВ
Infinitive
Past Indefinite
Participle II
(Past Participle)
be {bi:]
beat* [bi:t]
become [bi'kAm]
begin [bi'gin]
bind [baind]
break [breik]
bring [bnij]
build [bild]
burn* [bam]
buy [bai]
can [kaen]
catch [ka?tj‘]
choose* [tjuiz]
come [клт]
cost* [kastj
cut |кл1]
dig [dig]
do [du:]
draw [dra:]
dream [dri:m]
drink [drirjk]
drive [draiv]
eat [i:t]
fall [fad]
feel [fi:l]
fight [fait]
find [faind]
fly [flai]
forget [fa'get]
freeze* [fri:z]
get [get]
give [giv]
was [waz],
were [wa:]
beat [bi:t]
became [bi'keim]
began [bi'gaen]
bound [baund]
broke [brouk]
brought [bra.t]
built [bilt]
burnt [bamt],
burned [bamd]
bought [ba:t]
could [kud]
caught [ka:t]
chose [tjouz]
came [keim]
cost
cut
dug [dAg]
did [did]
drew [dru:]
dreamed [dri:md],
dreamt [dremt]
drank [draejgkJ
drove [drouv]
ate [et, eit]
fell [fel]
felt [felt]
fought [fa:t]
found [faund]
flew [flu:]
forgot [fa'gat]
froze ]frouz]
got [got]
gave [geiv]
been [bi:n]
beaten ['bi:tn]
become
begun [bi'gAn]
bound
broken ['broukn]
brought
built
burnt, burned
bought
caught
chosen ['tjouzn]
come
cost
cut
dug
done [dAn]
drawn [dram]
dreamed, dreamt
drunk [drArjk]
driven ['drivn]
eaten [zi:tn]
fallen [zfa:lan]
felt
fought
found
flown [floun]
forgotten [fa'gatn]
frozen ['frouzn]
got
given I'givn]
• Звездочкой отмечены слова, не входящие в словарный минимум
десятого класса.
173
go [gou]
grow [grou]
have [haev]
hear [hia]
hold [hould]
hurt* [ha:t]
keep [ki:p]
know [nou]
lay [lei]
lead [li:d]
learn [1э:п]
leave [li:v]
lend [lend]
let [let]
lie [lai]
lose [lu:z]
make [meik]
may [mei]
mean [mi:n]
meet [mi:t]
pay [pei]
put [put]
read [ri:d]
retell [n'tel]
ring [ng]
run [глп]
say [sei]
see [si:]
sell [sei]
send [send]
set [set]
sew [sou]
shake [ Jeikl
shine [Jain]
show [Jou]
sing [sig]
sit [sit]
sleep [s1i:p]
went [went]
grew [gru:]
had [haed]
heard [ha:d]
held [held]
hurt
kept [kept]
knew [nju:]
laid [leid]
led [led]
learned [b:nd],
learnt [b:nt]
left [left]
lent [lent]
let
lay [lei]
lost [lost]
made [meid]
might [mait]
meant [ment]
met [met]
paid [peid]
put
read [red]
retold [n'tould]
rang [raeg]
ran [raen]
said [sed]
saw [so:]
sold [sould]
sent [sent]
set
sewed [soud]
shook [Juk]
shone [Jon]
showed [foud]
sang [saeg]
sat [saet]
slept [slept]
gone [gon]
grown [groun]
had
heard
held
hurt
kept
known [noun]
laid
led
learned, learnt
left
lent
let
lain [lein]
lost
made
meant
met
paid
put
read [red]
retold
rung [глд]
run
said
seen [si:n]
sold
sent
set
sewed, sewn [soun]
shaken ['Jeikn]
shone
showed, shown
[Joun]
sung [SAg]
sat
slept
174
speak [spi:k]
spell [spel]
spend [spend]
stand [stand]
sweep [swi:p]
swim [swim]
take [teik]
teach [ti:tj]
tell [tel]
think [0iijk]
throw [0rou]
understand
[,Anda'stand]
upset [Ap'set]
wear [wea]
win [win]
write [rait]
spoke [spouk]
spelt [spelt],
spelled [speld]
spent [spent]
stood [stud]
swept [swept]
swam [swam]
took [tuk]
taught [ta:t]
told [tould]
thought [0a:t]
threw [0ru:]
understood
[,Anda'stud]
upset
wore [wo:]
won [wAn]
wrote [rout]
spoken ['spoukn]
spelt, spelled
spent
stood
swept
swum [swAm]
taken J'teikn]
taught
told
thought
thrown [0roun]
understood
upset
worn [wo:n]
won
written ['ntn]
АНГЛО-РУССКИЙ СЛОВАРЬ
Словарь включает все новые слова и выражения, встречающиеся
в учебнике для X класса, и словарь-минимум V — IX классов.
В словарь не вошли личные, притяжательные и возвратные местоиме-
ния, а также следующие слова:
1)	существительные, образованные при помощи суффиксов -er, -merit,
-ness, -tion, -ing;
2)	прилагательные, образованные при помощи суффиксов -fill, -у,-less;
3)	наречия, образованные при помощи суффикса -1у;
4)	числительные, образованные при помощи суффиксов -teen, -ty, -th;
б) глаголы, образованные при помощи префикса ге-;
6) глаголы, прилагательные и др., образованные при помощи пре-
фикса ип-.
Исключение составляют лишь те слова, значение или произношение
которых отличается от значения и произношения слов, от которых они
образованы.
Новые слова и выражения, встречающиеся в учебнике X класса и со-
ставляющие словарный минимум этого класса, даны с цифрой урока,
в котором они встречаются впервые.
Новые слова, не входящие в словарный минимум X класса, помечены
звездочкой.
В словарь не вошли новые слова из текстов, предназначаемых для
перевода с использованием большого англо-русского словаря, и стихотво-
рений, слова к которым даны в соответствующем уроке при тексте. Не
вошли также слова, данные в сносках.
Сокращения
а — adjective ['aedsiktiv] — прилагательное
adv — adverb ['aedva:b]— наречие
cj — conjunction [ksn'djAgkJn] — союз
int — interject ion [^nto'dgekjn] — междометие
n — noun [naun] — существительное
num — numeral ['njuzmaral] — числительное
part — particle ['patikl]— частица
pl — plural ['pluaral]— множественное число
pr n —proper noun ['ргэрэ 'naun] — имя собственное
prep — preposition [,prepa'zijn] — предлог
pron — pronoun ['prounaun] — местоимение
smb. — somebody ['sAmbadi] — кто-либо
smth. — something ['sAmOirj] — что-либо
v — verb [vab] —глагол
about [a'baut] adv около, приблизи-
тельно, вокруг, повсюду; prep:
1) about our life о нашей жизни.
2) about twelve o’clock около две-
надцати часов, 3) to walk about
the room ходить по комнате
be about to go, etc. собираться
уходить и т. д.
abroad* [a'brxd] adv за границей, за
границу
absent ['®bsant| a: be absent отсут-
ствовать
absolute* ['aebsalirt] а абсолютный
according to [a'kozdqj tu] prep 13
согласно, в соответствии с
across [a'kras] prep через
act [aekt] n 1) поступок; 2) акт, дей-
ствие (пьесы); v 1) действовать,
поступать. 2) играть (роль)
action* ['aekjn] п действие, поступок
active* ['aektivj а активный, дея-
тельный
actor ['aekta] п актер, артист
actress* ['aektris] п актриса
adaptation* [,3ed®p'teijn] п переделка
add* [aed] v добавлять; прибавлять
address [a'dres] п 17 адрес, v адресо-
вать
return address 17 обратный адрес
adjective* ['aedjiktiv] п прилагатель-
ное (ерам.)
admiral* ['aedmaral] п адмирал
adventure [dd'ventfa] п приключение
adverb* [z3edva:b] п наречие
afraid (a'frerd] a: be afraid of smth.
бояться чего-л.
Africa* ['aefnka] pr n Африка
after ('aftaj prep: I) one after another
один за другим, the dog ran after
him собака побежала за ним,
2) after dinner после обеда, after
a while через некоторое время,
3) name the town after назвать
город по (в честь) . ..
adv позднее, затем, cj после того
как
afternoon ['ctfta'mrn] п время после
полудня
good afternoon добрый день, здрав-
ствуйте
in the afternoon днем
afterwards* f'crftawadz] adv потом
again [a'gein, a'gen] adv снова, опять
against (a'gemst] prep против
ago [a'gouj adv (тому) назад
agree [э'дгс] v соглашаться
agricultural* [,aegri'kAltfaral] а сель-
скохозяйственный
agriculture ['aegrikaltya] n ll сель-
ское хозяйство
agronomist* [a'gronamist] n агроном
air [еэ] n воздух
by air на самолете (самолетом)
airdrome* ['eadroumj n аэродром
airplane ['eaplein] n самолет
Alaska* [o'laeska] pr n Аляска
all [э:1] pron весь, всякий
all the same все равно
all right хорошо, разг, ладно
at all вообще, совсем (в отрацат.
пред л.)
in all всего
allow [a'lau] v разрешать, позволять
almanac* f'slmanaek] n альманах.
календарь
almost f'slmoust] adv почти едва ...
не, чуть ... не
alone [a'loun] а один, одинокий
leave alone оставлять в покое
along (a'bn] adv вперед, с собой
along with вместе с, с собой
come along! идем! живее!
prep: along the river вдоль реки;
along the street по улице
already [acl'redi] adv уже
also ['odsouj adv также, тоже
always f'xlwiz] adv всегда
America [a'merika] pr n Америка
the United States of America (the
USA) * Соединенные Штаты Аме-
рики (США)
American* [э'тепкэп] а американ-
ский, п американец
among [э'тлд] prep среди
analyze* ('aenalaiz] v анализировать
anatomy* [a'naetami] n анатомия
ancient ['einjant] a 9 древний
and [send, and] cj и; a
anecdote* f'aenikdout] n анекдот
anger* ['aegga] n гнев
become red with anger* покрас-
неть от гнева
angry ['aeggn] а сердитый
be angry сердиться
animal ['aenimalj n животное, зверь
anniversary [,3eni'vaisari] n 5 годов-
щина
announce (d'nauns] о 7 объявлять
another [э'плбэ] pron другой, еще
один
at one another друг на друга
answer ('ansa] n ответ; v отвечать
antarctic* (ant'aktikj а антаркти-
ческий, южнополярный
177
the Antarctic (or Antarctica) • Ан-
тарктика
any (*еш] a 1) какой-нибудь, сколь-
ко-нибудь (в вопросит, предл.),
никакой (в отрицат. предл.у,
2) вся1 ий, любой (в утвердит,
пред л.)
any more еще, больше (в отрицат.
предл.)
pron 1) кто-нибудь, сколько-ни-
будь; никто, нисколько; 2) кто
угодно
anybody ['enibodi] pron 1) кто-нибудь
(в вопросит, предл.), никто (в ст-
рицат. предл.) 2) любой (в утвер-
дит. предл.)
anyone ['eniWAn] pron 1) кто-нибудь
(в вопросит предл.у, никто (в отри-
цат предл ); 2) любой (в утвер-
дит предл.)
anything ['eniOirj] pron 1) что-нибудь
(в вопросит предл.у ничто (в от-
рицат предл.); 2) что угодно, всё
(в утвердит, предл.)
anywhere ['eniwea] adv 1) где-нибудь,
куда-нибудь (в вопросит, предл.у
никуда (в отрицат. предл.у 2) где
угодно, везде, куда угодно (в ут-
вердит. предл.)
appear [а'ргэ] v появляться
appetite* ['aepitait] п аппетит
apple ['гер1] п яблоко
April ['eipril] п апрель
architect* ['ctkifekt] п архитектор
architecture* ['akitektfa] п архитек-
тура
arctic* J'aktik] а арктический, поляр-
ный, северный
the Arctic Арктика
arm [am] п рука (от кисти до плеча)
army* ['ami] п армия
around [a'raund] adv всюду, кругом
prep 1) around the house вокруг
дома; walk around the town гу-
лять по городу, around the corner
за углом; 2) around six o’clock
около шести часов
arrange [a'reindj] о 1) устраивать,
организовывать; подготавливать;
2) приводить в порядок; расстав-
лять; 3) условливаться, договари-
ваться
arrest* [a'rest] п арест; v арестовы-
вать
arrival* [a'raival] п прибытие, приезд
arrive [a'raiv] о прибывать, приез-
жать
art [at] п 7 искусство
the Fine Arts* изящные искусства
article f'atikl] п 1) статья; 2) • ар-
тикль (ерам.)
artist ['atist] п художник
as [aez, az] adv как, в качестве
as ...as так же ... как; такой
же ... как
as far as до (какого-л. места)
as follows 11 как следует ниже
(при перечислении)
as soon as 17 как только
as usual как обычно, как всегда
not as ... as не так ... как; не та-
кой ... как
cj так как, когда, в то время как
ask [ask] v 1) спрашивать; 2) просить
asleep [a'sli:p] a: be asleep спать
fall asleep заснуть
astronautics* [,aestra'no:tiks] n астро-
навтика
astronomical* [^stra'nomikal ] а астро-
номический
at [aet, at] prep: 1) at the window
у окна; at the station на станции;
at school в школе, at the meeting
на собрании; at the end в конце;
at the table за столом; at break-
fast за завтраком; 2) at five o’clock
в пять часов
at each other друг на друга
at last наконец
at night ночью
at war 7 в состоянии войны
ate [et, eit] cm. eat
athletics* [aeG'letiks] n атлетика
atomic* [a'tomik] а атомный
atomic energy* атомная энергия
attack [a'faek] n 3 атака, нападение;
v атаковать, нападать (на)
attention* [a'tenjan] п внимание
give attention* обращать внимание
August ['oigast] п август
aunt [ant] п тетя, тетка
Australia* [as'treilja] pr n Австралия
author ['эЮа] n автор, писатель
autobiographical* ['3:to,baio'graefjkal]
а автобиографический
automation [.ata'meijn] n автомати-
зация
autumn ['oitamj n осень
in autumn осенью
away [a'wei] adv прочь
far away далеко
fly away улетать
go away уходить, уезжать
run away убегать
take away уносить
throw away выбрасывать
178
baby* f'beibi] n маленький ребенок
back [Ьжк] n 1) спина; 2) задняя
сторона, часть; спинка
at the back сзади
adv назад, обратно
be back возвращаться
bad [bad] (worse worst) а плохой,
дурной
feel bad плохо себя чувствовать
too bad!* очень жаль!
badly [zbaedli] (worse, worst) adv
1) плохо; 2) очень, сильно
bag [bag] n 1) портфель; 2) сумка,
саквояж
balcony* ['Ьж!кэпт] n балкон
ball [Ьэ:1] n шар; мяч
banker* ['baegka] n банкир
base [beisj n* 1) основа, 2) база
и: be based (on) 9 основываться (на)
basket-ball ['baskitbo: 1 ] n баскетбол
basket-ball game соревнование no
баскетболу
battle ['baetl] n 17 битва, сражение
battle-field* ['bstlfrid] n поле сра-
жения, поле боя
be [be] (was/were, been) v 1) быть,
существовать, 2) находиться; 3)
являться, представлять собой; 4)
вспомогательный глагол для обра-
зования времен группы Continuous
и пассивной формы
be about 5 собираться, намереваться
be back возвращаться
be on идти (о фильме, пьесер what’s
on? что идет (в кино, театре)?
be over оканчиваться, кончаться
bear [Ьеэ] п медведь
beautiful ['bjutifalj а красивый, пре-
красный
beauty* ['biuti]. п красота
became [ЬгТсеип] см. become
because [bi'kaz] cj потому что, так как
become [Ы'клш] (became, become) v
становиться, стать
become of случаться, происходить
(с кем-нибудь)
become red with anger* покраснеть
от гнева
bed [bed] n кровать, постель
be in bed лежать в постели
go to bed ложиться спать
bedroom ['bedrum] n спальня
been [bkn] cm. be
before [bi'fa:] adv прежде, раньше,
prep перед, до; cj прежде чем, до
того как, перед тем как
began [Ьг'джп] см. begin
begin [bi'gin] (began begun) v на-
чинаться)
to begin with прежде всего, во-
первых
begun [ЬГдлп] см begin
behind [bi'hamd] adv сзади, позади
prep: behind me за мной, позади
меня
Belgium* ['beldsam] pr n Бельгия
believe [bi'lirv] v верить
bell [bel] n 1) колокол, колоколь-
чик; 2) звонок
belong [bi'tog] v 7 принадлежать
bench [bentf] n скамья, скамейка
besides [bi'saidz] adv 9 кроме того,
помимо, prep кроме
best [best] (превосход, степень от
good, well) а наилучший, самый
хороший adv лучше всего
all the best всего наилу чшего
best of all больше всего
better ['beta] (сравнит, степень от
good well) а лучший, лучше, adv
лучше, более
you had better вы (вам) бы лучше
between [bi'twrn] prep между
bicycle ['baisikl] n велосипед
big [big] a 1) большой, крупный.
2) взрослый
bind [baind] (bound bound) v пере-
плетать (книги)
biography* [bai'ografi] n биография
biological* [zbaia4a(^ikal] а биоло-
гический
biology* [bai'oladsi] n биология
bird [ba:d] n птица
birth* [Ьэ:9] n рождение
birthday ['ba:0dei| n день рожде-
ния
birthplace* ['barOpleis] n место рож-
дения
black [Ь1жк] а черный
blackboard ['Ь1жкЬэ:б] n классная
доска
blank* [blaerjk] n место для заполне-
ния, пробел
blouse [blauz] n блузка
blue [blur] а голубой, синий
board [bard] n доска
boat [bout] n лодка
boat-house* ['bouthaus] n лодочная
станция
body ['badi] n тело, туловище
book [buk] n книга
exercise book тетрадь
bookshelf ['buk/elf] n книжная полка
boot [but] n ботинок, сапог
179
born [Ьэ:п] а* прирожденный
be born И родиться
botany* ['Ьэ1эш] n ботаника
both [bouO] a, pron оба; и тот и дру-
гой
both . .. and как ... так и, и
... и
bought [Ьэ:1] см. buy
bound [baund] см. bind
box [baks] n коробка, ящик
boxer* [zboksa] n боксер
boxing* ['boksm] n бокс
boxing match* соревнование no
боксу
boy [Ьэ>] n мальчик, юноша
bracket* ['braekit] n скобка
brave [breiv] a 15 храбрый, смелый
bread [bred] n хлеб
brown bread черный хлеб
bread and butter хлеб с маслом
break [breik] (broke, broken) v ло-
мать, разбивать
break the record побить рекорд
break a rule 5 нарушить правило
breakfast ['brekfast] n завтрак
al breakfast за завтраком
have breakfast завтракать
bridge [bnd3] n мост
bright [brait] a 1) яркий, 2) блестя-
щий; 3) светлый, ясный
bring [brIT)] (brought, brought) v при-
носить, привозить; приводить
Britain ['bntn] pr n Британия
Great Britain Великобритания
British ['britiJ] а британский, анг-
лийский
broke [brouk] cm. break
broken ['broukn] cm break
brother ['Ьглдэ] n брат
brought [Ьгэ-.t] cm. bring
brown [braun] а коричневый
brown bread черный хлеб
build [bild] (built, built) v строить
building ['bildigj n 13 здание
built [bill] cm. build
bus [bAs] n автобус
bus-stop остановка автобуса
business* ['biznis] n 1) дело; 2) биз-
нес, коммерческая деятельность
businessman* ['biznisman] n делец,
бизнесмен
busy ['bizi] a 1) занятой, деятельный;
2) занятый
but1 [bAt] cj но, а, однако
but 2* prep кроме
butter [zbAta] n масло
buy [bai] (bought, bought) v покупать
by [baiJ ado мимо
prep*. 1) by the fire у костра; he
went by the hcuse он прошел мимо
дома; 2) by five o’clock к пяти
часам; 3) by train на поезде (поез-
дом); 4) to lead by the hand вести
за руку; 5) a story by H. Wells
рассказ Г. Уэллса {передается ро-
дительным падежом)-, 6) made by
man сделанный человеком (в пас-
сивных конструкциях передается
творительным падежом)
by name по имени
С
cake [keik] п торт, пирожное
calculate ['kaelkjuleit] v 9 рассчиты-
вать, считать
calculating тасЫпесчетная машина
call [кэ:1] п* призыв; о 1) называть,
звать; 2) (по)звать; 3) созывать;
4) заходить (за кем-л.—for; ку-
да-л.— at; к кому-л. — оп)
call on smb. вызывать, спрашивать
кого-л. (на уроке)
call together созывать, собирать
calm [kctm] а спокойный
came [keim] см соте
camp [кэетр] п лагерь
pioneer camp пионерский лагерь
v располагаться лагерем, жить по-
бивачному
camp out жить в палатках, на от-
крытом воздухе
сап [кзеп] (could) v мочь, уметь
cap [каер] п шапка, шапочка, кепка,
фуражка
cape* [keip] п мыс
capital ['kapitl] п столица
capitalist* ['kaepitalist] а капитали-
стический
captain* ['kaeptin] п капитан
саг [ко:] п автомобиль, машина
careful ['keaful] а 1) тщательный;
2) внимательный; 3) осторожный
carry [zkaen] v 1) нести; тащить;
2) везти; перевозить; 3) переда-
вать (новости)
carry out выполнять, осуществлять
case 1 [keis] п ящик, коробка
case8 п: in case 17 в случае; если
cat [kaet] п кот, кошка
catch [kaetf] (caught, caught) v 1)
ловить; поймать; 2) схватить
Caucasus* [zk3:kasas] pr n Кавказ
caught [ko:t] cm. catch
cellulose* ['seljulous] n целлюлоза,
клетчатка
180
centimetre* ['senti,mi:bj n сантиметр
central* f'sentral] а центральный
centre ['senta] n центр
century ['sentfuri] n столетие, век
chair [tjea] n стул
chalk (tjbikj n мел
challenge* ['tfaelindj] n вызов (на
соревнование', на дуэль)
champion ['tfaempjan] п чемпион
Olympic champion* олимпийский
чемпион
championship ['tfaempianfipj n пер-
венство (в спорте), розыгрыш пер-
венства
chance [^ans] п 3 1) случай; 2) воз-
можность; 3) шанс
on chance на всякий случай
change [(femdsJ n* 1) перемена; изме
некие; 2) обмен; v 1) (из)менять(ся),
2) обменивать(ся), 3) переодевать-
ся); 4) пересаживаться, делать
пересадку (на автобусе и т. д.)
change one's mind 3 передумать,
изменить решение
character ['kaerikta] п 15 I) характер;
2) действующее лицо, персонаж,
герой (в пьесе и т. д.)
cheat* v обманывать, надувать
chemical ['kemikal] а 9 химический;
п* химикалий
chemist [zkemist] п 9 химик
chemistry ['kemistri] п 9 химия
organic chemistry* органическая
химия
cherry ['tferi] п вишня
chess [tfesj п шахматы
chess tournament* ('tuanamant]
шахматный турнир
Chicago* [fi'kagou] pr n Чикаго
child Ufaild] (pl. children) n ребе-
нок, дитя
childhood* ['tfaildhud] n детство
children ['tfildran] cm child
choose* [tfu:z] (chose, chosen) и вы-
бирать
chose [tfouz] см. choose
chosen ['tfouzn] cm. choose
cigar* [si'ga] n сигара
cinema ['smima] n кино
circus* [zsa:kas] n цирк
class [klcts] n класс (группа учащих-
ся)
working class рабочий класс
classical* ['klaesiKai; а классиче-
ский
classmate ['klasmeit] n одноклассник
classroom ['klasrum] n класс (класс-
ная комната)
clause* [kb:z] n предложение (ерам.)
clean [kiln] а чистый; v чистить
clear [klro] a 13 1) ясный: 2) чистый;
3) понятный
clever [zkleva] а умный, ловкий
climate* [zklaimit] n климат
climatic* [klai'meetik] а климатиче-
ский
clinic* {'kiinik] n (поли)клиника,
больница
clock [kbk] n часы (настольные*
стенные, башенные)
close [klouz] v закрывать(ся)
cloth [kbO] n 17 материя
clothes [kloudzj n pl одежда
cloud [klaud] n облако, туча
club [klab] n клуб
coast [koust] n 13 побережье, мор-
ской берег
coat [kout] n куртка, пиджак, пальто
coffee* [zkofi] n кофе
cold [kould] а холодный
be cold замерзнуть
n* холод
collect [ko'lekt] v собирать, коллек-
ционировать
collective [ka'lektiv] а коллектавный
collective farm колхоз
college [zkoli(fe] n 3 институт, кол-
ледж
colour [zkAb] n 1) цвет. 2) окраска
what colour is . . .? какого
цвета...?
column* [zkobm] n колонна
combination* [,k3mbi'neijn] n соче-
тание
word combination4 сочетание слов,
словосочетание
come (каш) (came, come) v прихо-
дить, приезжать
come back возвращаться
come down сходить, спускаться
come in(to) входить (в)
come on (along)! идем! скорее!
come out выходить
come up (to) подходить (к)
comfortable [zkanibtabl| а удобный,
комфортабельный
coming* ['kamig] а наступающий,
предстоящий
command* [ka'mand] n 1) команда,
2) командование; v командовать
committee* [ka'miti] n комитет
communication* [ka,mju:ni'keiJn] n
сообщение, связь
communist ['komjunist] n коммунист;
а коммунистический
the Communist Party коммунисти-
ческая партия
181
companion* [ksm'paenjsn] n компань-
онка)
company* ['клтрэш] n компания
keep smb. company* составить ко-
му-л. компанию
compare [кэт'реэ] v 15 сравнивать
competition* [zkompi'tijn] n сорев-
нование, состязание
complain [kom'plem] v жаловаться
complainingly* [ksm'pleimrjli] adv
жалобно
complete* [kam'plct] v заканчивать,
оканчивать
complex* ['kompleks] at complex ob-
ject сложное дополнение (грам.)
compromise* ['komprsmaiz] n ком-
промисс
comrade ['komndj n товарищ
concert* ['konsatl n концерт
condition [ksn'dijan] n 9 1) условие;
2) pl обстоятельства; 3) состояние,
положение
living conditions жизненные усло-
вия
housing conditions жилищные ус-
ловия
conference* ('konfarans] n конферен-
ция
press conference пресс-конференция
congress* ['koggres] n съезд, конгресс
connect [ka'nekt] v 17 связывать; со-
единять
conquer ['кэдкэ] v 13 завоевывать,
покорять
constitution [,konshztju:Jn] n консти-
туция
the Day of the Constitution День
Конституции
construction* [kan'strAkJan] n кон-
струкция
contents['kontents] npl 17 содержание
context* f'kontekst] n контекст
continent* I'kontinant] n континент
continue [kan'tmju:] ипродолжать(ся)
contrast* ['kontraest] n контраст
control* [kon'troul] v 1) управлять;
2) контролировать; проверять
conversation [,k3nva'seij9n] n разго-
вор, беседа
conversation book разговорник
cook [kuk] v готовить n* повар
copy* ['kopi] v переписывать
copy out выписывать
corner ['кэгпэ] n угол
correct* [ks'rekt] а правильный;
v исправлять
correspondence* [,kons'рэп dans] n пе-
реписка, корреспонденция
correspondent* [,kons'pondant] n кор-
респондент
corridor* I'kondo:] n коридор
cosmetics* [koz'metiks] n pl косме-
тические изделия
cosmic* ['kozmik] а космический
cosmonaut* [Zkozmano:t] n космонавт
could [kud] cm. can
country ['kAntri] n 1) страна, 2) сель-
ская местность, деревня
courage ['кАгкЭД п 7 храбрость, от-
вага, мужество, смелость
courageous [ka'reidsas] а 7 храбрый,
смелый, отважный
course [ko:s] nt of course конечно
cousin [zkAzn] n двоюродный брат,
двоюродная сестра
cover [zkAva] и покрывать, закрывать
create [krfc'eit] v 7 творить, создавать
creation [krr'eijn] п 7 1) создание,
творение; созидание, 2) произведе-
ние (науки, искусства)
critic* ['kntik] п критик
literary ['litsranj critic* литера-
турный критик
cross [kros] v пересекать, переходить
(через улицу, реку); переезжать
(через озеро и т. д.)
crown* [kraun] п крона (монета)
cry [krai] v 1) кричать; 2) воскли-
цать, выкрикивать; 3) плакать
cry out вскрикнуть; воскликнуть
Cuba* [zkju:bs] рг п Куба
Cuban* ['kju.ban] а кубинский; п ку-
бинец
cultural* ['kAitJaral] а культурный
сир [клр! п чашка
custom pkAstam] п 17 обычай
cut [kAt] (cut, cut) и 1) резать, раз-
резать; 2) порезать
cyclist* j'saiklist] п велосипедист
D
dance [dans] п танец; v танцевать,
плясать
danger ['demcfeaj п опасность
dangerous* ['deindjpras] а опасный
dark [dak] а темный
date [dert] п дата, число
daughter [zdo:td] п дочь
dawn* [do:n] п рассвет
day [dei] п день
day (and night) сутки
one dav однажды
some day когда-нибудь
day-book ['deibuk] n дневник (школь-
ный)
182
day-time ['deitaim] n: in the day-time
днем
dead [ded] а мертвый
dear [did] а дорогой, милый
death [deO] n 15 смерть
put to death* казнить
December [di'semba] n декабрь
decide [di'said] v решать
definite* ['definit] а определенный
delicacy* ['delikasi] n лакомство
delicate* ['delikit] а щекотливый,
деликатный
democratic* [^dema'kraetik] а демо-
кратический
demonstration [,deman'streijn] n де-
монстрация
department* [di'patmant] n 1) отдел,
отделение; 2) факультет
depend [d Г pend] v 11 1) зависеть,
находиться в зависимости 2)* по-
лагаться
depression* [di'prejn] п депрессия
describe [dis'kraib] v описывать, изо-
бражать
description* [dis'kripjan] n описание
desk [desk] n парта, письменный стол
detail* ['dizteil] п деталь, подробность
in detail* подробно
develop [di'velap] v 17 развивать(ся)
devil* I'devl] n дьявол, черт
dialogue* ['daiahg] n диалог
dictionary* ['dikjanri] n словарь
did [did] CM. do
die [dai] v 3 умирать
difference* ['dtfrans] n отличие, раз-
личие разница
different ['drfrant] a 1) различный,
разный; 2) иной, другой
difficult [ 'difikalt] а трудный, затруд-
нительный
difficulty* ['difikalti] n трудность,
затруднение
dig [dig (dug dug) v рыть, копать,
раскапывать
dining-room ['dainigrum] n столовая
dinner ['dina] n обед
have dinner обедать
cook dinner 1
«.	} готовить обед
prepare dinner f	A
diploma* [dip'louma] n диплом
director* [di'rekta] n директор
dirty [rda:ti] а грязный
disappear* [,disa'pia] о исчезать
disarmament [dis'amamant] n 7 разо-
ружение
discover [dis'kAva] v 9 1) делать от-
крытие, открывать; 2) обнаружи-
вать, узнавать
discovery [dis'kavari] п 9 открытие
discuss [dis'kas] v обсуждать
discussion [dis'kAjn] n обсуждение,
дискуссия
district ['distrikt] n 13 район
do du:] (did, done) v 1) делать, выпол-
нять; 2) вспомогательный глагол для
образования вопросит и отрицат.
форм Present и Past Indefinite
do homework (lessons) делать до-
машнее задание (уроки,
do well at school хорошо учиться
в школе
do well al the examination хорошо
сдать экзамен
dock* [dok] n док
doctor ['dokta] n доктор, врач
dog [dag] n собака
dollar* ['dala] n доллар
dominoes ['dammouzl n pl домино
done [dAn] cm. do
door [da:] n дверь
down [daun] adv вниз, внизу
come, go down спускаться
lie down ложиться
sit down садиться
drank [draegk] cm. drink
draughts [drafts] n pl шашки (игра)
draw1 [dra:] (drew, drawn) v рисо-
вать, чертить
draw 2 n: end in a draw 5 заканчи-
ваться вничью
drawing [*dro:igj n рисунок; чертеж
drawn [dram] cm. draw
dream [drlm] (dreamed/dreamt,
dreamed/dreamt) v 1) видеть сны,
сниться; 2) мечтать, вообра-
жать;
п I) сон, сновидение, 2) мечта
dreamt [dremt] см. dream
dress [dres] n платье
make a dress шить платье
v одеваться
dressing-room* ('dresigrum] n туалет-
ная комната
drew [dru] cm. draw
drink [drink] (drank, drunk) v пить
drive1 [draiv] (drove, driven) о
1) ехать (на машине). везти; 2) ве-
сти (машину); управлять; 3) вби-
вать, вколачивать (гвоздь)
driven ['dnvn] см. drive
drove [drouv] см drive
drunk [drAQk] cm. drink
dry [drai] а сухой
dug [dag] cm. dig
during fdjuarig] prep во время, в
течение
183
dust [dAst] n пыль; и вытирать, вы-
бивать пыль
duty ['djirti] п долг; обязанность
do one’s duty выполнять свой долг
be on duty дежурить, быть дежур-
ным
Е
each [rtf] pron каждый
each other друг друга
at each other друг на друга
early [*a:li] а ранний, adv рано
earth [э:6] п земля, земной шар
earthquake* ['a:6kweik] п землетря-
сение
east [i:st] (the) п восток
in the east на востоке
eastern* ['fcstanj а восточный
easy ['rzi] а легкий
eat (i:t) (ate, eaten) v есть
eaten ['i:tn] cm eat
echo* ['ekou] n эхо
economics* [,rka'n3miks] n 1) эконо-
мика, 2) политическая экономия
education [,edju:'keif an] n образова-
ние
effort ['efat] n усилие
make an effort сделать усилие,
попытаться
egg [eg] n яйцо
Egypt* ['iidsipt] pr n Египет
eight [eit] num восемь
elect [r'lekt] v выбирать, избирать
electric* [I'lektrik] а электрический
electron* [I'lektran] n электрон
electronic [ilek'tranik] а электрон-
ный
element* ['elimant] n элемент
eleven [1'levn] num одиннадцать
else [els] adv еще (с неопределенными
и вопросительными местоимениями)
embassy ['embasi] n посольство
emperor* ('empara] n император
empire* ['empaia] n империя
employ* [im'pbi] v держать на служ-
бе; предоставлять работу; нани-
мать
be employed работать, служить
employment* [im'pbimant] п служба,
работа
end [end] п 1 конец; о кончаться,
оканчиваться
end in a draw 5 заканчиваться
вничью
energetic* Lena'dgetik] а энергичный
energy* ['enadji] п энергия
engine ['endjin] п мотор, двигатель
engine-room* машинное отделение
engineer [,end3i'nia] п инженер
engineering college* колледж, го-
товящий инженеров
England ['jggland] pr п Англия
English ['ipglif] а английский; п ан-
глийским язык
speak English говорить по-анг-
лийски
Englishman ['iijghf man] п англича-
нин
Englishwoman ['ir)glij#wuman] п анг-
личанка
enjoy [in'djai] v получать удовольст-
вие (от), наслаждаться
enough [f'nAf] а достаточный; adv
довольно, достаточно
enter ['enta] о 1) входить, 2)3 посту-
пать
enter a university 3 поступить в
университет
entertain* [,enta'tein] v развлекать,
занимать (гостей)
entertainment [,enta'teinmant] п 7
развлечение, увеселение
enthusiasm* [in'Ojurziaezm] п энту-
зиазм
enthusiastic* [in,6ju:zi'aesbk] а востор-
женный
entrance* ['entrans] п вход
entrance examination* вступитель-
ный экзамен
episode* ['episoud] п эпизод
equipment [I'kwipmant] п 17 1) сна-
ряжение; 2) оборудование
equivalent* [I'kwivalant] п эквивалент
era* ['lara] п эра
especially [is'pefah] adv 7 особенно
Europe* ['juarap] pr n Европа
European* [,juara'pi:an] а европей-
ский; n европеец
even ['rvan] adv даже; еще (перед
сравнит, степенью)
evening ['cvmrj] п вечер
in the evening вечером
event [1'vent] n 15 1) событие. 2) со-
стязание (спорт.)
ever ('eva] adv когда-нибудь, когда-
либо
every ['evn] pron каждый
everybody ['evnbodi] pron все; каж-
дый, всякий
everyone ['evriWAn] pron все; каж-
дый, всякий
everything [zevri0iQ] pron всё
everywhere ['evnwea] adv везде, по-
всюду
examination [ig,zaemi'neijn] n 3
1) экзамен, 2) осмотр
184
take an examination сдавать экза-
мен, экзаменоваться
pass an examination сдать экзамен
entrance examination* вступитель-
ный экзамен
examine* [ig'zaemin] v 1) экзамено-
вать; 2) осматривать
example [ig'zampl] n 13 пример
for example 13 например
excite [ik'sait] v: be (get) excited 5
волноваться, приходить в волне-
ние, быть взволнованным
excitement* [ik'saitmant] п возбуж-
дение, волнение
exciting* [ik'sartig] а волнующий,
захватывающий
excursion [iks'kajn] п экскурсия
excuse [iks'kjuiz] v извинять
exercise ['eksasaiz] n упражнение
exercise book тетрадь
(morning) exercises утренняя за-
рядка
do (morning) exercises делать за-
рядку
exhibit [ig'zibitJ v 7 выставлять; n*
экспонат
exhibition [,eksi'bijn] n 7 выставка
expect [iks'pekt] v 19 1) ожидать;
2) (пред)полагать
expedition* [,ekspi'dijn] n экспедиция
experiment* [iks'penment] n экспе-
римент, опыт
explain [iks'plein] v объяснять
express [iks'pres] v 15 выражать
expression* [iks'prejn] n выражение
eye [ai] n глаз
F
face [feis] n лицо
fact* [faekt] n факт
in fact* в действительности, на
самом деле
factor* ['fsektaj п фактор
factory ['faktanj п фабрика
fall [fo:l] (fell, fallen) v падать,
упасть
fall to pieces* рушиться
fallen ['fo:bn] cm. fall
fame* [feim] n слава
family ['faemili] n семья
famous ['feimas] а известный, зна-
менитый
fan [fan] n 5 болельщик
fantastic* [faen'taestik] а фантасти-
ческий
fantasy* ['faentasi] n фантазия
far [fa] a далекий, дальний; adv
далеко
as far as до (какого-л. места)
far away далеко
farm [fam] n ферма; крестьянское
хозяйство
collective farm колхоз
state farm совхоз
farmer [zfama] n фермер, крестьянин
collective farmer колхозник
fascism* ['faejizm] n фашизм
fascist* ['faejist] n фашист
fast [fast] a l быстрый, скорый; adv
быстро
the clock is five minutes fast часы
спешат на пять минут
father [zfada] п 1) отец; 2) родо-
начальник
favourite ['feivant] а любимый
fear [fia] п 15 страх: v бояться,
испытывать страх
February ['februan] п февраль
feel [fi:l] (felt, felt) v чувствовать
(себя)
feeling* [zfi:lirj] n чувство
feet [fi:t] (pl от foot) n ноги
fell [fel] cm. fall
felt [felt] cm. feel
few [fju:] а мало (об исчисляемых
существительных )
a few несколько
field [fi:ld] п 1) поле; 2)* область
(науки и т. д.)\ отрасль
fifteen [zfifzti:n] пит пятнадцать
fifty [zfifti] num пятьдесят
fight [fait] (fought, fought) v драть-
ся, сражаться, бороться ; n борьба,
сражение
figure-skating* [ 'figa'skeitig] n фи-
гурное катание на коньках
figure-skating competition* сорев-
нование по фигурному катанию на
коньках
fill [fil] v 15 наполнять, заполнять
fill in* заполнять
film [film] п фильм, (кино)картина
colour film цветной фильм
find [faind] (found, found) v находить
find oneself* оказаться, очутиться
fine [fain] a 1) красивый, прекрас-
ный, великолепный, отличный;
2) хороший, чудесный (о погоде)
the Fine Arts* изящные искусства
finish ['finiJJ v кончать(ся), закан-
чиваться); п конец, окончание;
финиш
finish line* линия финиша
Finland* ['[inland] рг п Финляндия
fire ['faiaj nil) огонь; 2) костер
make a fire развести костер
185
fireman* f'faiaman] n пожарный
firm [fa:m] а твердый прочный,
крепкий
first [foist] num первый
for the first time в первый раз
adv сначала, прежде всего
at first сначала
fish [fij] (no pl) n 1 рыба, v ловить,
удить рыбу
go fishing идти ловить рыбу
fisherman* ['fijaman] (pl fishermen)
n рыбак, рыболов
fishing-boat* ['fijiQ,bout] n рыбачья
лодка
five [faiv] пит пять
fix [fiks] v 1) устанавливать, назна-
чать (время); 2) укреплять, за-
креплять
flag [flag] п флаг
flat [flaef] п квартира
fleet* [fli:t] п флот
flew [flu:] см fly
flight* [fl a it] n полет
floor [Пэ:] n 1) пол; 2) 19 этаж
ground floor первый этаж
on the second floor на третьем
этаже
flower ['flaua n цветок
flowerbed ['flauabed] n клумба
flown [floun] cm. fly
fly [flai] (flew, flown) v летать
fly away улетать
focus* ['foukas] n фокус; v помещать
в фокусе
follow ['folou] v 11 следовать
as follows ... 11 следующее ...
следующим образом ... , как сле-
дует ниже (при перечислении)
following* ['falouig] а следующий
food [fu:d] п пища, еда
foot [fut] (pl feet) n 1) нога (ступ-
ня); 2) подножие (горы)
football ['futbarl] п 1) футбол;
2) футбольный мяч
football match 5 футбольный
матч
football-player [zfutbo:l,pleia] п фут-
болист
for [fa:, fa] prep: 1) for children для
детей; for dinner на обед; for fun
ради шутки, for peace за мир; to
send for a doctor послать за док-
тором; to leave for town уехать в
город; 2) for a week в течение не-
дели; to go away for a month уе-
хать на месяц; for next time к сле-
дующему разу; 3) for fear из страха
cj так как, потому что
foreign ['form] а 7 иностранный
forest ['fanst] п лес
forget [fa'get] (forgot, forgotten) v
забывать
forgot [fa'gat] cm forget
forgotten [fa'gatn] cm forget
fork [fo:k] n вилка
form [fa:m] n 1) форма; 2) класс
(ступень обучения в школе)
form master ['fa:m,ma:sta] п класс-
ный руководитель
form mistress ['fa:m,mistris| п класс-
ная руководительница
formulate* [zfo:mjuleif] v (с)формули-
ровать
fort* [fa:t] n форт
forty [zfo:ti] num сорок
forward ['fa.wad] adv 5 вперед
fought [fo:t] cm fight
found [faund] cm find
fountain-pen ['fauntmpen] n авто-
ручка
four [for] num четыре
France* [frctns] pr n Франция
free [fri:] a 1) свободный; 2) незаня-
тый; v освобождать
freedom ['fri:dam] n свобода
freeze [fri:z] (froze frozen) v замер-
зать, мерзнуть
French [frentf] а французский; n
французский язык
Friday ['fraidi] n пятница
friend [trend] n друг, подруга, това-
рищ, приятель
friendship ['frendjipj n дружба
frighten ['fraitn] v пугать
be (get) frightened испугаться
frighten away отпугнуть
from [from, fram] prep: 1) from the
shell с полки; from Leningrad из
Ленинграда; not far from school
недалеко от школы; a letter from
my friend письмо от друга; 2) from
1961 to 1963 c 1961 года до 1963
года; from time to time время от
времени; from 3 to 5 o’clock c 3
до 5 часов
front [frAnt]: in front (of) prep
перед, впереди
in front of smb. в присутствии
кого-л., при ком-л.
froze [frouz] см freeze
frozen ['frouzn] см freeze
fruit [fru:t] n фрукты; плоды
full [ful] а полный, наполненный
funny f'fAni] а смешной, забавный
future ['fju;tfa] n будущее
186
G
game [geim] n игра, матч
play games играть в игры, зани-
маться спортом
Olympic [ou'hmpik] games (Olym-
pics)* Олимпийские игры
garden [zgadn] n сад
gas* [gas] n газ
gate [geit] n ворота, калитка
gather ['даедэ] f собирать(ся)
gave [geiv] cm give
general1* ['dsenaral] а общий, все-
общий
general2* ('фепага!] n генерал
genius* ['djirnjas] n гений
geographical* [dsia'grsefikal] а гео-
графический
geography* [dji'ografi] n география
geology* [dji oladsi] n геология
German ['дешап] а немецкий, n
1) немецкий язык; 2) немец'
Germany* ('dprmani] pr n Германия
gerund* ['djerand] n герундий (ерам.)
get [get] (got, got) v 1) получать;
2) доставать; 3) добираться, до-
стигать, 4) становиться, делаться
get at добраться до, достать
get back 1) получить назад; 2) вер-
нуться
get on 1) садиться на (автобус);
2) приближаться (о времени)
get together собираться)
get up вставать
we got = have
get rid (of) И избавиться
get well поправляться
it is getting dark становится темно,
темнеет
giant* ('dsaiant] n великан, гигант
gift [gift] n 7 дар; подарок
gifted* ['giftid] а одаренный
girl [gal] n девочка, девушка
give {giv] (gave, given) о (от)давать
give as a gift 7 дарить
give away отдавать
given ['givn] cm give
glad [glaed] a be glad радоваться
glass [glo:s] n стакан, бокал
go [gou] (went, gone)o ходить, идти,
ехать
go away уходить, уезжать
go back возвращаться
go in(to) входить
go on (with) продолжать
go out выходить
go up to подходить к
go fishing идти ловить рыбу
go for a walk пойти погулять
go in for sport(s) заниматься спор-
том
go shopping ходить по магазинам,
идти за покупками
go sightseeing осматривать досто-
примечательности (города и т. д.)
go to bed ложиться спать
go to (and) see навещать (кого-л.),
пойти (к кому-л.)
goal* [goul] п 1) ворота (футболь-
ные), 2) гол
going ['gouig]: be going (to) намере-
ваться, собираться (сделать что-л.)
gold [gould] п 9 золото а золотой
gone [дэп] см. go
good [gud] (better, best) a 1) хоро-
ший; 2) добрый; 3) полезный
be good at smth. быть способным
к чему-л.; уметь хорошо делать
что-л.
good morning доброе утро; здрав-
ствуйте
good-bye ['gud'bai] int до свидания,
прощай(те)
say good-bye прощаться
got [got] см. get
government ['gAvanmant] n 3 прави-
тельство
grandfather ['graendjada] n дед, де-
душка
grandmother ['дгаеп,тлс)а] n бабушка
grass [gras] n трава
gravity* f'graviti] n притяжение
great [greit] a 1) великий; 2) большой
the Great October Revolution Вели-
кая Октябрьская революция
Great Britain ['greit 'bntn] pr n Ве-
ликобритания
Greece* [gri:s] pr n Греция
Greek* [gri:k] а греческий; n ^гре-
ческий язык; 2) грек
green [gri:nj а зеленый
greet [gri:t] v приветствовать
grew [grtr] cm grow
grey [grei] а серый
ground [graund] n 1) земля, почва;
2) местность, территория; 3) пло-
щадка
ground floor 19 первый этаж
group [gruzp] п. группа
grow [grou] (grew, grown) v 1) расти;
произрастать; 2) увеличиваться;
3) выращивать, культивировать
grow up вырастать, становиться
взрослым
growl* [graul] п рычание, ворчание
(зверя); v рычать
187
grown [groun] см. grow
growth* [grouO] n рост
guess (ges) a 1) отгадывать, угады-
вать; 2) догадываться
gymnastics* [djim'nastiks] n гимна-
стика
gymnastics competition* соревнова-
ние по гимнастике
H
had [haed, had) cm. have
hair [hea] n 17 волосы
haircut* ['heakAt] n: you need a hair-
cut* вам нужно подстричься
half [hoif] n половина
hall [ho:l] n зал
hammer ['haema] n молот(ок)
hand [hsend] n рука (кисть)
handicrafts ['handi,krafts] n ручной
труд
happen ['haepan] v происходить,
случаться
happy ['haepi] а счастливый
hard [had] a 1) твердый; 2) трудный,
тяжелый; adv усердно, напря-
женно
hard materials* твердые тела
it was raining (snowing) hard шел
сильный дождь (снег)
hat fhaet) n шляпа
hate [heit] v 15 1) ненавидеть; 2) не
любить
have [haevj (had, had) v 1) иметь;
2) вспомогательный глагол для об-
разования времен группы Perfect
have got (разг.) иметь
have ... on быть одетым в ...
have to == must
have breakfast (dinner, supper)
завтракать (обедать, ужинать)
head [hed] n голова
health [helO] n здоровье
hear [hia] (heard, heard) v слышать
heard [ha:d] cm. hear
heart [hat] n сердце
by heart наизусть
heavy ['hevi] а тяжелый
held [held] cm hold
helium* ['hirljam] n гелий (хим.)
help [help] v помогать; n помощь
herald* ['herald] n герольд, глаша-
тай
here [hia] adv 1) здесь, тут; 2) вот
here it is (here they are) вот; вот
он (она, оно, они)
here you аге вот; возьмите; по-
жалуйста
hero* ['hiarou] п герой
high [hai] а высокий (не о людях и
не о деревьях)-, adv высоко
hill [hit] холм, гора (небольшая)
historian* [his'to:nan] п историк
historical [his'tonkl] а исторический
history ['histan] п история
hobby ['habi] п 7 излюбленное заня-
тие; увлечение
hockey ('hoki] п хоккей
hockey game игра в хоккей
hold [hould] (held, held) v 1) 5 дер-
жаться)
hold up поднимать (руку)
2) 11 проводить, устраивать (со-
брание и т. д.)
hole [houl] п 1) отверстие, дыра; 2) яма
holiday ['halidi] п 1) праздник; 2) pt
каникулы
Holland* ['haland] pr п Голландия
home [houm] п дом; adv домой
at home дома
homework ['houmwa:k] n домашнее
задание
honest ['anist] a 15 1) честный; 2)
правдивый
honesty* ['anistij n 1) честность
2) правдивость
honour ['ana] v 11 чтить; почитать;
n 1) честь; 2) почет
in honour в честь
hope [houp] n надежда, v надеяться
horse [ha:sl n лошадь
hospital ['haspitlj n больница, гос-
питаль
hot [hat] а горячий, жаркий
hotel* [hou'tel] n гостиница
hour ['aua] n час (60 минут)
half an hour полчаса
house [haus] n дом
come (go) to smb.'s house прихо-
дить (идти) к кому-л. в гости
housing conditions 5 жилищные
условия
how [hau] adv как, каким образом
how are you? как (вы) поживаете?
how do you do? здравствуйте
how old are you? сколько вам лет?
how many (apples, etc.)
how much (time, etc.)
сколько
hullo [hA'lou] int алло; здравствуй
humorous* ['hjirmaras] а юмористи-
ческий
hundred ['hAndnd] num сто; n сотня
six hundred шестьсот
hungry I'hAggn] а голодный
be hungry хотеть есть
hunt [hAnt] v охотиться
husband ['h Azband] л муж
188
I
ice [ais] n лед
iceberg* ['aisbaigj n айсберг
idea [ai'dia] n 1) мысль; 2) идея
ideal* [ai'dial] а идеальный; n идеал
if [if] cj 1) если; 2) ли (вводит кос-
венную речь)
ill [il] a: Ьл ill быть больным,
болеть
fall ill заболеть
illustrate* ['Hastreit] и иллюстриро-
вать
imagine [I'maedjin] v 9 представлять
себе; воображать
immediately [I'mcdjath] adv 3 немед-
ленно, сразу же; безотлагательно
importance* [im'patans] п важность
important [rin'paitant] а важный
impossible [im'posabl] а невозможный
improve [im'prirv] v улучшать(ся),
совершенствовать(ся)
in [in] prep: 1) in Moscow в Москве;
in the street на улице; 2) in January
в январе; in two days через два дня
inch* [intf] n дюйм
increase [in'kr’cs] и увеличивать(ся),
['mkrfcsj n* рост, увеличение, воз-
растание
indefinite* [in'defmit] а неопределен-
ный
India* ['indjaj pr n Индия
Indian* ['indjan] а индейский; n
индеец
industrial [in'dAstnal] а промыш-
ленный
industry ['indAstri] n 3 промышлен-
ность; индустрия
infinitive* [in'finitiv] n неопределен-
ная форма глагола, инфинитив
influence ['influans] n 13 влияние;
v влиять, оказывать влияние
inhabit* [m'habit] v населять
inhabitant [in'haebitsnt] n 13житель;
обитатель
ink [igk] n чернила
in ink чернилами
inspector* [m'spekta] n инспектор
institute* fAnstitjurt] n институт
instruction* [in'strAkpn] n указание,
распоряжение; инструкция
instructor* [m'strAkta] n инструктор,
тренер
interest* ['intnst] n интерес; v ин-
тересовать, заинтересовывать
places of interest* достопримеча-
тельности
interested ['mtristid]: be interested
(in) интересоваться
interesting ['mtnstirjj а интересный
interfere [,inta'fia] v 5 1) мешать,
препятствовать; служить помехой;
2) вмешиваться
international [.inta'naeJan!) a5 между*
народный
interview* {'intavjir] n интервью
into ['intu, 'intaj prep в, внутрь
(куда)
introduce [jntra'djus] v вводить
introduction* [,intra'dAkfn]n введение
invent [in'vent| и 13 1) изобретать;
2) придумывать
invite [in'vait] v приглашать
Ireland* f'aialand] pr n Ирландия
ironing-room* ['aianirjrumj n гла-
дильня
irregular* [t'regjulaj а неправильный
island ['attend] п остров
Italian* [I'taeljan] а итальянский;
n итальянец
italicize* [I'taelisaiz] v выделять кур-
сивом
Italy* ['itali] pr n Италия
J
jacket* f'dsaekit] n жакет, куртка
January ['djaenjuan] n январь
Japan* [dfca'paen] pr n Япония
job [dpb] n 1) работа, труд, занятие;
2) дело; 3) место, служба
join [dhpin] и I) (при)соединять(ся),
примыкать; 2) объединять(ся);
3) вступать
joke [dsouk] п шутка
journal* ['dpcnl] п журнал
scientific journal* научный журнал
journey ('djarni] п поездка, прогулка;
путешествие (сухопутное)
joy [dpi] п радость
July [dju/lai] п июль
jump [djAmp] v прыгать; п прыжок
(the) high jump прыжок в высоту
(the) long jump прыжок в длину
June [dsunj п июнь
just [d3Ast] adv 1) как раз; именно;
2) только что; 3) разг, всего лишь,
только, просто, прямо
К
keep [ki:pj (kept, kept) v 1) держать;
2) хранить, сохранять; 3) поддер*
живать, продолжать (разговор)
keep smb. company* составлять
кому-л. компанию
kept [kept] см. keep
key (kfcj n ключ
kill [kil] и убивать
189
kilogram ['kilagraem] n килограмм
kilometre* ['к11э,шНэ] n километр
kind 1 [kamd] n 1) род; 2) разновид-
ность; 3) сорт
what kind of ... ? какого рода ... ?
что за ... ? какой ... ?
kind 2 [kaind] а добрый; милый, слав-
ный
king* fkig] п король
kitchen ['kitjin] л кухня
kite [kait] л (воздушный) змей
kitten J'kitn] л котенок
knew [nju] см. know
knife [naif] (pl knives) n нож(ик)
know [nou] (knew, known) v знать
known [noun] cm. know
kopeck ['koupek] n копейка
Kremlin* ['kremlin] (the) pr n Кремль
L
laboratory* [la'baratan] nлаборатория
labour ['leiba] n 11 труд
Hero of Socialist Labour Герой
Социалистического Труда
laid [leid] см lay1
lain [lein] cm. lie2
lake [leik] n озеро
lamp [lamp] n лампа
land [laend] n 1) земля, суша: 2)
страна; v приземляться
language ['laengwidg] n язык, речь
large [la:d3] а большой; крупный
last1 [last] n: at last наконец
last2 [last] а последний, прошлый
last summer прошлым летом
last year в прошлом году
adv в последний раз
last3 [last] v продолжаться, длиться
late [leit] а поздний; adv поздно
be late опаздывать
it is late поздно
ten minutes later через десять ми-
нут
Latin* [' Ise tin] а латинский; n латин-
ский язык
laugh [laf] v смеяться
laugh at смеяться над
law [lo:] n 5 закон
law of gravity* закон притяжения
lay1 [lei] (laid, laid) v: lay the table
накрывать на стол
lay 2 [lei] см. lie
lead [li:d] (led, led) v 7 1) вести,
2) руководить, возглавлять
leading* [Tcdirj] а ведущий
leaf [IfcfJ (pl leaves) n лист (растения)
league [li:g] и союз, лига
league 2* [li:g] и лье (мера длины)
learn [lam] (learned/learnt, learned/
learnt) v 1) учить(ся), выучить;
2) узнавать
learnt [la:nt] см. learn
least Jlcst] (превосход, степень от
little) а наименьший, малейший;
adv в наименьшей степени, меньше
всего
leave [1‘cv) (left, left) v 1) уходить,
уезжать; 2) оставлять, покидать
leaves [lizvz] pl от leaf
led [led] cm lead
left1 [left] n: on the left слева; to
the left налево
а левый
left 2 [left] cm leave
leg [leg] n нога
legend* ['lecfeandj n легенда
lend [lend] (lent, lent) о давать взай-
мы, одалживать
lent [lent] см lend
less [les] (сравнит, степень от little)
а меньший; adv меньше, менее
lesson ['lesn] n урок
teach smb. a lesson проучить кого-л.
let [let] (let, let) v 1) позволять, да-
вать; 2) в повелит, наклонении
употребляется как вспомогат. ела
гол, выражающий пожелание, при-
казание и т. п.
let us try попробуем, попытаемся
let him do it пусть он сделает это
let him go отпусти его
letter ['lets] n письмо
liar* ['lais] n лгун
library ['laibran] n библиотека
lie1 [lai] n 11 ложь, неправда; о лгать
lie2 [lai] (lay, lain) v 1) лежать
lie down ложиться
2) находиться, быть расположенным
life [laif] n жизнь
lifetime* ['laiftaim] n продолжитель-
ность жизни
light1 [lait] n 9 1) свет, освещение;
2)* огонь; а светлый; v* 1) освещать;
2) зажигать
light 2 [lait] a 9 легкий
like1 [laik] v любить, нравиться
like2 [laik] tr. 1 would like to (I’d
like to ...) 1 мне хотелось бы ...
like8 [laik] а похожий, подобный;
prep or adv.
look like ... выглядеть как ...,
быть похожим на ...
... like that ... так, таким образом
line* [lam] п 1) линия; 2) железно-
дорожная линия
finish line линия финиша
190
railway lines* железнодорожные ли*
НИИ
listen ['lisnj v слушать
listen to the radio)
listen in	f слушать радио
literary* ['litararrj а литературный
literature ['litaratja] n литература
little ['htl] (less, least) а маленький,
adv немного, мало (о неисчисляемых
существа тельных)
a little немного
live [liv] v жить
living conditions* жизненные усло-
вия
living-room ['livigrum] п гостиная,
общая комната
loaf [louf] (pl loaves) n буханка, кара-
вай, булка
loaves [louvz] pl от loaf
locomotive-driver ['louk^moutiv-
,draiva] n машинист паровоза
logical* ['fodjikal] а логичный, логи-
ческий
London f'lAndan] pr n Лондон
long [1эг}1 а длинный, долгий; adv
долго"
long ago давно
look [luk] v Осмотреть, 2)выглядеть
look after ухаживать, присматри-
вать за
look for искать
look like выглядеть как, быть похо-
жим на
look worried выглядеть беспокойным
п взгляд
have (take, give) a look посмотреть,
взглянуть
lorry ['tori] п грузовик
lose [lu:z] (lost lost) v 1) терять,
лишаться; 2) проигрывать
lose a game проиграть
lose one’s (the) way потерять до-
рогу, заблудиться
lost [lost] см. lose
lot [lot] n: a lot (of) много, мно-
жество
loud [laud] a 11 громкий
loud-speaker* ['laud'spirka] n громко-
говоритель, репродуктор
love [Iav] n любовь; v любить
fall in love (with)* влюбиться (в)
low [lou] а низкий
lunch [lAntf] n 3 второй завтрак,
легкая закуска
М
machine [ma'fkn] п машина, станок
calculating machine счетная машина
made [meid] см. make
magazine [,msega'zi:n] n журнал
main [mem] a 15 основном, главный
make [metk] (made, made) v 1) делать,
производить; 2) заставлять
make a bed стелить постель
make a dress шить платье
make an effort прикладывать уси-
лия, стараться
make a fire развести костер
make friends (with) подружиться (c)
make noise шуметь
make a speech 7 произносить речь
man [man] {pl men) n 1) мужчина;
2) человек
man-made ['maen'meid] а искусст-
венный, созданный человеком
manner* ['mama] n 1) манера; способ;
образ действия. 2) стиль; манера
many [’mem] (more, most) а многие,
много {об исчисляемых существи-
тельных). п многие
тар [тар] п карта (геогр.)
March [mcttf] п март
margin * ['mctdsin] п поле (страницы)
marry *['maen] v жениться; выходить
замуж
mask * [mask] п маска
massage ♦ ['msescts] v делать массаж
matador * ['maetadoi] п матадор
match [maetf] п 5 матч, состязание
material* [ma'tiarial] п материал, ве-
щество
hard materials* твердые тела
synthetic materials* синтетические
материалы
mathematician* LmaeOima'tifn] д ма-
тематик
matter * ['maeta] п дело, вопрос
what is the matter (with)...? в чем
дело? что случилось (с ...)?
may [met] (might) v мочь, иметь
разрешение
May [mei] п май
mayor* [mea] п мэр
mean [mi:nj (meant, meant)о Озна-
чить, означать. 2) иметь в виду
meaning* ['mi:nig] п значение
means [miinz] (по singular) п способ,
средство
by all means во что бы то ни стало,
всеми средствами, непременно
by means of* путем, при помощи
(чего-л.)
means of transportation* средства
передвижения
meant [ment] см mean
meat [mi:t] n мясо
191
mechanic [nn'kaenik] n 3 механик
medal * ['medl] n медаль
medical * ['medikdlj а медицинский
medicine i'medsmj n 9 1) лекарство,
2)* медицина
meet [mi:t] v 1) встречать(ся); 2) зна-
комиться
meeting ['mi:tinj n собрание» митинг
member ['meinbo] n 5 член
memory I'memoir] n 1) память; 2) вос-
поминание
men [men] pl от man
mend (mend) и исправлять, чинить,
штопать, ремонтировать
mention ['menjanj v 19 упоминать
don’t mention it! 13 (s ответ на
благодарность) пожалуйста; не
стоит (благодарности)
met [met| см. meet
metal * ['metl] n металл
method* ['meHadjn 1) метод;2) система
metre ♦ ['mi:to] n метр
metro ['metrouj n метро
microscope * ['maikroskoup] n микро-
скоп
middle ['midi] n середина
midnight * ['midnait] n полночь
might [rnait] m. may
mile* [mail] n миля
milk [milk] n молоко
mill fmil] n: steel mills* металлур-
гический комбинат
million ['miljan] n миллион
millionaire ♦ [,miljo'nea] п миллионер
mind [maind] n* разум
change one’s mind 3 передумать,
изменить решение
mineral* ['mineral] n минерал
minus * ['mainos] n минус
minute ['mimt] n минута
missing ['misir)] a: be missing недо-
ставать; потеряться, пропасть
mission ♦ ['mif n] n миссия
modern ['modon] a 9 современный
moment ['moumontj n миг, момент
in a moment сейчас; через минуту
Monday ['mAndi] n понедельник
money ['шлш] (no pl) n деньги
monitor ['monitdj n староста (класса)
monopoly * [тэ'пэрэИ] n монополия
monotonous * [ma'notnas] а монотон-
ный
month [тлпО] n месяц
monument ['monjumontjn 11 памятник
moon [mu:n] n луна, месяц
more [шэ:] (сравнит, степень от much
и many) a 1) больший; 2) еще
one more еще один
some more (time) еще немного
(времени)
adv 1) больше, более, 2) еще
once more еще раз
morning ['тэ:шд] п утро
in the morning утром
one morning однажды утром
Moscow ['moskou] pr n Москва
most [moust] n большинство, ббль-
шая часть, (превосход, степень от
much и many) а наибольший; adv
больше всего, наиболее
mostly ['mousth] adv главным об-
разом, в основном, по большей
части
mother ['шлдэ] п мать, мама
motor* ['moutaj п 1) мотор, 2) дви-
гатель
reaction motor * реактивный дви-
гатель
mountain ['mauntin] п гора
mouth (mauf)] п рот
by word of mouth ♦ устно
move [mu:v] v 1 двигать(ся), пере-
двигаться); n 1) движение, 2) * ход
(в игре)
much [mAtf] (more, most) а много
(о неисчисляемых существительных);
adv очень, гораздо
so much for that достаточно (хватит)
об этом
very much очень (с глаголами)
п многое
museum [mju/ziam] п музей
music ['mju.-zik] п музыка
musical* ['mju:zikal] а музыкаль-
ный
musician * [mju:'zi/n] п музыкант
must [mAst] о должен, обязан
myth* [miO] п миф
N
nail [neil] п гвоздь
name [пени] п I) имя; 2) название;
... by name по имени . . .
what is your name? как вас (тебя)
зовут?
v называть, давать имя
named... 3 по имени ...
nation * ('neifn] п: the United Nations
Организация Объединенных Наций
nationality ♦ ^naeja'naehti] п 1) нацио-
нальность; 2) народность
natural ['naetfral] а 9 естественный;
природный
nature ['neitfa] п 9 природа
192
near [nia] adv близко, поблизости,
около prep близко (от), у, около,
недалеко (от)
necessary* ['nesisan] а необходимый,
нужный
need ['ni:dj v 1 нуждаться
I need мне нужно
и* надобность, нужда, потребность
needle ['ni:dl] п игла, иголка
needlework ['ni:dlwa:k] п шитье, ру-
коделие
Negro* ['ni:grou] п негр
neither f'naioa] adv 5 тоже, также
(в отрицаю, пред л.)
she cannot swim, neither can her
brother она не умеет плавать, ее
брат тоже
ргоп* ни один
nerve* (na:vj п нерв
nervous* ['na:vas] а нервный
be nervous нервничать
never ['nevo] adv никогда
new [nju:J а новый
New Year tree ['njur'jla'tri:J новогод-
няя елка
New York* ['njir'jork] pr n Нью-Йорк
news [njuzz] (no singular) n известие,
известия; новость, новости
newspaper ['njuspeiрэ] n газета
next [nekst] a 1) следующий; 2) no
следний; 3) будущий
next to рядом c
nice [nais] а хороший, приятный,
славный, милый
night [nart] n ночь, вечер
at night ночью
nine [namj num девять
no1 [noui adv нет
no2 [nouj ргоп никакой
nobody ('noubodi] ргоп никто
noise [пэтг] n шум
make noise шуметь
normal* !'пэ:та1] а нормальный
north [пэ:0] n север
not [not) part не
note-book ['noutbukj n тетрадь, за-
писная книжка
nothing ['пдЭю] ргоп ничто
notice 1'nouhs] v 19 замечать
noun* | naun] n существительное
(ерам )
novel ['novi 1 n роман (литературный
жанр)
November [no'vemba] n ноябрь
now[nau]aeto сейчас,теперь, тотчас же
number ['пдтЬэ] п 1) номер; 2) чи-
сло, количество
a number of целый ряд, много
О
object* ['obdjikt] п: complex object
сложное дополнение (ерам.)
occupy* ['okjupai] v завладеть, ок-
купировать
ocean ['oujanj п 13 океан
o’clock [a'klok]: at two o’clock в два
часа
October [ok'touba] n октябрь
of [ov, av] prep: 1) the beginning of
the month начало месяца (пере-
дается родительным падежом),
2) made of stone сделан из камня;
3) to think of smth думать о чем-л.
off [o:f, of] adv прочь, долой
take off снимать (одежду)
turn off выключать (радио, мотор9
свет и т. д.)
office* ['ofis] п контора
often ['ofn] adv часто
oh [ou] int o!
old [ould] а старый
how old are you? сколько тебе (вам)
лет?
he is two years older than 1 am он
старше меня на два года
I ат 17 years old мне 17 ле!
Olympic* [ou'limpik] а олимпийский
Olympics* = Olympic games
on [on] prep: 1) on the table на сто-
ле; on television по телевидению;
по телевизору, 2) on Sunday в во-
скресенье; on Sundays по воскре-
сеньям; 3) a book on music книга
по, о музыке, to speak on the sub-
ject говорить на тему
once [WAns] adv 1) однажды, когда-
то, 2) (один) раз
once more еще раз
one1 [wah] пит один
one-third одна треть, третья часть
one2 [wah] ргоп 1) один, некий
one another друг друга
one by one по одному
2) употр. во избежание повторения
ранее упомянутого существитель-
ного; 3) употр. в оборотах, соот-
ветствующих русскому обобщенно-
личному обороту
only ['ounli] а единственный
the only chance 3 единственная
возможность
the only thing единственное
adv только, лишь
open [ 'oupn] а открытый; v откры-
вать
opera ['эрэга) n опера
operation* [ppa'reijn] n операция
193
opponent* [a'pounant] n противник
optimistic* [,opti'mistik] а оптими-
стический
or (oil cj или, иначе, а то
oral* ['э:гэ1] а устный
orbit* ['Dibit] n орбита; v облететь
вокруг земли
order [bids] n 17 приказ, распоря-
жение; v приказывать, отдавать
распоряжение
organic* [ot'gaenik] а органический
organic chemistry* органическая
химия
organize*['o:ganaiz]v организовывать
original* [o'ridjanal] а оригинальный,
новый, свежий
other ['лЭа] pron другой, иной
at each other друг на друга
out [aut] adv вон, вне, наружу
go out выходить
hold out 5 протягивать
take out вынимать
out of ['aut av] prep из
outside* ['out'said] adv снаружи
outstanding [aut'staendirj] a 15 выдаю-
щийся
over1 ['ouva] prep 1) через; 2) по, над;
3) свыше
all over the world во всем мире
over the radio по радио (выступать}
over there (вон) там
over2 ['ouva] adv: be over кончаться,
оканчиваться
own [oun] а собственный
P
Pacific* [pa'sifik] (the) pr n Тихий
океан
paid [peid] cm. pay
paint fpemt] v 7 рисовать, писать
красками, n краска
painting ['peintig] n 7 картина
pair [pea n пара
palace* ppaelis] n дворец
paragraph* ['paeragraf] n абзац
parallel* ['paeralal] а параллельный
parents [' pearants] n pl родители
Paris* ['pans] pr n Париж
park [pakj n парк
part1 [pat] n часть
part2 [pat] n роль
play the part играть роль
leading part ведущая, заглавная
роль
participle* ['patisipl] n причастие
(ерам.)
partner* ['patna] n партнер
party ['petti] n вечер, вечеринка
pass [pas] v I) проходить, 2) 3 сда-
вать (экзамен), 3)* передавать
pass on l)* идти дальше; 2) 13 пе-
редавать
passenger ('paesindja] n пассажир
past1* [past] а прошедший, прошлый;
n прошлое
in (he past в прошлом
past2 [past] prep 1) после; 2) мимо
five minutes past two пять минут
третьего
pay [pei] (paid, paid) v платить: n*
(заработная) плата
peace [pi:s] n мир
pen [pen] n ручка, перо
pencil ['pensl] n карандаш
pen-friend ['penfrendj n друг по пе-
реписке
people ['pi:pl] n люди, народ
per cent [pa'sentJ n процент
perfect* ['pafikt] а совершенный, бе-
зупречный
perfectly [pa:fiktli] adv совершенно
performance [pa'b:mans] n спектакль,
представление
perhaps [pa'haepsj adv может быть,
возможно
period* ['pianad] n период
person* f'px^n] n человек, лино
personage* ['parsnidg] n действующее
лицо, персонаж
philosopher* (fi'losata] n философ
photograph* ['foutagraf] n фотогра-
фия, v фотографировать
phrase* [freiz] n фраза, выражение
physics* ['fiziks] n физика
piano* ['pjaenou] n рояль, пианино
picture ['piktja] n I) картина, рису-
нок, иллюстрация, фотография
2) the pictures кино
piece [pi:s] n кусок, кусочек
pilot [zpa>lat] n пилот, летчик
pin [pin] n булавка
pioneer [,paia'nia] n пионер
pioneer camp пионерский лагерь
place [pleis| n место
in place of* вместо (чего.-л.)
places of interest* достопримеча-
тельности
take place 17 случаться, происхо-
дить, иметь место
и помещать, класть
plan [plaen] п план; v 1) планиро-
вать; 2) строить планы; намере-
ваться
plane [plein] п самолет
planet* ['planit] п планета
194
plant1 [plant] n растение; v сажать
(растение)
plant8 [plant] n завод
plastics* ['plaestiks] n pl изделия из
пластмассы
plate [pleit] n тарелка
platform* ['platform] n платформа
play1 [plei] n игра; и играть
play8 [plei] n пьеса
pleasant ['pleznt] а приятный
please [plfcz] v: be pleased быть до*
вольным, радоваться
please пожалуйста
pleasure* ['р1езз] п удовольствие
pocket I'pokit] п карман
poem ['рошт] п 1) поэма; 2) стих
poet ('pouit] п поэт
poetic* [pou'etik] а поэтический
poetry* ['pouitn] п поэзия
point [pomt] v 15 указывать, пока-
зывать
point out 15 отмечать, указывать
Poland* f'poulsnd] pr п Польша
police* [pa'lbs] п полиция
polite [ps'lait] а вежливый
political* [pa'litikol] а политический
poor [риэ] а 1) бедный, неимущий
the poor бедные, бедняки
2) плохой; 3) бедный, несчастный,
жалкий; 4) скудный
popular* ['popjulo] а 1) популярный.
2) общедоступный
population* [jpopju'leijn] п население
port [po:t] п порт
possible* ['posabl] а возможный
post [poust] о отправлять (по почте)
postal* ['poustol] а почтовый
postman* ['poustman] п почтальон
post-office ['poust,ofis] п почта, поч-
товое отделение
potato [pa'teitou] (pl potatoes) n кар-
тофель, картошка, картофелина
pound* [paund] n фунт (деньги)
power* rpaua] n 1) власть 2) мощь,
сила
powerful |'pauaful] а могучий, могу-
щественный. сильный
practical* ['praektikal] а практический
practical education* трудовое обу-
чение, воспитание
practice* ['praektis] n практика
praise [preiz] v хвалить, восхвалять
prefix* ['prefiks] n префикс (грам.)
pre-historic* r'prrhis'torik] а доисто-
рический
prepare [pn'pea] v 1 1) готовить, при-
готавливать; подготавливать 2) го-
товиться, подготавливаться
praiz] п приз, премия
preposition* {,prepa'zijn] п предлог
(грам.)
present1 ['preznt] a: be present при-
сутствовать, п* настоящее время
present 8 ['preznt] п подарок
giv.e I a present подарить, сделать
make f v подарок
[pn'zent] v* 1) дарить; 2) представ-
лять собой
president ['prezidant] п 1) президент;
2) председатель
press* [pres] п печать, пресса
press conference* пресс-конферен-
ция
principle* [' pnnsapl] п принцип
prison I'pnzn] п 11 тюрьма
prize*
Nobel prize* Нобелевская премия
probably f'probabli] adv 15 вероятно
problem* ['ргэЫэгп] n 1) проблема;
вопрос; 2) задача (мат.)
process* ['prouses] п процесс
procession* [pra'sejn] п процессия
product* I'prodAkt] п продукт, изде-
лие
synthetic products* синтетические
продукты
production Ipra'dAkJn] п 1) продук-
ция, 2) производство, изготовление
profession* [pro'fejn] п профессия
professor* [pra'fesa] п профессор
programme ['prougraem] п программа
progress ['prougres] п 9 1) прогресс;
рост, развитие 2) продвижение,
успехи
make progress делать успехи
progressive* [pra'gresiv] а прогрес-
сивный, передовой
project* ['protfcekt] п проект
proletarian* [,ргои1еЧеапап] а проле-
тарский
proletariat* [,proule'teanat] п проле-
тариат
pronounce [pra'nauns] v 13 произно-
сить
pronunciation* [prajiAnsi'eiJn] n про-
изношение
proper* ['props] а должный, правиль-
ный
protest* f'proutest] n протест
proud [praud] а гордый
be proud гордиться
prove [prtrv] v 9 доказывать
proverb* ['provab] n пословица; по-
говорка
public* ['pAbhkj а общественный
public library* публичная библио-
тека
195
publication* [,pAbh'keiJnJ n издание,
публикация
publish I'pAbliJ] v 5 публиковать,
издавать
pull [pul] v 1 тянуть, тащить
pull out 1 вытаскивать
n*: the pull of the Earth земное
притяжение
pupil ['pjtrpl] n ученик, ученица
purpose ]'papas] n 5 цель; намерение
purposely* [ papasli] adv намеренно,
нарочно
push [puj] о толкать
put [put] (put, put) v 1) класть,
положить; 2) помещать
put on надевать (одежду)
put up 1) строить, воздвигать.
2) устанавливать
Q
question ['kwestjan] n вопрос
ask a question задать вопрос
quick [kwik] а быстрый
quiet ['kwaidt] а тихий, спокойный
quite [kwait] adv совсем
quotation* [kwou'teifn] n цитата
R
race [reis] n состязание в скорости,
гонки
enter the races принять участие в
состязании
и: racing competition* соревнование
в беге
radio ['reidiouj п радио
on the radio по радио (слышать)
over the radio по радио (выступать)
radio set радиоприемник
о* радировать
railway ('reilwei] п 19 железная до-
рога
rain [rem] п дождь о: it rains (it is
raining) идет дождь
raise [reiz] v поднимать
ran [ran] cm. run
rang [rag] cm. ring
reaction* [rt-'akjnj n: reaction motor*
реактивный двигатель
reactionary* [ri/akpnan] n реакцио-
нер
read [rrd] (read, read) v читать
read [red] cm. read [ri:d]
ready [*redi] а готовый
real [пэ1] а настоящий
reality [riz'aeliti] nl реальность, дей-
ствительность
really ['nah] adv действительно, в
(на) самом деле
reason ['rcznj п 13 причина
receive [n'sizv] v получать
recite [n'sait] v 11 читать наизусть
record ['rekozd] n рекорд
break the record побить рекорд
set a record установить рекорд
red [red] а красный
refuse [ri'fjuzz] v 7 отказывать(ся)
region ['rtdjan] n 13 область; район
край
regional* ['rt^anal] а областной,
районный, местный
religion [n'hdpn] n 11 религия
remain [n'mein] v 19 оставать(ся)
remarkable [nzino:kabl] а замечатель-
ный
remember [n'memba] v помнить, не
забывать; вспоминать
repeat [n'pizt] и повторять
reporter* (п'ports] п репортер
republic* [п'рлЬИк] п республика
require* [ I'kwaia] v требовать
respect [ns'pekt] nl уважение; v ува-
жать
responsible (ns'ponsibl) а ответствен-
ный
be responsible (for) быть ответст-
венным (за), отвечать (за)
rest [rest] п отдых v отдыхать
restaurant* ['restarorg] п ресторан
result* [n'zAlt] п результат
as a result* в результате
retell* [ri'tel] (retold, retold) v пере-
сказывать
retold [n'tould] cm. retell
return [n'tazn] v I возвращать(ся)
return ticket (address)* обратный
билет (адрес)
returns [n'tanz] n pl: many happy
returns of the day поздравляю c
днем рождения
review* [n'vjtc] n обозрение
revolution [деуэЧа/п] n революция
the Great October Revolution Вели-
кая Октябрьская революция
revolutionary* [,reva'li£janan] n рево-
люционер а революционный
rich [ntf] а богатый
the rich богатые, богачи
n pl* 1) богатство, 2) обилие
rid [nd]: be (get) rid 11 избавляться,
избавиться
ridden ['ndnj cm ride
ride [raid] n 1) прогулка (верхом, на
велосипеде), 2) поездка
have (take) a ride прокатиться
(rode, ridden) и ехать (в автомо*
биле, на велосипеде, верхом и т. д.)
196
right1 [rait] n 3 право
right3 [rait] a 1) правый, правиль-
ный, верный, справедливый; (имен-
но) тот, который нужен; 2) в хо-
рошем состоянии, в порядке
all right хорошо, ладно, правильно
be right быть правым
be all right хорошо себя чувство-
вать; быть в порядке
rightS * * 8 [rait] п правая сторона
on the right справа
to the right направо
а правый
ring [rig] (rang, rung) v 1) звенеть;
2) звонить
ring up звонить по телефону
river ['rivo] n река
road [roud] n 13 дорога
rocket* ['rakit] n ракета
rode [roud] cm. ride
role* [roul] n роль
Roman* ['rouman] а римский; n рим-
лянин
romantic* [ra'maentik] а романтичный
room [nrm] n комната
rouble ['ru:bl] n рубль
round 1 [raund] prep вокруг
round the corner за углом
round2* [raund] n раунд
row [rou] n 19 ряд
rule [ru:l] n 5 правило
break a rule нарушить правило
run [гдп] (ran, run) v бегать, бежать
run away убегать
run back бежать назад
run out выбегать
run up to подбежать к
n* бег
rung [глп] CM. ring
rupee* [fir'pl:] n рупия (монета в
Индии=*около 32 центов)
Russia* ['гл]э] pr n Россия
Russian ['rajn] а русский; n 1) рус-
ский (национальность)', 2) русский
язык
S
sad [seed] a 15 печальный, грустный
said [sed] cm. say
sail* [sell] v плыть (на лодке, паро-
ходе)
sailor ['seila] n 15 матрос, моряк
salt [sozlt] n соль
salute* [sa'lirt] v отдавать честь,
салютовать
same [seim] ргоп тот же самый, один
и тот же; а одинаковый, такой же
all the same все равно
sand [saend] п песок
sang [saeg] см. sing
sat [sat] см. sit
Saturday ['satadij n суббота
saucer ['sa:sa] n блюдце
save [seiv] v спасать
saw [so:] cm. see
say [sei] (said, said) v говорить, ска-
зать
saying* ['senrj] n поговорка
scandal* ['skandl] n скандал
scholarship* ['skalajip] n стипендия
school [skirl] n 1) школа; 2) занятия
в школе
after school после уроков
at school в школе
go to school ходить в школу,
учиться в школе
school garden (при)школьный сад.
school-yard школьный двор
schoolboy ['skudboi] п школьник
school-children ['skirl tji Id ran] n
школьники
schoolgirl ['sku:lga:l] n школьница
science ['saians] n наука
scientific* [,saian'tifik] а научный
scientist ['saiantist] n ученый
scissors ['sizaz] n pl ножницы
score [ska:] n счет (спортивный)
Scotland* ['skatland] pr n Шотландия
screen* [skr’rn] n экран
sculptor* ['skAlpta] n скульптор
sculpture* f'skAlptJa] n скульптура;
изваяние
sea [si:] n море
by sea морем, на пароходе
season ['s’rzn] n время года; сезон,
second ['sekand] num второй; n*
секунда
secondary* ['sekandan] at secondary
school средняя школа
secret* ['si:kntj n секрет, тайна
see [si:] (saw, seen) о видеть
I see понимаю
seem [si:m] v 5 казаться
it seems to me мне кажется
seen [si:n] cm. see
sell [sei] (sold, sold) v продавать
sell out распродавать
send [send] (sent, sent) v посылать,
отсылать
senior* ['stnja] а старший
sent [sent] cm. send
sentence* ['sentons] n предложение
(ерам.)
September [sap'temba] n сентябрь
series* ['siarcz] (no pl) n серия
serious ['siarias] а серьезный
197
servant* ['sa:vant] n слуга, служанка
serve [saivj v 3 1) служить; 2) об-
служивать
service* ['sazvis] n 1) служба, 2) об-
служивание; 3) услуга, одолжение;
4) служение
at the service of на службе у
set [set] л; television set телевизор;
radio set радиоприемник; (set, set)
о ставить, класть, помещать
set up устанавливать
set a record устанавливать рекорд
seven f'sevn] пит семь
several* ['sevralj а несколько
sew [sou] (sewed sewed/sewn) v шить
sewn [soun] cm sew
shake [Jeik] (shook shaken) v 1) тряс-
тись); 2) качать(ся); 3) дрожать
shake hands пожать руки друг
другу
shaken [ 'Jeikn] см shake
shelf [Jelf] (pl shelves) n полка
shelves [Jelvz] pl от shelf
shine [Jam] (shone, shone) v 1) све-
тить, сиять; 2) блестеть, сверкать
ship [Jip] n пароход, корабль
shirt [Ja:t] n рубашка
shock* [Jok] n 1) потрясение; 2) шок
shoe [Ju] n туфля, полуботинок,
башмак
shoemaker* ['Ju:,meika! n сапожник
shone [Jon] cm shine
shook [Juk] cm shake
shop 1 [Jap] л магазин, лавка
go shopping пойти по магазинам за
покупками
shop 3 n цех (заводской)
short [Jxt] а короткий, краткий
should* [Jud] v должен
shout [Jaut] n крик; и кричать
show [Jou] (showed shown) v пока-
зывать
shown [Joun] cm. show
side [said] n сторона, бок, край
sightseeing ['saitshgj: go sightseeing
осматривать достопримечательно-
сти
signal* ['signal] n 1) сигнал, 2) знак
silent* ['sailant] а молчаливый
silent reading* чтение про себя
simple ['simpI j a 1) простой, неслож-
ный, 2) простой, скромный
simplify* ['simplifai] v упрощать
since [sms] prepc (такого-то времени)’,
co времени, после; с] с тех пор как;
adv с тех пор
sing [sin] (sang, sung) v петь
sister ['sista n сестра
sit [sit] (sat sat) v сидеть
sit down садиться
situate* t'sitjueit] u: be situated на-
ходиться, быть расположенным
situation [,sitju'eijn] n 1) местополо-
жение, расположение; 2) положе-
ние, состояние; ситуация
six [siks] пит шесть
size [saiz] n размер
skate [skeit] n конек; v кататься на
коньках
skating-rink ['skeitigrigk] n каток
ski [ski:] n лыжа, v ходить на лы-
жах
skilled [skild] a 11 квалифицирован-
ный
skillful* ['skilful] а искусный, ловкий
skirt [skazt] n юбка
sky [skai] n небо
sled(ge) [sled(5) n санки, сани
sleep [sli:p] (slept, slept) о спать
slept slept] cm sleep
slide [slaid] n горка для катания
slow [slou] a 1 1) медленный, 2) мед-
лительный; 3) идущий с малой
скоростью
the watch is ten minutes slow часы
отстают на десять минут
о* замедляйся)
slow up замедлять(ся)
small [smo;l] а маленький, неболь-
шой
smell [smet] п 1 запах; v 1) нюхать,
ощущать запах; 2) пахнуть
smoke [smouk] п 17 дым
snow [snou] л снег; v: it snows (it is
snowing) идет снег
so [sou] adv 1) так, таким образом;
2) также, тоже; 3) итак
and he did so так он и сделал
she was so happy она была так
счастлива
you аге a pupil and so am 1 ты
ученик, и я тоже
с/ поэтому
so-called* f'sou'kozld] а так назы-
ваемый
social* ['souJal] а общественный, со-
циальный
socialism* ['souJalizm] л социализм
socialist* ['souJalist] а социалисти-
ческий
sock [sak] n носок
sofa ['soufa] n диван
sold [sould] cm sell
soldier ['souldjaj n солдат
solidarity* [,sali'dsenti] n солидар-
ность
solve [salv] v разрешать (проблему)
198
some [sAm] a 1) некий, некоторый,
какой-то, какой-нибудь; 2) не-
сколько, немного
some day когда-нибудь
some more еще (немного)
some time когда-то, когда-нибудь
ргоп 1) кое-кто, некоторые; одни,
другие, 2) сколько-нибудь, неко-
торое количество
somebody ['sAmbadi] ргоп кто-нибудь,
кто-то
someone ('sAmwAn] ргоп кто-нибудь,
кто-то
something ['sAm0ii)| ргоп что-нибудь,
что-то
sometime ['sAmtaim] ado когда-нибудь
sometimes ['sAmtaimz] adv иногда
son [sAn] n сын
song [soi)j n песня
soon [sun] adv скоро, вскоре
as soon as 17 как только, когда
sorry ['son] a: be (feel) sorry (for)
(со)жалеть (о)
(I am) sorry простите, извините
I am (so) sorry мне (так) жаль
I am sorry to say к сожалению
sound [saund] n 1 звук
soup [sup] n суп
south [sau0] n юг
in the south на юге
southern* ['sAdan] а южный
Soviet ['souviet] а советский
the Soviet Union Советский Союз
space [speis] n 9 I) пространство
2) космос
space flight* поле! в космос
spaceship* f'spersjip] n космический
корабль
Spain* [spem] pr n Испания
Spanish* ['spaenij] а испанский
spark* [spak] n искра
speak [spi:k] (spoke, spoken) и гово>
рить, разговаривать
speaker ['spirka] n 11 оратор
loud-speaker* громкоговоритель,
репродуктор
special ['spejal] а специальный, осо-
бый
specialist* ['spejalist] n специалист
speciality* [,speJ 1'aeliti] n специаль-
ность
speech [spi: tf ] n 7 речь
make a speech произносить речь
speech of welcome приветственная
речь
speed [spizd] n 5 скорость, быстрота
spell [spel] (spelled/spelt, spelled/
spelt) и 1) называть (слово) по бук-
вам; 2) писать по буквам
spelling* ['spelig] п 1) орфография;
2) написание по буквам
spelt [spelt] см. spell
spend [spend] (spent, spent) v 1) тра-
тить; 2) проводить (время)
spent [spent] см. spend
splendid ['splendid] а великолепный,
замечательный
spoke [spouk] cm. speak
spoken ['spoukn] ем. speak
spoon [spun] n ложка
^port(s) [spxt(s)] n спорт
go in for sport(s) заниматься спор-
том
sport events 15 спортивные сорев-
нования
spring [sprig] n весна
in spring весной
square [skwea] n площадь
Red Square Красная площадь
stadium ['stei dram] n стадион
stage [steid^] n сцена
stamp [stamp] n марка (почтовая)
stand [stand] (stood, stood) v стоять
stand for стоять за (что-л.), под-
держивать
stand up вставать
star [sta] n звезда
start [stat] v 1) начинать(ся); 2) от-
правляться, уезжать
start for направляться в (к), от-
правляться, уезжать (куда л.)
starting-line* ['statigjainl п линия
старта
state* [steit] п штат
the United States (of America)*
Соединенные Штаты (Америки)
state farm ['steit 'famJ совхоз
statement* ['steitmant) n утвержде-
ние, заявление
station ['stei Jn] n 1) ст анцня; 2) вокзал
stay [stei] и* пребывание; v 1) оста-
ваться; 2) останавливаться, жить,
гостить
stay with smb. гостить у кого-л.
still [stil] adv 1) (все) еще; 2) все же,
тем не менее
stocking ['stokigj п чулок
stone [stoun] п камень
stood [stud] см stand
stop [stop] n остановка, прекраще-
ние, v 1) останавливать(ся), пре-
кращаться), 2) переставать
storm [sto:m] п 13 буря, шторм
story pstan] п рассказ, история
straight [streit] а прямой, adv прямо
strange [streindhj] а странный, необык-
новенный; удивительный
199
street [stri:t] n улица
in the street на улице
strike [straik] n 11 забастовка
be (go) on strike бастовать
striker fstraika] n забастовщик
strong [strorj] a 1) сильный; 2) крепкий
struggle ['strAgl] n борьба; v бороться
student* ['stjirdant) n студент; уча-
щийся
study ('stAdiJ n 1) изучение, иссле-
дование, занятие (наукой): 2) pl
обучение, занятия: v 1) изучать;
2) учиться, заниматься
subject ['sAbdjikt] п 19 1) тема, со-
держание, предмет (разговора, кни-
ги и т. д.) 2) предмет (учебная
дисциплина)
succeed [sak'shd] v 9 иметь успех;
удаваться
1	succeeded мне удалось
success [sak'ses] п успех
such [sAtf] а такой
suddenly f'sAdnli] adv вдруг, внезапно
sugar ['Juga| п сахар
suit [sjirt] п костюм
summer ['sAma] п лето
in summer летом
sun [sAnj n солнце
Sunday f'sAndi| n воскресенье
sung [saijI cm. sing
sunlight* ['sAniait] n солнечный свет
supper f'sApa] n ужин
have supper ужинать
support [sa'pat] v 1) поддерживать.
2	) содержать
sure [Jua] a: be sure быть уверенным
you are sure to win* вы обязательно
выиграете
surprise [sa'praiz] n удивление
in surprise удивленно
v удивлять: be surprised удивляться
swam [swaemj cm. swin
Swedish* |'swi:dij] а шведский, n
шведский язык
sweep [swi:p] (swept swept) v под-
метать
sweet [swiit] n конфета; a 11 сладкий
swept [swept] cm sweep
swim [swimj (swam, swum) u плавать
swimming competition* соревнова-
ния по плаванию
swimming-pool ['swimigpirl] n бас-
сейн для плавания
switch* [switf] n выключатель
Switzerland* f'switsaland] pr n Швей-
цария
swum (swAmJ cm. swin
synthetic* [sm'Oetik] а синтетический
T
table ['teibl] n стол
lay the table накрывать на стол
table tennis настольный теннис
take [teik] (took, taken) v 1) брать,
взять; 2) принимать
take away убирать
take off 1) снимать (одежду);
2) взлетать (о самолете)
take out вынимать
take a bus (train) ехать автобусом,
на автобусе (поездом, на поезде)
take an examination сдавать экза-
мен, экзаменоваться
take part (in) принимать участие (в)
take place 17 происходить, слу-
чаться, иметь место
it takes (me) an hour to... 15 (мне)
нужен (требуется) час, чтобы...
taken ['teiknj см. take
talent* ['taelant] n талант
talk [ta:k] n разговор, беседа; сооб-
щение; v разговаривать, беседо-
вать, говорить
tall (ta:l] а 11 высокий
task [task] п задание, задача
taught [to:t] см teach
tea [ti:] n чай
have tea пить чай
teach [ti-fl] (taught, taught) v учить,
обучать
teacher ['ti:(faj n учитель(ница)
team [Him] n команда (спорт.)
technical ['teknikal] a 3 техничес-
кий
technician [tek'nijan] n 3 техник
telegram ['tehgraem] n телеграмма
telephone ['telifounj n телефон; v зво-
нить по телефону
telescope* f'tehskoup] n телескоп
television [,teli'vi3n] (TV) n теле-
видение
television (TV) set телевизор
tell [tel] (told, told) v 1) рассказы-
вать; 2) говорить, сказать; 3) ве-
леть; приказать; 4) 13 отличать,
различать
temperature* ('tempntfa] п темпера-
тура
ten [ten] пит десять
tennis ['tenis] n теннис
table tennis настольный теннис
tennis match 5 соревнования no
теннису
tent [tent] n палатка
terrible ['terabl] а ужасный
test* [test] n испытание, проверка
200
text [tekst] n текст
textbook ['tekstbuk] n учебник
than [dan, dan] cj чем
thank [Oaerjk] v благодарить
thank you спасибо, благодарю вас
n (обыкн. pl) благодарность
thanks to (употр как prep) благо-
даря
that1 [daet] (pl those) ргоп 1) тот,
этот. 2) (тот) который; 3) употреб-
ляется во избежание повторения
ранее упомянутого существитель-
ного
that is то есть
that is what...* вот что..
that is why* вот почему, поэтому
that3 [dffit, Oat] cj что, чтобы
theatre ('dials] n театр
then [den] adv тогда, затем, потом
theoretical* [dia'retikal ] а теорети-
ческий
theory* ['diari] n теория
there [dea] adv там, туда
over there (вон) там
there is/аге имеется, есть, на-
ходится и m. д
these [di:z] pl от this
thing [dig] n вещь, предмет
think [6ir)k] (thought, thought) v
1) думать; 2) считать
tnink of doing smth. собираться
что-л. сделать
third [dad] num третий: n треть,
третья часть
thirteen ['da:'ti:n] num тринадцать
thirty ['da:ti] num тридцать
this !dis] (pl these) prcn этот
those  douz] pl от that1
though [doul cj хотя
thoughtl* ;dat] n мысль
thought2 |da:t] cm think
thousand f'dauzand] num, n ты-
сяча
thread [dred] n нитка, v* продевать
нитку (в иголку)
three [dri:] num три
threw [dnr[ cm. throw
throne* [droun] n трон
through [drir] prep через, сквозь
throw [drou] (threw, thrown) и бро-
сать, кидать
thrown [drounj см. throw
Thursday ['darzdi] n четверг
ticket f'tikit] n билет
return ticket* обратный билет
tie [tai] n галстук; n pl* узы, связи;
v 17 связывать, завязывать, привя-
зывать
tie up привязать, перевязать, свя-
зать
tie the score* сравнять счет
tight [tait] а 1) крепкий; 2) тугой,
плотный: adv I) крепко; 2) туго,
плотно
till [til] prep до; cj до гех пор пока
time [taim] п 1) время; 2) раз
at a time за один раз
from time to time время от времени
have a good time хорошо провести
время
in time вовремя
it is time пора
what time is it? сколько времени?
tired ['taiadj а усталый, уставший
be (get) tired уставать
to [tu, ta] prep-. 1) to the window
к окну; to go to (he factory идти
на фабрику; to go to the park идти
в парк; 2) from here to the camp
отсюда до лагеря; from 3 to 5 от
3 до 5; five minutes to ten без пяти
(минут) десять. 3) to tie to a tree
привязать к дереву; 4) to my sur-
prise к моему удивлению; 6) she
said to them она им сказала: a
letter to my friend письмо моему
другу (передается дательным па-
дежом )
today [ta'dei] adv 1) сегодня; 2) в
настоящее время, сейчас
together [ta'geoa] adv вместе
Tokyo* ['toukjou] pr n Токио
told [tould] cm. tell
tomorrow [ta'morou] adv завтра
tonight [ta'nait] adv сегодня вечером
too ’ [tu:] adv тоже, также
too 2 [tu:] adv слишком
took [tuk] cm take
tool [tu:l] n инструмент (для работы)
touch [tAtf] и трогать, (при)касаться
tourist* 1'iuanst] n турист
tournament* ['tuanamant] n: chess
tournament шахматный турнир
towards [ta:dz] prep 1 к, по направ-
лению к
town [taun| n город
toy [tai] n игрушка
tractor* f'traekta] n трактор
trade [treid] n 1) ремесло, профессия
learn a trade обучаться ремеслу,
овладевать профессией
2) 19 торговля; v торговать
trade-union	L'treid' jurnjan] n 11
тред-юнион, профсоюз
tradition* [tra'dijsn] n традиция
by tradition* по традиции
tragedy* [ 'traedsidi] n трагедия
201
train1 [trem] n поезд
go by train ехать на поезде, по*
ездом
train e [trem] и 3 1) тренировать(ся);
2) обучать
training* ['tremii)] п 1) тренировка;
2) подготовка, обучение; 3) вос-
питание
do one’s training* тренироваться
get/receive one’s training* получать
подготовку, обучаться
tram [traem] n трамвай
translate [traens'leit] о переводить
(с одного языка на другой)
transport* ['transport] п транспорт
transportation* [,tr3enspo:'teijn] п пе-
ревозка, транспорт
means of transportation* транспорт-
ные средства, средства передви-
жения
travel ['travl] п путешествие; v пу-
тешествовать
tree [tri:] п дерево
tremendous [tn'mendas] а 9 огром-
ный, громадный
trip [trip] п путешествие поездка,
экскурсия
trousers /trauzaz] п pl брюки
true [trie] а 1) верный, правильный;
2) истинный, настоящий; 3) вер-
ный, преданный Д
it is true (это) правда
become true осуществляться
truth [tru:0] n правда, истина
try [trai] v 1) стараться, пытаться;
2) пробовать
try on примерять
Tuesday ['tjuzdi] n вторник
turn [tan] v поворачивать(ся);
turn off выключать (радио и m. d.)
turn on включать (радио и m. д.)
turn over перевернутъ(ся)
twelve [twelv] num двенадцать
twenty ['twenti] num двадцать
twice [twais] ado 15 дважды, два раза
two [tu] num два
type* [taip] n тип
typical* ['tipikal] а типичный
tyranny* ['tiram] n тирания
U
Ukraine [ju'krem] (the) pr n Украи-
на
umbrella [лт/Ьге!э] n 17 зонтик
unbelievable* [,Anbi'li:vabl] а не-
вероятный
uncle ['лдкЦ n дядя
unconquerable* [лп'кэдкагэЬ!] а не-
победимый
under ['Anda] prep под
underline* [,Anda'lain] v подчерки-
вать
understand [, Anda'stand] (understood,
understood) v понимать
understood [,Anda'stud] cm under-
stand
unemployed ['Anim'ploid] a 3 безра-
ботный
unforgettable* ['Anfa'getablJ а неза-
бываемый
unhappy [An'haepi] а несчастный
unimaginable* [,Ani'maed5inabl] а не-
вообразимый
uninvited ['Anm'vaitid] а непрошеный,
неприглашенный
union ['junjan] n союз
the Soviet Union Советский Союз
trade-union 11 профессиональный
союз, профсоюз
unite [jix'nait] v 3 1) соединять(ся);
объединять(ся)
the United States (of America) Со-
единенные Штаты (Америки)
unity* ['jumitil n единство
university [Juni'vKsiti] n 3 универ-
ситет
enter a university поступить в уни-
верситет
Moscow University Московский
университет
until [an'til] cj до тех пор, пока не
up [лр] adv вверх, вверху, наверху
come up to подходить к
get up вставать
upset [Ap'setf (upset, upset) и 1) оп-
рокидываться) 2) расстраивать,
огорчать
be upset быть расстроенным, рас-
страиваться, огорчаться
use* [jus] п 1) польза; 2) употребле-
ние, применение, использование;
[juz] v употреблять, использовать,
применять, пользоваться
used [just] a: used to ... 3 (о про-
шедшем) иметь обыкновение
he used to come at 6 o’clock он
приходил обычно в 6 часов
U.S.S.R. ['ju'es'es'a] (the) pr л СССР
usual ['jujua!! а обычный
V
vain [vein]: in vain напрасно,
тщетно, зря
variant* ['veanant] n вариант
vegetable ['vecfytablj n овощ
202
verb fva:b] n глагол (грам.)
version* L'varjn] n версия; вариант
very ['ven] adv очень
very much очень (с глаголами)
а* самый
veteran* !'veteran] n ветеран
victory ['viktan] n 17 победа
village ['vilicfe] n деревня, село
visit ['vizit] n посещение, визит; v
посещать, навещать
visitor* ['vizita] n посетитель
voice [vais] n голос
volley-ball ['vDlibxl] n 1) волейбол,
2) волейбольный мяч
W
wait [weit] v ждать
Wales* [weilz] pr n Уэльс
walk [work] v 1) ходить, идти. 2) гу-
лять; n прогулка пешком
go for a walk пойти погулять
walking-stick* ['workirjstik] n трость
wall [warl] n стена
want [want] хотеть, желать
war [wo:] n 7 война
at war в состоянии войны
warm [worm] а теплый
warmth* [wo:m0] и тепло
warn [worn] v 9 предупреждать
warship* I'worjip] n военный корабль
war-time* ['wortaim] n военное время
was [woz, waz] cm be
wash [woJ] v мыть(ся), умывать(ся),
стирать
wash up мыть посуду
Washington ['wa Jigtan] pr n Вашинг-
тон
watch1 [wotf] n часы (наручные,
карманные)
watch3 [wof] v следить, наблюдать
watch TV (television) смотреть те-
левизор, телепередачу
water ['wo:to] n вода; v поливать
waterfall* ['wortoforl] n водопад
watering-can ['wartangkaen] n лейка
water-polo* ['worto'poulou] n водное
поло
water-polo game* соревнование no
водному поло
wave [weiv] n 11 волна
way [wei] n 1) дорога, путь
on the way back на обратном пути
on one’s way to по пути в
lose one’s way потерять дорогу,
заблудиться
2) образ действия, способ; манера
in this way таким образом
weak [wi:k] а слабый некрепкий
wear [wea] (wore, worn) v 5 носить
weather ['weda] n погода
Wednesday ['wenzdi] n среда
weed [wird] v полоть
week [wirk] n неделя
week-day ['wirkdei] n будний день
on week-days в будни, по будням
welcome ['welkam] n 1) приветствие;
2) гостеприимство; v 1) приветст-
вовать 2) радушно принимать
welcome (to)! добро пожало-
вать!
well1 [wel] (better, best) adv хорошо
be well быть здоровым, хорошо
себя чувствовать
well3 [wel] int ну, что же, ладно,
хорошо (выражает удивление, со»
гласив, ожидание и т д.)
well-known ['wel'noun] а 5 извест-
ный, популярный
went [went] см go
were [war, wa] см be
west west] n запад
western* [ w^stan] а западный
wet [wet] а мокрый, влажный, сырой
what [wot] pron что; какой, что за
what about you? а вы (ты)?
that is what .. ,* вот что ...
wheel [wirl] n колесо
when [wen] adv, cj когда
where [wea] adv, cj где, куда
whether* pweda] cj ли (вводит кос-
венную речь)
which [witf] pron, cj который (из),
какой
while [wail] cj пока, в то время как
white [wait] а белый
who [hur] pron кто, который
whole [houl] a 1) весь, целый, 2) не-
вредимый
whom [hurm] pron кого, кому
whose [hurz] pron чей
why1 [wai] adv,cj почему, зачем
that is why* вот почему, поэтому
why3 [wai] int (выражает удивление,
вопрос и tn. д.)
wife [waif] (pl wives) n жена
will [wil] (would) вспомогательный
глагол для образования Future In-
definite
win [win] (won, won) и выиграть,
победить
wind [wind] n ветер
window ['windou] n окно
wing [wig] n 7 крыло
winter ['winta] n зима
in winter зимой
203
wish [wif] n желание; v желать, хо-
теть
with [wid] prep: 1) with you с вами;
вместе с вами; 2) cry with Joy пла-
кать от радости; о) в пассивной
конструкции передается твори-
тельным падежом
withopt Iwi'daut] prep без
wolf [wulf] (pl wolves) n волк
woman ['wuman] (pl women) n жен-
щина
women fwimm] pl от woman
won [wah] cm win
wonder* ['wAndaj n 1) удивление,
изумление, 2) чудо
wonderful ['wAndafulJ а чудесный,
удивительный
won’t = will not
word [wa:d] n слово
by word of mouth* устно
word for word слово в слово
wore [wo:] см. wear
work [work] n 1) работа, 2) произве-
дение
be out of work быть безработным,
не иметь работы
v работать
working class рабочий класс
worker ['wo:ko] п рабочий, работник
workshop* ['wa:kjop] п мастерская
world [world] п мир; вселенная
all over the world во всем мире
worn [worn] см wear
worry ['war] v беспокоить(ся)
worse [wors] (сравнит, степень от
bad) а худший, хуже; adv хуже
would [wud] см. will
write [rait] (wrote, written) v писать
write down записывать
write out выписывать
in writing письменно
writer ['raito] n писатель
written ['ntn] cm. write
wrong [год] a 1) неправильный, оши-
бочный; 2) не тот; 3) неправый,
несправедливый; 4) неисправный
be wrong быть неправым, ошибать-
ся
something is wrong что-то неладно,
что-то случилось
wrote [rout] см. write
Y
yard 1 [jord] n двор
yard2* [jord] n ярд (мера длины =
— 914,4 мм)
year [Jia, jar] n год
a Happy New Year to youl с Новым
годом!
she is 17 years old ей 17 лет
yellow ['jelou] а желтый
yes [jes] adv да
yesterday ['jestadi] adv вчера
yet [jet] adv 1) все еще, еще не,
2) уже; 3) тем не менее, все же,
все-таки
young []лд] а молодой, юный
young people молодежь
youth [jicO] п 1) юность, молодость;
2)	молодежь
CONTENTS
LESSON
1.	Exercises............................................................ 3
Holiday Plans (retold from “Three Men in a Boat” by Jerome
K. Jerome)........................................................... 5
Homework ............................................................ 9
2.	The Tent That Danced (retold from the story by Stephen Crane;
text to be read	without	using	a dictionary).  Ц
Exercises............................................................12
Sailor’s Friend	(text [or written translation).......................15
3.	Exercises .......................................................... 16
One of Thousands (the	story	of John McGlinchey by Doug Bain) 20
Homework ............................................................24
4.	Why Volodya Didn’t Die (by Archie Johnstone; text to be read
without using a dictionary)........................................25
Exercises . . . .....................................................27
On the English Climate (text	for written translation)...........28
5.	Exercises............................................................29
One Hundred Years of Football......................................  33
Homework ..........................................................  37
6.	The Blue Patch (by D. Bateson; text to be read without using a
dictionary)........................................................39
Exercises............................................................41
Magic Tablets (text for written translation).........................42
7.	Exercises..........................................................  44
Rockwell Kent’s Gift.................................................47
Homework ...................................................  .	50
8.	A Service of Love (by 0. Henry; text to be read without using a
dictionary)........................................................53
Exercises............................................................55
Rockwell Kent	and	His	Work	(text	for	written translation) ... 57
9.	Exercises............................................................58
The Progress of Science	in	the	20th	Century.....63
Homework .............................................  •	• • • 64
205
10.	From Fantasy to Science (text to be read without using a diction-
ary) ................................................................67
Exercises........................................................69
Tchaikovsky	in England (text for written translation)...........—
University Days (by James Thurber; text for silent reading in
class).......................................................70
Vocabulary of Lessons 1—10...............................................71
11.	Exercises........................................................73
Joe Hill.........................................................77
Homework	.................................80
12	The Legend of the King and the Old Poet (retold from a story
by W. M. Thackeray; text to be	read without	using a dictionary) 83
Exercises........................................................86
Wonders of Nature (text	for written translation).................87
The Sea on Strike (text	for silent reading in	class).88
13.	Exercises........................................................89
Place-Names .....................................................93
Homework ........................................................97
14.	Lispeth (by Rudyard Kipling; text to be read without using a
dictionary)......................................................... 99
Exercises.....................................................  101
Working Fish (text for written	translation)...............102
An Anecdote about Mark Twain (text for silent reading in class) 103
15.	Exercises.......................................................104
Ernest Hemingway................................................108
Homework .......................................................110
16.	Interview with Ernest Hemingway	(text	to	be read without using
a dictionary)...................................................113
Exercises.......................................................115
In the Plant World (text for	written	translation).................—
Tea-Leaves (text for silent	reading	in	class)..............116
17.	Exercises.......................................................117
Postal Service in the Past......................................120
Homework .......................................................123
18	Lenin in London (text to be read without using a dictionary) . . 126
Exercises.......................................................127
Why I Am a Friend of the U.S.S.R. (by Eslanda Robeson; text
for written translation)........................................128
19.	Exercises.......................................................129
My Home Town (by Dennis Ogden)..................................132
Homework ...............................................	.... 135
20.	A Slip under the Microscope (by H. G. Wells; text to be read
without using a dictionary) . ......................................137
Exercises.......................................................141
The English Mint (text for written translation)...................—
Partridge’s Almanac (text	for silent reading in class).........142
Vocabulary of Lessons 11—20.............................................143
206
Supplementary Reader ............................................144
The Tent That Danced (Continued)............................—
Place-Names in he United States............................—.
News of the Engagement (by Arnold Bennett) ...............148
Jack Turner’s Lesson (by Richard Creyke)..................151
The Fisherman and the King’s Guard.....................  .	154
An Anecdote about Conan Doyle ............................156
Supplementary Exercises..........................................157
Грамматика
l.	Неличные формы глагола (The Verbals) ....................165
Герундий (The Gerund) ....................................	—
Причастие (The Participle)................................167
II.	Сложное дополневие (The Complex	Object) .................169
III.	Словообразование (Word-Building)	. ....................170
А. Суффиксы.................................................—
Б. Префиксы...............................................172
IV.	Таблица «неправильных глаголов»,, встречающихся в учебниках
V— X классов .............................................173
Англо-русский словарь ...........................................176
Гарри Михайлович Уайзер
Софья Кирилловна Фоломкина
Эмма Ионовна Киар
УЧЕБНИК АНГЛИЙСКОГО ЯЗЫКА
ДЛЯ X КЛАССА СРЕДНЕЙ ШКОЛЫ
Редактор И. Л. Андреева
Художники: Г. И. Андрианов, В. А. Ермолов
и А. В. Кондратьев
Художественный редактор Б. М. Кисин
Технический редактор И. В. Квасницкая
Корректор К. П. Лосева
Подписано к печати с матриц 29/VIII 1972
60X90(/i«. Типографская № 1. Печ. л. 13,
Уч.-изд. л. 13,57. Тираж 400 тыс. экз.
(План 1973 г.)
Издательство «Просвещенно . Государственного
комитета Совета Министров РСФСР по делам
издательств, полиграфии и книжной торговли,
Москва, 3-й проезд Марьиной рощи, 41.
Отпечатано с готовых матриц в типографии
им. Смирнова Смоленского облуправления
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