Г. М. УАЙЗЕР, С. К. ФОЛОМКИНА, А. Д. КЛИМЕНТЕНКО
УЧЕБНИК
АНГЛИЙСКОГО ЯЗЫКА
ДЛЯ 9—10 КЛАССОВ
СРЕДНЕЙ ШКОЛЫ
Издание 8-е
УТВЕРЖДЕН
МИНИСТЕРСТВОМ ПРОСВЕЩЕНИЯ РСФСР
МОСКВА «ПРОСИЩЕНИЕ» 1980

4И (Англ) (075)
У 13
60601 — 184
у инф’ письмо 430602,500
© Издательство «Просвещение», 1974 г., 10 класс.
© Издательство «Просвещение», 1976 г., 10 класс, с изменениями.

9 КЛАСС

LESSON ONE
шмннншн
WE REVIEW
1.
I The Present Perfect:	^	+	Participle	П
I	ho	VP
1 №&££]£I*.
rut |еоче не, cfMtZ'
a) Say what you are going (not going) to do today and explain
why (use the Present Perfect Tense).
Examples:
I'm going to take these magazines back to the library. I have
already read them.
I’m not going to take these books back to the library today.
I haven’t finished them yet.
I’m going to see Nick today. He has just come back from
camp.
b) Tell the class that you have done something interesting this
week (this month). If you haven't done anything interesting,
say so.
Examples:
I’ve been to a museum this week. We haven’t gone on any
interesting excursions this month.
c)	Ask a classmate whether he (she) has done something; when
he (she) answers, ask a question for more information,
Examples:
A: Have you ever spoken at a large meeting?
B: Yes, I have.
A: When did it happen? (When was it?)
В: At the end of the school year. It was a school Komsomol
meeting.
C: Have you ever seen the October holiday demonstration in
Red Square?
D: No, I haven’t. (I’m sorry to say I haven’t.)
C: Why not?
D: I have never had a chance to visit Moscow.
D

II.
Be -f- Participle I
am
The Present Continuous:	is——doing
are
Say what the boy in the pictures is doing. Where possible, explain
why (use the Present Perfect Tense),
III. Tell your classmate that you want (another person wants) him
(somebody) to do something.
Examples:
We wanted him to invite a spaceman to give us a lecture on
planes and spaceships.
Mother doesn’t want me to stay later than 9 o’clock.
IV. Say that somebody made you do something. Explain why it was
difficult for you (use though).
Example:
Mother made me take my little brother to the circus, though
1 came home late from school.
somebody to do something
make somebody do something

V.	Read the following story to yourself. Then tell the story using the
words written on the blackboard.
A DIFFICULT DECISION1
As Mrs. Bennett came into the room where her husband was
sitting, she cried: “Mr. Bennett, I want you to speak to Lizzy,
and make her marry * Mr. Collins.”
Mr. Bennett looked up from his book and said quietly: “I am
afraid I do not understand you. What are you talking about?”
“About Mr. Collins and Lizzy. Lizzy says she won’t marry
Mr. Collins, and Mr. Collins is beginning to say he won’t marry
Lizzy.”
“And what do you want me to do? It seems hopeless.”
“Speak to Lizzy. Tell her you want her to marry him.”
‘Call her here. I’ll tell her what I think.”
Mrs. Bennett went to the door and called Lizzy.
“Come here, child,” her father said, as she came in. “I have
sent for you because I want to speak to you on an important
question. Give me your full attention, please. I understand that
Mr. Collins has said he wants to marry you. Is that right?”
“It is,” Elizabeth answered.
“Very well,” said Mr. Bennett. “And you have refused?"
“I have, sir.”
“Very well. Now, the main thing to understand is, that your
mother wants you to agree. Is that right, Mrs. Bennett?”
“Yes. If she doesn’t agree, I will never see her or speak to
her again.”
“You see, Lizzy,” said Mr. Bennett, “how difficult it will
be to decide. From this day, you must lose one of your parents.
Your mother will never see you or speak to you if you do not
marry Mr. Collins, and I will never see you or speak to you again
if you do.”
WE TALK
VI.	Make up short dialogues. Use the expressions:
to feel fine/ill/tired/well/bad;
to look fine/ill/tired/well/bad.
Example:
A: Hello, Mikel How are you?
B: Fine, thanks. How are you?
A; I don’t feel very well.
1 Retold from the well-known novel Pride and Prejudice by Jane Austen, the 19th
century English writer. In the book the author shows that she is a master of
Irony I'aiarani).
* to marry ['maerij — выходить замуж, жениться

В: What’s the matter with you?
A: I don’t know. I’m afraid I’m ill.
B: You don't look ill.
VII. Speak about somebody you made friends with in summer (you
spent the summer with). Tell the class that person's name, how
old he (she) is, where he (she) lives.
Answer your classmates' questions for more information about
your new friend.
VIII. Say:
a) what	food	you	bought	yesterday;
b) what	food	you	usually	have for	breakfast;
c) what	food	you	need to	make dinner;
d) what	food	you	usually	take with	you	on	a short trip.
Here are some words:
milk, tinned milk, tea, coffee, salt, sugar, cheese, butter,
bread, cake, ham, sausage, eggs, jam, meat, fish, tinned meat,
tinned fish, fruit, tinned fruit, potatoes, vegetables.
WE LEARN NEW MATERIAL
IX. Study the meaning and use of the new words or phrases in the
following examples:
to describe (dis'kraibl: The teacher asked me to describe the
picture in English. The hero is described as a very brave
soldier. The novel describes the fight for peace by young
people in America. How does the author describe the place
where he was born? His life abroad is described in the second
part of the novel,
quite [kwaitl; The engineer was quite satisfied with the way
the young workers began their task. She is quite alone. I’m
quite free this evening, so I can take care of the baby in¬
stead of you. It’s quite possible. That’s quite enough. I quite
agree with you. I don’t quite understand him. The work
isn’t quite finished yet.
each [i:tf]: Each pupil must have his own textbook. Each
of the boys was dreaming of being the captain of the volley¬
ball team. A little present was given to each of the foreign
guests.^ They looked at each other in great surprise. They
couldn’t live without each other,
air leal: There is no air on the moon, so there is no life there.
The room was full of light and air. The doctor says that the
country air would be good for her heart.
In the open air: Did you often sleep in the open air last sum¬
mer? The month in the open air did her much good,
to enjoy [in'djDil: We enjoyed the visit to Suzdal very much.
She wasn’t feeling well, so she didn’t enjoy the party. What
8

did you enjoy most at camp? I have never enjoyed sleeping
in the open air. I don't enjoy swimming in cold water. “I
want you to enjoy yourself,” Mother said, “but I don't want
you to fall ill.”
the ground [graundl: The ground was still quite wet after the
rain. Don't sit on the ground! There was snow everywhere on
the ground. The station was built deep underground,
the truth [tru:01: He always tells the truth. Nobody knew the
truth. I've told you the whole truth. To tell the truth, I don't
know. It’s strange, but true,
what’s the matter ['maetal: What’s the matter with you?—I hurt
my arm during the basket-ball game. He didn’t return that
night and nobody knew what was the matter. He didn’t tell
us what was the matter with him. She couldn’t explain to
us what was the matter with the car.
to keep [ki:p] (kept, kept (keptl): I keep my things on that
shelf. Will you keep this for me? They kept the dog in the
yard. Why have you kept the book so long?
kind [kaind]: 1) different kinds of birds, plants, trees, maga¬
zines. We played all kinds of games. She had all kinds of
flowers in her garden. What kind of person is she? What
kind of poem is it? 2) I don’t like that kind of film. We had
three kinds of cake. It was a kind of sausage.
X. Give as many beginnings to the sentences as you can.
... on the moon, because there is no air there.
... so we couldn’t enjoy the music.
... so we didn’t return in time.
. .	.	because	we had no place to keep it (them).
. .	.	because	I don’t like	that kind of	performance.
. .	.	though	the weather	was fine.
. .	.	because	the meaning	was not quite	clear.
XI. a) Say what you don't enjoy doing and explain why.
Example:
I don’t enjoy talking to him because he always talks about
himself.
b)	Say how many films (plays) you have seen this month (this
week). Let your classmates ask questions for more information,
Example:
A: I have seen two films this month.
B: What were they about?
A: One of them was about animals and the other was a love
story.
B: Which of them did you enjoy most?
A: The one about animals. I like that kind of film,
9

XII. Listen to your teacher's story and answer his questions.
WE READ
XIII. A. Read these combinations and translate them orally.
Noun+Noun
a) a sea trip; a boat trip; a car trip; a business trip.
b) the mountain air; the sea air; the night air.
c) a return ticket; a cinema ticket; a theatre ticket; a return
address; school subjects; autumn leaves; the station build¬
ing; the morning star; a birthday party; a chess circle;
a mountain lake; an art centre; a coast line.
Noun + Noun 4- Noun
d) a holiday boat trip; the camp football team; the city art
museum; the school Pioneer Room; the town sports club;
a salt water lake.
B. Read the italicized parts in each sentence and translate them
orally.
9 1. a) I’d like to have some jam.
b) Some time passed.
c) I’m not sure whether it’s a fish or some kind of water ani¬
mal.
d) I’d enjoy visiting some quiet place in the country.
e) Some of the pupils of our school worked on a collective
farm last summer.
2. a) I’d like some more cheese.
b) She liked tinned fish more than anything else.
c) You must spend more time in the open air.
d) We have one more gymnastics champion at our school this
year.
e) The work becomes much more difficult in the rain.
f) A day or two more and the work with the harvest will be
finished.
3. a) Though the ground was quite wet we made a fire.
b) We made a fire to get warm and make ourselves some food.
c) My sister enjoys making her own dresses herself.
d) What makes you think so?
e) The pupils made a garden in front of their school.
f) Last summer we made a camp in the forest and lived there
for a week.
g) The work in the open air gave us a good appetite I'sepitaitl
and made us sleep well at night.
h) At the Artek camp I made friends with some boys from other
countries.
i) You have made a mistake.
j) We couldn’t make him dance,
10

4.	a) London is not only a large city but one of the biggest
ports in England.
b) One winter day some boys went skiing over the snowy
fields.
c) Take my pen! — Thank you, / have one somewhere.
d) The new bal 1-pens cost much less than the old ones, but
they are quite as good.
e) We all agreed that his idea was a good one.
f) This suit looks nicer than that one.
g) / told old jokes and new ones, but nobody laughed.
XIV. Discuss the translation of the following sentences:
1. We sat talking about our health.
2. I didn’t like the idea of a sea trip.
3. The only thing he wanted to do was to sell the ticket.
4. A boat trip on the river will keep us in the open air and give
us exercise.
5. George and I wanted to camp out every night.
6. Camping is not very pleasant when it rains.
7. The tent has just fallen a second time, when the third man
(the one in the boat) suddenly asks...
8. Why are you so slow with that tent?
9. Now we had another important question to discuss.
XV. Read the text Holiday Plans at home. Prepare for classroom dis¬
cussion of the questions in Exercise XVII (page 13).
HOLIDAY PLANS
(Retold from Three Men in a Boat by Jerome K. Jerome *)
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 the morning,
and Harris described how he felt when he went to bed. Then George
lay down on my bed and showed us how he felt at night.
We didn’t know what was the matter with us, but we were quite
sure that we all worked too hard and that we needed a good rest. “We
must go to some quiet village 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 sea air will be good for our health.”
I didn’t like the idea of a sea trip, and I said so. A sea trip is good
if you can go for two or three months. But you can’t enjoy a sea trip
1 Jerome K. Jerome [с!зэ'гоит 'kei с1зэ'гоит) (1859—1927) — an English writer
whose humorous stories were very successful even outside of England. His most
popular books are: Three Men in a Boat, Idle Thoughts of an Idle Fellow.
II

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 re¬
turn ticket, but when he came to Liverpool, the only thing he wanted
to do was to sell the ticket. He was lucky; he found a young man who
needed sea air and exercise and who wanted to go to some place near
the sea. My relative smiled when he heard him. “Near the sea!” he
said, 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 five yards 2 on the ship, you will have enough exercise for
the rest of your 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 sud¬
denly 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 a good appetite3 and make us sleep well.”
To tell the truth, I could not understand how Harris could sleep
more than he did. “I don’t see how you can sleep more than you do
now,” I said. “Every day has only twenty-four hours in all seasons of
the year.” But George and I agreed that Harris’s idea of a boat trip
was very clever for him. So we pulled out maps and began to discuss
plans.
Half an hour later, we agreed to leave early from Kingston 4 and
go up the Thames. 5
Then we discussed where to sleep at night. George and I wanted to
camp out every night. “A camp is so romantic,” 6 we said. But Harris
said, “And what if it rains?”
There is no poetry 7 in Harris. But 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 dirty and heavy with rain, and there
is water in the boat and in everything in the boat. You are so tired
that you hate everybody and everything. Two men pull the tent out
of the boat and begin to put it up; the third man begins to carry the
other things out of the boat. It isn’t easy to put up a tent in dry weath¬
er; and the task becomes even more difficult in the rain. Each man
is sure that the other man isn’t trying to help him. The tent has just
fallen a second time and it has hurt your leg, when you suddenly hear
the angry voice of the third man (the one in the boat): “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
prepare something hot for supper. But that is a hopeless task in the
* Liverpool ['livopu:l]
® A yard is about 91 centimetres.
3 appetite ['aepitait)
4 Kingston ['kigstan] — a town on the Thames not far from London.
* Ihe Thames [temz]
6 romantic [ra'maentik]
* poetry ['pouitri]
12

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 wet,	and	the salt,
the meat and the butter are all swimming together and make a kind
of soup . . .
We thought of all this, and of the rain and the cold wind and the
wet ground, and decided to camp out in fine weather and stay at a
hotel in bad weather.
Now we had another important 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.
XVI.	Say whether the following statements are true according to the
story; if they are not, correct them.
1. The three friends decided that	they	didn’t	feel	well and
needed a good rest.
2. They decided to spend their holidays in a small town, high
in the mountains.
3. Everybody liked the idea of a sea trip.
4. Harris’s friends told him stories about sea trips to frighten
him.
5. Jerome’s relative enjoyed his sea trip to Liverpool.
6. The idea of a boat trip on the river was best of all.
7. The friends decided to leave at the end of the week.
8. Jerome thinks that it’s very easy to put up a tent.
9. The friends decided to sleep in the open air in good weather
and to stay in hotels when it rained.
10. After they finished their discussion about where to sleep,
they made a list of things they would need during their
trip.
WE DISCUSS
XVII. Answer the following questions and explain your answer:
1. What was really the matter with the three friends?
2. Why did the friends decide not to go to some quiet village
in the mountains?
3. Why didn’t Jerome like the idea of a sea trip?
4. Why were George and Jerome careful not to say that they
were afraid of a sea trip?
5. Why did they all agree to a boat trip?
XVIII. Speak about the picture A Camp in the Forest (page 14).
a) Say what you see in the picture.
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.
13

XIX. Describe your last trip.
Say: 1. what the weather was like; 2. where you stopped;
3.	where you had your lunch; 4. what you had for lunch;
5.	when you returned; 6. whether you enjoyed your trip;
7.	how you felt after the trip.
XX. Look at the pictures and say what happened to the two friends.

1. Напишите три формы глаголов:
to know, to throw, to grow, to fly, to draw, to think, to buy,
to bring, to fight, to teach, to build, to sleep, to spend, to mean,
to leave, to feel, to send, to sing, to begin, to drink, to run, to
swim.
2. Перепишите предложения, употребив в них указанные слова.
1. (already) You needn’t go to the shop, I’ve bought every¬
thing for tomorrow.
2. (always) My friend is late.
3. (yet) Many people haven’t heard the news.
4. (just) I’m sure you’ll find him in the yard. He has left.
5. (already) I’m sorry I can’t give you any old newspapers.
I’ve thrown them away.
6. (always) Mike does his work at the last minute.
7. (yet) He hasn’t received any answer to his letter.
8. (just) When we got to the station the train had disappeared.
3. Напишите три формы глаголов:
to break, to speak, to sell, to tell, to lose, to win, to hide,
to write, to fall, to give, to take, to shine, to find, to meet,
to make, to stand, to sit, to get, to forget, to hold, to hear, to lie,
to beat.
4. Перепишите предложения, заполнив пропуски частицей to
там, где это нужно.
1. They made me . . . work hard.
2. I didn’t want my sister . . . carry the bag, so I asked her
. . . give it to me.
3.	Mother told me .	. .	buy some	food for dinner.
4.	What made you	. .	.	laugh?
5. We all wanted our hockey team . . . win the world champion¬
ship.
6.	Do you want us	. .	.	give him	your telephone	number?
7.	I don’t want you	. .	.	touch the	things on my table.
8. We wanted our favourite athletes . . . receive gold med¬
als.
9. The children made us . . . sing the song again.
10. Grandfather didn’t want his son . . . become an actor.
11. I can’t . . . answer your question.
12. They can all ... sing very nicely.
IS

5. Пользуясь списком слов в упражнении VIII, письменно on-
ветъте на вопросы:
1. What food сап you eat cold?
2. What food do you need to make supper?
3. What food can be tinned?
6. Прочитайте предложения. Определите no англо-русскому
словарю значения новых слов и устно переведите выделенные
сочетания.
1. We have had wei weather all summer. Are your clothes sftll
wet? Take off those wet shoes at oncel The grass was wet after
the rain.
2. You look fine. Thafs finel It snowed all the morning but
the afternoon was fine. It was a fine day. From here you can
see the hills clearly in fine weather.
3. That box is too heavy for you to carry. He didn’t want us to
move the heavy things across the room. The sun hid behind
the dark, heavy clouds. The doctor didn’t allow her to carry
heavy things.
4. We returned to the city in the middle of June. When will
you return from your trip? They returned to the farm by
the same road. Mother doesn't want me to return home late.
He returned the money the next day.
5. M. Lomonosov, one of the greatest Russian scientists, was
born in a poor little' village in the north	of Russia.	What	is
the name of the village? When I	came	to	the village	I saw	it
had changed greatly since my last visit. My grandmother
lives in a village in the South.
6. to stop at a hotel. I have never	lived	in	a hotel. There was
a beautiful big hotel in the main street of the town.
7. He promised to prepare the machines in time for the harvest.
Perhaps we can prepare the simpler paintings ourselvest instead
of inviting an artist? The boys were preparing for the skating
competition. The soldiers were preparing to attack the bridge
when two enemy planes suddenly appeared.
7. Перепишите предложения, заполнив пропуски нужными пред¬
логами там, где это необходимо.
1. The girls returned ... the excursion . . . the factory quite
late . . . the afternoon.
2. The boys made a kind . . . workshop ... the house and
spent whole days there.
3. Can you explain ... me what is the matter . . . your little
brother? Why is he sitting . . . the ground?
4. . . . fine weather it’s very pleasant to spend a day ... the
open air.
5. Tinned food can be kept ... a long time.
16

6. We wanted them to describe their trip . . . the beginning
.. . the end.
7. All my friends enjoy . . . popular music.
8. He put on a heavy coat and went out ... the storm.
9. Don’t keep your skis . . . the yard, they’ll get wet there.
10. We must know the truth . . . their quarrel.
11. There was no hotel ... the village, so they prepared small
tents ... the athletes, each . . . two people.
8. Выполните задание классного упражнения XV.
9. Прочитайте рассказ How We Celebrated Mother’s Day (§ 2).
Подготовьтесь отвечать на вопросы упражнения II
(стр. 19).
Remember!	'
each, fine, heavy, tinned (food), wet; the air, cheese,
egg, the ground, ham, hotel, jam, kind, salt, sausage,
sugar, the truth, village; to describe, to enjoy, to
keep, to prepare, to return; quite; in the open air,
what’s the matter (with), how are you?

LESSON TWO
I.	Read the following story:
HOW WE CELEBRATED MOTHER’S DAY *
(Told by a member of the family)
Of all the different ideas about new holidays, I think that the best
is “Mother’s Day”. I can easily understand why May the eleventh is
becoming such a popular date all over America, and I am sure English
people will soon celebrate the holiday too.
The day becomes especially important in a big family like ours.
So we decided to have a big celebration of Mother’s Day. We thought
of how much Mother had done for all of us, all these years, and decided
to make it a great day, a holiday for the whole family, and do every¬
thing we could to make Mother happy, to let her enjoy herself. Father
decided to take a holiday from the office, my sister Ann and I would
stay at home from college classes, and Mary and my brother would
stay at home from High School.8
It was our plan to make it a day just like New Year’s, or any other
big holiday. We wanted our house to look beautiful and asked Mother
to buy flowers.
The girls thought it would be nice to put on our best clothes, so
they bought themselves new hats, and Father bought new ties for
himself and us. We were going to buy Mother a new hat too, but she
said that she liked her old grey hat and the girls said that it looked
very nice on her.
Well, after breakfast we planned to take Mother to the country in
a car. Mother is hardly able to go anywhere, because she is busy in
the house almost all the time. We wanted her to enjoy the country
air. But on the morning of the day, we changed the plan a little and
decided to go fishing. So we asked Mother to make sandwiches and
eggs and coffee for all of us. We would want something to eat during
the trip, though, of course, we knew that Mother had prepared a big
holiday dinner for us.
1	Iго?! the.story by Stephen Leacock (1869—1944), a Canadian humorist.
Mother s Day” is a holiday that the big shops invented, to make people buy all
kinds of presents.
2 ^boolchildren go to High School after the Eighth Grade (Form) in American
schools.	b
18

Well, when the car came to the door, and when we had pushed all
the fishing things and the big bags full of food into it, we saw that we
couldn’t all get in. Somebody would have to stay at home.1
Father said he would slay at home and work in the garden, though,
he said, he had not had a real holiday for three years. But of course we
all felt that that wasn't right. Then the girls said they could stay at
home, and dinner would be on the table when we returned. Only they
were so sorry that nobody would see their beautiful new hats. We, my
brother and I, were ready to stay at home; but to tell the truth, we
couldn’t do anything with the dinner. We couldn’t keep it hot all
day, and we weren’t even sure we would know what to do with it when
they came home. They would all be tired, and they would have to get
the dinner ready themselves.
So in the end it was decided that Mother would stay at home and
rest and take care of the dinner. Mother smiled and said that she didn’t
enjoy fishing very much, and besides, the weather was not warm
enough. Though the morning was fine and the sun was shining
brightly, she said that if she was tired she would not be able to sit
down and rest, because she was sure the ground was still wet. Father
too was afraid that that kind of weather was bad for Mother. And
then he explained that from time to time old people needed a quiet
day, Mother especially, after all her work in the house.
So we went away in the car, and Mother stood and watched us
from the verandah as long as she could see us.
Well, we had a wonderful time in the country. We pulled every¬
thing out of the car and had lunch, then Father fished and my brother
and I fished too. And the girls met some friends and talked and laughed,
and then we all went for a walk. It was late when we came back,
almost seven o’clock in the evening, but Mother had dinner ready and
hot for us, and we sat down at the table. We were so tired we couldn’t
move, so Mother brought everything to the table and Father and the
girls described our wonderful trip to her. When Mother was taking
the dirty plates away, Father noticed that she had been busy all the
time, so he made her sit down and he put the fruit on the table him¬
self.
When dinner was over we wanted to help Mother	to wash	the	dishes,
but Mother was sure she could wash them better	and more	quickly
herself. So we said “good night” to her before going to bed, and she said
it had been the most wonderful day in her life. So we all felt very proud
of everything that we had done to give Mother a really nice holiday,
II.	Answer the following questions:
1. Why did the members of the family decide to celebrate
Mother’s Day?
2. What did each of them decide to buy?
3. What was the weather like on Mother’s	Day?
1 Somebody would have to stay at home.— Кому-то нужно было остаться дома.
19

4. What did the members of the family do on that day?
5. Why did Mother wash the dishes after dinner?
6. Did Mother rest well? Why not?
III. Find and read aloud the sentences in the text which show:
1. that Mother worked all day long (the whole day);
2. the members of the family thought more about themselves
than about Mother;
3. Mother was not angry with them.
IV. Make up dialogues about each of the pictures in the film-strip
How We Celebrated Mother’s Day.
V. Imagine the following situation:
You and your classmates have decided to go on a trip, but
you don’t know where to go, how to get there (by train, by bus,
or to walk), whether to camp out (live in tents) or to live in
a house, what to take with you.
Make up dialogues.
VI.	Read this text to yourself.
THE SIX ROBINSONS AND THEIR GUITAR
Nobody lives on the little island of Ata, in the warm South
Seas, where it is summer all year round. Everybody knows that
ships don’t stop at Ata, but once the Mary Jane suddenly
changed her course and went towards the island. Some people
on the ship had noticed a number of small figures on a hill
not far from the sea coast. They were shouting and jumping up
and down. When the ship came nearer, the small figures ran
down the hill and into the water to meet her. There were six
of them, all boys. They swam to the ship, climbed up and were
soon telling their strange story.
Fifteen months before, they had gone out fishing. Their little
boat had gone down during a terrible storm, and the sea had
carried them 140 kilometres to this little island.
The boys had arranged their life very well: each boy had
his own duties. Their food was birds, birds’ eggs, fruit, fish,
whatever they could find on the ground, in the air and in the
water. The Robinson Crusoes had even made a kind of guitar:
they danced and sang songs that they had made up themselves.
They explained that they had enjoyed their fine life on the
island, but they were glad to be saved, and were happy to re¬
turn home to their own island.
(Pravda, September 27,	1966)
20

1. Перепишите следующие предложения. К каждому добавьте
свое, связанное с ним логически.
1. Our family like(s) to spend Sundays in the open air.
2. It took me two hours to return home from the country last
Saturday.#
3. My uncle’ enjoys long walks in fine weather.
4. He didn’t see anybody in the room, or in the corridor either.
5. The bags were full of food and very heavy.
6. We were sure he would describe his trip to the North.
2. Прочитайте текст, пользуясь словарем.
SUNDAY IN ENGLAND
The English Sunday is no longer the quiet and dreary day
of rest it was in the past. Writing letters, reading novels, playing
the piano or violin, riding a bicycle or motorcycle, visiting
picture galleries, exhibitions, museums or the Zoo, going to an
afternoon or evening concert, all that is no longer considered
wicked or improper. Even some cinemas are now open on Sun¬
days and'most of the West End restaurants give some music
during the dinner hours.
But in many other respects, things have remained as they
were. People do not go to business on Sunday; only a few small
shops are open; no letters are delivered in London, except by
“Express Sunday Delivery”. The railways, trolley-buses and
trams run less frequently than on week-days. A few Sunday
newspapers only are published; the th^tres and music halls
remain closed.

WE REVIEW
I.
Indefinite
Past x Continuous
Perfect
V+ -ed
wSe > <not> + V +	I)
had (not) + V +-erf(Part. II)
Study the examples and then give as many endings (beginnings)
to the sentences as you can.
»
^^when Mother called me.
I was writing a letter when he returned home.
^^when my friend telephoned me.
1. I was cleaning my room . . .
2.	The	boys were preparing (the) .	.	...
3.	She	was arranging the books on	the shelves
1 swam every day	n*^
I read two English books—while I was living there.
I had a very good time-*^
4.	., .	while I was walking to school yesterday	morning.
5.	. ..	while I Vas staying at the	seaside last	summer.
6. . . . when we were leaving school at three o’clock yesterday
afternoon.
II.	In the following sentences say what happened first and what hap¬
pened afterwards.
№
^ by the time the TV pro-
We had finished our work< *‘т be*an
so we were free to go
anywhere. x ,
Example:	;y.*	t
We had prepared dinner when Mother came home from work,
rirst, we prepared dinner; then Mother came home.
22

1.	It had/stopped raining, so we went out	for	a walk. '
2.	We got to the house quickly, because my	father had described
the way there very well.
3. We had only bread and jam to eat with our tea, because the
other campers had eaten all the sausage and eggs.
4.	We were sorry when the ground became	wet,	because we	had
all enjoyed sleeping in the open air.
5. Some of the campers had decided to stay for the night on
the collective farm, so only a few of us returned in the evening.
6.. We couldn’t eat the soup, because my sister had put too much
salt into it.
7.	I had kept my ticket, so I didn’t have to pay again.
III. Read these sentences and explain the use of the tenses in the itali¬
cized parts.
1.	He said	that he hadn't forgotten his promise	to	come	early
and fix	the chairs before the guests came.
2. The cosmonaut said that we would always need peace for new
space flights.
3. After the harvest the farmers decided they would plant more
potatoes the next year.
4. The principal asked them why they hadn't arranged the skiing
competition when there was much snow in the forest.
5.	She told	us she hadn't had a holiday since her	baby was	born.
IV. a)	Tell the	class what you could hardly do when	you	began	to go
to school (at some time in the past).
Exampleг -
I could hardly count when I was four years old.
b) Say that you had to work hard before you could do something
well.
Examplei
I had to work hard before I learned to write English words
without mistakes.
V.	Read this text to yourself and answer the questions that follow it.
HOW MUST WE WRITE THE DATE?
The question is not as easy as it looks. Take, for example,
the date 1. 10. 71. Any Russian, Frenchman or Englishman will
say that the numbers mean the first of October, nineteen seven¬
ty-one. To many other people they will mean the same. But to
Americans the numbers mean the tenth of January, nineteen
seventy-one.
A special international organization is now studying this
question. They have decided that the time has come when dates
must be written in such a way that people of all countries will
23

read them the same way. They want the date to be written in the
following way: first, the year, then the month and last, the day.
For example, 1971: 10: 1.
But we can be sure that it will not be easy to make people
change their way of writing and reading dates, and it will take
a long time to teach them to do so.
1. Are dates written the same way everywhere?
2. How will the date 9. 12. 68 be read by a European? by an
American?
3. How does the international organization want us to write
the date?
4. How do you like the new way of writing dates?
WE TALK
VI.	a) Say how you get somewhere and how long it takes you to get
there. Here are some words you will need:
underground, bus, trolley-bus, tram, car, metro.
Example:
I usually get to the library by bus. It takes me fifteen min¬
utes to get there.
b)	Ask your classmate how you can get to another place from your
school. Let him tell you.
Example:
A: How can I get from here to the Drama Theatre?
B: You can get there by Bus 6, or	by Tram 20.
VI3. Tell the class when you last sent a	letter (a telegram,	a	parcel,
a postcard), who you sent it to, to	what place, what	was	in	it.
Example:
Last week I sent a parcel to my uncle in Kaluga. There was
a suit for his little son in it.
The Passive
WE LEARN NEW MATERIAL
VIII.
be A- Participle II
{be A- V A--ed)
am
Presen t is
/	are
The Passive
\ I was
Past	were
(not) + Participle II
(not)-{-Participle II
24

Read the sentences. Say what meanings the verb to be has.
1. The new English-Russian dictionary is an important book
for students. It was published a week ago.
2. There are many new buildings in our town. The workers are
building a new hospital in the street where I live. Two new
cinemas were built in the town last year.
3. The lake is clearly seen from the camp house. The lake is
not far from the forest. Some boys are swimming in the middle
of the lake. They are having a good time in the water.
4. There is a kind of art exhibition in our school. Pictures and
drawings are on the walls of the corridors. The pictures were
drawn at camp during the summer season. The best picture
was painted by a Seventh Form pupil. It is called In the
Open Air.
6.	When was the first railway opened?
6. The weather is becoming colder and colder, winter will soon
be here.
7. The ice on the river was broken, so animals could get water
to drink.
IX.	Give as	many	endings to the sentences as you can.
1.	The	work	wasn’t finished in time, because . . .
2.	The	work	was finished, though . . .
3.	The	party	was enjoyed by everybody, because . .	.
4.	The	party	was not enjoyed by many girls, though	. . .
5. The meeting of the circle wasn’t continued, because . , .
6. The hero was described as a brave man, but . . .
7. The letter was read again, because ...
X.	Learn the following:
We must learn to use the Passive.
The Passive must be learned and used.
The wind shook the house.
The house was shaken.
We took what we could,
But not everything was taken.
Some men brought boats.
When the boats were brought,
They went to buy clothing.
The clothing was bought.
We found all the children.
The children were found.
But the wind threw the house down;
It was thrown to the ground.
25

We built a new house,
It was built too fast to tell.
We did the work together;
It was done very well.
We finished the work
On Saturday morning;
And when it was finished.
We rested.
XI.	Look at (he'pictures. Say who gave each of the presents to Mother.
(Use the verbs: to bring, to send, to make, to buy, to write.)
Example:
The flowers were brought by my father,
MOTHER’S BIRTHDAY
Mother,
Little Nina.	Nick.

XII. Study the meanings of the word over.
The plane flew low over the field. The dog jumped over the
bench. The tractor moved slowly over the stony ground. My
sister sang over the radio. The girls talked over the telephone
for twenty minutes. He travelled all over the world. Foreign
tourists from all over the world visit our country. When will
the performance be over?
»
XIII. Study the meaning and use of the new words or phrases in the
following examples:
distance I'distansl: The distance between the two towns is not
great. It is a greater distance to the stars than to the moon.
What is the distance from here to Red Square? The capital
lies at a distance of a few kilometres from the port. Are you
sure you’ll run the distance in one minute? From a
distance, the town looked smaller than it really was. There
were green gardens in front of us, and white mountains in
the distance.
mind [maindl: There is an idea in my mind that I’d like to
talk to you about. Do you know what he has in mind?
to change one’s mind: At first we were going to go to a mu¬
seum, but then we changed our minds and decided to spend
the Sunday in the open air. When I was a little boy I dreamed
of becoming a circus performer; but I’ve changed my mind
since then.
to take place: The story takes place on a collective farm. The
lecture took place in the big hall. The performance will take
place in the club house at a quarter past 6. It took place
long before you were born. Where did it take place?
to invent lin'ventl: We were surprised that such a young en¬
gineer had invented a new kind of machine. When cars were
invented, it was soon found that better roads were
needed. Has anybody you know ever invented anything?
Who was the telegraph invented by? Before the Revolution
poor inventors had to sell their inventions to rich capital¬
ists.
message ['mesidsl: Ann wasn’t at home, so I left a message
for her. “Can I leave a message with you?” he asked with
a smile. Did he leave any message? There is a message for
you. I think she was angry, because there were only three
words in the message.
XIV. Ask a classmate to tell you the distance to some place and how to
get there. Let him answer your question and say how long it takes.
(Use the words: bus, tram, (electric) train, plane, ship/boat.)
27

Example I:
A: What’s the distance from your house to your school?
B: About half a kilometre.
A: How do you get there?
В: Either by tram or I walk. If I walk, it takes me ten minutes.
If I go by tram, it takes even less time.
Example 2:
A: What’s the distance from Moscow to Leningrad?
B: It is about seven hundred kilometres. If you go by train,
it’ll take you about 8 hours to get there. If you go by plane,
it’ll take only one hour.
XV.	Say where and when (he story you are reading in Russian (Eng-
lish) takes place.
Example:
The story I am reading now takes place in the United States
in the twentieth century.
XVI. Say that you (your friend, your sister) were going to do some¬
thing else. Let your classmate ask why you changed your mind,
and answer him.
Example:
A: I was going to try to become a member of the football team,
but I went in for basket-ball instead.
В: What made you change your mind? (Why did you?)
A: My best friend is in the basket-ball team.
XVII. Tell the class that you left a message for somebody. Say when,
why you had to do so, and what was in the message.
Example:
I went to my aunt’s house yesterday to invite her to Mother’s
birthday party. When 1 came she had just left for the country.
I had many lessons to do, so I left a message for her. I wrote:
“Auntie, please come to see Mother and me on-Saturday”
XVIII. Answer these questions.
1.	Who invented
one of the ways of
making steel?
the electric lamp?
the phonograph?
the telephone?
the radio?
P. Yablochkov (1876)
H.	Bessemer (the 19th century)
Thomas Edison (1877)
A.	G. Bell (1876)
A.	Popov (1895)
When was it invented?
28

2.	Who discovered
Antarctica?
the West Indies?
the periodic law of the
elements?
the three laws of motion?
When was it (were they)
discovered?
D. Mendeleyev (1869)
Christopher Columbus (1492)
F. Bellingshausen (1820, Jan.)
Isaac Newton (the 17th century)
XIX.	a) Translate the italicized words', study the meaning of the adjec¬
tives with the suffix -less.
-less
N + -less
-less means “without"
1. He looked tired after a sleepless night.
2. She was a proud, heartless woman.
3. The new machines are noiseless.
4. The storm was over, and the sky was again bright blue and
cloudless.
b)	Translate the italicized words or word combinations', study the
meaning of the adjectives with the prefix un-.
Un- + adj
Un- means “not”
An unusual dress, an unhappy life, an unpopular actor,
an unimportant question, an unpublished poem, an unfriendly
meeting, an untouched breakfast, the unwashed cups.
1. The story was written by an unknown writer of the 16th cen¬
tury.
2. The children were listening to the soldier’s story with unu¬
sual attention.
3. She is a very unpleasant person.
4. He had been unwell for a long time before he died.
XX.	A. Guess the meanings of the italicized words', pronounce them
correctly.
Enthusiasm [in'0ju:ziaezm]; electricity [ilek'tnsitil; method'.
I'meOadzl; a flying' laboratory Пэ'ЬэЫэп]; atomic fa'tomikl
energy ['ensc^il; an electric li'lektnk] clock.
1.	The doctor examined (ig'zaemindl my eye carefully.
The captain made a careful examination of the map.
We took our first examinations in the Eighth Form.
29

2. He needs a drier and warmer climate f'klaimil).
3. Antarctica is a continent I'kontinantl, not a group of islands.
4. In the U.S.A. telegraph I'tehgraf] communication Iko#mju:-
m'keijn) was first opened in 1844.
5. There is no limit ['limitI to what man can do.
6. The Trans-Siberian f'traens^ai'biarianl railway line con¬
nects Ika'nektsl the centre of Russia with the Far East.
B.	Guess the meanings of the italicized words and combinations.
1. Holland has a great number of canals, which serve as an
important means of communication.
2. The artist stepped back to look at his picture from a distance.
3. Everything was quiet. Suddenly we heard the sound of heavy
steps in the corridor. It isn't wrong grammatically, but it
doesn’t sound English.
4. The sun was still shining when the army reached the hill
where the enemy and their leader stood, ready for the battle.
If you don’t get me at the office, I can be reached at home
after seven.
5. Science has achieved more in the 20th century than in any
other. It is the duty of scientists to make man the master of
nature. Scientific progress is the key to a better future.
6. I think your speech was the most interesting at the meeting.
XXI.	a) Read aloud the following geographical names. Say whether
each is the name of a city or a country and where it is.
Example:
Scotland is a country. It is a part of Great Britain. It is in
the north of the country. (It is to the north of England.)
Edinburgh f'edmbaro]	Boston I'bostan]
Scotland I'skotbnd]	New York ['nju: 'jo:k]
b)	Pronounce these names correctly.
Alexander Graham Bell l^hg'zctnda 'greiam 'bell; Watson
I'wDtsanl; Helmholtz f'helmhoultsl
XXII.	Discuss the translation of the following sentences:
1. Men learned to send messages over long distances.
2. These means of communication were used for centuries.
3. This long history had a new beginning with the invention
of the telegraph.
4. This meant that people could send messages over any
distance without any limits.
London I'Undan]
Canada I'ksensda]
San Francisco [^aenfron'siskou]
England ['iggbnd]
30

5. ... a teacher, who had become famous as the inventor of
a way to teach deaf people to pronounce words.
6. He was very young, not yet twenty.
7. He found time to dream about one great idea, an idea that
he had had in his mind since he was nineteen.
8. Their telephone was not at all like the one we use every day.
9. Watson sat in the laboratory with his ear to the receiver.
10. In 1915 the first coast-to-coast line was opened, from New
York to San Francisco.
11. There is hardly a corner of the civilized world that we
cannot reach by telephone.
XXIII.	Read the following text. Be ready to answer the questions in
Exercise XX/V (page 33).
FROM THE HISTORY OF COMMUNICATIONS:
THE TELEPHONE
We cannot say when the history of communications began. A thou¬
sand years ago, men had already learned to send messages over long
distances. They used the light of fires at night, and the smoke of fires
by day. They used the loud sound of drums 1 to send messages across
the great forests of Africa. These means of long distance communica¬
tion were used for centuries.
But when men discovered that they could use electricity to send
messages, long distance communication changed. We may say that
this long history had a new beginning with the invention of the elec¬
tric telegraph by the Russian scientist P. L. Shilling in 1832. This
achievement meant that people could send messages over any dis¬
tance without any limits.
The new means of communication, the telegraph, could not carry
voices; a special code® was needed to send words over the telegraph
wires.
The story of the important step from the telegraph to the telephone
is connected with the name of Alexander Graham Bell, the man who
invented the telephone. He was born in Edinburgh, Scotland, in 1847.
His father was a teacher, who had become famous as the inventor of
a way to teach deaf3 people to pronounce words that they could not
hear. Alexander studied how to improve his father’s method when he
was very young, not yet twenty. But he did not work very long: he
fell seriously ill. A London doctor who examined him soon found what
was the matter. It was the beginning of tuberculosis,4 a terrible illness
in those days.
Alexander’s parents decided that only a better climate could save
him, and they took him abroad to Canada. There he rested for a whole
1 a drum Гбглт| — барабан
3 a code [koud]— код
3 deaf [defj — глухой
4 tuberculosis [tjiu(ba:kja'lousis] — туберкулез
31

year, and at the end of that time, he felt well again. Now lie could
return to his work as a teacher of deaf children. There was a well-
known “School for the Deaf" in Boston, U.S.A., and he went there.
The school principal had heard about the fine work that Alexander’s
father had done in England, and he gave the young man work as a
teacher. Two days later, Alexander Bell stood in front of his class of
deaf children. The work was not easy; he had to teach the children to
pronounce words that they could not hear. Alexander loved the chil¬
dren and he wanted to do everything possible to help them. He was busy
all day and often in the evening too. But he found time to think and
to dream, especially about one great idea, an idea that he had had in
his mind since he was nineteen years old.
His idea was to send musical sounds and perhaps words by tele¬
graph. “What is speech?” he asked himself. “It is a kind of vibration/
a movement 2 of the air: if I can change this vibration into electricity,
I can send it over telegraph wires.” He began to study all the literature
he could find on electricity and sound. At last, he found a book by the
famous scientist Helmholtz, a book that described experiments3
in sound and electricity. The book was in German, a language that
Alexander Bell didn’t know well. He read the book slowly, with the
help of dictionaries; when he had finished it, he was ready to begin
his own experiments.
Everything was difficult. Bell was a teacher and he knew very little
about scientific experiments. There wasn’t enough money for his
experiments—often, there wasn’t even‘enough money for food. But
he was full of energy and enthusiasm; he refused to think about his
difficulties. He didn’t notice that his clothes were old, that he was
hungry. Together with his friend and helper, Watson, he worked day
and night.
At last, one day, the friends were ready to try their new appara¬
tus.4 Their telephone was not at all like the one that we use every day.
The person who talked into it could not hear; and the person who heard
could not talk. Watson sat in the laboratory with his ear to the receiv¬
er/. while Bell went into his bedroom. Suddenly, Watson heard Bell’s
voice. And not only the voice, but the words too!
“Mr. Watson, come here. I want you.”
Alexander Bell had invented the telephone. This was in 1876, ten
years after the idea was born.
Now everybody wanted to help Bell. He could have as much money
as he needed for his work; all the rich companies 0 were interested.
Some years later, there were telephones all over the world. Telephone
% vibration [vai'brei/эп]
a movement ['miKvmant] — движение
an experiment [iks'penmant]
6 an apparatus [,8epa'reitas]
a receiver (ri'sfcva] — телефонная трубка
4 a company ['клтрэш]	^
32

lines became longer and longer; in 1915 the first coast-to-coast line
was opened, from New York to San Francisco.
On that day, an important meeting took place in Alexander Bell’s
office. Bell sat at his desk in New York; his old friend Watson was
waiting to hear his voice in San Francisco, three thousand miles away.
Bell had refused to tell anybody what he was going to say in this first
trans-continental speech, but everybody was quite sure that he would
say something important. But his words were the same as those he had
said almost forty years before: “Mr. Watson, come here. 1 want you."
The words made his listeners laugh, but they laughed even more when
Bell told them Watson’s answer: 'Til be happy to come, but it will
take a week."
Today we can talk across seas and continents: there is hardly a cor¬
ner of the civilized 1 world that cannot be reached by telephone. And
this wonderful means of communication is the invention of the school¬
teacher, Alexander Graham Bell, the idea that was the dream of his
whole life.
XXIV. Answer these questions.
1. What means of communication were used to send messages
over long distances long ago?
2. What gave a new beginning to the history of long distance
communication?
3. Which was invented first—the telephone or the telegraph?
4. When and where was Alexander G. Bell born?
5. How did Alexander happen to go to America?
6. What was his great dream?
7. Who else took part in Alexander Bell’s work?
8. What were the first words ever spoken over the telephone?
9. Who was the first to speak over the first coast-to-coast
line? What did he say?
10.	Why did Alexander’s words over the telephone make
everybody laugh?
XXV. Speak about the following scientists', use
the given facts.
Alexander S. Popov (March 16, 1859—
Jan. 13, 1906)
1883— a teacher at the Kronstadt Mining
School.
1895, April 25 (May 7) — a meeting of
the Russian Physico-Chemical
Society in St. Petersburg—the
birthday of the radio.
* civilized I'sivilaizdJ — цивилизованный
2 to 1188
31

1900— the International Electro-Tech¬
nical Exhibition (Paris); a gold
medal.
1901— professor of	the	St.	Petersburg
Electro-Technical Institute.
1905— director of	the	St.	Petersburg
Electro-Technical Institute.
Dmitri I. Mendeleyev (February 8,
1834—February 2, 1907)
Father—school principal, Tobolsk.
Schoolboy — an interest in science.
I860— important discovery in physical
chemistry.
1865— professor of the St. Petersburg University.
1869—	periodic	table of the elements.
1890—	progressive	ideas . . . had to leave	the	University;
author of more than 400 published works.
XXVI.	Listen to your teacher's story and ask questions for more infor¬
mation.
Homework
1.	Прочитайте предложения, вставив слова hard или hardly.
1. Не had . . . studied the whole year, but not long before the
examinations he began to study ....
2. We had . . . walked half a kilometre when it began to
rain ....
3. I hope you will work . . . during the rest of the year, and
that you will help each other.
4. There’s . . . any bread in the house.
5. Peter works ... all the time, but Nick . . . works at all.
6. She tried . . but she couldn’t remember the name of the
author.
7. It was so dark we could ... see anything on the road.
8. The lady and her daughter were so tired that they were
. . . able to stand on their feet.
9. I could . . . believe the news that she was now the city
gymnastics champion.
10. It was so noisy in the corridor that we could . . . continue
our conversation with each other.
11. He pulled the door as ... as he could, but it didn’t open.
12. We had . . , begun the game when Mother called me.

2. Напишите предложения, употребив глагол в активной
форме. (Измените соответственно структуру предложе¬
ния.)
Например:
The tents were carried by the campers themselves.
The campers themselves carried the tents.
1. All the difficult questions were explained by the teacher.
2. Wonderful fruits were shown at the exhibition by the col¬
lective farmers.
3. Mike was sent to the shop by his mother to buy a piece of
sausage and some cheese, butter and milk.
4. The noise was so loud that it was heard by everyone.
5. This kind of performance is especially enjoyed by children.
6. One gold and two silver medals were won by our skaters.
3. Перепишите предложения, соединив их союзами because или
though.
1. I bought a new dictionary. The only one I had was very old.
2. We stayed at home last night. We wanted to watch a new TV
film.
3. It rained and we had to come back again. We hadn’t planned
to return until after lunch.
4. We took some tinned food with us on the trip, ft was heavy
to carry.
5. I am not sure he will be able to help us this time. Mike has
sometimes done this kind of work.
6. Two pupils weren’t allowed to go on the excursion. The
teacher wasn’t satisfied with their work.
4. Перепишите предложения, употребив в них указанные слова.
1. (almost) My friend lost her way in the old part of the city.
2. (always) Do his relatives invite so many people to their house?
3. (still, already) Are you watching the TV, or have you turned
it off?
4. (really) Do you believe what he said about how much the
magazine cost?
5. (always) He tells the truth, even if it is unpleasant.
6. (just) Our bus has passed; now we’ll have to go the rest
of the way on foot.
5. Перепишите предложения. Напшиите рядом такие, кото¬
рые были бы с ними логически связаны.
1. We thought there were no wolves or wild animals in the forest.
2. At half past eight he had not appeared and his wife was be¬
ginning to worry.
3J

3. He was alone in the tremendous forest, and he knew there was
danger on all sides.
4.	The whole	team admired her, because she could	swim farther
and faster	than any of the others.
6. Прочитайте предложения. Определите no англо-русскому
словарю значения новых слов. Устно переведите выделенные
словосочетания.
1.	There was	a new bookshelf in the right-hand	corner	of	the
room. The	children were playing quietly in a	corner	of	the
garden behind the house. We agreed to meet at the street
corner. Does your friend live round the corner} The man went
a short distance down the street and then turned the corner.
2. The smoke from the fire got into her eyes. The room was dirty
and full of smoke. She saw smoke in the kitchen and ran to
take the burned meat and vegetables off the fire. Don't smoke
herel He smoked too much. The doctor said he mustn't smoke.
Do you smoke}
3. His health has greatly improved since last autumn, and we
hope nothing will happen to make it worse again. He im¬
proved his English by listening to TV lessons. What can I do
to improve my memory} When he began to read magazines
and newspapers, we soon saw the improvement in all his sub¬
jects.
4. The new bridge connects the two parts of the city. The discov¬
eries and inventions are connected with progress in chemistry.
My father’s work is connected with music. Do you see any
connection between the two stories?
7. Перепишите предложения, заполнив пропуски нужными
предлогами и наречиями там, где это необходимо.
1. ... a distance the old stone building still looked beautiful*
but when you came nearer you saw that the windows were
broken.
2. Of course, I didn’t know , . . that time what was ... his
mind.
3. I followed . . . him and waited ... a little distance, , , what
was going to happen next.
4. After the play is . . . we’ll meet you . . . the corner . . . the
theatre and go ... my house together. It’s a short distance
. . . there and we can walk.
5. When I returned . . . home I found a message . . . me. My
friend had telephoned and said that he had changed his mind
and wouldn’t go . . . the excursion ... us . . . Sunday.
6. Many long weeks passed before Robinson Crusoe noticed a
small ship ... the distance.
7. I don’t see much improvement , . . your work, it is still
full . ,. mistakes.
36

8. Scientists ... the twentieth century have invented ways
of changing smoke . . . many useful things.
9.	The story	1 read . . .	last week takes place ... a small	town
... the	south ...	the country.
10.	Railway	lines, air	lines, roads and canals connect	Mos¬
cow ... all parts ... the Soviet Union.
8. Приготовьте классное упражнение XXII I.
9. Прочитайте рассказ The Diamond Maker (§4) и подготовь¬
те ответы на вопросы упражнения II (стр. 41).
Remember!
electric, impossible, scientific, special; climate, con¬
tinent, communication, corner, distance, energy, en¬
thusiasm, hall, laboratory, limit, message, means,
method, mind, parcel, (post)card, post-office, smoke,
sound, speech, step, telegram, telegraph, the under¬
ground, wires; to connect, to examine, to improve, to
invent, to reach, to shake, to smoke; while; over; to
change one’s mind, to take place.

LESSON FOUR
I.	Read the following story:
THE DIAMOND 1 MAKER
(Retold from thfc story by H. G. Wells2)
Some business had kept me in the office until nine in the evening.
I felt tired and hot and went down to the river for a walk. I was looking
at the lights in the dark water, when a voice near me said: “A warm
night, isn’t it?”
I turned to look at the person who had spoken. Large, dark eyes
in a tired face, not young. His clothes were old, there was no hat on
his head and I could see that he was poor. I knew that if I answered
him, he would ask for money. At first I didn’t want to talk to him. But
there was something I liked in his face, and I changed my mind. “Very
warm,” I said with a smile. “But not too warm for us here in London.”
“No,” he said. “The air is pleasant enough ”
“It is good,” he continued, “to find such a quiet place after a busy
day. You must be tired too, but I don’t think you can be as tired as
I am. Sometimes I think 1 11 stop trying to become rich and famous.
But I know I’ll be sorry for the rest of my days.”
He stopped, and I looked at him. It was very strange: the man was
poorly dressed and dirty—and he'was dreaming of becoming famous!
He saw that I didn’t believe him and said: “I am forgetting myself.
Of course, you don’t understand.” He looked at me with unhappy eyes.
“I am sure you will not believe me, even if I tell you. But I want to
tell somebody . . . anybody. The fact is ... I have discovered a way
to make diamonds.” He pulled a little bag from under his coat and
took a brown stone out of it. He gave the stone to me and asked: “Do
you know what that is?”
I studied science when I went to London University, so I know
something about such things. The stone that I held looked like a real
diamond, though it was too large, almost as big as a small bird’s egg.
I took my knife and tried to scratch 9 it, but couldn’t. Then I tried
1 a diamond ['daiamondj — алмаз
2 H. G. Wells (1866—1946) was a very well-known English author of popular stories
and novels. Some of his best-known books are The Time Machine, The War of ihe
Worlds, The Invisible Man, The First Men in the Moon.
• lo scratch UkrartJ] — царапать
3d

it on my watch-glass 1 and it scratched a white line across it. The man
was watching me.
“It looks a little like a diamond,” I said. “But if it is a diamond,
it is the biggest I have ever seen. Where did you get it?”
“I’ve told you, I made it,” he answered. He was angry now. “Give
it	back to me.”	He took it and pushed it back into the bag. “I’ll	sell
it	to you for	one hundred pounds,” a he said in a	quick	low
voice.
I felt that there was something wrong. Perhaps it wasn’t a dia¬
mond? Other stones can be almost as hard as a diamond. Or, if it was
a diamond, where did he get it, and why was he selling it for only one
hundred pounds?
We looked into each other’s eyes. At that moment, I believed that
it was a diamond. But I am not a rich man, a hundred pounds is a large
sum to me, and no man in his right mind buys a “diamond” at night,
in the poor light of a street lamp. A diamond like that could cost
thousands of pounds. Such diamonds are'described in special books.
No, the idea of buying it seemed foolish.
“How did you get it?” I asked.
“I’m telling	you the truth,” he answered. “I made it.”
As I did not	continue, he spoke again. “I will tell you	something
about myself. Perhaps then you will believe me.” He looked up at
the dark sky. “Diamonds,” he began, and now his words sounded like
the speech of a university professor, “can be made out of carbon 3
at very high temperatures and under very high pressure.4 Scientists
have known that for years, but nobody has found the right pressure
or the right kind of carbon.
“I began to work on the problem when I was seventeen,” he contin¬
ued. “And now 1 am thirty-two. I had about a thousand pounds when
I was twenty-one. I thought that would be enough for my experiments.
I had to be very careful with my money. I lived in a dark room with
no air and slept with all my wires and apparatus around me. The money
flew out of my hands, though I spent nothing on myself and bought
only what Tneeded to improve my apparatus. I tried to give lessons,
but I am not a good teacher, and I haven’t any education except in
chemistry.
“I never stopped working, though I often had nothing to eat. At
last I began to think about the high pressure of an explosion 5 in
a closed cylinder.4 With my last money I got a strong cylinder, put
my carbon and dynamite 1 into it, put the cylinder on the fire, and ,. .
went out for a walk.”
1 I tried it on my watch-glass — я попробовал его на стекле часов
2 a pound (paundj — фунт стерлингов
3 carbon ['kttbanj — углерод
4 pressure I'preja] — давление
6- an explosion [iks'plou^an] — взрыв
e a cylinder ['silinds] — цилиндр
2 dynamite I'damamait]
39

"Weren’t you afraid to leave the cylinder on the fire, full of dy¬
namite?” I asked.
"Yes, it was dangerous,” he said. “But I was sure the cylinder was
strong enough. When I returned, everything was the same as I had
left it. The explosion had taken place and I knew there were diamond
crystals 1 in the cylinder. Now I had a new problem. You know that
time is the main question in crystallization. If you open the cylinder
too soon, the crystals are small—they grow larger only under high
temperatures for a very long time. I decided to let the temperature
go down very slowly for two years, and not to open the cylinder dur¬
ing that time. But I had no money to buy coal 2 for the fire that I had
to have for two whole years. And I had to pay for my room, and I had
to eat.
“I can’t tell you all the things I have done to get a little money
while I was making the diamonds. I have sold newspapers, worked in
a shop, carried bags at railway stations. Once, for a week I couldn’t
find any work at all. What a week that was! I met a young man who
was walking with his girl, and he gave me a little money—perhaps to
show his girl how rich he was. I was hungry, but I spent the money
on coal for my fire.
“At last, three weeks ago, I took my cylinder out of the fire. I opened
the cylinder when it was still hot. And I found three big diamonds
and five small ones in it. I was examining them when the door opened
and my neighbour8 came in. He was drunk4—as he usually is. ‘You’re
an anarchist!’ he said, his eyes full of hate. ‘What are you doing here,
you drunken animal!* I shouted. ‘Ha, hah!’ he laughed. He was en¬
joying himself. He began to talk about how he had gone to the police
and told them he had noticed the fire in my room. And that he was
sure I was an anarchist, and I was making some kind of dynamite.
‘And they wrote down everything,’ he said. ‘And they didn’t call me
an animal, they could see that I was a gentleman!*
“I saw at once what would happen. If the police came, they would
make me tell them my secret, or they would arrest me as a dangerous
anarchist. And the newspapers would tell the whole story, and the big
companies would get my invention. What can a poor man do against
a rich company?
"I threw him out of my room. Then I put my diamonds in this bag
and left the house, and I never went back there. The evening news¬
papers called my place the Kentish-Town Bomb Factory. And I can’t
sell my diamonds to anybody, though I have gone everywhere.
“When I go into a shop and show them these diamonds, they tell
me to wait. Then they say something quietly to one of the girls, and
she runs out to look for a policeman. I don’t explain what is the mat¬
* a crystal I'kristl]
2 coal [koul]—уголь
8 a neighbour rneiba] — сосед
4 drunk, drunken — пьяный
40

ter, but I say I can’t wait, and go away. I am walking the streets
with a hundred thousand pounds in diamonds in this bag, and no home
or food. You are the first person I have told the story to. I liked your
face, and I must find help somewhere.”
He looked into my eyes.
“I can’t buy the diamond here,” I said. “Besides, I don’t carry
a hundred pounds with me every day. But I half believe your story,
and if you come to my office tomorrow...”
He took a step away from me.
“You think I am a thief!”1 he said. “You will tell the police.”
“No, I am sure you aren’t a thief. Here is my address. And a pound
with it. Come whenever you like, don’t tell me when. So you can be
sure the police will not be waiting for you when you come.”
He took the address and the money. “I don’t know . . .” he said.
“But I’ll pay you back the pound some day, and thank you. I hope you
will keep my secret . . . don’t follow me.”
He walked across the road, and when he reached the corner, turned
and went into a dark street. And I never saw him again. Once, he came
to my office when I was out. He left no message, and my office boy
described him as a very tired, dirty man who looked seriously ill.
I often think of him. Was he a clever story-teller? Or had he really
discovered a way to make diamonds? Perhaps he has died, and people
threw the stones away—one, you remember, was almost as big as a
bird's egg. Or perhaps he is still walking the streets, and can’t find
anybody to sell them to. Sometimes 1 am sorry I didn’t give him the
hundred pounds.
11.	Answer the following questions:
1. How does the author describe the man he met by the river?
2. What did the man say about his education?
3. What made him so poor?
4. Why couldn’t he sell his diamonds?
III.	Discuss the following statements:
1. The inventor had had a very hard life.
2. At first the author didn’t believe his story.
3. The author was sorry he hadn’t bought the diamond from the
man.
IV.	Let one of the pupils be the inventor in Wells's story.	He	tells	the
story of his life. Let the class ask him questions	for	more	infor¬
mation.
V.	Imagine the following situation:
Your classmate has read a book about a famous scientist
or writer. You are interested in some facts connected with the
author and his books.
Make up dialogues,
1 a Duel ItiufJ — вор
41

VJL Read this story to yourself.
A STORY
One day, some Americans were having dinner at a hotel in
London. When the fish was put on the .table, a young man said:
“Let’s examjne the fish carefully. Perhaps we’ll find a diamond
in it.” Everybody'began to laugh, but an oldman said quietly:
“Yes, I’m sure we have all heard such stories. Let me tell you
what happened, to me once.”
“When I was a young man,” he began, “I worked for a big
company in New York; and I was' sent to England to do some
work there. I'was in love with a beautiful girl, and before I left
for England, we decided that we would be married 1 when 1 re¬
turned home.
“I stayed in England for two months. I sent letters or post¬
cards to the girl almost every day, but after the first two weeks
1 didn’t receive many answers. But I didn’t think anything was
the matter, and before I left for home, I bought a beautiful dia¬
mond ring 4 for her.
“On the ship one morning, a telegram was brought to me. It
was from a friend in New York, who told me that the girl had
changed her mind and was going to be married to another man.
I was so angry that I threw the diamond ring into the sea.
“My friend came to the port to meet me, and he invited me
to dinner. When we were sitting down at the table and I was
eating fish, I suddenly felt something hard in my mouth. What
do you think it was?”
“The diamond!” all the Americans cried.
“No,” the old man answered. “It was a fish bone.” *
Homework
1. Напишите десять вопросов в связи со следующим утвержде¬
нием:
Not long ago, 1 read a very interesting story about scientists.
2.	Подготовьте краткий россказ о каком-либо ученом.
3.	Прочитайте текстf пользуясь словарем.
THE ROYAL SOCIETY
The Royal Society is an English Scientific Society which
was founded in 1662 for increasing natural knowledge. Isaao
Newton is the greatest name in its history. He was elected a mem-
* to be married ['maeridj — жениться; выйти замуж
*a ring — кольцо
8 a bone — hoci ь
42

ber of the Society after he presented it with a special telescope
that he had made himself. Although he had published nothing at
the time, he had already carried out important investigations.
His papers on the telescope and his later discoveries were of the
highest importance to world science.
When Newton became President of the Royal Society its
reputation rose rapidly. Among the most active members at that
time was Christopher V/ren, who was widely known for his work
in geometry. But his main interest soon turned from geometry
to architecture. Christopher Wren rebuilt St. Paul’s Cathedral
and many other buildings after the Great Fire of London in 1666.
In the 19th century the Royal Society became more and more
important in the scientific world. Among the members were
world-famous names in both the physical and biological sci¬
ences. Men like Maxwell, Kelvin, Darwin, Rutherford sup¬
ported the Society in every possible way.

WE REVIEW
when
I’ll read you the letter	if
as soon as
he comes.
A. Imagine that you have gone for a walk in the forest. Say
what you will do:
1. as soon as it begins to rain;
2. if you lose your way;
3. when you are tired.
B. Say what you won't do:
1. until your parents come home from work;
2. until your friend telephones you;
3.	until	summer comes;
4.	until	it stops raining;
5.	until	snow falls in the	forest;
6.	until	you have finished	your	homework.
II.	React to the following statements (using perhaps and if).
Examples:
(statement): 1 am sure you won’t find her at the theatre
after the performance.
(possible reaction): Perhaps I won’t, but if 1 find her, I’ll
give her your message.
(statement): I’m afraid it will rain tomorrow.
(possible reaction): Perhaps it will, but if it rains, I’ll have
my raincoat with me.
1. I’m afraid he will refuse to draw pictures for the wall news¬
paper.
2. Гт sure we won’t have time to finish everything today.
3. I'm afraid there will be too many people for one bus.
4. I’m sure there won’t be time to talk about everything at
the meeting today.
5. Mother is afraid Uncle won’t get our postcard in time,
6. Ann thinks Peter won’t agree to sing at our party.
44

111.	Explain what frightened the people (or animals) in the pictures
and say what you think they did.
IV. Look at the pictures your teacher will show you. Say what artists
they were painted by. Use the following expression: This (that)
picture was painted by the famous (well-known) ....
45

V. Say that you were surprised once. Let your classmates ask you
why. Answer their questions.
Examples:
A: 1 was surprised Mike didn’t come to the theatre.
B: Why were you surprised?
A: 1 know that he bought a ticket.
A: I was surprised that Nina took part in the skating competi¬
tion.
B: Why were you surprised?
A: I know she hurt her leg on her way home yesterday.
VI. Read this story to yourself, then tell it with the help of the key¬
words.
A FUNNY STORY
One of Mark Twain’s hobbies 1 was fishing. He went fishing
whenever he had a chance, even in the closed season, when fish¬
ing was not allowed anywhere in lakes and rivers. Like all fisher¬
men, he sometimes invented stories about the number of fish
he caught.2
One hot day during the closed season, Mark Twain was fishing
as usual, under'a low.bridge. A man who was walking across
the bridge happened to notice Mark Twain and began to watch
him. At last he asked, “Have you caught many fish?”
“Not yet,” Mark Twain answered. “I -have only just begun.
But yesterday I caught thirty great big fish here.”
“You were very lucky,” the man said. “Do you know who
I am?”
“No,” Mark Twain said. “1 don’t think I ever happened to
meet you before.”
“I’m the fishing inspector in this place. Do you know that
this is the closed season?”
Mark Twain thought quickly. He understood how foolish
he had been. “Do you know who I am?” he asked aloud.
“No, of course not,” answered the inspector.
“I am the biggest liar3 on the Mississippi,” Mark Twain
told him.
Key-words:
hobby	was fishing	just	begun
went fishing	was walking	the	fishing	inspector
closed season	have you caught	the biggest	liar
invented stories
* a hobby I'hobi] — любимое занятие, хобби
s iftCm[k^,J1 (caueht [tat]) _ ловить
3 a liar i laid] — лгун
46

VII. Listen to your teacher's story and answer his questions.
WE TALK
VIII. 1. Say what exhibitions you remember in your city (or some
other city), which of them you have (or somebody you know
has) visited and whether it was interesting. What surprised
you there?
2. Say what kind of exhibitions you would like to go to and why,
Look at the names of some kinds of exhibitions:
an exhibition of paintings;
an exhibition of books;
a historical exhibition;
a radio and television exhibition;
a history of sports exhibition;
an exhibition of flowers;
an exhibition of fruit.
3. Speak about an exhibition you had at school or you are plan¬
ning to have.
WE LEARN NEW MATERIAL
IX. Study the meaning and use of the new words in the following
examples:
respect Iris'pektl: What do you respect most of all in people?
I can’t respect cowards and people who don’t tell the truth.
He is respected by everybody for the energy and enthusiasm
that he brings to his work. He has won the respect of every
comrade connected with him.
act faektl, situation [ysitju'eiJ*anI: I didn’t know how to act
in that unpleasant situation. The situation was described to
the soldiers, and they decided to act quickly. We refused
to take any steps before the situation became clearer,
to belong Ibi'brj]: This painting belongs to an unknown artist
who lived many centuries ago.
right [raitl, courage Гклпс1з1, true (tru:I: He has the right to
be called a progressive author, because he had the courage
to show true pictures of life.
X. Let your classmates answer your questions about who things
belong to.
Example:
A: Who does this dictionary on my desk belong to?
В: I'm not sure, but it seems to me it belongs to Peter.
XI. Say that you hadn't the courage to do something and exp lain why.
Example:
I hadn’t the courage to ski down the hill. 1 don’t ski as well
as the others and was afraid I would fall and hurt mysell.
4/

XII. Say ihat you respect somebody and explain what for.
Example:
1 respect my aunt very much. She is a good communications
engineer and she even won a special prize for her achievements
in telegraph lines.
XIII. Tell the class about a difficult situation you once found yourself
in. Say what you did.
Example:
One day my friends and I found ourselves in a difficult sit¬
uation. We had planned to have a fire at camp and had invited
many guests. But there was a rain-storm that evening and we
had to entertain them with a performance in one of the build¬
ings. We couldn’t ask them to sit on the wet ground.
XIV. Guess the meanings of the italicized words in the following sen¬
tences; pronounce them correctly.
A. 1. The popular youth newspaper Komsomolskaya Pravda
has its own special correspondents [^kons'pondants].
2. Our chemistry professor Ipra'fesal has made important
scientific discoveries in his laboratory lla'boratan].
3. Everybody has his own dreams and ideals [ai'dialz] and
tries hard to change them into reality In'sehtil.
4. Some of our factory technicians [tek'nijanzl have be¬
come inventors.
B. 1. I’m sure she was satisfied with the new ski-suit that
we gave her as a birthday gift.
2. The little bird could not fly; its wings were not yet
strong enough.
3. When the soldier on the bridge saw that the woman in
the water couldn’t swim, he immediately [i'mi;djatli|
jumped in after her.
4. One of the scientists was ill and could not be present
['prezantl at the meeting.
5. How long did the demonstration last?
6. Did the delegation speak about the purpose I'pa:pasl
of their visit to the hospital?
C. 1. My uncle’s hobby is collecting photographs of cinema
stars. He has a very nice collection of brightly coloured
pictures already. Collective trips to the country during
spring and autumn holidays have become a tradition in
our class. He is a well-known collector of old paintings.
2.	The great Russian writer Gogol created wonderful charac¬
ters in his novels, short stories and plays. Great art crea¬
tions never die. Tsiolkovsky was one of the creators of
spaceships.
48

3. He finished school and went to serve lsa:vl in the army.
What purpose can it serve? During his service in the Far
East he often sent his parents letters, postcards and some¬
times parcels. When Gorky was a boy he worked as a serv¬
ant in rich people’s houses.
4. In capitalist countries those in power ['paual try to make
everybody serve them; not only correspondents, writers
and artists, but even members of the government are often
afraid to fight against powerful people.
XV. Read these sentences. Pay special attention to the different mean¬
ings of the word get.
1. She went to the shop to get bread, cheese and some eggs for
breakfast.
2. We’ll get back home between six o’clock and half past, in
time for dinner.
3. A man got off the tram and asked me how he could get to the
nearest underground station. I told him to get on the same
tram and go as far as the railway station.
4. Their hands and their clothes got very dirty while they were
fixing the electric wires.
XVI. Read and translate the following word combinations and sen¬
tences:
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 I want the So¬
viet 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 Unit¬
ed Nations is perhaps the greatest peace act in all history.
5. The purpose was to announce 1 the news of Rockwell Kent’s
gift to the Soviet people.
6. . . . the United States today has turned its face against
beauty as an important part of life.
7. 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, business men, bankers and
technicians.
8. ... 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.
1 to announce [o'nauns) — объявлять
49

WE READ
XVII.	Read the following text:
ROCKWELL KENT’S GIFT
In 1961, Rockwell Kent, the famous Amer¬
ican 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 Coun¬
tries,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 friend¬
ship; they have become my people and my friends. 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.
“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 disarmament in	the Unit¬
ed Nations	is	perhaps	the greatest peace act in all history.	I want to
give my work to the Soviet people as a prize—a Peace. Prize. I 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.”
After this letter was received, the Ministry of Culture 2 of the
U.S.S.R. invited Soviet and foreign correspondents to a press con¬
ference at which Rockwell Kent was present. The purpose was to an¬
nounce the news of Rockwell Kent’s gift to the Soviet people. All the
American correspondents in Moscow and correspondents of the inter¬
national news services were present. One American correspondent was
surprised that Rockwell Kent had not presented his work to the
American people. He wanted to know why the artist had not asked an
American museum to take his pictures.
* i!"! ^nion. °| S°viel Societies [sa'saistiz] for Friendship and Cultural ['клИ/эгэ1]
Relations [ri leijanz] with Foreign Countries — Союз советских обществ дружбы
a It, КУ^ЬТУРН01* связи с зарубежными странами
the Ministry of Culture I'ministri ov'kAli/aJ— Министерство культуры
50

“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,'
and he asked the Farnsworth Museum in Rockland, Maine, to take his
collection. The director of the museum said that they would be glac
to receive such a wonderful gift. He said that the museum admired
Mr. Kent’s work and would build another wing, especially for his col¬
lection. But just after that Rockwell Kent was called to Washington
by the McCarthy committee 2 to answer questions about his “danger¬
ous” 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 correspondents. But the
American newspapers published very little about Rockwell Kent’s
gift on their pages. One Western newspaper 3 wrote only a few words:
“We have heard that artist Rockwell Kent, who uses much red paint
in his pictures, has given many paintings to'Russia, What we have to
say *is—who cares?”4
•The newspaper wanted to hurt Rockwell Kent. “But the fact is,”
wrote the progressive magazine, New World Review, “that people who
are tired of the cold war and who hope for peace and friendship, un¬
derstand the purpose of Rockwell Kent’s gift and admire him for it.”
The well-known American historian, writer and Negro leader Dr.
Du Bois S wrote that the United States today has turned its face against
beauty as an important part of life. “Many American parents are
ashamed of art as a profession. They are worried and 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 simple hobbies and entertainment, but for real
life, they want their children to be engineers, business men, bankers
and technicians. They say, ‘Do something—don’t dream; photo¬
graph—don’t draw; think—but think of reality, not of ideals. Write
only about what is, about America, not about Utopia!’6 In such a sit¬
uation,” professor Du Bois continued, “an American artist must have
courage to be true to his art, and must have greater courage to do any¬
thing 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
in future other American artists and writers will send their paintings
and their literature to other continents as a call for peace and friend¬
ship to all men.”
1 Maine Imern) — a north-east state of the U.S.A.
г a committee Ika'miti]
a one Western newspaper — a newspaper in one of the western states of the U.S.A.
4 who cares |keaz]? — кого это интересует? (а нам-то что?)
6 Du Bois I da'bois]
о Utopia Ija'toupja]

* * *
In 1971 Rockwell Kent died. America lost one of its greatest ar¬
tists, a man who fought all his long life for the truth, against lies,
whose art was a poem of the beauty of nature and the beauty and power
of man. He will be remembered for ever as a man who lived for the
freedom and happiness of his people and the people of the whole
world.
XVIII.	Answer the following questions;
1. Who was Rockwell Kent and why do we speak about him here?
2. Why did he decide to present his whole collection of paint¬
ings, 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 Rockwell Kent needed great
courage to do what he did?
WE DISCUSS
XIX. Speak of Rockwell Kent's picture “Where Now?”.
XX. The class speak about famous Soviet artists, poets, writers.
1.	Say what he is famous for,
what pictures he painted (what
kind of books he wrote). Speak
about some facts of his bio¬
graphy.
. Say whether he ever won prizes
and what for, whether you
ever went to an exhibition of
his paintings, where it took
place, whether it was interest¬
ing, and why.
Say what makes people go to
the exhibitions of his pic¬
tures, what his pictures are
about, why he has become
your favourite artist.
52

Homework
1. Перепишите предложения и добавьте к ним такие, которые
были бы с ними логически связаны.
1. When I got up in the morning, the sun was shining and I was
sure the weather would be fine.
2. At first I refused to go to the exhibition, but then I changed
my mind.
3. Ann was afraid to make a speech in front of all those people.
4. With the invention of the telephone and air travel, long dis¬
tances have become less important in our life.
5. Though Mother always feels fine in the open air, she doesn’t
often go to the country.
2. Перепишите упражнения. Заполните пропуски подходящими
по смыслу словами:
paintings, artist, painter, through, against, frighten, future,
to be afraid, danger, seem.
One day our English club decided to have a large exhibition
of the . . . of some famous .... We were planning to have one
room and a corridor for Russian . . . and another room for for¬
eign ... .At first the task . . . very easy, because all of us had
seen pictures in all kinds of magazines. But when we began to
look . . . the magazines we could hardly find enough pictures
for one room. We ... we wouldn’t be ready by the end of the
quarter, and some of the pupils wanted to have the exhibition
at the end of the year instead of now. But our teacher spoke . . .
their idea. He said: “If you don’t have the exhibition now, no¬
body will come to your club in . . . . You’ll be sorry if you make
such a mistake.” His words ... us. He promised to help us, and
all of us worked together with enthusiasm. Soon it was clear that
there was no . . . that our exhibition wouldn’t be opened in time.
3. Напишите о выставке, которую вы посетили. Воспользуй¬
тесь упраотением VIII в виде плана.
4. Прочитайте словосочетания и предложения. Определите
по англо-русскому словарю значения новых слов. Устно пере¬
ведите выделенные словосочетания.
1, Though writing poems was only his hobby, he won prizes for
some of them. What kind of a prize did he get for his last in¬
vention? I don’t think he has ever taken part in another
music competition since he took the first prize many years
ago.
53

2. The Communist Party and the Soviet Government are taking
steps to make the life of workers and collective farmers better
and fuller. Government prizes for the improvement of scien¬
tific methods.
3. To make progress in pronouncing English words; to make much
(little, some, no) progress. You’ll not make much progress
if you don’t improve your memory. The most progressive
methods are used in their physics laboratory.
4. He repeated what he had said in a loud, angry voice. The rest
of this TV program will be repeated next Saturday. The strange
sound was not repeated, though we listened carefully without
moving. Repetition is very important in learning.
5. The progressive youth in capitalist countries is fighting against
the aggressive actions of imperialist governments. In his
youth he lived in a small town without a library or any means
of receiving an education. We have many youth newspapers
and magazines.
6. The Soviet delegation has left to take part in talks on disar¬
mament Disarmament is one of the most important steps to
achieve world peace.
7. The farmers were entertained by singers, dancers and actors
from the city. The whole entertainment lasted almost three
hours. The climate was warm, and the place itself was beau¬
tiful, but we didn’t know what to do to entertain the people
who came to see us.
5. Соедините каждую пару предложений подходящим союзным
словом.
1. His story was true. It seemed unusual to all of us.
2. We began the meeting. Not everybody was present.
3. We decided not to walk farther. She said that her feet hurt.
4. She wasn’t frightened at all. She knew her life was in danger.
5. He has made very good progress. He has worked hard.
6. Перепишите предложения, заполнив пропуски подходящими
по смыслу предлогами там, где это необходимо.
1. Rockwell Kent was present . . . the conference.
2. The Ministry . . . Culture ... the U.S.S.R. announced the
news . . . Rockwell Kent’s gift . . . the Soviet people.
3. There are many paintings, drawings and other works . . .
art ... the collection.
4. Rockwell Kent said that the creation . . . art . . . any form
was . . . him a form . . . speech.
5. He said that his gift . , , the Soviet people came . . . his
heart.
6. The conference lasted . . . two hours and the correspond¬
ents showed great interest . , , it.
54

7. One Western American paper wrote that Rockwell Kent
used much red paint . . . his pictures.
8. The New World Review wrote that people who are tired . . .
the cold war and who hope . . . peace and friendship un¬
derstand the purpose *. # Rockwell Kent’s gift and admire
him ... it.
7, Прочитайте текст Rockwell Kent’s Gift. Найдите в тексте
соответствующие словосочетания и выпишите их;
коллекция картин, рисунков и книг; произведения ис¬
кусства в любой форме; искусство принадлежит тем, кто лю¬
бит его больше; Советское правительство; всемирное разору¬
жение; мирный акт; премия мира; целью было „ . все аме¬
риканские корреспонденты присутствовали; еще одно крыло;
не имел права; продолжалась два часа; Соединенные Штаты
отвернулись от . . .; родители пугаются . . эти вещи пред¬
ставляются хорошими как увлечение и развлечения; в такой
ситуации; должен иметь мужество; те, кто у власти; выказы¬
вать уважение.
8. Прочитайте рассказ Lispeth f§ 6). Выполните упражнение
II (стр. 58).
Remember!
ideal, present, progressive, true; act (n, v), corre
spondent, courage, disarmament, entertainment, form
gift, government, hobby, lie, power, prize, professor
progress, purpose, reality, respect, right, servant, sit
uation, technician, wing, youth; to belong, to catch
to collect, to create, to last, to repeat; immediately

I.	Read the following story:
LISPETH
(Retold from the story by Rudyard Kipling J)
She was the daughter of a hi liman 2 who lived in the Himalayas.*
One year, the harvest was very poor, and the hillman and his wife
had nothing to eat that winter. So the next spring, they decided
to become Christians 4 and they brought their baby to the English
church 5 in Kotgarh. The chaplain 6 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 became
a servant in the house of the Kotgarh chaplain. When she grew up,
she was so beautiful that the chaplain’s wife was ashamed to ask her
to do servant’s work. Lispeth played with the chaplain’s children and
helped about the house a little. She read all the books in the house and
grew more and more beautiful. The chaplain’s wife was worried about
the girl’s future. She wanted to send Lispeth to Simla or some other
big city to receive an education, but Lispeth did not want to go away.
She was happy where she was.
One day, a few months after her seventeenth birthday, Lispeth
went out for a walk. She liked to walk far—twenty or even thirty
miles. This time, she came back in the evening very tired. She was car¬
rying something heavy in her arms. She came into the house and care¬
fully put it on the bed. “This is my husband,” she said simply. “I found
him in the hills. He has hurt himself and he is not well. We will take
care of him, and when he is well again, your husband will marry 1
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 great-
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
stones called Plain Tales from (he Hills.
a hillman — житель Гималаев
! Ike Himalayas l,hima'leiaz] - Гималаи
a Christian ['knstjan) — христианин
a church [tjatjj — церковь
6 a chaplain I'tjsplin] — священник
to marry ( nixrij — жениться; выГин замуж; обьеичагь
56

est surprise. But the man on the bed was badly hurt, and needed im¬
mediate attention. So she did not answer the girl then. He was a young
Englishman, and Lispeth had found him at the foot of a hill near a big
stone.
The chaplain, who knew something about medicine \ examined
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 take care of the Englishman until he was well enough to marry her.
Two weeks later, the patient began to feel better. He thanked the
chaplain and his wife, and Lispeth—especially Lispeth—for every¬
thing they had done for him. 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 reach a flower. He said he would go back to Simla when he got back
his health and strength.
Day after day passed, and though the Englishman was quite well
now, 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 English¬
man and told him what was in Lispeth’s heart. The Englishman
laughed and said it was very romantic, but it didn’t mean anything se¬
rious. And as he had a girl at home waiting for him, there was nothing
to worry about. Still, he found it very pleasant to talk to Lispeth and
walk with Lispeth 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 wffe,
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 besides, I am afraid she is not a real Christian,” the
chaplain’s wife said. So, all the twelve miles up the hill, the Eng¬
lishman, 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, the chaplain and his wife told Lispeth
that the Englishman had gone across the seas to England. Lispeth
knew where England was, of course, because she had read geography
books. There was an old map of the world in the house, and she looked
at it in the evenings after supper and cried and tried to guess 2 when
her Englishman would come back. But he had forgotten all about her
when he came back to Simla. Later, he wrote a book about the East*.
There was nothing about Lispeth in the book.
1 medicine I'medsmJ — медицина
8 to guess [gesj — отгадывать, угадывать
67

At the end of the third month, Lispeth began to take walks up the
hill to see if her ^Englishman was coming. But a'little later, the walks
did not help, and sheTelt very unhappy. The chaplain’s wife decided
to tell Lispeth the truth—thatsthe 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
said nothing either. Then she went out and came back in the clothes
of	a	hill girl. “I am going back to'my	own people,” she	said. “I am
no	longer Lispeth. I am ashamed of you, and I hate you.	You are all
liars, you English!” And she left the house, and never came back
again.
II. In each group of sentences given, only one sentence is true accord¬
ing to the. story. Discuss the sentences in each group, explaining
why one of them is correct and the other two are incorrect.
A.	1. Lispeth had no father or mother, and she came to Kotgarh
to be a servant in the chaplain’s house.
2. Lispeth didn’t do a servant’s work in the chaplain’s
house; she wasn’t a member of the family either.
3. Lispeth was too proud 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 in the high mountains.
3. Lispeth had walked many miles, carrying 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 why.
2. When the Englishman began to feel better, he said that
he had to leave at once.
3. The Englishman went away	when he began to	feel strong¬
er, 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
and marry Lispeth.
3. The chaplain’s wife thought that hill girls were not good
enough for Englishmen, and must not dream of marrying
Englishmen.
III. Tell the story of Lispeth,
53

IV.	Say what you like or do not like in the story. Give your reasons,
V. Read the following story to yourself:
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
before tea-drinking became popular in England.
He was a sea captain, and every time he returned from a
far-away country, he brought his mother a gift. 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 was proud of her son, and she invited all her friends to come
and try what he had brought her. When her son came into the
room, he saw cakes and fruit and jam on the table, and a big
plate full of brown 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 captain asked.
His mother showed him the plate in the middle of the table.
“We are having tea for lunch,” she said.
“No, no, those are only the tea-leaves,” said the captain.
“Where is the water?”
“The water!” his mother said. “I threw the water away, of
course!”
Vi. Imagine the following situations:
1. Two friends want to visit an exhibition. But they are inter¬
ested in different things, so they want to go to different
exhibitions. Each of them tries to make the other agree
with him.
2. Two friends meet. One of them had been to an interesting
exhibition the day before. The other wants to know every¬
thing about it.
Make up dialogues.
Homework
1.	Определите, какое из данных ниш словарных значений ил¬
люстрируется в приведенных примерах.
art Icrtl п 1) искусство; 2) ремесло; 3) ловкость; умение,
знание; 4) хитрость, коварство; 5) attr. искусный; 6) attr.
художественный
59

respect iri'spekt] n 1) уважение; почтение (к кому-либо—for);
2) отношение
speech [spi:tjl n 1) речь, речевая деятельность; 2) выступле¬
ние, речь, доклад; 3) театральная реплика; 4) говор,
диалект; 5) манера говорить; 6) attr. речевой
light [laitl п 1) свет; освещение; дневной свет; перен. свет;
2) огонь; свеча, лампа, маяк и т. п.; 3) светило; перен.
знаменитость
use [ju:sl п 1) употребление, применение, (ис)пользование;
in use в употреблении, употребительный; out of use вышед¬
ший из употребления; to make use of использовать, восполь¬
зоваться; 2) польза; of use полезный; of no use бесполезный;
there is no use бесполезно; ни к чему; is there any use?
стоит ли?; 3) обыкновение, привычка; обычай
1. Painting, drawing, sculpture, architecture are called fine
arts. An architect is a person who studies the art of building.
The art school arranged an exhibition. Nell is studying art
and music, and she is always busy.
2. Everyone listened to him with great respect* Synthetic ma¬
terials are lighter and better than metals in some respects.
3. His speech was so slow that it was difficult to understand
him. He made a short speech of welcome. The speech of Volga
people is a little different from that of Moscow people. We
had to do a number of speech exercises in class and at home.
4. That may throw some light on the question. Every day except
Sunday he got up long before daylight. Can you give me a
light, please? Move your chair nearer to the light. Turn off
the lights.
5* 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.
Прочитайте текст, пользуясь словарем.
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 had decided to become a painter. His first
exhibition, when he was twenty years old, brought him recogni¬
tion. Still he had to earn a living, and in his search for work,
Rockwell Kent did all kinds of things. He was an architect and
a carpenter; he fished for crabs and worked on farms.

Rockwell Kent travelled all over the United States, in the
Far North and in South America. He spent many years in Alas¬
ka, Greenland, Canada and also in Patagonia. Many of his land¬
scapes 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 Candide 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. He is a leading exponent of the finest
traditions of American realistic art.

LESSON SEVEN
WE REVIEW
I.	Tell the class what the people in the pictures were doing when
a person suddenly appeared; what that person said and what the
people in the pictures did after that.
62

II.	Make up dialogues on the following situation; some of your
things have disappeared and you are looking for them; a friend
of yours wants to help you to find the things and makes sugges¬
tions.
Example:
A: Did you notice my box anywhere?
B: What kind of box?
A: A small green box. I left it on the table yesterday evening
and it has disappeared.
B: Perhaps you put it somewhere else.
III. Read the sentences to yourselves. Read the italicized parts aloud
and translate them.
1. He is still busy and can’t talk to you. Do you want to leave
a message?
2.	Was he still in the hall when you left?
3.	May I have another cup of tea, please?
4.	Would you like some more soup?
5.	Who else was at the party?
6.	What else could I do in that situation?
7.	I can’t find Nick’s postcard on this desk.—Look for it
somewhere else.
8. It is so late already and / haven't finished doing my home¬
work yeti
9. Have another apple, please!
10.	We need one more hour to finish the task.
WE TALK
IV. Speak about hobbies.
1. Ask your classmate whether he (she) has a hobby, what it is,
when it became his (her) hobby and why.
2.	Ask him (her) what he (she) does in connection	with his	(her)
hobby, how much time it takes,	whether	any	of	his	(her)
friends have the same hobby.
3.	Say whether you have the same	hobby.
63

V.	Speak about Soviet spacemen who flew in space, say when the
flights took place and what the names of their spaceships were.
Here are some facts.
1. Yuri Gagarin, 12. IV. 1961, Vostok
2. Valentina Tereshkova, 16. VI. 1963, Vostok-6
3. Aleksey Leonov, 18. III. 1965, Voskhod-2
4. V. Shatalov, B. Volinov, A. Yeliseyev, E. Hrunov, 14,
15.	I. 1969, Soyuz-4, Soyuz-5
5. G. Shonin, V. Kubasov, A. Filipchenko, V. Volkov, V. Gor-
batko, V. Shatalov, A. Yeliseyev, 11, 12, 13. X. 1969,
Soyuz-6, Soyuz-7, Soyuz-8
6. A. Nikolayev, V. Sevastyanov, 1. VI. 1970, Soyuz-9
WE LEARN NEW MATERIAL
The Participles
Participle I	Participle II
Verb + -ing	Verb + -ed
VI.	Study the use of the participles in the following examples:
A. 1. a laughing girl, a flying bird, a moving train, a returning
ship, a dying tree, a burning house, a disappearing
plane, a smiling face, a crying child; 2. a written answer,
a respected scientist, a burned letter, improved methods,
unlimited means, an unheard-of story, a broken promise,
hidden dangers, a broken egg, a forgotten song, a wor¬
ried face.
B. 1. We went up to a man standing at the corner and asked
him the way to the theatre.
2. He listened to the sharp voices coming through the
closed window.
3. When we came into 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 mathemat¬
ics seriously.
6. The progress made by our class last month surprised
our parents.
7. The airship built by Zeppelin was lighter than air.
8. The telephone invented by A.G. Bell was a great scien¬
tific achievement.
9. The English used since the fifteenth century is called
modern English.
10.	Flights to the moon described by great writers of the
past show that people began to dream about space travel
hundreds of years ago.
64

С. 1. She laughed again, remembering the story.
2. The boy could stand for hours, watching the movement*
of the machine.
3. She stayed at home, refusing to go anywhere that day.
4. The boy came out of the water blue and shaking wilh
cold.
5. The little boy stopped looking at us with his mouth wide
open when his grandmother spoke to him.
6. “How are you?” he asked, raising his hat.
VII.	Study the meaning and use of the new words in the following sen-
tences:
to imagine li'masd3inl: Imagine the following situation. I can’t
imagine why he is absent. Just imagine! I never imagined
she would do such a thing. The old writers tried to imagine
what a spaceship would look like. I can’t imagine her as
an actress.
to succeed Isak'skdl: If you try hard, you will succeed. He
succeeded in getting tickets for all the interesting sports
competitions this year. She wanted her friends to succeed.
Parents often repeat to their children: “If at first you don’t
succeed, try, try, try again!”
success [sak'sesl: They achieved success by hard work. We
have little hope of success. Her first performance was a real
success. The film was a great success,
to prove Ipru:v]: The professor proved that his laboratory’s
new method of building houses was much better than any
method used before. What are you trying to prove? Can
you prove what you say? That doesn’t prove anything,
victory f'vikbri]: to win a victory over the enemy. The victory
of the Soviet Union in World War II proved that the Soviet
Army is the strongest in the world. May 9 is Victory Day
(V-day). The tremendous success in space travel achieved
by Soviet scientists and spacemen is one of the greatest vic¬
tories of Socialism,
land llsendl: 1) After the Revolution all the land was given
to the poor farmers. How do you like to travel: by sea, by
air or by land? The land round the lake is low and wet.
2) When did your plane land?
both [bouOl: 1) We both think so. They are both here. He
couldn’t shake hands with us because he was holding parcels
in both hands. 2) Both the rain and the moonless night made
it impossible to go by boat. I like both meat and fish, but
I don’t like milk. She was both beautiful and clever. He
is famous both in science and in art.
earth [э:0|: The first flight of Man in a spaceship round the
3	№	1188
63

Earth was made in 1961. The Earth is one of the nine plan¬
ets I'plgemtsl moving round the Sun.
bottom rbotoml: The lake was so deep that we couldn’t reach
the bottom. Many strange kinds of fish live at the bottom
of the sea. There was a mistake in the line at the bottom
of the page.
because of [bi'koz avl: The plane was late because of bad weath¬
er. We couldn’t take good pictures because of the rain.
It’s all because of you.
VIII.	Tell the class what Alec and Peter both like to do. Say whether
you like (go in for) the same.
Las
1ПИ1
IX.	Give endings to the sentences using the word succeeded (in).
1. The	other hockey	team was very strong, but . . .
2. The	wild animal disappeared very quickly, but	.	.	.
3. The	house began	to burn immediately, but . . .
4. She	was going to	refuse to come with us on the	excursion,
but .. .
5. His leg hurt, but . . .
66

X. Ask your friend whether he can imagine himself (herself) as a
doctor (flier, newspaper correspondent, singer, dancer, engineer,
technician, painter).	him explain why.
Examples:
A; Can you imagine yourself as a painter?
B; Yes, of course. I like art very much: painting has been my
hobby since the Fifth Form. Fd like to become a painter,
A: Can you imagine yourself as a painter?
B: No, I can’t. I never liked drawing; I remember when I was
in the Fifth Form I could not draw at all and the teacher
was never satisfied with my work.
WE READ
XL Read the following sentences and guess the meaning of the itali¬
cized words. Pronounce them correctly.
A. 1. I was frightened to death. His parents are dead Idedl.
They died during the War,
2. I am surprised you couldn’t give the message to the
right person, I described him so well!—Everybody I saw
was like the man you gave me a description [dis'knpjon] of.
3. Do you happen to know where I can buy ham, sausage
and such things? He was a very well-known singer in his
time. 1 am sorry, but I can’t help you; my knowledge
['nolic^] of physics is very limited.
B. 1. Where did you get the information [^nfo'meijanl?
2. It was impossible to describe the scene [si:nl in words.
3. К. E. Tsiolkovsky was the first to speak of the use of
rockets ['nkitsl for space travel.
4. After travelling in cosmic 1'kozrmk] space for 109 minutes,
Yuri Gagarin landed on his home planet I'plaemtl.
C. 1. The sun rises f'raiziz] in the east. It rises early in summer.
After supper everybody rose [rouzl from the table, and
we asked Vera to sing a new song. The moon had not
yet risen I'riznl, but it was surprisingly light. The sun¬
rise was a beautiful scene. There has been a sharp rise
in temperature during the night.
2. When I got up in the morning and went into the garden,
the ground was covered I'kAvadl with deep snow and
the lake looked like a dark spot in the middle of that
wonderful scene.
3. The land spread Ispredl for miles and miles in front of
us. When I saw the bird on the ground I thought it was
hurt, but suddenly it spread its wings and flew away.
He spread his coat on the grass.
3*
67

4. Because of our poor knowledge of the Far North we
imagined that our journey I'dsarnil there would be end¬
less, and we would see gloomy Гд1и:гтп| scenes and no
signs [samzl of life.
5. I can travel by sea only when the sea is quiet, but if
there are even quite small waves Iweivzl I become ill
immediately.
6. The frightened boys ran as fast as they could towards
[ta'wo:dzl the village. He took a step towards me, then
changed his mind and stopped. Columbus continued his
way towards the west.
XII.	a)	Discuss	the translation	of the following sentences:
1.	. .	. when	Man stormed	the cosmos.
2. There were, of course, both the sun and the moon, which
clearly were not spots.
3.	. .	. but there were promising technical ideas in some of them.
4.	. .	. never	imagined the	importance of the method.
5. People must move very fast to free themselves from the pull
of the earth.
6. He throws his heroes into space by means of a tremendous
gun.
7. ... a wonderful substance x that pushes itself away from
the earth.
8. The scenes that spread before the eyes of the space travellers
are those of a living world.
b)	Pronounce these names correctly:
Mercury I'morkjun); Venus I'virnosl; Mars Imazl; Jupiter
I'dgiupitdl; Saturn l'saete:n].
XIII.	Read the following text:
SPACE TRAVEL
The first voice that ever came to us from cosmic space spoke in
the Russian language. That voice belonged to Yuri Gagarin, Cosmo¬
naut Number One, who succeeded in circling the earth in the Soviet
spaceship Vostok on April 12, 1961. After travelling in space for
109 minutes, he landed on his home planet. It was one of the greatest
successes in modern history; Man’s first victory in space flight. Now
we celebrate April 12 every year as Cosmonaut Day in memory of the
hour when Man stormed the cosmos, Nature’s greatest secret.
We do not know when men began to dream of travelling in space.
Drawings on the walls of caves 2 show that pre-historic 3 men knew
* a substance [#SAbstansJ — вещество
1 a cave |ketv] — пещера
3 pre historic I’prfchis'torik]—доисторический
68

that there were stars. After them came people who began to study the
movements of the stars. Many of the names that were given to planets
and groups of stars thousands of years ago are still used today: the
Great Bear, Mercury, Venus, Mars, Jupiter, Saturn. People in those
days thought that the moving stars were only bright spots in the dark
sky. There were, of course, both the sun and the moon, which clearly
were not spots: anybody could see signs of something that looked like
mountains on the moon. People 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 in the
year 150. The author described how,	during a	great storm,	a powerful
wave raised a ship up to the moon,	and	the	men on the	ship found
themselves in a new world. In another story, the hero spreads wide
wings that he himself has invented, and flies from Olympus to the
moon. There is another interesting idea in the story: the hero uses the
moon as a base 1 for flights towards other stars.
Space-travel stories stopped after this and did not appear again for
hundreds of years: the church 2 was against them. The church wanted
people to believe that the earth was the only world, and nobody was
allowed to write about other worlds.
In the sixteenth century, Galileo made the first telescope and looked
through it at the moon and the planets.	He	proved that	the planets
were not simply bright spots 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, and space-travel stories began to appear
again. They were not based on scientific knowledge and experiments,
but there were promising technical ideas in some of them. In the story
Journey to the Moon and the Sun by Cyrano de Bergerac,3 we fin'd
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 4 famous novel From the Earth to the Moon
was published. Jules Verne knew that people must move 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.
Another of these space-travel stories is The First Men in the Moon
by H. G. Wells. Wells’s heroes have a wonderful substance that pushes
itself away from the earth: covered with this substance, their space¬
ship flies away to the moon.
We notice in all of these stories that the moon is described not as
a gloomy, dead world. The scenes that spread before the eyes of the
space travellers are those of a living world, like our earth. There are
1 a base [beis] — база
2 (he church ItJatJI — церковь
3 Cyrano de Bergerac [siTanou da^bo^a'raek)
4 Jules Verne I'dju:! 'vo:nl
69

wide valleys 1 covered with plants, and rivers at the bottom of them.
The authors had no scientific information about the moon, and they
imagined that it must be something like the world around them. Of
course, H. G. Wells, who lived eighteen centuries later than the first
author, knew much more than he did, but even Wells's ideas were
very far from the truth, as we know it today. This can be seen from
his description of the space travellers' first day on the moon, which
you will read about in Lesson Eight.
XIV. Read the groups of sentences. In each group find the sentence that
is correct according to the text.
A. 1. People in pre-historic times were not interested in stars
or planets.
2. People in those days already knew that the stars in the
sky were far-away worlds.
3. Thousands of years ago people thought that the stars were
only bright spots in the sky.
B. 1. The first stories about space travel were written by pro¬
gressive scientists of those times.
2. Some of the stories gave descriptions of real facts about
different planets.
3. Though the first stories were not written by scientists,
they had some clever scientific ideas in them.
C. 1. Though the church didn't allow anybody to write about
space travel, stories continued to appear.
2. Space-travel stories began to appear again after Galileo’s
invention of the telescope.
3. Because of the church, scientists could not continue their
study of the moon and the stars.
D. 1. In novels and stories the moon is described as a strange
world quite different from the earth.
2. Though the writers described the moon as a strange world,
it seemed very much like the earth.
3. Usually, the author didn’t give any description of the
moon at all, as it was impossible to imagine what it
looked like.
WE DISCUSS
XV.	Listen to your teacher's story	and answer his	questions.
XVI.	The class speak about Soviet	spacemen and	the Soviet Union's
progress in space travel.
1.	Say who the first spaceman in the world was, what was the
name of his spaceship and	when his space flight took place.
Speak about other Soviet	spacemen: say	who the first cos-
	monaut was who walked in space, who the first space-
1 a valley I'vaeliJ — долина
70

woman was, and what spacemen made the first group
flight.
3. Say what kind of man a spaceman must be (speak about
the knowledge he must have, whether he must be a good
athlete and why).
If you know something about the lives of cosmonauts in
their Space Town, speak about it.
4. Speak about people who work in the field of space travel;
workers, scientists, engineers, doctors.
Homework
1. Прочитайте текст. Письменно изложите его основное содер¬
жание в четырех — шести предложениях.
THE OLDEST PLANTS AND ANIMALS
In 1497 a German fisherman caught 1 a ringed pike* dated
1230. This meant that the pike was more than two hundred and
sixty-seven years old. But the pike cannot compete with a tur¬
tle 3 found in 1737 and brought to the London Zoo. When the
turtle was found, scientists studied it and said it was more than a
century old. Two hundred years later, that same turtle was
still living in the Zoo. There are also crocodiles 4 that live as
long as turtles.
We all know that large parrots* live long. There is one that
lived 140 years. There are other birds that live to be a century
old. But elephants do not usually live so long—not more than
50 to 70 years. The life of lions is even shorter—not more than
30 years.
But the animals who live the longest lives cannot compete
with members of the plant world. Little blueberry • plants can
live more than three hundred years. Scientists have shown that
Mexican cypress 7 trees can live ten thousand years; but the prize
for long life belongs to a tree in Australia that can live fifteen
thousand years.
2. Напишите формы причастия I и II от следующих глаголов:
Образец: to admire—admiring—admired.
1. to	enjoy, to prepare,	to play,	to examine, to pay,	to	plan,
to	collect, to create,	to last,	to repeat;
2. to	keep, to shake, to	lose, to	sell, to send, to lie,	to	fight,
to feel, to beat, to buy, to teach, to build.
to catch IkfetJl (caught lIo:t]) — поймать
a ringed pike— окольцованная щ>ка
a turtle I'tatl] — черепаха
a crocodile ['krokadail]
a parrot ['paerat] — попугай
a blueberry ['bltrbori) — голубика
a cypress f'saipnsj — кипарис
71

3. Определите значения новых слов по словарю. Устно переведи¬
те выделенные части предложений на русский язык\ запиши¬
те по одному предложению с каждым новым словом.
1. A deep river. How deep is this lake? The lake is four and a
half metres deep. The snow lay deep under the trees. Deep
in his heart he hoped that everything would change for the
better. In the picture we see an old woman, deep in thought.
2. How wide is this bridge? The bridge is five metres wide. The
river is deep here, but not very wide; we can swim across.
The door stood wide open. She opened her eyes wide in surprise.
3. The wire was so thin that I could hardly see it on the wall.
Every sound was heard from behind the thin wall. You can’t
skate yet—the ice is still very thin. I need some thinner paper.
The day was hot and the girl decided to put on the thinnest
dress she had. What’s the matter with her? She’s got so thin.
Her long thin arms seemed even thinner in that black coat.
Big black eyes shone like two bright stars in the child’s thin
face.
4. I need a sharp pencil; can you sharpen this one for me? Be care¬
ful with the knife—it is very sharp. The car suddenly made a
sharp turn to the right. Suddenly a sharp sound was heard
and something big and heavy fell to the ground. His sharp
words hurt her. A sharp wind from the north brought a heavy
snow-storm, so we had to spend the night in the village.
“Stop making that noise at once,” he said Sxarply to the child.
5. Modern means of communication are much faster than those
used a hundred years ago. The most difficult part of the work
in modern factories is done by machines. Do you like modern
dances?
6. The boy lay on the grass without movement. The music sudden¬
ly changed, and the slow movements of the dancer became sharp
and full of strength. We could hardly follow the movements
of the musician's hands. The Communist Party is the leader
of the working-class movement all over the world. The speaker
gave interesting facts about the youth movement in capitalist
countries. The anti-war movement in the United States is
growing.
7. With much difficulty, the boy raised the heavy parcel from
the ground. At the sounds of music he raised his eyes from
the magazine he was reading. Helen never raises her voice at
children. The child raised his head with difficulty and drank
some water.
4. Придумайте и напишите предложения со следующими сло¬
вами и словосочетаниями:
a respected woman; a crying child; hidden danger; means of
communication used in our time; shaking with cold.
72

5. Перепишите предложения. Вставьте артикли или притяжа¬
тельные местоимения там, где это необходимо.
1. . • . mountain rivers are usually not deep or wide.
2.	.	.	.	sharp wind	shook the snow off . . . trees.
3.	.	.	.	woman felt	cold in . . . thin old coat.
4.	.	.	.	young man	raised . . . hand to stop . . .	passing	car.
5.	.	.	.	uncle didn’t	like . . . exhibition of. . . modern	art which
was arranged in . . . city . . . few weeks ago.
6. They followed every . . . movement of. . . actor with . . . eyes.
6. Перепишите предложения. Заполните недостающие части.
1. Не tried hard to . . . and he succeeded in . . .
2. It seemed to me that she . . but she succeeded in . ..
7. Перепишите предложения, заполнив пропуски подходящими
по смыслу предлогами и наречиями там, где это необходимо:
at, of, in front of, behind, because of, besides, through, over,
except, on.
1. The girls walked a few steps ... us. We came . . ., walking
more slowly . . . the heavy tents we had to carry. There was
nobody ... us on the road.
2. We were all surprised ... the fine speech he made ... the
sports-club meeting.
3. When we reached . . . the foot. . . the mountain, it was quite
dark.
4. Your homework is good ... for two spelling mistakes.
5. He climbed in ... the window.
6. Yesterday we heard a very popular poet . . . the radio. He
gave a lecture . . . modern literature abroad.
8. Прочитайте текст Space Travel. Найдите в тексте и вы¬
пишите словосочетания, соответствующие данным.
космическое пространство; он приземлился на родной
планете; в новой истории; первая победа человека; яркие
пятна на темном небе; признаки чего-то, похожего на горы;
мощная волна подняла корабль; герой расправляет широкие
крылья; по направлению к другим звездам; мы находим опи¬
сание; земное притяжение; мрачный, мертвый мир; картины
(виды), которые простирались; и реки на дне; научные све¬
дения.
9. Перепишите предложения, заполнив пропуски одним из дан¬
ных слов: scene, sign, spot, success, victory, prize.
1. Rising smoke over a forest is a ... of fire.
2. The . . . spread before our eyes was very gloomy: black
ground, burned grass, black dead trees.
73

3. The lighted window far away in the distance was the only
bright ... in the growing darkness.
4. Those who showed better and deeper knowledge in the chemis¬
try competition received . . .s.
5. We were all proud of the . . . won by our school team in
that long and difficult football game.
6. A. Bell’s invention of the telephone didn’t bring him immedi¬
ate ....
10.	Прочитайте текст Sunrise on the Moon (§ 8) и выполните
упражнение II (стр. 77).
Remember!
cosmic, dead, deep, gloomy, modern, sharp, thin,
wide; bottom, description, earth, information, jour¬
ney, knowledge, land, movement, planet, rocket,
scene, sign, spot, success, victory, wave; to cover, to
imagine, to prove, to raise, to rise, to spread, to suc¬
ceed; both; towards, because of.

LESSON EIGHT
I- Read the following story:
SUNRISE ON THE MOON
(Retold from The First Men in the Moon by H. G. Wells)
We opened our eyes. It was difficult to say how much time had
passed since that terrible moment when our spaceship roared down
and fell heavily to the ground. At first we could not move: we could
not even think.
Everything was quiet around. It was clear that our long journey
was over. Had we succeeded? Had we reached the moon? We looked
at each other, then we both moved carefully to the window and looked
through it.
Before our eyes was a wild and gloomy scene. Our spaceship lay
at the bottom of a tremendous crater,1 and its walls closed us in on
all sides. We could not see the sun yet, but its light fell on the dark
grey cliffs 2 in the distance. The walls of the crater were about twelve
miles away from us, but the shining light of the sun could be seen,
coming over the eastern wall, sharp and clear. The rest of the sky was
still black and full of stars; only that one great bright spot over the
cliff showed that day was coming. In the half-light we could see before
us a wide, dead space, cold and grey. There was not a sign of life any¬
where—no movement, not a sound, not a spot of colour. Everything
was gloomy, dark, dead. Here and there we could see small hills cov¬
ered with something white that looked like snow, but later proved to
be frozen 3 air.
The sunlight moved down the side of the cliff and across the ground
towards us. The walls of the crater seemed to move, and from the bot¬
tom a thin grey cloud began to rise and spread out like a cloud of smoke.
“That is air,” said Cavor.4 “I am sure it is air. The sun is warming the
frozen air; now it is rising.”
Suddenly the whole great ball of the sun appeared over the cliff.
Now, as the bright light spread over the ground, clouds began to rise
1 a crater ['kreitaj
2 a cliff fklifj — утес, скала
8 frozen I'frouzn] — замерзший
4 Cavor [ kaeva]
75

up everywhere from it. The contrasts 1 of white and black were less
sharp. The black sky was becoming blue, the stars that had burned
brightly in the darkness were disappearing one by one.
Now the sun reached the bottom of the crater, and it became warm¬
er and warmer. Here and there fields of white appeared on the ground:
it was snow. And as the air became hotter, water came out of the snow
fields and spread out over the ground. Soon the ground itself could
he seen, covered with stones and something that looked like dry brown
branches.2 Branches! In a dead world!
"Cavor!” I cried.
"What?"
"This is a dead world now, but there was a time ..." I stopped sud¬
denly. I had noticed something else, something that looked like very
small round brown stones. It seemed to me that one of them had moved.
I could hardly believe my eyes.
"Cavor,” I said. "Look there! And there!” As we watched, one of
the stones, then another, then another moved and opened. Out of them
came little yellow plants that began to grow higher and higher in the
warm sunlight.
"They are seeds,” 3 said Cavor, and then, half to himself, "Life!”
I cleaned the glass of the window to see the seeds better. I had nev¬
er seen anything so unusual. All over the hill, the wonderful brown
seeds were breaking and opening. Soon the hill was covered with little
plants, that rose up out of the seeds. Little yellow leaves appeared on
them; the plants pushed them up higher and higher in the bright,
warm sunlight. They grew very quickly, much faster than I could
imagine any plant could grow. I turned to Cavor and looked at him
with a question in my eyes. He smiled and explained, “They must grow
as quickly as possible. Summer is short here—it lasts only one day,
though it is a long moon day. And they must grow up and their seeds
must be ready while there is air and the sun is shining.”
Less than half an hour had passed, but the whole scene before us
had changed. It was no longer gloomy. The whole dead space was now
a garden of young plants, with bright spots of flowers here and there.
The sky was blue and the sun, .though not high, was a bright gold ball.
Ice and snow and rising clouds could still be seen in the far corners of
the crater that the sun hadn’t yet reached. But they were disappearing
as the sunlight moved farther and farther. A whole world was coming
to life before our eyes.
Life! The thought came to my mind that we had not travelled all
that tremendous distance for nothing; we knew now that we had come
to a living world. To me, this meant victory, the greatest success of
all our work.
I was thinking in this way when Cavor said: “We know now that
there is life on the moon. And where plants can live, I am sure, we can
1 contrast ['kantrciist]
* a branch (brantj) — ветвь, ветка
* a seed Jsfcd] — семя
76

live too. We must make the experiment.” He did not wait for mv
answer, but moved to the door of the spaceship, pushed it wide open
and .. .
II.	Answer these questions*
1. How did the travellers feel when their spaceship reached the
moon?
2. Where did the spaceship lie?
3. How does the author describe the crater before the sun ap¬
peared?
4. What kind of clouds began to rise when the sun appeared?
5. What changes took place when the sun reached the bottom of
the crater?
6.	What	was unusual about the	plants	on the moon?
7.	Why	did the plants grow so	fast?
8.	What	made Cavor decide to	leave	the ship?
9.	What	do you think happened to the travellers	after they
left their spaceship?
III.	Say whether the following statements are true according to the
story you have read:
1. The author describes the crater as a dark, gloomy place.
2. The travellers were frightened by the scene that spread before
them when they looked out of the window.
3. The spacemen left their spaceship immediately.
4. Cavor wasn’t at all surprised to see plants on the moon.
5. The hills were covered with green grass and small'trees.
6. The travellers were happy to discover life on the moon.
7. The cosmonauts decided to stay in their ship for some time
as they were afraid of the unknown dangers of the new world.
8. Cavor opened the door slowly and looked around.
IV.	Say whether the following statements are true to fact:
1. There are many large craters and small ones on the moon.
2.	The moon	was once a living world.
3.	The moon	day is very hot and the night	is	very	cold.
4.	The ground on the moon is very hard and covered with stones.
5. There are signs showing that there was life on the moon
in the past.
6. Large seas, full of fish and water animals covered the moon
long ago.
7.	It is much easier to walk on the moon than	on	the	earth.
8.	A man can easily jump over a high wall on	the moon.
9.	The moon	is much older than the earth.
10.	There are	no seasons on the moon.
11.	People need special suits to be able to live	on	the	moon.
12.	There are high mountains and wide rivers	on	the	moon.
13. A man can carry heavy things easily on the moon.
77

14. A child could throw a heavy thing over a long distance on
the moon.
15. Spacemen eat tinned food during their journey to the moon.
16. Information about the history of the moon will help to
improve our knowledge of the nature of the earth and other
planets.
V.	Read this text to yourself.
WHAT IS THE MOON MADE OF?
For many, many hundreds of years, people have asked the
question, “What is the moon made of?” Hundreds of strange
theories appeared, many of them so fantastic that today they
make us smile.
There are many sayings about the moon. It is sometimes
compared to a piece of bread (Do you remember the Russian
«Над краем избушки висит хлеба краюшка»?); and in English
there is a saying: “The moon is made of green cheese”.
With fine satire, Gogol speaks of Hamburg cheese and
explains that the moon is usually made out of that cheese—
and made badly!
And more than a hundred years passed before the world
received a better explanation.
At last scientists seemed to agree about the kind of material
that the moon is made of. But now, seismographs left on the
moon have sent back new information and new problems.
The seismographs tell us that waves travel much more slowly
through the moon than they do through the earth. Seismograph-
ers immediately began to look for materials on earth through
which waves pass as slowly as they do through the moon. An
American magazine has told us that this kind of material has
been found on earth. The material proved to be—good old
cheese!
Homework
1.	Перепишите предложения, заполнив пропуски глаголами* to
do или to make в нужной форме.
1. Lomonosov . . . discoveries in different fields of science.
2. Fd like ... all my homework before we go to the theatre.
3. He was never a very good pupil, but he . . . much progress
this year.
4. We were all surprised at the good speech he . . . at the sports-
club meeting.
5. It’s not always easy . . . one’s duty.
6. The only thing she didn’t like was . . . her morning exercises.
78

7. I refused to go to the exhibition with the class. But my
friend ... me change my mind.
8. Children, stop ... a noise!
9. 1 . . . many friends at our winter camp.
10. It’s getting cold, let’s ... a fire!
11. “What are you . . . here?” she asked in surprise.
12. We ... all kinds of useful things in our workshop.
13. I always . . . breakfast for my brother and myself.
Подготовьте выступление на тему “What We Know About
the Moon”.
Прочитайте текст, пользуясь словарем.
SOVIET SPACE RESEARCH
Soviet space research opened a whole new era of scientific
knowledge. Soviet achievements have gained world renown,
as for example, inter-continental rockets, the first manned space
flight, the first group flight, the first flight of scientists, the
first walk in space, the automatic docking of satellites, the
round-the-moon flight and return to earth, the placing of a giant
automatic scientific space station in orbit round the earth, the
launching and successful docking of piloted spaceships Soyuz-A
and Soyuz-Ь, and the world’s first walk in space by cosmo¬
nauts from one spaceship to another. October 1969 saw a group
flight of three spaceships—Soyuz-6, Soyuz-7 and Soyuz-8—
which carried out an extensive programme of scientific and
technical experiments. In June 1970 two cosmonauts orbited
the earth in the Soyuz-9 spaceship for 18 days, setting new
distance and duration records for space flight. In September
1970, the unmanned spaceship LunaAQ brought back moon
surface samples.
A Soviet automatic station was also the first to make a soft
landing on the moon, Soviet interplanetary stations made a
smooth descent onto the surface of Venus after executing a com¬
prehensive programme of scientific measurements and transmit¬
ting to the earth valuable information about the planet. The So¬
viet state emblem and a bas-relief of Lenin were landed on Venus.
(By N. G. Georgiev, from The Soviet Union Today.
Moscow, 1971)

LESSON NINE
WE REVIEW
I.	Make up a dialogue: you went to listen to a lecture and a friend
of yours is interested in the subject of the lecture.
Example:
A: I went to a very interesting lecture not long ago.
B: What was the lecture about?
A: It was about new methods of preparing cosmonauts needed
for space travel.
II.	Look at the pictures and tell the story.1 Use the words and word
combinations given under the pictures.
wanted him to play the	piano	made him play
hated	was present
his teacher appeared	watched him
tried to hide
both the mother and the
teacher
1 Berlin'C\U<T5 ^aVC ^ееП *а^еп *rom Bidstrup’s „Gewitztes und Verschmitztes*
80

enjoyed his playing every evening
real entertainment
had become a tradition
played very much
seemed pleased
had become his hobby
made great progress
because of the noise
modern music
hated the sounds
didn’t allow him to sit down
III.	Listen to your teacher's story, then tell it.
WE TALK
IV.	The class speak about theatres and cinemas. Imagine the following
situations:
1. There is a popular film on. You and your comrade want
to go and see it. But it isn’t easy to get tickets. Your friend
isn’t free. You and your friend make arrangements.
2. Your class went to the theatre. You weren’t able to go.
You meet a friend of yours and want to find out about the
play, the actors, etc.
WE LEARN NEW MATERIAL
V.	Study the meaning and use of the new words in the following sen¬
tences:
to graduate I'graedjueitl: Both my uncle and aunt graduated
from the same institute and in the same year. Two years
81

before graduation he had already decided what he wanted
to be. Is he a university graduate Tgraedjuitl? He left the
university without graduating,
article I'atiki]: Can you write an article for our wall news¬
paper? The article said that Komsomol work in our class
was improving. The article was read aloud in all the factory
workshops. We’d like an article on disarmament instead of
the one on climate,
event h'ventl: The article described the events that had just
taken place in the town. The hockey championship was the
most important sports event of the winter season. These
events took place in the middle of the eighteenth century,
to join Ызэт]: He joined the Communist Party at the begin¬
ning of the war. Do you know how long ago he joined our
circle? Workers all over the country joined in the fight
against the capitalists. We’re going to the forest; do you
want to join us?
VI.	Find out from your classmate what event in school life, sports,
or camp life he thinks was the most important. Let him explain
why he thinks so.
Example:
A: What do you think was the most important event at camp
last summer?
В: I think the most important event was the swimming compe¬
tition.
A: What makes you think so?
B: Because the whole camp took part in it, and that evening
we celebrated the event.
VII. Tell the class about an article that you read in a newspaper or a
magazine, and explain why you'd like to discuss it.
Example:
Last week I read an article about the successes of Soviet science
in space flights. I’d like to discuss the article. You see, while
I was reading it, some things were not clear to me.
VIII. Find out from your classmate what somebody he knows is going
to do (where he is going to work) after graduation. Let him answer
your question.
Example:
A: Where is your brother going to work after graduation?
B: After graduation he’ll work at school as a History teacher.
IX.	Tell the class when you joined the Komsomol (or when members
of your family joined the Communist Party).
82

X.	Study the suffix -ing in the following examples:
to mean — meaning
!. We both admired her acting.
2. 1 didn’t want to hurt her feelings.
3. V. I. Lenin studied the teachings of Marx and Engels.
4. His writings became famous only long after his death.
5. In his desk we found a drawing which showed all the roads
through the forest.
6. The whole house needed a good cleaning.
7. They could not leave the building until the fighting was over.
WE READ
XI.	Read the following sentences and guess the meaning of the itali¬
cized words\ pronounce them correctly.
A. 1. In capitalist countries revolutionary workers are often
arrested [a'restidl. The police [pa'lirsl follow them to their
meeting places.
2. Delegations ^deli'geijanz] of Communist, Socialist and
Workers’ parties come to the Soviet Union as guests
during its Party Congresses. The hall was full of for¬
eign reporters [n'portaz] from all kinds of newspapers
and magazines.
3. He went to the front [fnvnt] as an ordinary ['aidinaril
soldier but returned home a captain and a Hero of the
Soviet Union.
4. Our industry ['indastril needs many good specialists
['speja lists], Young specialists are needed in all indus¬
tries.
5. I understand when people criticize ['kritisaizl each other,
but when they begin to shout at each other it doesn't
help much.
6. She is small, but she has quite a beautiful figure I'figal.
7. Progressive members of capitalist governments fight
against the political Ipa'htikol] ideas of the right wing.
B. 1. In capitalist countries coal-miners ['koulmainozl go on
strike [straik] to receive more pay for their hard work.
The leaders are often arrested and put in prison I'priznl.
2. Our country has made tremendous progress in industry
since the Great October Socialist Revolution. Now we
must achieve the same success in agriculture ['зедпклItJal.
3. We have many well-to-do collective farms that use modern
agricultural ^segri'kAltJoroIl machines in the fields.
4. In her childhood I'tfaildhud] my sister liked to drink tea
with sugar and eat cake and jam at the same time.
63

5. Not long ago I read a book by the famous American
writer Theodore Dreiser I'Giado: 'draizal, in which the
hero ruined I'ruindl his life; he had an opportunity
[ppa'tjumitil to become an honest man again, but he
was not a strong person and refused to fight.
6. Soviet soldiers drove [drouvl the enemy out of the coun¬
try. Where are you driving I'draivir)] the animals to?
Do you know how to drive a car?
XII.	Study the suffixes in the following examples:
Noun + -/tti
colour — colourful
rest — restful
hope — hopeful
peace — peaceful
Noun+-al
industry — industrial
education— educational
1. There were many new agricultural machines at the industrial
exhibition.
2. The traditional meeting of all those who finished our school
usually takes place at the end of March.
3. The teacher gave special attention to important historical
events.
4. Her uncle has a special interest in the physical-chemistry
laboratory.
5. Because of his political ideas Sverdlov was arrested and put
in prison.
XIII.	Dfscwss the translation of the following sentences:
1. This is the story of the great revolutionary newspaper re¬
porter, John Reed.
2. John’s childhood was not different from that of other boys
whose families had money.
3. But there were other sides to his nature.
4. This can be seen in everything John Reed wrote.
5. He fought with the coal-miners against Rockefeller’s1 paid
police.
’Rockefeller I'rokifelaJ

6. His old friends turned away from him.
7. John Reed threw himself into the fight.
8. I saw the birth Iba;0] of a new world.
9. In autumn 1918, he succeeded in getting back his notebooks
on the Revolution in Russia, which the police had confiscat¬
ed I'konfiskeihdl when he returned to America.
XIV.	Read the following text:
LENIN’S RECOMMENDATION
. . Here is a book which I should like
to see published in millions of copies
and translated into all languages."
N. Lenin
(Vladimir Ilyich Ulyanov)1
This is the story of the man whose book Lenin recommended so
highly, the story of the great revolutionary newspaper reporter and
writer, John Reed.
He was born in 1887 in Portland, a city on the Pacific 2 coast
of the United States. His childhood was spent in the big house of his
grandfather, who had come to live in the Far West when the country
was young. His father was a man of principle, who fought against
the land speculators 3 who were all over the country at that time.
Young John loved his father and was proud of him, and he never for¬
got the lessons that his father taught him: to be honest, and to tell
the truth.
The family was well-to-do, and John’s childhood was not different
from that of other boys whose families had money. He went to a privi¬
leged 4 boys’ school, and then became a student at aristocratic Har¬
vard University. There he went in for sports, and wrote articles for
the students* magazine. Like other young men of well-to-do families,
after graduation from the University he went on the traditional trip
to Europe, to see the people and the famous historical places of the
“Old World”.
When he returned from his European trip, John Reed decided to
become a professional writer. This was not difficult for him; he did
1 From Lenin’s introduction to Ten Days That Shook the World by John Reed.
2 the Pacific [pa'sifik] — Тихий океан
8 a speculator ('spekjuletta] — спекулянт
4 privileged ['pnvilidjd] — привилегированный
85

not have to struggle and suffer, like Jack London and other poor young
men. Friends of his family helped him to get work on the American
Magazine; after his first articles were published, other magazines and
newspapers invited him to write for them. The road to a writer’s ca¬
reer 1 lay open before him.
Like other young men, John Reed wanted to be famous, he wanted
friends and love; but there were other sides to his nature. He was
honest and hated lies, and he loved people and felt other people’s
suffering. This can be seen in everything John Reed wrote about the
people’s struggle for freedom and a better life.
In 1913 there was a workers* strike in a Patterson factory.2 The
police and the bourgeois3 newspapers did everything possible to
show that the workers were “reds” and criminals.4 But John Reed,
who went to Patterson as a reporter, immediately saw that the workers
were right, and he took part in the fight on their side. Together with
the leaders of the strike he was arrested and thrown into prison. His
article War in Patterson, 1913 shows that John Reed was not an ordi¬
nary newspaper reporter. He not only watched events, to give informa¬
tion about them later; he took part in them himself, he threw himself
into the struggle. One year after the events in Patterson, John Reed
was with the revolutionary people’s army in Mexico, fighting together
with the Mexican peasants 5 against the landlords.® The same year,
1-914, he fought with the coal-miners of Colorado against Rockefeller’s
paid police, who had driven the miners from their homes and burned
the tents where they were living with their families.
Four months later World War I began, and Reed was in three
European capitals, London, Paris and Berlin, as a war correspondent.
In Germany, he did not spend his time with the generals; he went to the
front lines, where he talked with the soldiers. His articles showed the
first real pictures of the war, and the terrible suffering of the soldiers.
The next year he went to Greece and Serbia, Russia and Bulgaria.
His book of articles The War in Eastern Europe showed the suffer¬
ing of the people in the ruined cities. When he returned home again,
John Reed was an anti-imperialist. “This is an imperialist war,” he
said. “It can bring only suffering and death to ordinary people.”
But in 1917 the United States joined the other imperialist coun¬
tries in the struggle for world power. John Reed criticized 7 President
Wilson. He insisted that it was a Wall Street 8 war, not a war of
the American people. He gave lectures against the war, his voice
i
t a career [кэ'пэ] — карьера
Patterson — a factory town not far from New York.
^ bourgeois I'buajwai — буржуазный
a criminal L'kriminol] — преступник
^ a peasant ('fjezontj — крестьянин
a landlord |'laendb:d] — помещик, землевладелец
в w *n c*IZC ^ri*isaizl — критиковать
Wall Street — the street where all the banks and the buildings and offices of rich
firms are.
86

was heard everywhere, and the capitalists were frightened. Now the
doors of all the bourgeois magazine publishers were closed to him;
the capitalist newspapers refused to take his articles. His old Harvard
friends turned away from him, his own family and relatives tried to
make him change his ideas. But Reed did not change, and when the
progressive magazine Masses invited him to go to Russia, to write
about the revolutionary movement there, he was glad to have the
opportunity to learn the truth about Russia,
In August 1917, he came to Petrograd, which was then the centre
of the greatest political events in history. John Reed threw himself
into the fight, on the side of the Bolsheviks. He went to the front lines
near Riga, he was present at workers* meetings in factories and at
meetings in the Smolny. He took part in the storming of the Winter
Palace 1 and heard Lenin's speeches about peace, about the land, about
Soviet power. Later he wrote: “I saw the birth of a new world.”
He returned to America a new man, a revolutionary. He wrote
articles about Soviet Russia and gave political lectures everywhere
in the United States. He was arrested again and again, but he contin¬
ued the fight with his one great weapon 2—the truth. In autumn 1918,
he succeeded in getting back his notebooks on the Revolution in Rus¬
sia, which the police had confiscated 3 when he returned to America.
Now he could begin to write the most important book of his whole
life, and he decided to call it Ten Days That Shook the World. John
Reed had gone to Russia as a newspaper reporter, but the book he
wrote is not a simple collection of articles: it is a page in the history
of the world. He describes events, analyses them and explains their
social 4 meaning. His descriptions show his deep understanding; they
show that Soviet Russia had become near and dear to him, and that
Lenin was his ideal. He says that Lenin was an unusual political
and social figure, a people’s leader, a leader who could explain the
most difficult ideas in the simplest words.
John Reed loved and admired Russia’s great leader, and Lenin
liked the brave, honest American, who was collecting material for
his second book—about Russia in 1920—the second part of his his¬
tory of the Russian Revolution. John Reed did not write this book:
he fell ill and died, a few days before his thirty-third birthday. To¬
gether with other heroes of the Great October Revolution, John Reed
lies buried near the Kremlin wall in Moscow.
XV.	Find in the text and read aloud the sentences that prove that:
1. John Reed was born in a rich family.
2. John Reed was a clever, honest young man, and a talented
reporter.
1 the storming of the Winter Palace rpaelis] — штурм Зимнего диорца
2 a weapon t'wepan] — оружие
5 to confiscate [ konfiskeitf
4 social ['soujalj — социальный
87

3. John Reed understood workers and was on their side in their
struggle against the capitalists.
4. John Reed was a real fighter for the working-class movement.
5. All his old friends and even his family turned away from him.
6. John Reed was a real friend of the Great October Socialist
Revolution.
WE DISCUSS
XVI. Speak about a famous person (in (he past or today), a fighter for
the freedom of his people or his country.
1. Say when and where he was born, who his parents were,
and any other important facts about his family.
2. Speak about his youth and where he received his educa¬
tion. If you know, say something about his hobbies and
his dreams.
3. Tell the class whether he took part in strikes and demon¬
strations, whether he joined the revolutionary movement,
was arrested and sent to prison.
4. Say why we shall always remember him.
XVII. Read the following sentences and discuss the	meaning	of	the
italicized words or word combinations.
1. Gogol is famous for his beautiful descriptions of Russian
nature. She is very unpleasant by nature. We have many pu¬
pils in our form who are seriously interested in natural
rnaetfrall sciences, ft is only natural. Naturally ['naetjaralil,
after such a hard day he was very tired.
2. They were all holding flowers. The box won't hold all of our
skates. Hold out your hand, Г11 give you an apple. Examina¬
tions are usually held in the big hall.
3. After finishing school I’d like to study agriculture.	Mike	and
Alec always study together. Though he had been seriously
ill, he worked hard and achieved good progress in his studies.
Have .you seen the director?—He is in his study.
Homework
1.	Пepenuiuume предложения, заполнив пропуски предлогами
там, где это необходимо.
1.	Mary wanted to give me tickets . . . the lecture on art, but
I had to refuse because I had to stay . . , home with my little
brother.
88

2. Hard work leads . . . success.
3. This painting is ... an unknown artist, belonging ... the
old French school.
4. One . . . the best traditions . . . our school is the celebration
. . . Victory Day.
5. The bag is full . . . books and I can’t put ... the clothes.
6. . . . the beginning . . . the competition both teams flayed
badly, but in the end one . . . them succeeded . . . winning
the game.
7. My grandmother hates modern music; she says it sounds like
the sharp noise . . . many loud instruments, all competing
. . . one another.
2. Прочитайте упражнение. К каждому предложению напи¬
шите соответствующий русский эквивалент слова carry.
1.	The tremendous waves carried the little boat out into the
open sea. 2. Trees and houses were carried away by the terrible
storm. 3. There were loud-speakers in all the corners of the
big hall, and every word was carried to the listeners. 4. He’s
a very good speaker, but his voice does not carry well. 5. She
came into the room carrying a child in her arms. 6. Please
help me to carry this heavy box out of the room. 7. We carried
some young fruit-trees to the school garden and planted them
there. 8. As soon as Laima heard the news, she told her friend,
who told another friend, and soon it was carried to everyone
at school. 9. Soviet air transport will carry passengers even
faster in the near future. 10. In some southern countries wild
animals carry off small children from the villages.
3. Придумайте и напишите предложения со следующими сло¬
вам и и словосочетан и ям и:
to insist on; to graduate from; event; to join; an article;
a foreign delegation; an honest man (woman); to have an op¬
portunity; it makes no difference whether.
4. Прочитайте предложения. Определите no англо-русскому
словарю значения новых слов. Устно переведите выделенные
словосочетан ия.
1. I am sure she didn’t take the money, she is an hottest woman.
He had always been an honest, hard-working man.
2. Many of Dickens’s heroes suffered very much, especially when
they were children. He continued his revolutionary work,
though he knew he would suffer for it. His scientific work
never suffered, though he was not well and no longer young.
3. I don’t know the new engineer, but those who know him insist
that he is a clever, honest person, and everybody respects
and admires him. Don't insist on his coming to our party if
89

lie doesn’t want to. Why did they insist on examining the new
machine so carefully?
4.	Oliver Twist's life was a long struggle for the love and friend¬
ship that every child needs. The artist struggled to create a
new form, a new means of communicating his ideas. The
weather had changed, but it was dangerous to stay where
they were, and they struggled on against the cold wind.
5. Прочитайте текст и устно подготовьте его краткий пере-
сказ (10—12 предложений).
A CLEVER EXPLANATION
Tom Robinson’s parents were poor and the family was often
hungry, so Tom had to go to work when he was still a boy. It
wasn’t easy to find work that he could do: Tom was small and
thin. At last he was successful in getting a place in an office
where the work wasn’t too hard, though there was much of it.
Tom was paid only six shillings1 a week for his work. He wasn’t
satisfied with the low pay he was receiving because he knew
that he had a right to more. But for a long time, because he was
so small and thin, he hadn’t the courage to ask for a rise in pay.
Whenever he imagined the scene—Mr. Marston’s gloomy look
and sharp voice—he decided to wait a little longer. Perhaps
Mr. Marston would raise the pay himself? But at last it became
clear that his pay would never be changed if he didn’t insist
on it himself. So one morning he decided to go to Mr. Marston’s
office and have this unpleasant conversation. Though he was a
little ashamed and afra'id, he decided that he would not leave
the room until Mr. Marston had promised to give him four shil¬
lings more a week.
After a short struggle with himself, he slowly opened the door
and asked: "May I speak to you, sir?”
"Yes, what’s the matter?” Mr. Marston’s loud voice seemed
more unpleasant than usual. Tom’s voice sounded much smaller
and thinner, as he told him that he wanted a rise.
“You are an honest boy and not	afraid of	work,”	Mr.	Mar¬
ston said. “How much more do you	want?”
“I was hoping you would agree to a rise of four shillings,”
Tom said.
“Don’t you think that ten shillings is too much for such a
small boy?”
“No, I don’t,” Tom answered. “I	am older	than I	look. To
tell you the truth, since I have worked here, I have been so	busy
that I haven't had time to grow.”
6. Прочитайте текст Lenin’s Recommendation (упражнение
XIV) и выполните устно упражнение XV (стр. 87).
1 a shilling rjjlig] — шиллинг (бывшая денежная единица в Англии)

7. Письменно закончите предложения.
1.	Though he	was a well-to-do young	man . . ,
2.	The article	was so difficult that	. . .
3.	The police	arrested many workers,	but . . .
4.	He was' an	ordinary reporter, but	. . .
5. Before the coal-miners went on strike, . . .
6. After the reporter visited the agricultural exhibition, . . .
7. Although he was deeply interested in mathematics, . . .
8. He was an honest scientist and though he respected the pro¬
fessor . . .
9. In capitalist countries workers are often driven out of their
gloomy old houses and then . . .
8. Прочитайте текст Lenin’s Books и How I Painted Vladi¬
mir Ilyich Lenin’s Portrait в упражнениях II и IV (§ 10)
и подготовьте ответы на вопросы упражнения III и V
(стр. 93, 94).
Remember!
honest, ordinary, political, ruined, well-to-do; agricul¬
ture, article, childhood, coal, event, delegation, figure,
front, industry, miner, nature, opportunity, police,
prison, reporter, specialist, strike, struggle; to arrest,
to criticize, to discuss, to drive, to graduate, to in¬
sist, to join, to suffer; it makes no difference, to go
on strike.

LESSON TEN
I. Read the following phrases and sentences and give their meaning:
A. encyclopedic Ien,saiklo'pi:dik] knowledge; socio-economic
I'soujiou^ka'namikl literature; literary criticism ['literari
'kritisizml; ancient I'einjant], medieval [ymedi'i:valJ and
modern history;
B. transport [4rsenspD:tl n\ a pedagogue I'pedsgagl; classical
['klassikll literature, the Russian classics; archives ['aikaivzl;
C. The names of some European [juaro'pidnl languages are:
Italian li'taelpnl, Polish I'pouliJI, Czech [tjekl, Latin
I'laetml, Swedish l'swi:dijl* Bulgarian [ЬлГдгэпэп].
Latin is an ancient language; there are two Greek lan¬
guages—ancient Greek and modern Greek. Latin and ancient
Greek are dead languages. I’d like to read Greek authors in
the original [a'rid3an3ll.
And now read the names:
D. William Goode f'wilpm 'gudl—an English correspondent
who came to Moscow in 1919.
Henri Barbusse ['a:nri ba:'bju:sl—a French writer of the
20th century.
Heinrich Heine I'hamrik 'haiml—one of the greatest Ger¬
man poets of the 19th century.
The Manchester Guardian ['maentjesta 'gci:djan]—the name
of a British newspaper (Manchester is one of the largest
industrial cities in England).
II. Read the text Lenin’s Books and be ready to answer the questions
in Exercise III.
LENIN’S BOOKS
The books in Lenin’s library show how wide were his inter¬
ests, how encyclopedic his knowledge. Besides socio-economic
and political literature, we find books on industry, agriculture,
transport, electrical engineering, the organization of labour,1
ancient, medieval and modern history, natural science, liter¬
ary criticism, music, the theatre, etc.
* organization of labour ['leibd] — организация труда
92

Lenin knew nine foreign languages: English, German, French,
Italian, Polish, Czech, Swedish, ancient Greek and Latin. He
always read West European classics in the original. William
Goode, an English pedagogue who came to Moscow in 1919 as
a correspondent of the Manchester Guardian wrote about his
meeting with Lenin:
“There was nobody in Lenin’s study, but I saw an open book
on the desk. It was a book in French by Henri Barbussethat
Lenin was reading. While I waited, 1 began to read; and when
Lenin came in, I began to speak to him in French.
‘If it makes no difference to you. I’d rather speak 1 English,'
he said. I was surprised and said: ‘Oh! I didn’t know you could
speak English.’ ‘If you speak slowly and clearly, I shall not
make mistakes,’ he said. And he didn’t. We discussed important
questions, all in English. Lenin had promised not to make
mistakes, and he never made even one.”
Even during the difficult days of 1919 Lenin found time
to read Russian classics. We can see his favourite authors in
two bookcases 2 in his study: Pushkin, Nekrasov, Lermontov,
Tolstoy, Chekhov. There is a note 3 in the archives, in which
Lenin asks the librarian to get him Heine’s poems, in German,
if possible. In his political speeches, Lenin often mentioned 4
characters and events in Russian and foreign literature.
Lenin’s own Russian was rich and always correct. Educated
people loved to listen to him, and ordinary people always un¬
derstood him easily.
III. Answer the following questions:
1. What kind of books can we see in Vladimir Ilyich Lenin’s
library?
2. What languages did Lenin know?
3. What made the English correspondent think that Lenin
could speak French?
4. How did Lenin speak English?
5. How can you prove that Lenin w'as deeply interested in
literature?
6. Who were Lenin’s favourite authors in Russian classical
literature?
7. What did people say about Lenin’s Russian?
IV. Read /. /. Brodsky's story about Vladimir Ilyich Lenin and be
ready to answer the questions in Exercise V.
1 I’d rather ['rctda] speak... — я предпочел бы говорить...
2 a bookcase ['bukkeis] — книжный шкаф
8 a note [noul] — записка
4 to mention ['men/an] — упоминать
93

HOW I PAINTED VLADIMIR ILYICH LENIN’S PORTRAIT
(By I. I. Brodsky)
I first saw Lenin in 1919, at a meeting in Petrograd. But I had
a much better opportunity to draw sketches of his face and figure at
the opening of the Second Congress of the Communist International.
I remember a humorous thing connected with these sketches.
A few hours after the meeting, a delegation from the Congress came
to lay a wreath on the grave 1 of the fighters for the Revolution.
I went there too, with the sketches I had made at the Congress. Af¬
terwards I asked Lenin to sign2 one of them. Vladimir Ilyich exam¬
ined the sketch carefully,	and said that it didn’t look	like him.	The
people around us insisted	that it was a	good	likeness:	they	told	Ilyich
that he didn’t know his own face well.
Vladimir Ilyich listened to them, then took his pen and said
with a smile: “This is the first time in my life I have ever signed a
thing I don’t agree with.” But when the sketch had gone round the
circle of people and came back to him, Vladimir Ilyich looked at
it again and said: “You know, it really looks like me.”
V.	Answer the following questions:
1. Who was I. I. Brodsky?
2. Where did he draw sketches for his portrait of Vladimir Ilyich
Lenin?
3. Why do you think he wanted Lenin to sign one of his sketches?
4. Why did Lenin refuse at first to sign the sketch?
5. Did Lenin agree	that he had	been	wrong?
VI. Tell I. /. Brodsky's	story.
VII. Look at the pictures on page 95 and describe Vladimir Ilyich
Lenin's study and his room at Gorki.
VIII. Read the following text to yourself:
HOW MANY LANGUAGES CAN A PERSON KNOW?
This happened in Paris, in the autumn of 1933. A woman came up
to a newspaper stand 3 and asked for newspapers in Russian, Italian,
French, German and some other languages. The man at the stand was
sure that the woman was buying the newspapers for a hotel where there
were many foreign guests. “If you agree to buy all these newspapers
for your hotel every day,” he said, “I’ll sell them to you for less money,”
to lay a wreath |ri:0] on the grave — возложить венок на могилу
to sign |saiп| — подписывать
*a newspaper stand — киоск
94

Lenin’s study in the Kremlin.
95

The woman smiled and answered that the newspapers were not for
a hotel. They were for her husband, who read newspapers in seven
languages every day.
She was the well-known Russian actress, Lunacharskaya-Rosenel,
the wife of Lunacharsky, who was in a Paris hospital at that time.
Lunacharsky could speak and read almost all the languages of Europe.
You know, of course, how well Vladimir Ilyich Lenin knew foreign
languages. At Comintern congresses and conferences Lenin spoke in
English, French, German, Italian, Polish, Swedish and Czech.
Karl Marx knew very many languages—one of them, Russian;
and Frederick Engels knew even more languages.
Of course, all these were unusual people. But we must not think
that only great scientists or geniuses can learn many foreign languages.
In modern times, when science and technical knowledge are prog¬
ressing so fast, all kinds of specialists need foreign languages in their
work—teachers, doctors, scientific workers, engineers, and people of
many other professions. If a specialist doesn’t know foreign languages,
if he must wait for translations, he can hardly hope to know all the lit¬
erature in foreign languages that he needs; and what he reads in trans¬
lation may be months, and even years behind the times.
“But,” you will say, “how can I hope to learn so much? I have
enough difficulty learning one language.”
The answer is that when we have learned one foreign language,
learning a second foreign language is much easier. Learning a third
foreign language is much easier than learning the second, and so on.*
There are many people in our country who have discovered this secret.
They know that success in foreign language learning is connected not
only with a person’s natural talent. We must work hard to learn our
first foreign language. After the first, other languages are a much
easier task.
IX.	Say a few sentences to develop the following statements:
1. Lenin was interested in many fields of knowledge.
2. Lenin could read seven modern European languages.
3. Lenin had wide knowledge of Russian and world literature.
4. Lenin’s Russian was unusually rich and clear.
5. Lenin had unusually wide knowledge,
X.	Speak on the following topics:
1. Why the knowledge of foreign languages is so important
in our times.
2. Why 1 am learning English.
1 and so on — и так далее
96

Homework
1. Перепишите предложения, дополнив их словами, данными в
скобках.
1. Come to see те (please; at three o’clock; here; tomorrow
afternoon).
2. He came to see us (on Sundays and holidays; sometimes; at
the camp).
3. We went boating (on fine, hot summer days; on the lake;
sometimes).
4. He hadn’t yet heard what I said (yesterday; at the meeting).
5. We noticed a building (in the distance; strange; across the
river).
2. Прочитайте предложения, заполнив пропуски одним из слов,
данных в скобках.
1. (truth, true, truthful, untrue)
a) She was ashamed to say anythirfg that was ....
b) She had always been a . . . girl and we believed her at
once.
c) There is much ... in what he says.
d) His descriptions of nature are always ....
2. (nature, natural, naturally, unnatural)
a) . . . after such a hard journey, he was very tired.
b) We study ... for the purpose of making it serve people’s
needs.
c) Her eyes shone too brightly and the red spots in her face
looked ....
d) He had had only a small piece of bread and cheese; it was
only . . . that he was hungry.
3. (real, reality, unreal, really)
a) The . . . important questions must be discussed first.
b) In . . . the task was not as impossible as it seemed.
c) The article describes . . . events.
d) The situations in the novel seemed . . .; the author had
clearly invented them.
3. Прочитайте текст, пользуясь словарем.
THE BRITISH MUSEUM
The British Museum is situated in London in Great Russell
Street. Here Marx spent a great deal of time conducting his
researches. Later, in 1902—1903, Lenin became a regular visitor
4 № UBS
97

to the museum reading-room, and in May 1908 visited it spe¬
cially in order to procure material he required in connection
with his famous book Materialism and Empirio-criticism.
There are many halls to be visited, in each of which are spe¬
cial collections of rare and valuable objects. One of the halls
contains a countless number of precious manuscripts... There
are also autographs of famous men, authors’ manuscripts, and
old charters dating back to the time of the Danes.
In another hall we find relics of the Romans in England.
In others we see copies or originals of the sculptures of the Ro¬
mans, Greeks, Egyptians, Assyrians and many other nations...
Altogether, the British Museum is a wonderful place, and a
great aid to students, who find hundreds of specimens there that
cannot be seen anywhere else in the world.

LESSON ELEVEN
WE REVIEW
I.	a) Say that you thought you had no chance of doing (getting,
etc.) something you wanted, but then you were lucky enough
to do (get) it.
Example:
I thought I had no chance of seeing the football game, but
I was lucky enough to buy the last ticket.
b)	Say that something happened by chance.
Example:
I met a boy from camp by chance at the cinema yesterday.
II. Give as many endings as you can.
1. I always enjoy . . .
2. Last year some of the girls dreamed of . . .
3. The stranger explained that he had come with the purpose
of . . .
4. The travellers had little hope of . . .
5. He had to wait long before he saw an opportunity of . . ,
6. In an angry voice, he told them to stop . . .
7. We were surprised when she insisted on . . .
III. Tell the class about the main idea and the main characters of the
story (novel) you are reading now (or the one you have just fin-
ished reading). Answer your classmates’ questions about the book.
WE TALK
IV. 1. Study the use of the verb to wear and see whether you know all
the words connected with clothing.
to wear (weol (wore [wo:], worn [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. What do you usually wear on a walking trip? She had
worn the same old raincoat for a long time. I like to wear
a blouse and jeans at home. The stranger’s clothes were worn
and dirty.
4*
99

clothing; a blouse, a cap, a coat, a dress, a hat, a jacket, jeans,
a raincoat, a shirt, a skirt, shoes, socks, stockings, a ski-
suit, a suit, a tie, trousers.
2.	Say what the people in the pictures are wearing and why;
describe their clothes.
3.	Say what you usually wear: a) at school, at home; b) in
summer, in winter.
V.	A.	/о	each	other on the following situations:
1.	Your class is getting ready for a two-day walking trip.
Two of the pupils must decide what food you must take
100

with you. They discuss what you are going to eat during
the trip, and what food they will have to buy.
2.	You and your friend are planning a trip to the country
next Sunday. Discuss what kind of weather you may have,
and what you will have to wear.
B.	Speak on the following situation:
Your little sister is going to become a pioneer, and Mother
has asked you to buy everything she will need to wear. She
already has some of the necessary things. Say what she already
has, and what you are going to buy for her.
WE LEARN NEW MATERIAL
THE USE OF THE GERUND
VI.	Study the following groups of sentences. After reading each group,
discuss the difficulties in translating the Gerund.
Л. 1. I like fishing (to fish) early in the morning. 2. The travel¬
lers continued moving (to move) towards the collective farm
because they wanted to spend the night there. 3. We planned
seeing (to see) a number of cities on the Volga.
B. 1. She never enjoyed playing basket-ball. 2. ГИ begin the
doors after I finish washing the windows. 3. She didn’t stop
reading until it was too dark to see.
C. 1. Camping is very pleasant in fine weather. 2. Making a fire
is very difficult in the rain. 3. Driving gives me much enjoy¬
ment. 4. Seeing is believing. (English proverb.)
D. 1. Jim and Ed were not very happy at the idea of going to
the country. 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 captain. 5. I have never had a chance of visiting Kiev.
6.	He had no hope of winning her respect. 7. Ships were sent
to the south with the purpose of collecting all possible infor¬
mation about the new continent.
Remember!
to stop \
to finish 1 doing something
to enjoy j
to think	^
to be tired
to dream
a chance
an idea
a plan
no hope
with the purpose
instead
no opportunity )
of doing something
101

VII. Give as many endings as you can.
1. The travellers had no hope of . . .
2. The boys were tired of . . .
3. I was frightened at the idea of. . .
4. There was no chance of ....
5. You will have hardly any chance of . . .
6. The delegation had come with the purpose of . . .
VIII. Tell the class whal you were going to do and what you did instead.
Lei your classmate repeat what you said.
Example;
A: 1 thought of going to the circus yesterday. But then I changed
my mind and went to the park instead.
В: Instead of going to the circus A. went to the park.
IX. Study the meaning and use of the new words in the following sen¬
tences:
reason [rri:zn]: There are two reasons why 1 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.
to excite lik'sait], to be (get) excited: Nothing ever excited
him. We had many exerting adventures. She was so excited
that she couldn't speak. Everybody was excited at the news.
We shall speak about it when you are less excited. He got
excited when he saw the letter. There is nothing to get ex¬
cited about. She always gets excited over little things. I
have never seen him so excited before. We could hear ex¬
cited voices from the next room. There was much excite¬
ment when one of the cosmonauts came to visit our school.
It was an exciting game.
condition Ikan'dijsnl: His condition has greatly improved since
last spring. Conditions of life in big cities are changing from
year to year. The living conditions of many workers in cap¬
italist countries are becoming worse every year.
also I'orlsoul: The neighbours were also invited to the party.
We decided that besides the exhibition we would also visit
the museum. He was an engineer and also an artist. Lev
Tolstoy was not only a great writer, but also a great thinker.
to offer rofol: The girl offered the guest a cup of tea. He knew
I had broken my skis and offered me his. He offered to go
and buy tickets for the performance. We hoped he would
offer to do some of the work himself. We refused his offer
of help because we wanted to do everything our¬
selves.
102

forward I'forwodl: When you get off the tram, go forward as
far as the corner of the street. The train stopped and then
began to move slowly forward,
among [э'тлдк Among other books he bought a collection
of poems by K. Simonov. We use “between” when we speak
of two things or persons; and “among” when we speak of
three or more.
X.	Give os many endings as you can.
1. He had no reason for . . .
2. There are several reasons why . . . First, . . .
3. Her reasons for . . . were not quite clear.
4. We quite forgot about ... for several reasons. First, . . .
5.	I don’t quite understand . . .
6.	I’m not quite sure that . . .
XI.	Tell the class about some event that made you excited (explain
why you were excited). Let your classmates ask you questions for
additional information.
Example:
We were all excited when we heard that the excursion would
last five days, and we would camp in the forest.
XII. Say that somebody was in difficulty and what you offered to do to
help.
Example:
We could see that the people in	the	little	boat	were	in	diffi¬
culty. So we went out in our boat and offered	to pull	them to	the
coast.	*
WE READ
XIII. Guess the meaning of the italicized words; pronounce them cor¬
rectly.
A.	Stephen Leacock, whose story you read in Lesson Two,
was a widely educated person. He was a specialist in po¬
litical [pa'htikall economy and was well known as a lec¬
turer I'lektjarol on questions connected with that subject,
and as the author of several books. He was a Doctor of
Philosophy [ftbsafil and professor of economics f^irks'nomiksl
at the University of Montreal.
Leacock’s name is also well known in the literary
riitarsril world. He was the author of a large number of
humorous I'hjurmarosl stories. But he is known not only
as a humorist ('hjuimaristl. His name is connected with
critical I'kntikoll studies of humour I'hjurmal in literature.
His main works in the field of literary criticism 1'kntisizm)
are analyses la'neelisiizl of the humour of Charles Dickens
103

and Mark Twain. Leacock speaks of them as the greatest
humorists in British and American literature.
Leacock’s own writing is marked [ma:kt] not only by
humour, but by democracy Idi'mokrosil and deep humanism
['hju:mamzml. He wrote political satires ['sastaiazl, in which
he analysed ['tenolaizdl problems of war and peace. In these
articles he was on the side of the Soviet Union and the
democratic ^dems'kraetikl movements in capitalist coun¬
tries. He used his irony I'aiaroml against the aggressive
[a'gresivl policy I'pahsi] of imperialism.
В.	1. The First World War broke out in 1914. The fire broke
out in the middle of the night.
2. She was very angry whenever her name was not included
in the list of best pupils. Some of Chekhov’s letters, found
not long ago, were included in the last collection of his
writings.
3. His favourite phrase was “God knows!” and he used it
whenever we asked him a question.
XIV. Read these geographical names.
1. New York ['nju:'jo:kl; Philadelphia l/ila'delfjal; New Or¬
leans [nju:'o:hanz|; Saint Louis [snt'lu:isl.
2. Brazil [bra'zili; the Philippines I'fihpirnzl; Cuba l'kju:bal;
Hawaii Iha'waii:!.
3. the Mississippi [^misi'sipiI; the Amazon I'aemazanl.
XV. Read, these comments on some of the facts in the text in Exercise
XVII (page 105).
1. The western states of America on the coast of the Pacific
Ocean, such as California, Oregon, and Montana are often
called the West. The eastern states on the coast of the Atlan¬
tic Ocean, such as Connecticut, New York, New Jersey are
called the East. So, when we meet the phrase “He lived in
the West”, it means “He lived in one of the western states of
America”.
2. Hannibal ['haeniball is a small town on the Mississippi
river. Mark Twain was born there, and there he spent his
childhood.
3. We usually think of a lecture as a talk on some scientific
subject. But in the 19th century, lectures by famous writers
were a kind of performance given for the enjoyment of the
people who listened to them. Charles Dickens and Mark
Twain were both famous as lecturers. But their “perform¬
ances” were not at all the same. Dickens read from his own
books, and acted the parts of the characters, while Mark
Twain was always himself in his lectures. Leacock says that
people enjoyed Dickens’s art in changing himself into his
characters, and Mark Twain in Twain’s performances.
101

4.	The Civil War in America took place in the 19th century
(I860—1865), between the Nerth and the South.
XVI. Discuss the translation of the following sentences:
1. . . . and in his early life there was nothing to show that he
would become famous.
2. Twelve-year-old Samuel had to leave school and look for
work.
3. ... he helped Samuel to learn something about printing.*1
4. He often had to go away on business.
5. This made some people angry.
6. The greatest number of newspapers was sold whenever one
of his articles appeared.
7. He dreamed of a more exciting life.
8. On his way down the Mississippi . . .
9. ... he threw his pilot’s line, to make sure that the water
was deep enough.
10. Samuel became a good miner, but not a rich one.
11. There was not even one baby left to cry for its mother.
12. We know that he was a thinker and a fighter for the rights
of man.
XVII. Read the following text. Be ready to answer the questions in
Exercise XVIII (page 108).
MARK TWAIN: BIOGRAPHICAL NOTES
His real name was Samuel Clemens.2 When
he came into the world in 1835, no one in his
family was connected with literature; and in his
early life there was nothing to sfiow that he
would become famous in his own country and
all over the world also.
His father, a lawyer, was not successful in
his profession, and his attempts to change it
were not successful either. When he died, he
left nothing to his wife and four children.
Twelve-year-old Samuel had to leave school and
look for work. His older brother was working
as a printer,3 and he helped Samuel to learn
something about printing. A few years later,
Samuel’s brother bought a small newspaper, and the two young men
began to publish it themselves.
Samuel’s brother often had to go away on business, and when this
happened, Samuel had to take care of the newspaper himself. He began
1 to print (.printJ — печатать книги
3 Samuel Clemens I'saemjual 'klemanzj
9 a printer |/print<j — наборщик
105

to write humorous or satirical stories about the people and conditions
in the little town of Hannibal where he lived, and he published them
in his newspaper. This made some people angry, especially the city
politicians. But it was not bad for the newspaper: people enjoyed read¬
ing about their neighbours and friends, and the greatest number of
newspapers was sold whenever one of Samuel’s articles appeared.
Young Samuel was not satisfied with his life in the little town of
Hannibal; and when he was eighteen he decided to go away to look
for something better in the big cities. For more than a year he trav¬
elled — Saint Louis, New York, Philadelphia. He worked as a printer,
and he tried to write, but he was not successful. At last he had to go
back home, to the sleepy, uneventful life of an American small town
on the Mississippi. Like all young men—he was only nineteen—he
dreamed of a more exciting life; he wanted to travel and see the world.
The next spring young Samuel Clemens went down the Mississippi
to New Orleans. His plan was to go to the Amazon river in Brazil,
a country that promised a life full of adventure. But he never reached
South America. On his way down the Mississippi on the Paul Jones,
he met the ship’s pilot 1 and became friends with him. His new friend
taught him the profession, and eighteen months later, Samuel Clemens
was piloting ships up and down the one thousand two hundred miles
of America’s greatest river.
Day and night he threw his pilot’s line,2 to make sure that the water
was deep enough. Day and night passengers could hear his voice,
“Mark three!”, “Mark twain!” Like all pilots on the Mississippi, he
used the old English word “twain” instead of “two”: the words “mark
twain” meant that the water was up to the second mark on the line,
that it was deep enough, and the ship could go forward. Years later,
when he wanted to find a literary pseudonym,3 he remembered the
words he had used as a river pilot. His pseudonym “Mark Twain”
became so well known that even during his lifetime, people forgot
his real name.
When the Civil War broke out in America, Samuel’s work as a riv¬
er pilot came to an end. He and his brother went to the West, where
they became gold-miners. Samuel became a good miner, but not a rich
one, and he went back to writing again. This time he was more success¬
ful. He became a newspaper reporter and wrote articles under the name
of “Mark Twain”. Everybody began to notice his articles; they enjoyed
his humour and his descriptions of places and people.
When Mark Twain went to live in the East, he was already quite
well known. The books that he wrote in his new home made him even
more famous, not only in America but all over the world: The Adven¬
tures of Tom Sawyer, The Adventures of Huckleberry Finn, A Con¬
necticut Yankee in King Arthur's Court. People everywhere loved
1 a pilot LpallotJ — лоцман
2 a line — лот
3 a pseudonym I'psjuidaniml
106

the books and they also loved the author for his humanism, his demo¬
cratic ideals and his wonderful humour.
The humour we find in his books is quite natural, it is a part of
Mark Twain himself. Once after listening to a lecturer, Mark Twain
went to him and said: “I want to thank you for your interesting speech.
But do you know, I have a book at home where you will find your
whole lecture, every word of it.”
“Impossible!” the lecturer cried. “I wrote the speech myself, I
didn’t take a word from anybody—there must be some mistake!”
“No, no, there is no mistake,” Mark Twain insisted. “If you like,
I can send you the book; you will see for yourself.” And the next day,
the lecturer received a parcel from Mark Twain. When he opened if
he found—a dictionary!
But we must not think Mark Twain was only ahumorist, and spent
his whole life telling jokes. He understood everything he saw, and
among the things he saw around him, there was much that was not
funny. He saw the poor people of America and the difference between
their world and the world of Rockefeller 1 and Guggenheim.2 He saw
how American imperialism brings “civilization” to colonial peoples,
how American business buys and sells the art of the writer. When he
wrote about such things, his humour changed into irony and satire.
For example, when he speaks about a battle between the American
army and the people of the Philippines, he says that there were six
hundred on each side. But there was one difference: the six hundred
Americans were all soldiers, with guns and artillery,3 while more than
half of the six hundred enemies were women and children, and their
men had only knives and stones in their hands. “In this ‘battle’,”Mark
Twain wrote, “the Americans lost only fifteen men, while all the six
hundred ‘enemies’ were killed—there was not even one baby left to
cry for its mother.” “Surely,”Mark Twain continues, .“this was the
greatest victory that was ever won by the soldiers of the United States.”
Mark Twain saw that money and the power of money was changing
America, and in several articles, he explains the reason why this is so.
He says that such millionaires 4 Rockefeller are trying to teach the
American people a new lesson — “Get money! Get it quickly! Get as
much as you can!” These men believe, Mark Twain says, that it makes
no difference how you get money—honestly or not. The main thing
is to get very much. Because the dollar is their god.
Mark Twain hated their philosophy. He does not give a deep anal¬
ysis of American capitalism in his articles, but he hated the aggressive
policy of American imperialism. When he saw how the imperialists
made Cuba and Hawaii and the Philippines into American colonies,
he was ashamed of his country.
1 Rockefeller ['rakrfela]
2 Guggenheim I'gAganharm]
3 artillery [a'tilanj
4 a millionaire [дшЦэ'пеэ]
107

But there are a number of Mark Twain’s critical articles which are
not well known. American publishers do not include them in collec¬
tions of the author’s works. They want the world to think Mark Twain
was only a humorous writer, a writer of stories about children and jokes
that we can laugh at and enjoy. But we know that he was more than
that. We know that he was a thinker and a fighter for the rights of man.
XVIII. Answer	the following questions:
1.	What	was the real name of Mark Twain?
2.	When	and why did Samuel have to leave school?	Did	he ever
finish school?
3. What was his first work connected with?
4. When did Samuel begin to write his first stories?
5. Why did Samuel decide to leave his home town?
6. How long did he travel before he returned to his home town?
7. Why did Samuel decide to leave for Brazil?
8. Why didn’t he ever reach Brazil?
9. What kind of work did he do on the Mississippi?
10. What made him take the pseudonym “Mark Twain”?
11.	What	books by Mark Twain are known all over	the	world?
12.	What	do people love in Mark Twain’s stories?
13. What kind of people and what kind of policy did Mark
Twain criticize in his works?
WE DISCUSS
XIX. Explain the following expressions in English:
1. When he came into the world . . .
2. No one in his family was connected with literature.
3. In his early life . . .
4. Twelve-year-old Samuel had to leave school.
5. A few years later . . .
6. He was already quite well known.
7. The sleepy, uneventful life of a small town.
8. On his way down the Mississippi . . .
9. His plan was to go to the Amazon river . . .
10.	Eighteen months later . . .
XX. Speak about Mark Twain and any of his books you have read.
XXI. Listen to your teacher's story and answer his questions.
XXII. Give biographical notes about Konstantin Simonov. Before
beginning to speak, look through the following facts:
1915—Petrograd; childhood—Ryazan, Saratov.
1930—seven classes; learned to be a turner.
1932—began to work as a turner; began writing poems;
friends advised him to go to work in a publishing
house; worked hard at his own poetry.
J08

1934 — student of the Workers’ Evening University of Lit¬
erature.
1936 — first poems published.
— graduated from the University; reporter; war corre¬
spondent; the front; articles, poems, novels.
Homework
1. Прочитайте рассказ. Определите значения слов to kiss, to
marry и выраоюения to fall in love. Перескажите текст.
A JOKE
A young man walking in the street saw a girl in front of him
whose figure seemed very beautiful to him. He ran forward to
look at her face, and it was beautiful too.
“I have fallen in love with you,” the young man cried. “Let
me kiss your hand. I want to hold your hand for ever. I want
to marry you.”
“Wait!” the young woman answered. “Go and look at my sis¬
ter. She is walking there in front of us, and she is more beautiful
than I am.”
The young man immediately ran to look at the other woman.
But finding her old and not beautiful at all, he ran back to the
girl. “You didn’t tell me the truth!” he said. “Aren’t you ashamed
to tell lies?”
“And aren’t you ashamed to use the word ‘truth’?” the girl
answered. “You said you loved me, but you were quite ready to
run to any woman you thought was more beautiful. You don’t
know what love is. I’ll never marry such a man!” And she turned
and walked away fron him.
2. Перепишите предложения, заполнив пропуски одним из при¬
лагательных, данных в скобках.
1.	On week-days	schoolgirls usually	wear . .	. dresses and boys
wear .	.	. suits	at school. Pioneers	wear . .	. clothes when they
have their meetings: girls put on . . . blouses and . . . or . . .
skirts, and all the boys have . . . shirts and . . . trousers;
all of them wear their . . . pioneer ties, (brown, blue, black,
grey, red, white, dark, different)
2.	When	I	go skiing I usually wear	my . . .	-and- . . . ski-suit
and a	 cap. I put on .	, . socks	and ski-shoes too.
(yellow, green, brown, warm)
109

3. For a walk in a forest . . . jeans and a . . . shirt are very good
in summer. If you are afraid you’ll be cold, take a . . . jacket
with you. (coloured, dark, light)
3. Письменно переведите на английский язык.
1. На ней было новое красивое платье. 2. Она надела теп¬
лый костюм. 3. Он был в плаще, так как шел сильный дождь.
4. Хотя было совсем жарко, маленький мальчик был в зимнем
пальто и теплой шапке. 5. На вечере мой брат был в новом
синем костюме. 6. Она любила надевать платья своей бабуш¬
ки— она выглядела в них очень забавно. 7. Сними шапку —
никто не носит шапку в помещении (=в доме).
4. Перепишите предложения, докончив их подходящим сонета-
нием из второго столбика.
1. The Englishman never thought
of .. .
2. We didn’t like the idea of.. .
3. There was little chance of...
4. All his life he dreamed of...
5. The Englishman had come to
the mountains with the pur¬
pose of ...
5. Определите значения новых слов по словарю. Устно переведи-
те выделенные сочетания.
1. Several years passed. I told them about it several times. Sev¬
eral boys were playing football in the yard. I need several
more notebooks.
2. He was killed at the front in 1942. Her answer killed all his
hopes. We were afraid the news would kill her.
3. Our next-door neighbours are very pleasant people. He fell
in love with his neighbour and married her.
4. Don't hurryl We must hurry, or we’ll be late. He hurried to the
station. The pupils hurried to get everything ready in time.
5. Our attempts to make a fire in the rain were very funny. This
time, Amundsen’s attempt to reoch the North Pole was suc¬
cessful. We made several attempts to make him change his
mind, but he refused to listen to us.
6. A dangerous adventure. The travellers had many adventures
during their dangerous journey. 1 like adventure stories and
adventure films. There are many interesting stories by Jack
London about adventurers who went to Alaska to look for gold.
7. A tall young man. My younger brother is already as tall as
I am. I am a little taller than my sister. We saw a tall figure
in black, standing on a high hill. She wasn't tall enough to
reach the highest shelf.
catching the last train
travelling in the Far North
marrying Lispeth
collecting wild plants
walking all that long dis¬
tance in the rain
no

8.	A jacket with two pockets. He took some money out of his pock*
et. He came in with his hands in his pockets. Where did you
buy your pocket dictionary?
6. Вместо данных предложений напишите другие, употребив
instead + герундий.
I planned to go to the agricultural exhibition, but then I
changed my mind and went to the museum instead.
Instead of going to the agricultural exhibition, 1 went to the
museum.
1. I thought of writing a letter to my friend, but then I sent him
a telegram instead.
2. We planned to go on an excursion to the factory, but we went
to the industrial exhibition instead.
3. She wanted to buy a skirt. She bought a jacket instead.
4. She quite forgot she wanted to bring some fruit to the party.
She brought several cakes instead.
7. Ознакомьтесь со значениями слова law, как они даны в сло¬
варе. Скажите, какие значения иллюстрируются данными
ниже предложениями.
law [b:l п 1) закон; правило; 2) право; юриспруденция;
international law международное право; 3) профессия юриста;
4) суд, судебный процесс; 5) attr. законный; юридический;
правовой.
Newton discovered the law of gravity ['graevitil. Have you
ever read The Law of Life by Jack London? At that college
students must take examinations in international law. Lenin
studied at the law faculty ['faekaltij at Kazan University.
8. Прочитайте текст в упражнении XVII и выпишите из него
предложения, в которых употреблены следующие слова:
его настоящее имя; попытки сменить ее (профессию); пи¬
сать юмористические и сатирические рассказы; не был удовле¬
творен жизнью; убедиться; идти вперед; во всем мире; здесь
какая-то ошибка; многое было невеселым; сражение; величай¬
шая победа; глубокий анализ; стыдиться за . . .; критические
статьи; включить в собрание сочинений; борец за права чело¬
века.
9. Перепишите предложения^ заполнив пропуски одним из дан¬
ных слов в нужной форме:
to joke, to offer, reason, to be excited, adventure, neighbour.
1.	He insisted that he had many ... for refusing, but he didn't
tell us what the , . . were.
111

2. She ... me a piece of bread and cheese.
3. When my ... came running into my room, she	...	so	...	that
at first she couldn’t tell me what was the matter.
4. Don’t take what he said to heart, he is ... .
5. Our trip in the mountains was full of all kinds	of	...	.
10. Приготовьте выступление на тему “My Favourite Author”.
11. Прочитайте рассказ М. Твена The One-Million-Pound Bank-
Note (# 12) и приготовьте упражнение 11 (стр. 118).
Remember!
aggressive, literary, several, tall; adventure, attempt,
blouse, cap, condition, critic, democracy, humour,
jacket, jeans, law, neighbour, pocket, policy, reason,
shirt, skirt, sock, trousers; to break out, to excite,
to hurry, to include, to kill, to kiss, to mark, to
marry, to offer, to wear; also, forward; among; to
fall in love, the Civil War.

LESSON TWELVE
I.	Read the following story:
THE ONE-MILLION-POUND BANK-NOTE 1
(Retold from the story by Mark Twain)
1.
When I got to London I had nothing in my pockets and not a friend
in that whole great city. Nobody wanted to give me work, because my
clothes were old and worn. I had eaten nothing for two days; I was
hungry and everything looked gloomy. I was passing by a rich man’s
house when I heard a voice from an open window: “Come in here,
please.”
The servant who opened the door and showed me where to go, gave
me an unpleasant look as I passed him and went into a big room, where
two old gentlemen were sitting, looking at me with interest. They
immediately began to ask me questions about myself, and soon they
had my whole story. They knew everything about me, but 1 knew
nothing about them: who they were, what they were or why they were
interested in me. I didn’t know that they were brothers who enjoyed
discussing all kinds of questions and never agreed with each other.
Now they had made an unusual and strange bet.2
You remember, perhaps, that the Bank of England printed 3 two
bank-notes of a million pounds each, to pay for something England
had bought from a foreign country. I don’t know why, but only one
of the notes was used; the other note was still in the Bank. The two old
gentlemen had been talking about the note; and they began to imagine
what would happen if an honest, clever man with no friends in London
and no other money tried to live on the one-million-pound note. The
older brother was sure that the man would die of hunger, because he
wouldn’t be able to use the note; the other said the man could use the
note. The older brother said the man couldn’t take the note to a bank
or anywhere else, because he would be arrested; the younger brother
said he would bet twenty thousand pounds that the man would live
a month on the note, and that he wouldn’t be put into prison. The old¬
1 a one-million-pound bank-note — банкнота достоинством в миллион фунтов
стерлингов
2 a bet — пари; to bet — спорить, держать пари
8 to print —печатать
113

er brother agreed to the bet. The younger brother went to the Bank
of England and bought the note. When he returned, he wrote a spe¬
cial letter. Then the two brothers sat at the window all day, to find
the right man.
They saw many honest faces that were not clever enough; many that
were both clever and honest, but not poor enough, or if they were poor,
they were Londoners with many friends in the city. There was always
something wrong until they saw me; and they agreed that I was the
right person. So they had called me in.
I was still trying to imagine what these two strange old men want¬
ed of me when one of them handed me an envelope 1 and told me
I would find the explanation in it. I was going to open the envelope,
but he said, “No, open it at home and think about it; don’t hurry.” So
1 left the house, sure that this was some strange kind of joke.
As soon as I was in the street, I opened the envelope. I saw that there
was money in it! I lost no time, but pushed the envelope into my pocket
and hurried to the first restaurant 2 I could find. And there I ate!
I ate until I could eat no more; and then I took out the money and
looked at it—and it made my head go round. A million pounds—
five million dollars!
When I came to myself, the first thing I noticed was that the owner
of the restaurant was standing behind me, looking at the note in my
hand. His eyes and his mouth were open wide, and he couldn’t move.
I handed the note to him and said:
“Bring me the change,3 please.”
But he refused to touch the money. He said that he hadn’t enough
change.
“I’m sorry,” 1 said. “But you must find the change. I haven’t any
other money.”
But he said it was nothing, he was happy to see a man with so much
money in his restaurant. I could pay another time. He invited me to
come and eat there as often as I liked; and he walked with me to the
door and opened it for me.
I ran back to the house where the brothers lived. I wanted to get
there before the police found me; because I knew that when people give
a man a million-pound note instead of a one-pound note, they are al¬
ways angry, not with themselves, but with the man they gave the wrong
note to.
The same unpleasant servant opened the door, and I asked for the
gentlemen.
“They are gone,” he said in his cold voice,
“Gone? Gone where?”
“On a trip.”
“But where?”
* an envelope l/enviloupj — конверт
* a restaurant I'restoroioJ
8 change — сдача
114

“To some place on the continent, I think.”
“When will they be back?”
“In a month, they said. They asked me to invite you to come back
in a month.”
He closed the door in my face and I was left in the street with a
thousand questions in my mind. Why didn’t they leave me some
explanation . . . Oh! I remembered, there was a letter in the envelope
together with the money. Perhaps the letter would explain something.
1 took it out?* and read it:
“You are an honest young man, poor and friendless. You may use
the money in this envelope for thirty days, after which you must come
and tell us how you have lived. I have made a bet on you. И I win,
Г11 give you work and will help you in every possible way.”
The letter explained the situation a little, but it didn’t help me
much. I must live for thirty days, and then say what 1 have done with
the money. I can’t even give it back to the gentlemen before the end
of the month. If I take it to the Bank of England and ask them to keep
it for the old men, they will ask me where and how 1 got it. If I tell the
truth, they will not believe me; if I tell lies, they will call the police.
The same thing will happen if I go to any other place with such a
bank-note. How can I live for a month? Where can I find a place to
live and work if I have only these old clothes?
1 walked down the street, my head full of these unpleasant thoughts,
and stopped in front of a men’s clothing shop. I needed a new suit so
badly! At last I went in and asked the salesman 1 if they had a suit
that nobody wanted to buy, something that would not cost much. He
looked at me, smiled unpleasantly and told me to wait. After a long
time, he took me to a dark room at the back of the shop, where he
showed me a suit. It wasn’t a good suit, and it was too big for me; but
it was new and I had to have something. 1 said: “I’ll take it, but 1
must ask you to wait a few days for the money. 1 haven’t any small
money with me.”
The unpleasant smile returned to his face and he said: “Of course,
a gentleman like you has only big money in his pocket.”
I was angry and said: “My friend, don’t make a mistake because of
the clothes I am wearing, I can pay for this suit, and for better suits
too. I simply didn’t want to ask you to give me the change for a very
large note.”
His voice changed a little, but he said: “Excuse me, sir. But you
can be sure, we can change any note.”
I handed him the note and said: “Then please take this note and
bring me the change.”
He took the note with a smile, and the smile didn’t leave his face
when he looked at it. But now, it wasn’t a real, living smile: it was
like the smile on a portrait, or a smile on a stone statue.*
1 a salesman rseilxmanj — продавец
2 a statue ['staftju:]
115

Just then the owner of the shop саше in and said: “Weil, what's
the matter? Why are you standing here, Todd?’*
1 said: “There is nothing wrong. I'm waiting for my change.”
The owner raised his voice: “Well, Todd, get him his change, get
him his change! What are you waiting for?”
Todd said: “Yes, get him his change. It’s easy to say, sir; but look
at the note yourself.”
The owner looked, then he ran to the suits and began to throw them
this way and that. He was talking to himself all the time: “Todd is
a fool—a born fool. Can’t he see that this is a millionaire? Because of
Todd, not one millionaire will ever come to my shop. Ah! here^is the
suit I am looking for. Please take off that terrible suit, sir. Throw it
away, sir; throw it in the fire. Please put on this shirt and this suit.
It was made for a rich foreigner, but he can wait. Yes, yes, that’s
better, much better.”
I agreed with him. “It is a much better suit,” I said.
“Yes, yes, you are right, sir. Of course, you are right, you are al¬
ways right. But we’ll make much better suits for you. You have a fine
figure, sir. Now, Todd, pencil and paper, quickly. What a fine, tall
man you are! Not an ordinary person, anybody can see. Coat—32,
45 . . . ’* He didn’t give me a chance to say a word, but began to write
in his notebook: a suit for the afternoon, another for the evening;
a light coat and a heavy coat, white trousers for tennis and boating...
at last, I stopped him. “My dear sir,” I said. “I can’t allow you to
make all these things for me until I change this note. You will have
to wait—1 don’t know how long.”
“How long!” he cried. “Please, my dear sir, please, don’t worry,
don’t think of it. It makes no difference whether you pay today or in
ten years. We’ll wait for ever, for such a gentleman. Now, Todd, hurry
with these things. Other people can wait. Send the clothes to the gen¬
tleman’s address as soon as they are ready."
“I am changing my address,” I said. “I’ll come again and tell you
the address when I find a place that 1 like.”
“Of course, very good, sir, thank you, sir. Excuse me, sir, let me
open that door for you. Good-bye, sir, thank you.”
You can easily imagine what happened after that. I bought every¬
thing I wanted, offered the note and asked for the change. A week lat¬
er, I was living in the best hotel in the city. I had my dinners at the
hotel, but I went for breakfast to the little restaurant where 1 had eaten
the first day. Because of me, the place became famous. Everybody soon
heard about the foreign millionaire with the million-pound note in his
pocket, and everybody came to look at him. Newspaper reporters took
my picture and pictures of the restaurant. Harris, the owner of the
restaurant, was so thankful to me that he made me take money from
him. So now 1 had money to spend. But 1 was not happy. 1 knew it
was all wrong and 1 was afraid something terrible was going to hap¬
pen. I could not sleep at night, though during the day 1 enjoyed read-
ing articles about myself and seeing my picture in the newspapers.
116

%
2.
On Ihe tenth day of my adventure. I received an invitation from the
American ambassador 1 and went to his house. He had read about me
in the newspapers, of course, and was very glad to meet me. He invit¬
ed me to a dinner party that he was giving that same evening.
There were fourteen at the dinner party. Most of them were famous
people in science and art. But I don’t remember anything they said, or
what we ate or did. Because I met a girl there—her name was Portia,
and she was a friend of the ambassador’s daughter—and from the
first minute, she was the only person I could see or hear. In other words,
1 fell in love with her. And during the evening, I could see that the
same thing had happened to her!
We had a wonderful time—she and I. We all played games, and
1 lost every time. So did she: you see, we couldn’t pay attention to the
game and couldn’t remember anything. We only knew that we were
happy. And I told her—I did!—I told her that I loved her. And she—
she said she liked to listen to me, and she made me say it again. Oh,
there never was such an evening!
And I was honest with her; I told her I had no money at all, only
the million-pound note she had heard about, and that it wasn’t my
money. I told her the whole story from the beginning; and when she
heard it, she laughed so much that I was frightened. I couldn’t under¬
stand why she was laughing so; what was funny in the story? I ex¬
plained that we couldn’t get married for a long time, but Portia only
laughed again. And I wasn’t angry, I only loved her more. At last
I asked her to come with me on the day that I had to appear before
the gentlemen, to tell them what I had done with the million-pound
note. At first she refused; she said it wouldn’t be right. But I explained
how important it was to both of us; that perhaps the old gentleman
would give me work and some money, and then we could be married;
and then she said, “Well, if you think I can help . .
“Of course, you сап,” I cried. “You are so beautiful, so wonderful,
they’ll be ready to give us anything when they see you.” And she
agreed to go.
At last that terrible, wonderful month came to an end. I put on my
best clothes and went for my Portia. She was very excited, which made
her even more beautiful, and we went together to the old gentlemen’s
house.
When we came in, they seemed surprised to see me with a lady, but
I said: “It’s all right, gentlemen, this lady is going to be my wife.”
They both smiled at her and even laughed a little, and one of them of¬
fered her his chair.
“Gentlemen, I am ready to answer any questions,” I said.
“We are glad to hear it,” the younger brother said. “Now we can
decide who has won the bet. If you have won for me, you shall have any
1 an ambassador Ixm'bxsodyJ — посол
117

work that I can give you. What have you done with the million-
pound note?”
“Here it is, sir.” And I handed it to him.
“I’ve won!” he shouted. “Now, what do you say, brother?”
“I say I’ve lost twenty thousand pounds. I still can’t believe it.”
“I can tell you this month’s history whenever you like,” I said.
“1 promise you, it is an interesting story.”
' “And I’ll find interesting work for you,” the old gentleman said.
“What work have you done? What kind of work would you like to do?”
“I have done many kinds of work,” I said. “And I’d like . .
“Henry!” Portia said. “You haven’t even thanked the good gentle¬
man. May I do it for you?” And she went to him and put her arms
around him and kissed him. “Father,” she said. “He forgot to thank you
because he is too excited.” She smiled at me, but I could only look at
her, with my mouth open, while they all laughed at me.
“Portia,” I said at last. “Is that your father?”
“Yes,” she answered. “The dearest father in the world. That’s why
I laughed when you told me the story at the ambassador’s party. And
you said he’s a funny old gentleman . . .”
“Excuse me, sir,” I said. “Please excuse me. And you have work
that I’d like very much.”
“Name it!”
“Son-in-law." 1
“Well, well, well! You have never had that kind of work and you
can’t bring me any recommendations. I don’t know ...”
“Try me, sir. Only try me for thirty or forty years. And if then...”
“Oh, all right, all right. If she doesn’t want recommendations, all
right.”
So now you know that I got only one thing with the one-million-
pound note. But I am ready to give ten million-pound notes for her.
II.	Answer the following questions:
A. 1. What kind of man were the two brothers looking for?
2. How did the young man feel when he discovered that he
had a one-million-pound bank-note? Who discovered it
together with him, and what did that person do?
3. Why did the brothers leave for the continent immediately
after their conversation with Henry?
4. How did the owner of the clothing shop act when he saw
the one-million-pound bank-note?
B. 1. Why did the ambassador invite the young man to his
house?
2.	Why did Portia laugh when the young man told her his
strange story?
1 a son-in-law ['sAnmb:J - зять
118

3. Why do you think the younger of the two brothers was so
sure a person could live a month on a one-million-pound
bank-note?
4. What do you think is the main idea of Mark Twain’s
story?
III. Tell the story The One-Million-Pound Bank-Note according
to the following plan:
1. The rich gentlemen’s bet.
2. The young man that they needed for their purpose.
3. The young man’s discovery of the bank-note.
4. The young man’s first step after he left the restaurant.
5. The young man in the clothing shop.
6. The ambassador’s party.
7. Henry’s meeting with his future wife.
8. His visit to the two brothers at the end of the month.
9. The happy end.
IV. Speak about a book you read not long ago,
1. Say who the book is by (if you have forgotten, say so),
where the story took place and when (the year or the
century).
2. Say something about the main characters in the book (who
they are, their family, profession).
3. Say what important things happened in the characters’
lives and how those events changed their lives and ideas.
You may need the following phrases:
. . . was very young when . . .
But he soon learned that . . .
This made him change his mind about . . .
4. Speak about what is good and bad in the book, and why
you think so.
The people are (not) described . . .
... is (are) true to life.
The author makes us see (feel, understand, believe). . .
V. Read this story to yourself,
THE BIRTHDAY GIFT
A young man met a beautiful girl at a party and immediately
fell in love with her. For days he thought of ways of showing
her how much she meant to him. At last the opportunity came:
he heard by chance that the next day was the girl’s twenty-first
birthday.
119

The young man at once ran to a flower shop. He bought twen¬
ty-one beautiful roses and asked the owner of the shop to send
them to the girl’s house the next morning. And he wrote a mes¬
sage: “Happy Birthday! I am sending you red roses—one for
each year of your life.”
The shop owner knew the young man quite well and he liked
him. He knew he was a poor student. When the young man left
the shop, the owner thought: “It is clear the flowers are for the
girl he is going to marry. He’d like to send more roses, but he
hasn’t enough money. I’ll help him.” And he added 1 nine more
roses and put thirty roses instead of twenty-one into a nice box
together with the young man’s message.
When the young man came to the girl’s house the next day,
she opened the door herself. Imagine his surprise when, before
he could open his mouth she said: “I never want to see you or
speak to you again!” And she closed the door in his face.
Homework
1. Перепишите предложения. Придумайте и напишите пред¬
ложения, логически с ними связанные.
1. Sorry, I can’t give you the magazine yet.
2. The joke didn’t sound funny to me.
3. I didn’t have a chance to read the newspaper this morning.
4.	He	has	several	reasons for refusing to come to your party.
5.	He	is	a	talented	reporter but he has not had much opportu¬
nity of travelling.
6. Mark Twain had no opportunity of finishing school.
2. Прочитайте текст, пользуясь словарем.
ROBERT BURNS
Robert Burns (1759—1796) is regarded
by the whole Scottish people as their na¬
tional poet. Every year, on January 25,
his birthday is celebrated in cities, towns
and villages in Scotland. The celebrations
include a “Burns Supper”, followed by the
traditional toast, “To the Immortal
Memory of Robert Burns”.
The poet’s life and work are known not
only to literary scholars, but to all sections
* to add l&dj — добавить
120

of the population of Scotland. The speakers at these “Burns
Suppers” often include farmers (Burns himself was one), shop¬
keepers and even policemen. Whoever they are, the speakers
make every effort to pay tribute to the poet’s talent.
Burns’s poems are mostly written in the expressive Scottish
dialect, and combine rich humour with great Ivric beauty.
His independence and love of freedom have won him the first
place in all Scottish hearts.
Not only Scottish people, but many other admirers of Burns’s
poetry make pilgrimages to the cottage near the town of Ayr
where he was born and to the Burns Memorial Gardens there. In
the Globe Inn 1 you can still see two verses that he scratched on
a window. A building near the cottage is a Burns museum, con¬
taining original manuscripts and first editions of the poet’s
works; and near it is a monument built by admirers in
his memory.
1 Globe Inn ['gloub 'in] — название таверны (небольшой гостиницы)

LESSON THIRTEEN
WE REVIEW
I.	Look at the pictures and tell the story.
game of hockey
were competing for the first place
in the city championship
began to quarrel
wanted to beat
other members of the teams
joined in the quarrel
wanted to save
JU
referee1 came at once
pushed the players
1 a referee l/efa'ri:] — судья (спорт,)
122

stopped the quarrel
game continued
II.	Listen to your teacher's story and answer his questions.
WE TALK
III. Speak about a Komsomol meeting at school.
1. Say when the meeting took place and how long it lasted.
2. Speak about the questions that were discussed, who spoke
and what they said.
3. Say whether everybody agreed on all the questions dis¬
cussed; and whether you’were satisfied with the way the
meeting was arranged and the decisions that were taken.
Before beginning to speak, think over the following phrases:
Komsomols’ progress and success in studies; ways of helping
students that have fallen behind in their studies.
Komsomols’ social f'souJ*3l] (общественная) work; lectures
on different questions, problems; plans for school activities (ex¬
cursions to museums, theatres, cinemas, trips); work on the
school wall newspaper.
IV. Discuss plans for work when the school year is over. Say where
your class has decided to work and why. Before you begin to speak,
look through the following word combinations:
on a collective farm - to help with the harvest
in the workshops	to fix broken desks and chairs
in the school garden	to	work	on agricultural ma¬
in a factory	chines
to learn to drive a car
WE LEARN NEW MATERIAL
V.	Study the meaning and use of the new words in the following
sentences:
unemployed ['Amm'pbidl: John Harris had been unemployed
for several months, and his family was living in the worst
possible conditions. The owner of the factory offered the
unemployed work, but	for	very low	pay, and they refused
his offer. The unemployed	worker had	made several attempts
to find something to do. Unemployment is one of the main
problems in all capitalist countries.
123

along [a'hijl: The railway ran along the side of a high moun¬
tain. He was hurrying along the street, wearing a coat and
no hat. Who moved the chairs back along the wall? There
were marks along the line showing how deep the water was.
to carry out: The delegation was sent to carry out a study of
industry and agriculture. Among the tasks that had to be
carried out was improving the work of the class Komsomol
organizers.
training: Why do you think our team hasn’t had enough train¬
ing for a game like this one? Not only strength but train¬
ing also is important for an athlete. The team went into
training long before the season began.
VI.	Ask a classmate whether he is a sports (football, basket-ball, etc,)
fan. Let him say something about his favourite team or his favour¬
ite player.
Example:
A: Are you a sports fan?
B; Yes, I am a tennis fan. My favourite player is .... I have
never had a chance to see him because we don’t have tennis
competitions in our town, but I always watch TV when he
plays. Are you a sports fan?
A: Yes, I am a vvater-polo fan. My favourite team is Dynamo.
I watch TV whenever the Dynamo team plays.
VII. Speak about a Komsomol task that you and your comrades have
carried out or are carrying out. You may need some of the following
word combinations when you speak:
a pioneer leader in the . . . form; a member of the Komsomol
bureau ['bjuoroul; class Komsomol organizer; to write articles
(draw pictures) for the wall newspaper; class monitor i'momtol.
VIII. 1. 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 pi¬
lot, a worker, a writer, a dancer, an engineer, a technician
[tek'nijanl, a mechanic Imi'kamiki, a collective farmer.
in a hospital; in a factory; in a library; on the radio; on TV;
at/in a school; on a collective farm; in a theatre; in the cinema.
2.	Say where you'd like to get your training:
at a university
at a technical higher school
at a teachers’ college ['lohds]
at a theatre school
at a technical school
at a medical school
I’d like to get my training <
121

3.	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 school.
WE READ
IX.	Guess the meaning of the italicized words; pronounce them cor¬
rectly.
A. 1. He tried to protest [pra'test], but the policemen refused
to listen to any protests I'proutestsl.
2. The reactionary [ri'aekjananl tsarist government did
everything possible to kill the revolutionary movement.
3. Shalyapin had already become famous in the role Iroull
of Boris Godunov.
B. 1. Though they belonged to different political parties,
they were united [ju:'naitidl in the struggle against the
reactionary government. They decided to name their
party “The United Workers’ Party”.	'
2. The right to work and rest is given to all citizens ['sitiznzl
of the Soviet Union.
3. He was planning to go to college after finishing secondary
['sekandaril school.
4. The Timiryazev district I'distrikt] is one of the largest
in Moscow. We decided to go to the secretary of the
district committee [ko'miti] of the Party.
5. Good workers are respected and admired in Soviet so¬
ciety [so'saiatil. I’m going to join the Young Cosmonauts
Society.
6. The Ninth and Tenth Forms are called the senior I'simjsl
forms. The main tasks were usually carried out by senior
members of the club. .
7. The Germans were soon driven out of all the cities in
the district that they had occupied I'okjupaidl at the
beginning of the war. We found the room occupied by
some of the senior	students. We	didn’t know what to do to
occupy ourselves while we were	waiting for the director.
Music is his hobby, riot his main occupation l^kju'peijnl.
8. He was studying English with the aim leiml of reading
technical literature. From the time he was fifteen years
old, the aim of his life was to become a poet. For an
hour he walked aimlessly here and there in the forest.
X.	Read the following sentences and say after what part of speech
the Gerund is used.
Thank you for coming. She was angry with him for forgetting
to	send her a postcard.	Her face was	full of surprise at seeing
him	again. At last we	succeeded in	finding what we needed.

He improved his article by changing the end. There was nothing
to do there besides climbing up and down the mountains. I can’t
understand why he is against including Peter in our basket-ball
team. Why are you at home instead of being at school?
Remember!
instead of
besides
without
before
after
on
by
to succeed in
to thank somebody for
+ the Gerund (not the Infinitive)
XI. Give as many endings to the sentences as you can (use the Gerund).
1. He left town without . . .
2. We have improved our English by . . .
3. He saved the child’s life by . . ,
4. They succeeded in ...
5. She insisted on . . .
XII. Discuss the translation of the following sentences:
1. They are fighting against unemployment and bad living con¬
ditions.
2. They come together in great youth festivals.
3. Among London’s progressive theatre workers and actors,'
the youth “Agitprop” actors are well known for the sharp po¬
litical line of their plays.
4. But now the Prime Minister appears with a law that takes
away the workers’ full right to strike.
5. These men started to give the boys “training” for the role
they wanted them to play in the future.
6. They are too young to know that the reactionaries are using
them and will continue to use them.
7. English Young Communists have before them the example of
the Soviet Union to point the way to a bright future.
8. ... because Doctor Spok had become one of the most active
fighters against the government’s policy at home and abroad.
9. They are ready to risk their opportunity to study, to risk
prison to stop the movement of the country to its self-de¬
struction, 1
4 self-destruction I'selfdis'trAkJonJ — самоуничтожение
126

XIII.	Read the following text:
THE YOUTH MOVEMENT ABROAD
(ENGLAND, U.S.A.)
Progressive young people in capitalist countries are fighting for
a better life. They are fighting against “dirty” wars—in the Far East,
in Africa. They want education for everybody and better education
in colleges. They are fighting against unemployment and bad living
conditions. They come together in great youth festivals, to discuss
their problems and learn to understand each other better. The youth
are fighting, but the road is long and the fight is hard. We want to
tell you a little about these young people, about some of their prob¬
lems, and what they are doing.
The Woodcraft Folk 1 is a progressive English youth organization
that meets every week to learn songs, dance and go on excursions
to the forest, where they have sports competitions and games. But
the Woodcraft Folk are interested in more serious things too. They
take an active part in the celebration of May Day; and every year,
when English workers hold a demonstration against atomic war,
the Woodcraft Folk always march along the streets with them.
Among London’s progressive theatre workers and actors, the youth
“Agitprop” actors are well known for the sharp political line of their
plays, which call for a fight against war and for the rights of the work¬
ing class. The “Agitprop” boys and girls do not believe in “art for
art’s sake”; 2 their art is a weapon 3 against capitalism. They have no
theatre of their own, but give performances in streets and parks. The
plays are humorous and at the same time very serious. In one short
play, for example, the characters are bakers, the men and women who
bake the “national cake”.4 They work hard to make the “cake” bigger,
but the more they work, the less they can buy; food and clothes cost
more every year, while the money they receive is the same. The bakers
protest against this: with much difficulty they organize a strike. But
now the Prime Minister appears with a law that takes away the work¬
ers’ full right to strike. Now the bakers see that their fight is against
the government: the government helps the capitalists to get the big¬
gest piece of the “cake”. At the end of the play, one of the characters
cries: “We want more than a bigger piece of the cake, we want the
whole bakery!” * The workers watching the play laugh and applaud.
The Communist Party and other progressive organizations do every¬
thing in their power to unite young people in their fight for a better
future for society. The task is not an easy one, especially with sixteen*
x Woodcraft Folk ['wudkrait 'foukj—Лесной народ
2 art for art’s sake — искусство ради искусства
** a weapon ['wepanl — оружие
4 bake the “national cake” — пекут «инрог» страны (от. е. создают материальные
ценности, общенациональный доход)
£ a bakery I'beikenJ — пекарня
127

and seventeen-year-old schoolboys and schoolgirls, who have never
worked and who do not understand who are their friends and who are
their enemies. The well-known English writer, James Aldridge speaks
about some boys of this age.
Here is what Aldridge writes in one of his articles.1 The first boys
with shaven heads 2 appeared a few years ago in Battersea, a working-
class district of London. Nobody paid any attention to them then.
They were secondary-school boys who suddenly, on the same day, all
shaved off their long hair, put on wide trousers and heavy worker’s
shoes. All of them were from workers’ families, the poorest workers’
families. It is quite possible that the clothes they decided to wear were
a kind of class protest: they couldn’t buy the fine shirts and trousers
and shoes that rich children wore, and besides, they wanted to look
different from them.
Children in Battersea, says Aldridge, don’t have good chances for
a happy life; usually they haven’t even the opportunity of learning
their own language well. When they come home from the streets, their
families cannot help them with their problems. They have to look for
answers to their questions themselves. Is it surprising that they often
find the wrong answers, that they begin to hate everybody and every¬
thing? Is it surprising that they sing and shout, break windows and
frighten people in the streets? The boys with shaven heads did all
these things, but they were not dangerous—yet.
The situation continued in this way until reactionaries began to
be interested in the boys; not because of what they were doing, but be¬
cause of what they could do in the future. These men started to give
the boys “training” for the role they wanted them to play in the fu¬
ture. They told the boys that they were the people that “the country
needs to clean out all the blacks and coloured”. And the boys believed
them and went out into the streets to beat people as poor as themselves
and to break their windows, only because their faces were not white.
James Aldridge says these boys with shaven heads are not crimi¬
nals. The criminals are those who use young boys, almost children,
for their own dark political purposes. The boys are too young to know
that the reactionaries are using them and will continue to use them;
that the reactionaries will not help them, and will not save them.
The picture drawn in Aldridge’s article is not a pleasant one or
a happy one. But there is a growing organization in England that shows
the youth who is for them and who is against them. It is the Young
Communist League3 (YCL), whose task is to teach young people to
understand their own problems and the problems of their country.
English Young Communists have before them the example of the So¬
viet Union to point the way to a bright future. During the Lenin
1 1970аГ^°^е WaS	*n	newsPaPer	«Советская	культура»,	September 3,
2 shaven heads t'Jeivn 'hedz] —бритые головы; to shave oh L'Jeiv 'of] —
сбрить
8 a league Li’ug] — лига, союз
128

days, the Young Communist League in England arranges exhibitions
showing the life of the great leader of the world proletariat. They .ar¬
range “Soviet weeks”, when lectures and films show how much the
Soviet people have achieved in carrying out Lenin’s ideas. The League
unites the youth in the struggle for peace, friendship and freedom for
all people.
The youth in the United States have very difficult problems.
One of them is the problem of higher education, which in America
is often the only road to~a better, more interesting life. It is not only
a question of money, it is a question of social position as well. A man
with a higher education has a chance for a better job; his family can
live in a better home in a good district; his children can go to a bet¬
ter school; he and his wife are invited to the homes of people of higher
class.
But a higher education is expensive, and it costs more with every
passing year. In 1973, a student in one of the better colleges had
to pay more than three thousand dollars a year 1 — almost fifteen
thousand dollars for a university education! And these costs are still
rising, and they will probably continue to rise.
In speaking of the American youth movement, we must include
a few words about a man who is no longer young. He is Doctor Benja¬
min Spok, the author of one of the best books ever written about how
to take care of babies and very small children. Millions of mothers have
written to thank the good doctor for his wonderful book.
For a long time, Spok insisted that he was a doctor and nothing
else, that he did not want to join in the fight against atomic weapons
or the escalation of the war in Viet-Nam. But one day in 1967 Doctor
Spok was arrested and thrown into prison. Why? Because he had be¬
come one of the most active fighters against the government’s policy
at home and abroad.
The doctor himself explains: “They say I ‘radicalized’ 2 the youth:
no, the youth radicalized me.” The young people had come to him
and analysed the situation in the country for him. “Is it not
strange,” they pointed out, “that in our country, the richest country
in history, there are millions of poor and unemployed? Is it not strange
that so many American citizens cannot receive better health serv¬
ice, better education?”
As a true scientist and an honest man, Doctor Spok had to agree
with them, and he joined the movement to make America a better
home for all its people. “Thank God,” he said, “that we have pro¬
testing people, young men and women who feel that they answer for
the country’s future, who are ready to risk their opportunity to study,
to risk prison to stop the movement of the country to its self-destruc¬
tion. I am proud of them and proud to be with them.”
1 From U.S. Nevus and World Report, Washington, 1973.
8 to radicalize I'rajdikoiaiz] — революционизировать
5 № 1IS8
129

XIV. Answer the following questions:
1. What are the names of some progressive youth organizations
in England?
2. How can we see the struggle and the ideas of the working
class in youth theatre group plays?
3. Who are the boys with shaven heads, and why are reaction¬
aries interested in them?
4. Why did Doctor Spok say he was proud to be with the youth’
WE DISCUSS
XV. The class speak about the Young Communist League of the
U.S.S.R.
1. Say when the Komsomol was organized and whose idea it
was.
2. Say who can be a member of the Komsomol.
3. Say how many orders the Komsomol has and what orders
they are.
4. Say what the Komsomol was given orders for. Include facts
in your speech.
a) The Order of the Red Banner, during the Civil War.
b) The Order of the Red Banner of Labour (for work in
agriculture and industry).
c) The Order of Lenin, during the Great Patriotic War
(the Second World War).
d) The second and the third Orders of Lenin (for restora¬
tion 1 of the national economy 2 after the Great Patri¬
otic War; for opening up virgin 3 lands).
e) The Order of the October Revolution.
5. Speak about a Komsomol hero of the Great Patriotic War.
Homework
I.	Перепишите предложения. Заполните пропуски подходя¬
щими по смыслу словами из данного списка.
to quarrel, event, main, to save, to discover, at once, honest,
memory, to beat.
Образец:
Not to like (somebody or something) very strongly is. , . .
Not to like (somebody or something) very strongly is to hate.
1. An important happening is an ... .
2. Open, free from lies is . . . .
1 restoration [/esto'reijon]
® national economy ['nsejanl I'konamiJ
9 virgin I vo-.dsn]

3. To find a place or a thing that was never known before means
... it.
4. . . . means most important.
5. Sometimes, when people don’t agree, they become excited
and begin ....
6. To get a person out of danger is . . . him.
7. When you are in a hurry and want to talk to a person, you
ask him to come ....
8. When somebody keeps forgetting things, we say he has a
poor ....
9. I hate people who . . . animals.
2. Напишите о том, как прошло ваше последнее комсомольское
собрание. Воспользуйтесь классным упражнением III в ка¬
честве плана.
3. Прочитайте предложения. Определите по англо-русскому
словарю значения новых слов. Устно переведите выделении*
словосочетания.
1. Are you quite satisfied with the results of our experiment?
His success was the result of hard work for a year. In modern
times, we have achieved' greater knowledge of the nature of
cosmic space; as a result we can send rockets to other planets.
2. i’m afraid there is a forest fire,” he said, pointing to a cloud
of smoke in the distance. The teacher pointed to a pupil whose
name she had forgotten. The examiner asked me to point
out the main ideas in the article.
3. The captain of the team started to quarrel with one of the play¬
ers. We decided to start on our trip early the next day. “Please
hurry back; we can't start the meeting before you come.”
he said. The runners were all at the start, waiting for the
signal.
4. The police threw many of the strikers into prison, saying
that they were dangerous criminals. The capitalists hated
them and were afraid of them, though their only “crime"
was that they were unemployed and hungry.
4. Перепишите предложения, сгруппировав их по темам:
Science; Everyday Li fe; Sports.
One of our best athletes had fallen ill; and now we couldn't
hope for favourable results in the competition.
When we began to work, all of us were glad we had had so
much training.
The cosmonauts' training was carried out in real space-flight
conditions.
We asked an old man the way to the railway station, and he
pointed to a grey building in front of us.
Karl Marx proved that unemployment is a natural result of
the capitalist system of economy.
5*
131

As several of the best players had graduated, our task was to
find and train a new team.
Scientific organization of work is one of the conditions lead¬
ing to higher results. Many economists point out that it is the
main condition.
5. Перепишите предложения. Заполните пропуски артиклями
там, где это необходимо.
The Communist Party and the Young Communist League
of . . . Great Britain fight for . . . better education for . . .
youth. Not everybody has . . . opportunity to graduate from . . .
colleges and even finish . . . secondary school: many . , . senior
students leave . . . school as soon as they can find . . . work.
Reactionary politicians have always been afraid of. . . young
working-class citizens who, they think, know and understand too
much. . . . aim of these politicians is to win young people to
their side. And they often succeed; some young people join . . .
reactionary societies and organizations. That is why the YCL
struggles for . . . better education for . . . youth, because . . .
educated people can understand . . . progressive ideas. . . . edu¬
cated youth of . . . working class unite in . , . progressive
organizations and fight for . . . better future.
6. Прочитайте текст The Youth Movement Abroad (England,
U.S.A.) и подготовьте ответы на вопросы классного упраж¬
нения XIV.
7. Перепишите начала предложений. Придумайте окончания
к ним и напишите их.
1. Не left the room without . . ,
2. At last we succeeded in . . .
3. He read the newspaper before . . ,
4. She thanked him for . . .
5. He began his day by . . .
6. She changed her mind after . . .
7. You can help me by . • .
8. Прочитайте рассказ A Piece of Steak (§ 14). Выполните
упражнение II (стр. 136).
Remember!
reactionary, secondary, senior, unemployed; aim, cit¬
izen, college, criminal, district, fan, institute, order,
result, role, society, training, unemployment; to carry
out, to occupy, to point, to point out, to protest, to
start, to unite; along.
132

LESSON FOURTEEN
«^«япяаввтяввнвшвиннш
!. Read the following text:
A PIECE OF STEAK1
(Retold from the story by Jack London)
Tom King got up from the table, slowly eating the last piece of
bread. He looked down at the table, and the only thought in his mind
was that he was still hungry. But he alone had eaten: his wife had
touched nothing, and she had sent the two children to bed early, without
supper. Tom went to the window and sat down heavily, while his wife
watched him with worried eyes. His face showed what he was—a typ¬
ical boxer, a man who had spent years in the ring. It was a heavy
face, with sleepy eyes, like the eyes of a lion. His nose was broken,
one ear was too large, his mouth was hard. It was the face of a fighting
animal, a face that nobody would like to meet in a dark street. But
Tom King was not a criminal, and he had never hurt anybody out¬
side 2 the ring. Boxing was his profession; people came and paid money
to see the fight. The winner took almost all the money, the loser re¬
ceived almost nothing. In the ring, each fighter did his best to hurt
his opponent,3 but when the fight was over, they did not
hate each other. It was their way of life; both knew the game and
played it.
Tom King sat looking down at his hands. He remembered when those
hands had been young and strong. They were still strong hands, but
they were no longer young. And his heart was not young either, as it
had been once. He could no longer fight twenty fast rounds; he became
tired quickly, and the minute’s rest between rounds was too little for
him.
He remembered that he was hungry. “I’d like a piece of steak,” he
said slowly.
“I know,” his wife answered. “I tried to get some meat for you.
I went to Burke’s and Sawley’s. But we haven’t paid them anything
for more than a month. And Burke said , . she stopped.
“Well? What did he say?”
1 steak [steik] — бифштекс
2 outside ['aut'said] — за пределами
8 an opponent [o'pounont] — противник
133

“He said he was sure Sandel would finish you today, and we
wouldn’t be able to pay.*’
Tom King did not answer. “If Burke thinks so, many others do
too,” he thought. He knew he was not in good condition for the fight
today. He had not had the right food, or enough food. Or enough train¬
ing—he had spent his time looking for work, and working, whenever
he could find something to do.
“What time is it, Lizzie?” he asked.
His wife went to the neighbour’s room and came back. “A quarter
to eight,” she told him.
Tom stood up and took his hat. “Time to go." He stopped at the
door. “The truth is, Lizzie, I haven’t had enough training,” he said.
He went towards the door. She ran to him and put her arms round him.
“Good luck, Tom,” she said. “You’ll have to win.”
“Yes, I’ll have to win,” he answered. “If 1 do, we’ll have thirty
pounds. Enough to pay the landlord 1 and Burke, and there will still
be something left for us.” He laughed, but without humour. “And if
I lose... nothing. Yes, I’ll simply have to win. Good-bye, dear.” He
kissed her and as he turned to go, he thought: “It’s not like sport.
I’m like an animal going out to fight for its life.”
He had to walk two miles to the club—too far before a hard fight.
In the old days, when he had been popular, he had always gone to his
fights in a taxi; many rich men had been glad to go with him and pay
for the taxi. They had been proud of him, young and full of life, the
winner in every fight. He knew now that he had won because the men
he fought with were old. Their hands were broken and their hearts
were not strong enough. He remembered old Bill Stowsher. Tom had
knocked Bill out 2 in the eighteenth round, and old Bill had cried like
a baby in the dressing-room after the fight. He thought now that per¬
haps Bill had a wife and children at home; perhaps he had needed a piece
of steak. Bill had fought with the greatest courage—it meant every¬
thing to him; while Tom King had fought only for easy money. But
Tom had won, because he was young, and Youth must always win:
the old ones must go.
There were several boys in front of the door of the club and as he
went in, one of them said: “That’s him! That’s Tom King!” They
looked at him respectfully, and he thought, “In the old days there were
many more waiting to see me at the door.”
When he came out of the dressing-room and walked towards the
ring, a few people began to applaud,3 but the hall didn’t join them.
Tom looked across the ring to the corner where his opponent, San¬
del, sat smiling and laughing. A strong face with healthy colour in it,
short yellow hair, bright blue eyes. Yes, he was Youth, Youth that
cannot lose, that will never die; and the old ones must go down be¬
fore it.
* the landlord ['lasndb:d] — владелец дома
to knock out I'nok /aut] — нокаутировать
to applaud la/pb:dj — аплодировать
134

The gong sounded; the two men came to the centre of the ring.
Immediately, Sandel began to dance lightly; he was here, there and
everywhere. He was quick and clever. His hands landed on Tom King’s
face and head and arms, while Tom moved slowly, covering his head
and body.1 His heavy eyes were half closed, but he was watching every
movement SandeJ made.
In his corner at the end of the round, Tom lay back, listening with
closed eyes to the voices that shouted: “Why don’t you fight, Tom?
You aren’t afraid of him, are you?”
The next two rounds were the same as the first, Sandel was like
the wind, attacking again and again; while Tom King moved slowly
away from him, round and round the ring. He refused to allow Sandel
to hurry the fight. He knew that Sandel’s attacks were less dangerous
than they looked, and he waited for an opportunity to land a heavy
blow.2 At last the opportunity came. Sandel was careless for a moment.
Tom King’s arm and his whole body moved suddenly, like the jump
of a sleepy-looking lion. The blow landed on the side of Sandel’s face,
and the younger man went down like a heavy tree.
He lay without moving for a moment, then tried to rise. The re¬
feree ? stood over him, counting loudly into his ear. At the word “nine”,
he stood up, ready to fight again, and Tom King was sorry. How
he wanted the words “ten—out!” that would send him home with thirty
pounds in his pocket.
Round after round went by, Sandel quick and light, Tom King
slow and heavy and careful. By the seventh round, Sandel already knew
that he would not have an easy victory. He himself was moving more
slowly now, and he carefully watched Tom King’s terrible right hand.
Three times in the ninth round, that right hand landed on Sandel’s
face, three times Sandel’s big body lay spread out on the ring. But
each time he rose to his feet, still strong.
Early in the tenth round, King began to stop the other’s attacks
with lefts to the face. He gave Sandel no chance to rest, but threw blow
after blow at him. But he could not succeed in knocking Sandel out.
He had not been strong enough at the beginning, Tom King thought.
His legs were heavy under him, they were tired after the two-mile walk
to the club. And he needed that piece of steak; the steak that cost so
little; but it meant thirty pounds to him.
Sandel stood before him, unable to raise his arms. It was Tom King’s
last chance, and he sent two blows at him, a right to the body and a left
to the face. They were not heavy blows, but Sandel went down. King
rested on shaking legs. He was sure that the fight was over. Sandel
would not rise, it was impossible. The referee stood over him, counting
in his ear, while hundreds of people rose to their feet, waiting for the
end. Only Youth could rise—and Sandel rose! As the referee counted
1 a body ['bodil — тело
2 a blow [blou] — удар
s a referee l/efa'rl:] — судья

"nine”, Sandel stood up, his left arm covering his face, his right arm
covering his body. He threw himself on Tom King and held him, while
the referee tried to free Tom. One good blow would finish Sandel,
but Tom could not raise his arms for that blow. Tom felt that Sandel
was growing stronger every second. Only a few seconds had passed} but
everything was changed. Sandel was fighting again, while Tom King
could do nothing to stop him. He saw that now Sandel was getting
ready for a blow, but he could not raise his arms. The blow came, Tom
saw a bright light before his eyes, then everything became dark.
When he opened his eyes, he was sitting in his corner and Sandel
was shaking his hand. His second * washed his face and helped him to
leave the ring. Nobody in the hall noticed him; everybody had eyes
only for Sandel.
In the street again, the two-mile walk home seemed very long. As
he walked across a little park, he sat down suddenly on a bench. He
felt tired and his hands hurt. He thought of his wife waiting for him at
home, and that was harder than any knock-out. Tomorrow he would
begin to look for work; but he knew that even if he could find work,
he would have to rest a week before he could do anything. The future
seemed like a dark wall. He covered his face with his hands and began
to cry. He remembered Bill Stowsher, poor old Bill Stowsher. He
could understand now why Bill Stowsher had cried in the dressing-
room.
II.	Say whether the following statements are true according to the text
in Exercise I (page 133).
1. All the members of the family had supper together.
2. Boxing was Tom King’s hobby.
3. Tom was sure of victory in the coming match.
4. Tom walked to the match, because he wanted to be in the
open air.
5. The people in the hall were glad to see their favourite, Tom
King.
6. It was clear from the beginning that Tom King couldn’t
win the fight.
7. Sandel was a better boxer than Tom.
8. Nobody paid any attention to Tom after the fight was over.
III.	Discuss the following:
1. Tom King had many reasons for feeling gloomy before the
boxing match.
2. Victory was very important to Tom.
3. Jack London shows that this is the ordinary end of a profes¬
sional boxer or athlete in the capitalist world.
1 я second — секундант
136

IV.	Read this story to yourself.
THE ANGRY FAN
This happened in Australia, during a water-polo game that
was one of the main sports events of the season. There was
nothing exciting at the beginning of the game;, but suddenly
one of the players jumped out of the water and ran to the re¬
feree. He said that one of the forwards of the other team had
bitten 1 him in the leg while he was swimming under the water.
At first the referee thought that it was some kind of a joke,
but when the player pointed to blood 2 on his leg, he had to
believe that it was serious. He called the forward and asked
him why he had done such a strange thing; and though the
forward insisted that he had not bitten anybody, the referee
made him leave the game.
They began again, but a few minutes later, two players, one
from each team, climbed out of the water, shouting that some¬
body had bitten them. There was blood on both players’ legs. The
game was stopped, and they began to let the water out of the
pool.3 When almost all the water was let out, everybody saw
a young crocodile at the bottom of the pool.
Somebody had put the crocodile into the pool, but why?
The truth became known when the players returned to their
dressing-room after the game and found a letter there.
“I have been a water-polo,fan for many years,” the author
of the letter wrote, “and I am not satisfied with the way the
players seem to act. They have allowed the game to become
slow and uninteresting, and I have decided that I must do
something to make them move faster. I don’t think I can do
this well myself, and I have decided that my crocodile will do
it better.”
V.	Speak on the following topics:
1. The sport (sports) I go in for.
2. The sport (sports) I am interested in as a fan.
3. Winter sports.
4. Summer sports.
5. Sports at our school.
6. The last competition I took part in.
7. The last competition I watched.
8. Games I like to play.
9. Sports are very popular in the Soviet Union.
1 to bite (bit, bitten) — кусать
2 blood [bUd] — кровь
8 a pool Ipu:l] (=a swimming-pool) — бассейн
137

Прочитайте текст, пользуясь словарем.
ON HOCKEY
The most outstanding feature of ice-hockey is the speed of
the game. There are moments when it is almost impossible to
see what is happening, because of the rapid changes that are
constantly taking place. Players must be able to make rapid
decisions and act on them at once; they must be able to change
direction while moving at the highest speed.
There is no doubt that these features—speed and constant
change—have made hockey one of the most popular games in the
world. The number of fans watching hockey games in stadiums
or on TV is increasing from year to year.
Canada is the birthplace of ice-hockey, and for many years
held first place in international competitions. But for some
time now, Canada has been far from the top in the list of world
champions. Soviet teams have won the first prize again and
again in international competitions and at the Olympic games.
Commentators and hockey experts speak of the speed and techni¬
cal perfection of the Soviet players. But perhaps more important
is the fact that Soviet players act together as a team. It is well
known that in any kind of team game, this is usually more im¬
portant than the talent of any one member of the team.

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LESSON ONE
WE REVIEW
I.	a) Imagine you are telling your mother (sister, uncle) what
happened at school on the first of September, say at least three
sentences.
b) Tell the class that last summer somebody made you do some¬
thing, though you didn't want to. Say whether you enjoyed
the result and why. Example:
One day my friend and I planned to go swimming. By the time
we got to the river the weather had changed, and I no longer
wanted to swim. But Nick made me get into the water. I was
glad, because the water was very warm, and I enjoyed swim¬
ming in it.
WE TALK
II. a) Tell the class about a place (town, village) you visited in sum¬
mer. Say:
1)	how	far the place is	from	your town (village);
2)	how	you got there (what	means of transport you used);
3) how long it took you to get there.
b) Ask your classmate questions to get similar information from
him.
III. Speak about the republic of the Soviet Union in which you live.
1. Describe its geographical position, name some industrial
centres and agricultural districts.
2. Point to a place (town, river, lake, mountains) on the map
of the Soviet Union. Tell the class about its geographical
position in general	and	with relation to the place where
you	live. Then say	how	you can get there from where	you
live and how long it will take.
3. Point to a place on the map of your district (republic). Say
how far it is from your place, how it is connected with your
place, how you can get there.
141

WE LEARN NEW MATERIAL
\ K>t rc/Л-
IV.	a) Study the meaning of the suffixes:
V-J-ance (ence) to perform —performance
to appear —appearance
Reinember!
The suffixes of nouns:
V-f er/or
V + ing
V + ment	i
V -j- ion/tion/sion
V-j-ance/ence
A + ness	1
writer, actor
building
enjoyment
action
. performance
happiness
b) Express the same idea using the verb instead of the italicized
noun; moke all the necessary changes in the sentence. Example;
Their acting was very good.
They acted very well.
1. His collection of books was mainly on art.
2. The sixth-form pupils’ English performance was much better
this year.
S.	The farmers’ quick actions saved the building from fire.
4. The disappearance of the plane was so sudden that the enemy
had no chance to attack it.
5. The dancer’s movements became slower and slower.
6. The doctor’s examination of the boy’s arm was very careful.
7. The teacher’s explanation of the task was clear to everybody.
V.	Read and translate:
expect [iks'pektl: I am expecting a letter from my pen-friend.
I didn’t expect that question. Don’t expect me if it rains.
We expected him to remain with us a day or two, but he
had to return to the city that same evening. We didn’t expect
you to come so early. I didn’t expect these facts to be men¬
tioned in the wall newspaper. We expected the delegation at
six o’clock and waited for them at the station with flowers.
He is expected any minute, please wait for him.
order I'ordal: As soon as the enemy opened fire, the officer
ordered his soldiers to lie down on the ground. He ordered
them to wart outside. The pioneer leader gave the order in a
clear loud voice. Must we carry out the order at once?
142

VI.	Make up dialogues. Situation:
The class has come to work in the classroom (school, schoolyard,
school garden). Nina is responsible; the pupils ask for tasks,
and Nina gives them. Use the following sentences;
What do you expect me to do?
What do you want us to do?
I want (would like) you to wash the windows in the corridor.
VII.	Make up situations using the following sentences.
1. I didn't expect him to refuse.
2. Don’t expect me at the party.
3. We expected our team to win.
VIII.	Read and translate:
probably ['proboblil: You probably often noticed her painting
at the exhibition. They have probably gone home already.
The roads there are probably bad in autumn. You probably
don’t know that we have already discussed the question,
floor [fb:l: The floor was painted brown. The newspaper fell
to the floor. The English say the ground floor, but in Russian
we speak about the first floor. It is a large building with a
post-office on the ground floor. What floor do you live on?
monument I'monjumant]: One of Moscow’s oldest monuments
is the monument to Lomonosov, standing in front of the
Moscow University building. Monuments are put up not
only to people; they are sometimes put up to animals and
birds too.
effort I'efet]: He was so strong that it was no great effort for
him to carry all our bags. He remained angry though we
made every effort to turn the whole thing into a joke. She
climbed the tree lightly and effortlessly,
fail (feill: She was afraid she would fail in the examination.
The children made every effort to save the plants from the
cold, but they failed. We discussed the plan for a long time,
but failed to come to any agreement,
failure f'feiljal: The play was a failure. The first attempts to
find coal in the district ended in failure. It was the firt
failure he had ever suffered,
get rid of; He couldn’t get rid of the feeling that somebody
was following him. We must get rid of all these old papen.
give up: She had to give up playing tennis because of the con¬
dition of her health. He gave up smoking, though it cost him
a great effort. Though the champion broke his leg two years
ago, he didn’t give up jumping,
crowd [kraudl: We saw a crowd of about a hundred people. We
lost him in the crowd. The people in the corridor crowded into
u:

the hall. I was very glad to get out of the crowded bus. On
Victory Day (V-Day) and other big holidays noisy crowds
of people fill the city’s streets and squares. The tram was
overcrowded; all my efforts to get in were unsuccessful,
arrive [a'raivl: The train arrives in Moscow at seven o’clock.
VVe arrived at the station too early. A crowd of people was
waiting for the arrival of the athletes. Their unexpected
arrival took everybody by surprise,
disappoint ^disa'pomt]: The exhibition disappointed him—
he didn’t see anything new. The results of the first experi¬
ment were disappointing. She was very disappointed that
she couldn’t go on the excursion to Leningrad, but she made
a great effort not to show the disappointment she felt,
develop Idi'vebpl: The study of foreign languages develops
pupils’ minds. Events were developing very fast. We have be¬
come a country with a highly developed industry. The fac¬
tory makes modern machines for our developing agricul¬
ture. More playing fields are still needed for the development
of sports, outdoor games and gymnastics,
cross (krosl: To cross means to go across: to cross a field, a street,
a square, an island, mountains. He was crossing the bridge.
Let’s cross to the other side of the street. There was no boat
so we couldn’t cross the river. The cars were stopped by a red
light at the crossing.
IX. Agree with each of the statements and give a probable explanation
of it. Examples:
— I can’t imagine why she is not here,
— Neither can 1. She is probably ill.
— I’ll try to get there early.
—- So will I. I’ll probably be there by five o’clock.
1. 1 can’t understand why Peter didn’t come to the party
yesterday.
2. I didn’t see her at the meeting.
3. I don’t think they crossed the street.
4. She joined the crowd entering the hall.
5. Their mother and father didn’t expect them to arrive so
early.
6. I’d love	to go there by car.
7. He was	terribly disappointed	when	he	failed	the	entrance
examination.
X. Make up a	dialogue. Situation:
A visitor to	your school asks you	where	the	teachers’	room	(the
natural science laboratory, the workshop, the chemistry labo¬
ratory, the biology laboratory, the physics laboratory, the
144

school museum, the pioneer room, etc.) is. You tell him what
floor it is on and how to get there.
XI. Tell the class that you wanted or tried to get rid of something and
explain why.
XII. Tell the class about a trip during which you arrived at a place
earlier (later) than you had expected, and what happened (what
you decided to do).
XIII. Study the use of the Complex Object in the following groups of
sentences.
1. I expect you to have lunch with us.
2. We’d like you to join our circle.
3. She asked us not to be late.
4. The captain ordered two of his men to remain behind.
1. I saw her enter the house and close the door.
2. We have often heard hersing.
3. We watched the boat disappear in the distance.
1. I saw her entering the house.
2. I heard her singing in the next room.
3. We heard him shouting orders to the other boys.
Remember!
want
would like
expect
tell
ask
order
make
hear
see
watch
notice
smb. to do smth.
smb. do smth.
smb. do (doing) smth.
XIV.	a) Tell your classmates what you saw somebody do or heard
somebody say. Example:
I saw him go down to the river a few minutes ago.
b)	Say two sentences about what you did not hear (notice, watch)
and. why. Example:
We didn’t hear you calling us. We were playing basket-ball
in the yard.
I didn’t notice you come in. I was in the other room,
143

XV. Pronounce these geographical names correctly:
Europe ['juarapl
Belgium ['ЬеМзэт]
France [fransj
Great Britain ['greit 'britn]
Holland ['Inland]
Spain [speinj
Wales [weilzj
the U. K.= United Kingdom
the United Kingdom of
Great Britain and Northern
•Ireland ['aialand]
WE READ
XVI. Read and translate the italicized combinations.
away:
The girls got frightened when they saw the big dog and ran away.
Гт busy now, please go away.
The birds never fly away until September.
He turned and walked away without a word to anybody.
We had put our hockey sticks away at the bottom of a big box.
I shan't throw away these old notebooks yet.
Mother told the children to keep away from the fire.
to put
She put the magazines high up on a shelf.
They put up the tent with great difficulty.
Don't put your bag on this dirty bench.
Put on your warm coat, it’s very windy today.
Let’s first put down the names of all those who are absent.
We had to put all the chairs back in the office.
XVII. Guess the meaning of the new words.
1. The mayor [meal of the town gave the keys of the city to
the honoured visitor.
2. The citizens of ancient Rome [rouml were called Romans
['roumanzl. The legion I'li:d3anl was one of the main parts
of the ancient Roman army. There were from 3000 (in early
times) to 5000—6000 soldiers in a legion. The Roman le¬
gions reached as far north as modern Scotland. Parts of the
stone roads and forts lfo:tsl built by the Romans in Britain
can be seen even now.
3. The name of Admiral ['aedmarall Ushakov belongs to Rus¬
sian history: many great victories at sea were won under
his command [ka'mandl.
4. All over the world balconies ['baelkamzl are characteristic
of the architecture ('a-kitektjal of cities in hot countries.
Stratford-on-Avon f'stnetfad
on'eivan]
Manchester ['maentjesta]
Liverpool (4ivapu:ll
Oxford I'aksfad]
Hastings ['heistigz]
Chester ['tjesta]
Leeds [li:dz]
the Channel ['tjaenl]

XVIII.	Listen to the story and answer the questions.
XIX. Translate these sentences:
1.	Look	in the north-west corner of the map of	Great	Britain:
that	is where you will notice Chester.
2.	To begin with, Chester is very old.
3.	The	name Chester means a town with walls	around	it,	a
walled town.
4. Many cities in England have names ending in Chester.
5. The city developed, and its importance as a port continued
until the 15th century.
6. All their labour was lost.
7. One naturally expects an admiral to have ships to command
and captains to give orders to.
8. The city has developed as an important railway centre.
XX. Read the text.
MY HOME TOWN
After Dennis Ogden
Take a map of Britain and look in the north-west corner 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 subjects
of articles by Soviet
visitors to England.
Manchester, Liverpool,
Leeds—I have seen
descriptions of all these
places written by Soviet
writers. But Chester,
I am sorry to say, has
not even been mentioned
by them, though many
interesting things can
be said about the city
and about the tradi¬
tions of its inhabitants.
I understand, of course,
that all those cities
117

are important industrial centres or famous cultural, places; but I
am disappointed that Chester has not received more attention.
To begin with, Chester is very old. Almost two thousand years
have passed since the Romans crossed the channel, settled in the
district and built a fort on a low hill near the river Dee. That was
the beginning of the city of Chester.
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 one of the only two
walled cities in England 1 (though today partiof the city is outside
the walls), and one of the very few remaining walled towns in Europe.
The walls of Chester are very old. Some parts of them have re¬
mained from the ancient walls built by the Romans; they are Ches¬
ter’s most important monument.
In Saxon times,3 after the Roman legions went away, Chester
became an important place. The Saxon times came to an end in 1066,
when the Normans won the great battle of Hastings and killed the
Saxon king Harold and many of his men. Only a small number of them
escaped death. But the people of*Chester refused to give up, and the
Normans did not enter Chester until six years later. Chester then
became an important base for expeditions against Ireland. More
1 The other city is York.
2 Fn Saxon times — up to the year 1066
118

important was the fact that Chester became one of England's main
ports for trading with France, Spain, Holland and Belgium.
The city developed, and its importance as a port continued until
the 15th 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 they failed: all their
labour was lost. Ships had to go to Liverpool, which was then only a
small 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 Admiral of the Dee. One
naturally expects an admiral to have ships to command and captains
to give orders to. But Chester is no longer a port, and the mayor is
called the admiral only by tradition.
It is not only the history of the city and its old walls that are
interesting. Visitors arriving in the city immediately notice its archi¬
tecture, which 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 crowds 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. It has developed as 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 business connections with the Soviet Union,
149

XXI. Answer these questions, pointing out facts in the text to support
your answer.
1. Does the author really believe that his home town is an
important place?
2. Is Chester a very old city?
3. What can we understand from the fact that some English
cities (Manchester, Dorchester and others) have names
ending in Chester?
4. When was Chester an important city in the past? Why?
5. Why is the mayor of Chester called Admiral of the Dee?
6. Is Chester a small town now?
7. Do you think Chester is an interesting place to visit?
XXII. Speak in connection with the pictures accompanying the text.
(You may use facts from the text.)
WE DISCUSS
XXIII. Speak on the topic: My Home Town.
1. Say something about its geographical position, compare it
with other towns (villages) in the same part of the Soviet
Union (republic). Say whether your town is an industrial or
an agricultural centre. Point out places (monuments) in the
town that are of interest or are connected with some histori¬
cal events.
•
2. Say what your home town is known (famous) for; say what
important events took place in your town (village) or what
well-known (famous) people came from your town, what
places in the town are connected with them.
XXIV. Make up dialogues. Situations:
1. You ask a stranger if you can sit with him on a bench in
the park. In the conversation you learn that the person is
a stranger to your town who wants as much information as
he can get. Speak to the person.
2. Two people from different towns meet. They ask each other
questions about their towns. Each explains to the other why
a visit to his town would be very interesting.
XXV. Speak on the following topics.
1. The city museum. (Your school museum.)
2. Some historical facts about your home town.
3. Your home town in the past and today.
150

Homework
1.	Прочитайте и переведите предложения. Значения новых
слов найдите в словаре.
1. The Soviet Union trades with many foreign countries.
Questions of foreign trade were discussed at the conference.
Odessa is a large trading port.
2. They saw and heard everything very well, because they were
sitting in the first row. There were rows of bookshelves
along the walls of the room. Two rows of strikers stood in
front of the office of the factory.
3. The road to the door was covered with yellow sand. The child
was playing in the sand. The sandy bottom of the lake was
clearly seen.
4. The excursion went through the palace. Many palaces in
Leningrad are museums now.
5. The labour of the slaves belonged to their masters, who
owned their lives too. He succeeded by honest labour. The
best people in our country receive the gold star of Hero of
Socialist Labour.
6. Kamo was put into prison, but he escaped. No one could
escape from the island. The criminal didn't escape arrest.
7. He is waiting for you outside. Not a sound was heard from
outside. The new airport was built outside the town.
8. There are more than 300,000 inhabitants in our town now.
The inhabitants of this village have many interesting tra¬
ditions.
9. At last, after several changes of address, he settled in a
quiet village in the mountains. Many of America’s large
cities were small settlements in the 17th century. The in¬
habitants of a settlement were called settlers.
10. Everyone went to the theatre, but I had to remain at home
with my little sister. After the war not many buildings
remained whole in Minsk. He remained silent. Though
she had grown older, she still remained beautiful.
11. He mentioned your name in his speech. Who else did he
mention? I shall mention only the main events in the nov¬
el. Thank you.—Don’t mention it.
12. When we entered the hall, the concert had already begun.
There were four entrance examinations: a composition,
literature, history and one foreign language—English,
German or French. She entered the University last year.
151

13.	Rome frouml is an ancient city. Her aunt is a specialist
in ancient history. Since ancient times man has dreamed
of reaching the moon.
2.	Образуйте от основ выделенных слов существительные с ука¬
занными суффиксами и напишите их, например:
-ment: The pioneers enjoyed entertaining their guests at camp.
The pioneers enjoyed giving an entertainment for their
guests at camp.
-tion; He collected a good library of books on music.
He had a good ... of books.
The machines exhibited in this hall are especially in¬
teresting to us.
The machines at the . * . are very interesting.
He said he wanted to continue studying after he gradu¬
ated from the Institute.
He said he wanted to continue studying after ....
-ance; The scientists had difficulty explaining how the star
had disappeared.
They had difficulty in explaining the ... of the star.
-ence: We were surprised to find how different her speech had
become.
We were surprised at the ... in her speech.
-ment; The child was greatly excited when he received a big
bear as a birthday present.
The child’s . . . was very great.
My English has improved very little in the last two
months.
There is very little ... in my English, I’m afraid.
3.	Перепишите предложения, вставляя слова to wait for или
to expect.
1. 1 . . . him to telephone some time later in the day.
2. What are you doing here? I am . . . my brother, we agreed
to meet here.
3. What else can you . . . from a person like him?
4. “We didn’t . . . you so early,” she said.
5. We decided to ... a bus at the bus-stop.
6. Don’t ... me more than ten minutes; we are . . . the di¬
rector, and if he comes, I’ll have to stay.
7. We . . , them to come that day and went to the station to . . .
them.
152

4. Перепишите предложения. Рядом с каждым напишите в
скобках слово, определение которого дано по-английски: to
cross, to give up, crowd, to trade, inhabitant, to fail,row,
to settle, effort, ancient.
1. To come to live to some new place; to make a home in a
new place.
2. To go to the other side.
3. Not to succeed.
4. Buying and selling.
5. Use of strength and energy; trying hard.
6. Very, very old*; belonging to a time long past.
7. To fail to do what was expected or hoped for.
8. A person who lives in a city (a town, a village).
9. A large number of people together, but without order or
organization. *
10. A number of persons or things in a line.
5. Напишите предложения, употребляя сложное дополнение
(Complex Object), например:
Did you see the actress Savelyeva? She played the part of Na¬
tasha in War and Peace by Lev Tolstoy"
Did you see the actress Savelyeva play the part of Natasha
in War and Peace?
I saw them in the park. They’were planting trees.
1 saw them planting trees in the park.
1. I noticed Alec. He was talking to a group of boys,
2. They were dancing together. We watched them.
3. I saw him. He crossed the square.
4. The car was moving towards us. We saw it.
5. Did you see the boys? They climbed the tree.
6. She will soon come to Sverdlovsk. I expect her.
6. Сгруппируйте предложения из разделов А и В по парам так,
чтобы в каждой паре предложений слово subject имело бы
одинаковое значение.
A. 1. Prepare to speak on the subject My Hobby.
2. Love, friendship, honour, heroism and courage have
always been favourite subjects of poets.
3. What subjects did you have in the 9th form?
B. 1. What a strange subject for a picture!
2. What subjects must you take examinations in to enter
that college?
3. Let’s not discuss the subject now!
153

7. Прочитайте текст My Home Town. Выполните упражнение
XXI.
8. Перепишите предложения, вставляя подходящие по смыслу
слова в нужной форме: ground floor, mention, notice, expect,
remain, trade, orders, to order, outside, to get rid of.
1. It will take me half an hour to prepare everything, so don’t
. . . me before 8 o’clock.
2. He didn’t ... his own part in the work, because he hates to
talk about himself.
3. Many place-names have . . . unchanged since the time of
Peter the Great.
4. Disarmament will help to develop . . . between all countries.
5. As we passed the building, I ... a light in one of the win¬
dows on the ... .
6. The captain had . . . his men to wait . . . the building until
they received . . . from him.
7. “We’ll have . . . these old papers somehow,” Mother said.
9. Прочитайте текст Place-Names (§ 2). Подготовьте упраж¬
нение II (§2). До чтения текста прочитайте следующие
географические названия:
the Pacific Ocean [pa'sifik
'oujbn]
the Crimea [krai'mia] t
the Ukraine [ju:'krein]
Sebastopol [si'baesbpl]
Brooklyn ['bruklin]
Harlem ['habm]
Florida ['fbnda]
California [,kaeli'b:nj3]
Remember!
ancient, to arrive, to cross, crowd (to crowd), to
develop, to disappoint, effort, to enter, to escape, to
expect, to fail, floor, to get rid of, to give up, in¬
habitant, labour, to mention, monument, order (to
order), outside, palace, probably, to remain, repub¬
lic, row, sand, settle, trade (to trade)
Niagara [nai'aegara]
Chicago [JYkagou]
Kalamazoo ['kasbma'zu:]
Texas ['teksas]
New Mexico ['nju:'meksikou]
Arizona [,эеп'гоипэ]
Latin ['laetin]

I. Read this text.
PLACE-NAMES
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 Balboa first saw it, the ocean lay quiet in the bright
sunlight, and he called it Pacific, which means peaceful, quiet.
From the names of places, we are often able to tell who the inhab¬
itants were at some time in the past. There are cities and towns in the
Crimea and the Ukraine whose names end in -po/; Simferopol, Sebasto¬
pol, Melitopol. We can be sure, even without reading history books,
that Greeks settled there in ancient times and gave the places their
names: polis means city in Greek.
Descriptive place-names are not the only ones we meet on the
map of the Soviet Union. Such names as Gorky, Repino, Michurinsk
are monuments to great writers, artists or scientists. Leningrad,
Sverdlovsk, Kirov, Ulyanovsk — these names bring back the great
days of the Great October Socialist Revolution, and the men who
marched to victory at the head of the country’s best people.
The process of name-giving is not a thing of the past. It is not dead;
it is still active and it shows the main events in a country’s history.
Komsomolsk-on-Amur is a symbol of the heroism of those courageous
young people who never gave up, no matter what difficulties lay before
them; who left their warm homes to bring civilization into the wild
taiga. Bratsk speaks of the ties that make all the peoples of the Soviet
Union one great family, united today in peaceful labour. Tselinograd
is another story of creative labour, the effort of Soviet youth together
with the Communist Party to improve the living conditions of the
whole Soviet people.
Sometimes elements of different languages enter into the names
of places. In the name of Shakespeare’s birthplace, Stratford-on-Avon,
we see four words from three different languages. At this place, a
155

Roman road (in Latin slrala) crossed the Avon (in the Welsh language
the word of on 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. From this 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 developed into the English ward
street. The Latin poritis became the English port, and is seen in ttie
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,
the Mississippi, is made up of two Indian words: misi (great) and sipi
(water). Like all ancient names, these Indian names were passed on
from father to son 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 them accord¬
ing to the rules of pronunciation in their own languages. But even
in their changed form, the unusual and poetic sound of these Indian
words remains: Niagara, Chicago, Kalamazoo.
The Europeans who arrived in 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 different countries
settled in America, by analysing the old place-names. There are English
names in the north-east and along the eastern coast, for example,
New London, Portland, New York; there are Dutch names in many
districts of New York City (Brooklyn, Harlem) and in other parts of
New York State; Spanish names in Florida. There are many French
names in the southern states and along the Mississippi.The oldest
names in the,west—in the states of California, Texas, New Mexico and
Arizona—are Spanish.
All these names and many others are language monuments of the
early days of American history, when the first Europeans arrived in
the New World. They came as adventurers, expecting to find gold
and riches, as conquerors 1 with the aim of setting up empires, or as
people ready to go anywhere, to escape from the tyranny of the Old
World,
II.	Answer these questions:
1. How can we sometimes tell who lived in a place very long
ago?
2. How do the names of places show present-day life in our
country?
3. What kinds of places in America still have Indian names?
4. How can we tell that people from different European coun¬
tries came to live in America?
* conqueror [ кэдкэгэ] — завоеватель
156

HI. Find material in (lie text to support the following:
1. Names or parts of names from other languages sometimes
show who inhabited the place in the past.
2. Sometimes place-names include elements taken from dif¬
ferent languages.
3. Place-names sometimes speak of great events in a country’s
history.
4. Words from different languages can often be seen in English
and American place-names.
IV.	Speak about some place-names in your city or district (the name
of a street, square, road, or die name of a mountain, river, etc.).
V.	Speak about the pictures.
Dreams
Preparations
Reality

VI.	Read this story to yourself.
An old man had seven sons, who never agreed with each
other. Each oF them was always sure that he was right, and
nothing could make him change his mind.
One day, the old man fell ill, and he called his sons to him.
“My sons,” he said, “I am afraid that I cannot 1ive'k>ng. But
before 1 die, there is something I’d like to show you.*
He took seven sticks tied together and gave the sticks to
one of the boys, “Try to break them,” he said. The boy tried hard,
but he couldn’t break the sticks. One after another, all the
boys tried, but they couldn’t break the sticks. Then the old
man said, “Now, give the sticks to me!”
He took the sticks and untied them. Then he gave one stick
to each boy and said, “Now, try to break the sticks!” This was
not difficult, of course. Each boy immediately broke the stick
that he held in his hands.
“That is what I wanted to show you,” their father said.
“Like the seven sticks, you are strong when you are united.
But when you are not united, when you do not stand together
and act together, you are no stronger than each of these sticks
alone. Let this serve as a lesson to you, to live in peace and
friendship, always united in everything that you do!”
Пропитайте текст, пользуясь словарем.
LONDON'S BIG BEN: THE BELL AND THE CLOCK
For over a hundred years, the people of London have gone to
bed and got up in the morning to the deep sounds of the world
famous bell called Big Ben. The bell appeared in Westminster
Tower a year before the clock, in 1858. It weighs 13.5 tons,
and it is the largest bell in all England.
As we have mentioned, the clock that the bell serves ap¬
peared one year later, in 1859. Each.of the clock’s four faces
is almost 6.5 metres in diameter. The minute hand is over
4 metres long and weighs over 100 kilograms.
Although the clock is so big, it is very exact; it is seldom
more than one second wrong in 24 hours. English scientists use
an original method to correct mistakes in the clock. There is a
small tray in the middle of the pendulum. If the clock is running
slow, they put a penny coin in the tray, and the clock begins to
run faster. If the clock begins to run fast, they take away the
penny. The little coin is enough to make the giant clock run a
second faster or slower every day.
158

LESSON THREE
WE REVIEW
I.	Make up a dialogue. Situation:
A man who once lived in your town (place) comes to your house.
He has not seen the town (place) for a very long time. He asks
you questions about it, the changes in it and in the places
around it.
II. Look at the titles and say who the books were written by and when:
Three Sisters. The Idiot. What Is to Be Done? Fathers and Sons.
Romeo and Juliet. Sister Carrie. David Copperfield. Martin
Eden. The Forsyte Saga. The Last Leaf. A Piece of Steak.
Example:
War and Peace was written by Lev Tolstoy.
It was written at the beginning of the 20th century.
III. Look at the pictures and ask your classmate who the actions were
performed by. Let him answer your questions*
am
Present is
/ are
The Passive
\ was
Past were
to paint
to build
to find
159

to buy
to wash
to put up
WE TALK
IV, Speak on the following situation.
Say when you were born and where; whether you have lived in
that place all your life or whether your family moved to another
place; if they did, explain why.
V.	Say whether you are a member of the Komsomol and when you
joined. Say what part you take in the social activity of your Kom¬
somol organization. You may need the following:
to collect articles for the wall newspaper
to paint (draw) pictures for the wall newspaper
to be a pioneer leader in form 5 (6, 7)
to be the secretary of the Komsomol organization of the school
to take part in arranging meetings (performances, sport com¬
petitions, school parties)
VI.	Speak about hobbies.
1. Tell the class what your hobby was some years ago, and what
your hobby is now.
2. Explain how you became interested in this new hobby, and
what you do in connection with it.
3. Let your classmates ask you questions for more information.

WE LEARN NEW MATERIAL
VII. Read and translate:
job [d3ob]: He is only sixteen, the job is too hard for him,
he must look for an easier job. In his youth Jack London was
often jobless; once he even gave up all hope of finding a job.
depend Idi'pendl: The whole group would like to remain in
the mountains for another week, but that will depend on the
weather. Her chance of entering the University depends very
much on herself. Peter didn’t want to depend on his old
mother, and went to work,
recognize ('rekagnaizl: He has changed so much that I hardly
recognized him. Though we had not seen each other for about
twelve years, 1 recognized him at once. You don’t know
her, how will you recognize her? At the beginning, the Soviet
government was not recognized by any of the big countries
of the world.
pretend IprTtendl: He pretended not to notice us. I didn’t
want to speak to him and pretended that I was busy. Some
animals when in danger pretend to be dead,
argue ['ctgju:]: Why argue? Don’t argue with me! What are
you arguing about? I expected them to argue about my idea,
but to my surprise they agreed with me at once.
VIII. Give a situation in which you hardly recognized somebody you
know. Explain why.
IX. Ask a classmate whether he is planning to go somewhere (to do
something). He will tell you what it depends on. Example:
Are you planning to go to the country on Sunday?
It depends on my father. If he agrees to go with me, we’ll go
together.
X.	Tell the class when you argued with somebody and what you argued
about. Example:
My mother and I went to the theatre together, and after the
performance we argued about the actors. Mother didn’t like
their acting. I did,
XI.	Read and translate. In each sentence find the verbin the Passive
Voice.
1.	The girl was seriously ill, though she pretended to be all
right. The doctor was sent for, and we were told that he
was expected very soon.
6 № 1188
161

2.	He was seen by many people, but nobody remembered where.
Though everybody tried hard to find him, nobody succeeded,
and at last the idea was given up. Another date was chosen
for the lecture.
XII. Express the meaning of the following sentences using the Active
Voice. If necessary, supply your own subject for the sentence
in the Active Voice.
1. The lecturer was expected to enter the hall any minute.
2. The ticket was looked for everywhere but was not found.
3. The actors were asked to remain for another day or two,
but they were expected in another collective farm.
4. The idea of a new photo exhibition had to be given up, be¬
cause enough pictures could not be collected.
5. My brother was offered a new job, but he refused to leave
the factory where he was respected and liked by everyone.
XIII. Read and translate:
recite [n'sait]: Some poets who write good poems don’t recite
them well. She’ll probably recite her new poem tomorrow
evening.
sad Issedl: The sad news that she had failed in her examination
reached us immediately. What is the matter with her? She
looks so sad. Why are you sad?
cut (cut, cut): She cut her hand badly while she was cutting
some meat. Please cut me a piece of cake.	Why	did you	cut
down that beautiful tree?
defend [di'fendj: Workers in capitalist countries unite to defend
their rights. Progressive people all over the world must de¬
fend peace. Defend your idea if you think it is good. What
are you defending yourself against? Nobody is attacking you!
A monument was put up to the defenders of our country.
XIV. Find out a classmate's opinion whether an actor you both know
or a poet recites well. Let him answer and tell you when he last
heard a good recitation. Example:
What poet do you know who recites poems well?
I don’t think poets can recite well. I like to listen to actors.
I heard N. on TV two days ago and enjoyed his performance
very much.
XV.	Say whether you ever had to defend somebody	or	something and
why or how it happened. Example:
At one of our meetings my friend had an idea about arranging
a new exhibition. Most of the pupils were against the idea, but
I defended it.
XVI.	Listen to the story and answer the questions.
162

WE READ
XVII. Stufy the meaning of the word out.
1. We pulled the boat out of the water and left it on the sand.
2. When I looked out of the window, the crowd of people was so
great that. I gave up the idea of finding Peter among them.
3. The way he ran out of the house without his hat and coat
looked suspicious.
4. Can I speak to Comrade Borisov?
1 am sorry, but he is out.
5. Let her stay in the house now. She has been in and out the
whole afternoon.
6. She is out of danger now, but she must remain in bed for
a week or more.
7.	Only one pupil out of thirty failed in	physics.
8.	Will you, please, find out whether it is still	possible	to
buy tickets for the new film?
XVIII. Guess the meaning of the new words.
1. He had very little energy after his long illness. Let Victor
help us; he is very energetic and will push the business for¬
ward. By acting energetically and at	once, we	got	all	the
things we needed for our exhibition.
2. He takes an active part in our school life. She took part
in all Komsomol activities when she was at school.
3. Arthur quarrelled with his father over religion.
1. Putting up a tent is not an easy job. Monuments are usually
put up to heroes or to famous people.
2. For many years he was employed as an engineer in a big
factory.
3. My uncle is a very well-known geologist. He has just come
from the Far North, and I am looking forward to meeting
him.
4. The Soviet Union celebrated its 50th anniversary in 1972.
Progressive workers in capitalist countries unite to fight
for their rights. All the working people in our country
are members of trade unions. History shows that the unity
of the Soviet Republics has grown stronger year by year.
1. I never suspected that Olga was so ill. She looks so strong
and healthy.
2. Could you ever suspect that that young man is a great dis¬
coverer and the head of such an important expedition?
3. Imagine! They all knew about the party long ago, and I
didn’t suspect anything!
6*
163

4. Our friendship broke up, because she is so suspicious; she
doesn’t believe anything I say.
5. The laboratory seemed suspiciously quiet as we moved
slowly and carefully among the strange machines.
XIX.	Translate these sentences:
1. Young Joe Hill found ways to educate himself.
2. He did anything and everything.
3. He worked in the food-industry factories of the east.
4. American Federation of Labour Trade Unions.
5. When the police ordered them away from the factory gates,
they stood side by side.
6. On November 19, 1915, the thirty-three-year-old working-
class fighter poet was executed (['eksikju:tid| — казнен).
XX.	Read this text.
THE WORKER POET
Songs must help to live and
to fight.
Joe Hill
Joe Hill was the son of a railway worker who was too poor to give
his six children an education. But young Joe found ways to educate
himself. And he had eyes to see how hard his father had to fight for
their daily bread. His mind and his heart never forgot that struggle;
in later years he wrote about it in poems, and sang about it in songs.
Somebody once said, “Poets are born, not made.” Some people
think it is true, others argue that it is not; but everybody agrees that
Joe Hill was a born poet. He did not learn the art of poetry in schools
or colleges, but he wrote poems and songs all the time—when he was
happy and when he was sad, when he was free and when he was in
prison.
Like thousands of other Americans in the years of depression 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 worked on the docks of San
Francisco and in the food-industry factories of the east.
Together with thousands of other jobless workers, Joe Hill walked
the dusty roads of America, looking for something to do. Nobody had
any pity for these starving men, no organization recognized them. Only
skilled workers could be members of the American Federation of
Labour Trade Unions.
In 1905 a new trade union, the Industrial Workers of the World,
was organized. Any worker, skilled or unskilled, could be a member.
Joe Hill joined the LW.W. and soon became one of the most active
164

organizers in the labour movement. He looked forward to the time
when workers everywhere in the world would unite to force the capi¬
talists to recognize their rights. He wrote:
Come all ye toilers that work for wages,	ye toilers = you workers
Come from every land,	*а*е*.:т,?аУ .	.	,
т •	11_ r• til I !	the fighting band—здесь
Join the fighting band,	боевой отряд
Into one union grand.	grand—величественный
We want the factory girls and clerks,	a clerk fklaik]—служа-
Yes, everyone that works,	щий; клеРк
The miner and the farm hand,	® £^пег hand-Pan agri-
In one union grand,	cultural worker
Joe Hill’s songs helped the workers to understand that they must
depend on themselves, on their unity; that they must expect no help
from religion. In one of his songs, Pie in the Sky, he wrote:
You will eat by and by,	a pie—пирог
In that glorious land above the sky	by and by — здесь когда-
/\\т~*. ui~u\\ нибудь, потом
(Way Up high!)	glorious (*gb:ri3s]— npe-
Work and pray, live on hay,	красный
You’ll get pie in the sky when you die.	above [э'Ьлу] —над
to pray—молиться
hay—сено
In 1909, the I.W.W. 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 ordered them away from the factory
gates, they stood side by side singing Joe Hill’s songs. The songs gave
them courage to continue the struggle.
But the bosses, the kings of industry, heard them sing these songs—
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—бок о бок,
Side by side we for freedom will fight!	РЯД°М
Again and again, Joe Hill was thrown into prison, but he continued
writing songs and poems. He refused to be silent, his voice was heard
louder than before. Then the bosses decided to get rid of Joe Hill.
“He will stop singing only when he is dead,” they said.
They did not have to wait long. One day, a man named Morrison
and his son were killed by gangsters in their shop in Salt Lake City.
But it was Joe Hill who was arrested, though he did not know either
Morrison or his son, and had never even seen them. The capitalist
165

newspapers immediately began to attack Joe Hill. They published
all kinds of lies about him. He was a suspicious character, they said, a
bad man who had often been in prison. He pretended to be a friend of
the workers, but he was an enemy of all decent people. He was a ‘red’,
a dangerous revolutionary who had no respect for society and its laws.
A tremendous wave of protest followed Joe Hill’s arrest. Workers,
writers, scientists held meetings and demonstrations, and wrote
letters of protest. They did everything they could to defend Joe Hill,
but they could not save him. On November 19, 1915, the thirty-three-
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 brings tears to
the eyes of working people all over the world:
1 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.
“I never died,” says he.
More than 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.
WE DISCUSS
XXI. Answer these 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 get rid of him?
4.	How	did the people try to save Joe	Hill?
XXII. 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 main idea in the song Pie in the Sky,
3. Explain what there was in Joe Hill’s early years that influ¬
enced his revolutionary development.
XXIII. Make up a dialogue. Situation:
You have read the biography of a revolutionary. You liked the
book, but your friend doesn’t know much about it.
alive [a laiv]—живой
Says I (просторечие)=1 say
166

Homework
1. Подготовьте краткий пересказ текста.
AN UNPLEASANT MISTAKE
The train' stopped at the border 1 and the passengers were
told to get their bags ready for examination by the customs
officer.2 One of the passengers had bought many boxes of ci¬
garettes, and they were in his bags. He knew the customs lim¬
its on cigarettes, and that the number he had was far more
than was allowed. He was afraid they would count how many
boxes he had, and would take half of them away from him. So
he took some boxes out of his bags and began putting them into
his pockets. But when all his pockets were filled, there were
still many boxes left. Something had to be done. The passenger
went out into the corridor and saw a man standing alone at
the window. “Will you help me?” he said going up to the man.
“I’d be glad to,” the man answered.
“Please, put these cigarettes into your pockets until the
customs examination is over.”
“Why can’t the cigarettes be left in your bags?” the other
man asked.
“Because I have too many. I am afraid they will take some
of them.”
“All right,” the man said. “Give them to me. But I must
tell you now that I won’t return them to you."
“Why not?” the	man asked in surprise.
“Because I am the customs officer,” was the answer.
2. Прочитайте. и переведите предложения. Значения новых
слов найдите в словаре.
1. The family had been away for two months, and there was
dust on the floor, under the chairs and tables. The hot, dry
wind brought clouds of heavy dust that covered the ground
and the buildings.
2. The dance was performed with great skill. Is he a skilled
worker?
3.	On April 12 our	country celebrates the anniversary	of	the
first space flight.	There was a special performance	to	cele¬
brate the anniversary of Tchaikovsky’s birthday.
4. He found his little son in tears after a quarrel with one of
his friends.
1 border I'botdo] — граница
2 customs officer — таможенный чиновник
167

5. The partisans were forced to hide in the forest, but they
sometimes sent messages to the city.
6. He was silent, perhaps he didn’t want to repeat what the
rest of the students had already said. She always left the
University late and hurried home along the dark silent
streets.
7. Though everyone pitied the starving artist, no one in France
could help him to exhibit his paintings or sell them.
8. We stood at the broken gate, looking at the gloomy, ruined
building.
9. His parents said they had tried to teach him to be a decent,
honest citizen.
3. Перепишите предложения, вставляя подходящие по смыслу
слова в нужной форме: to depend, tears, pity, decent, suspicious,
skill, labour.
1. Though he was often very tired after his hard . . ., his health
improved wonderfully during his years of service at sea.
2. “I ... him, but I can’t admire him,” the director said.
‘‘Science doesn’t excuse people who become frightened as
soon as they make mistakes.”
3. He was wearing a wet raincoat and a dirty cap pulled down
over his eyes; there was something in his appearance that
made us . . . at once.
4. Now her leg hurt more, instead of less, and she began to
cry, but then she was ashamed of her . . . . “They’ll think
I am a foolish little thing,” she said to herself.
5. I don’t know how old his shirt and blue jeans and black
jacket were, but they were clean, and he looked quite . . .
in them.
6. The results we achieve will . . . on the efforts of the workers
and their interest in our main idea.
7. Progress in any profession depends on people’s . , . and
knowledge.
4. Перепишите текст, заполнив пропуски глаголами в пассивной
форме: to win, to hold, to tell, to make.
Our school is well known for its really fine sports circles.
Anybody who wants to go in for sports ... a member. Last
year all kinds of competitions .... The most important one
... to celebrate the thirtieth anniversary of our school. I am a
member of our girls’ basket-ball team. The last competition
between our team and the team of the neighbouring school . . .
by our girls. But not long ago I. . . that our neighbours have
developed new combinations and we must play well if we don’t
want to lose next time.
168

5. Прочитайте текст The Worker Poet. Подготовьте упраж¬
нение XXI.
6. Прочитайте текст Party Card {§ 4). Подготовьте упражнение
II (§4).
Remember!
active, anniversary, to argue, to cut, decent, to de¬
fend, to depend, dust (to dust), employed, energetic,
force, gate, job, to look forward, pity (to pity), to
pretend, to recite, to recognize, religion, sad, silent,
skill, skilled, to starve, to suspect, suspicious, tears,
trade union, unity

LESSON FOUR
I.	Read this text.
PARTY CARD
Every member of the Communist Party of the Soviet Union knows
how important his party card js. It is a document showing that the
Party believes in its member and expects him to carry out all its orders;
that the Partv recognizes him as politically developed, ready at
all times to defend the interests of the people. Those who hold a party
card must be active in the struggle for the unity of the Party; nothing
must force them to be silent if they see or hear of a dishonest act.
Before the Revolution in 1917, the Party did not issue 1 cards to
its members. In those days, they had to work in conditions of con¬
spiracy and party cards could be dangerous. Every party member
had to know about secret meeting places and addresses. If a party
member was questioned by the police, he had to pretend to know
nothing; the safety2 of the whole party organization depended on
his silence. The police could suspect that he was a Communist, but
they could prove nothing, because he had no document to show that
he was a party member.
The Great October Socialist Revolution changed everything.
The secret orders, the hidden places where the party newspaper was
printed, the special efforts to escape the notice of the tsarist police,
all disappeared. Now the Party had new tasks. It had to defend the
country against enemies who were organizing the counter-revolution
and those outside the country who were helping them. It had to find
jobs for the unemployed all over the new republic, and food for the
inhabitants of the cities. It had to organize trade and transport,
industry and education. Every party member had to take part in
carrying out these tremendous tasks, and the Party had to know what
each member was doing. The Central Committee ordered the local3
committees to issue party membership cards to all Communists.
Among those who now received a party card was Vladimir Ilyich
Lenin. When he arrived in Vyborg on his way to Petrograd, he was
met at the station by the Vyborg party committee and given his
card—Number 600. Lenin had this card in his pocket when he made
his famous speech to the workers and soldiers at the Finland railway
station in Petrograd.
* to issue ['isju:] — выдавать
8 safety ['seifti] — безопасность
* local i'loukal] — местный
170

These first party cards were not all the same. Party organizations
in each city and gubernia issued their own cards, with their own num¬
bers. The cards were different in colour and different in information.
Some cards had the full text of the party rules, 1 others had only parts
chosen from the full text. In the two years, 1917—1919, during which
these cards were used, the difficulty of registering party members be¬
came felt more and more, especially because many members held cards
with the same number. When we remember how important it was to
decide where the party’s forces could be sent and what tasks they could
be given, we can see that these party card difficulties were not at all
formal. In 1920 the Central Committee decided to get rid of this
difficulty by introducing a unified form of party card for all mem¬
bers. The new card was a little book of thirty-three pages. In it was
a short biography of the party member and information about his
work and how he took part in social life. Also mentioned in the card
were the penalties, if any,® the member had received for failing to
carry out party orders, or for breaking party rules.
Communists carried these party cards until a new unified form
was issued in 1922. In the same year, the country received its new
name—the Union of Soviet Socialist Republics (USSR); and at the
Fourteenth Congress, in 1925, the name of the Party was also
changed, and it became the Communist Party of the Soviet Union (Bol¬
sheviks). Party cards with this name were issued in 1927. The name
on party cards was not changed again until after the Nineteenth
Congress, when the name became the Communist Party of the Soviet
Union; and this is the name on party cards today.
The last change of party cards began in 1973. When the cards
were changed in 1927, party card Number One was issued to Vla¬
dimir Ilyich Lenin. This card is now kept in the Central Party Ar¬
chives, in the Marxism-Leninism Institute. Again in 1973, party
card Number One was issued to Vladimir Ilyich Lenin, whose
great energy and great heart have always lived in the minds of all
members of the Leninist Party, and in the heart and mind of the
world proletariat.
II.	Answer these questions:
1. What does a party card show?
2. Why were there no party cards before the Great October
Socialist Revolution?
3. What were the tasks of the Party immediately after the
Revolution?
4. When did Vladimir Ilyich Lenin receive his first party card,
where did it take place, and what was its number?
5. Who was party card Number One issued to in 1927?
1 rule [ru:ll — правило; здесь устав
2 the penalties I penaltiz], if any — партийные взыскания, если они были
171

III. Speak about yourself:
1. Tell the class your паше, how old you are, when and where
you were born, whether you are a member of the Komsomol
and when you joined the organization.
2. Say what part you take in the social life of your school,
whether you are satisfied with your job, and what you’d
like to do.
3. Say how you spend your free time (what you are interested
in, what is your hobby, what you do in connection with it).
IV. Read this story to yourself.
THE SEA ON STRIKE
Many year-ago a London theatre performed a play with a
terrible storm a)t 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 fiach 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,3 but 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.
V. Speak about a person who took part in the Great October Socialist
Revolution.
1. Say when and where he was bom, say what you know about
his parents and relatives, speak about his childhood and
youth.
2. Say when and how his revolutionary activity began, who were
his teachers and friends, or who influenced his life.
3. Say what part he took in the Revolution, and what he did
after the Revolution.
1 scene Isfcn] — сцена
* cloth [kloG] — материя
8 stage lsteid3] — сцена
172

Homework
1. Прочитайте текст, пользуясь словарем.
One of Joe Hill’s songs was dedicated to Elizabeth Gurley
Flynn,1 who was'an outstanding figure in his defence.
Early in May, 1915, Elizabeth Flynn visited him in prison.
They had an hour’s conversation. It was the first time Joe
was allowed to receive a visitor. Elizabeth Flynn said:
“I had never met Joe Hill before I went to see him in
prison. He was tall, slender, very blond, with deep blue eyes.
He said to me: ‘I am not afraid of death, but I’d like
to be in the fight a little longer.’”
All progressive America rose in defence of the poet. Work¬
ers all over the world fought to save him. The Industrial
Workers of the World formed a defence committee headed
by Elizabeth Gurley Flynn.
After her visit to Hill in prison, she wrote in the newspa¬
per Solidarity: “Joe writes songs that everybody sings, songs
that raise indignation in every workingman’s heart. He gives
immortal expression to our ideas in songs for the people. The
bosses hate and fear the songs, and’they would be glad to crush
them. That’s why they have thrown our valiant Joe Hill
into prison.”
2. Переведите предложения, обращая внимание на словосочета¬
ния с глаголом to take.
1. Take the plates, spoons, forks and knives and put them on
the table.
2. He took after his father: his hair, eyes and nose, even his
mouth were like his father’s.
3. On our way home from the forest we were caught in a terrible
rain-storm. When we got home, Mother made us take off our
wet shoes, socks and stockings and put on dry clothes.
4. Our class always takes good care of the flowers and plants
in the school.
5. When are you going to take your examination in chemistry?
6. Did you take part in the figure-skating competition last
winter?
1 Elizabeth Gurley Flynn — a very active fighter for working-class rights, one of
the first members of the American Communist Party.
173

f. We took pictures of the camp-fire and all the guests who
came to visit us.
ft The invention of the telegraph and telephone took place
in the 19th century.
9. How long does it take to go from the centre to the nearest
cinema?
10. We had to take a bus to go from the village where we lived
to the sea coast.

LESSON FIVE
WE REVIEW
Study the models, paying attention to the italicized parts and
translate them.
Participle I	Participle	II
V + ing	V	+	ed
discussing	discussed
arriving	arrived
building	built
writing	written
A burning fire.	A	burned letter.
The returning children.	The returned book.
A frightening noise.	A	frightened child.
A growing interest.	A	fully grown plant.
1. We saw the child’s shining eyes.
2. The girl watched the falling snow.
3.	We looked at the closed gate in surprise.
4.	She found her lost notebook on her father’s	bookshelf.
5. The cars filling the street moved very slowly.
6.	A fish taken out of water cannot live.
7.	The pupils taking part in the competition	must	be	here at
4 o’clock.
8. The language circle organized by our English club meets
every Wednesday and Friday.
9. We watched the birds flying in the sky.
10.	Suddenly they noticed a cloud of smoke rising into the air.
11.	Paraphrase the sentences, changing them from written English
into spoken English, Examples:
Written English
Holding up a picture, the
teacher asked us if we
recognized the man.
Opening the door, Mike found
the room full of people.
Spoken English
The teacher held up a
picture and asked us if we
recognized the man.
When Mike opened the door,
he found the room full of
people.
176

1. Walking in the forest, the children suddenly saw a wolf.
2. People stood on the bridge, watching the boats on the river.
3. The pupils remained silent for a minute or two, thinking
about the teacher’s question.
4. Looking for his ticket in all his pockets, Tom discovered
that he had lost it.
5. The crowd moved slowly forward, forcing the soldiers back.
6. Taking the dictionary, he looked up the unknown word.
7. Seeing clouds of smoke over the building, the girl cried,
“Fire! Fire!”
8. Crossing the wide field, the frightened animal escaped into
the forest.
WE TALK
III.	a) Say what sports you go in for now, what sports you went in
for in the past, and whether you have given up that kind of
sport. Use the phrase: When I was . . . years old, I . . ..
b)	Find out whether your classmate goes in for some kind of sport
or is a sports fan of some kind.
IV.	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 cham¬
pion is and who the world champion is in this kind of sport.
You may need the following words and combinations:
basket-ball game; water-polo game; volley-ball game; hockey
game; tennis match; boxing match; football match; table-
tennis match; figure-skating competition; swimming competi¬
tion; gymnastics competition; racing competition; chess tour¬
nament; speed-skating competition; athletic competitions;
shooting contest ['kontestl.
Example: I like to watch ski-jumping competitions. I am a
ski-jumping fan. I saw an interesting ski-jumping
competition last Thursday, N. is the Soviet Union
ski-jumping champion.
V.	Speak about a sports champion you admire.
If you know, say when and where he was born, how old he
is, when he went in for this kind of sport, what matches or
competitions he has taken part in, and what results he has
achieved. Then say where he is working (studying) now.
176

WE LEARN NEW MATERIAL
VI. Read and translate:
used to [ju:st]: I still remember the wonderful stories that my
grandmother used to tell me when I was a child. They used
to go everywhere together. The children used to visit their
grandparents almost every day.
score [sko: 1: What was the score? The score was 5 : 3 (five
to three) in favour of the Spartak team. At the end of the
first half there was still no score. They won by a score of
two to one. Who scored the first goal [goul] for our team?
end in a draw [dro: 1: The score was 3 : 3; the game ended in a
draw. Each player won five games: the chess tournament
ended in a draw,
opponent la'pounantl: Petrov arrived at the finish line four
seconds before his nearest opponent. As both opponents
were very skilful, the competition was long and hard, and
ended in a draw,
stadium ['steidiaml: A new stadium was built in our town
last year. The stadium holds about ten thousand people.
Now all the most important sports competitions will be held
at the stadium. The stadium is always full whenever popular
teams meet.
be about: He was about to leave the house when he heard the
telephone. He was about to agree, but suddenly changed his
mind.
VII. a) Say two sentences about what you used to do last summer
(when it rained, in fine weather; in the morning (afternoon,
evening); after breakfast (lunch, dinner, supper). Example:
Early in the morning I used to go fishing.
When it rained, I used to play chess with my neighbour or read
something.
b) Speak about the sports you went in for last summer (winter).
Say where you used to go, how long you used to play games
(swim, fish, etc.) and what you used to do afterwards.
c) Ask a classmate whether he (someone else) still does something
that he used to do. Let him answer. Example:
— Does your sister still collect pictures of actors and actresses?
— No, she doesn’t, but she used to when she was twelve years
old (when she was in the Sixth Form).
VIII. a) Speak about the last football (hockey, etc.) match.
Say what teams played, where, who won the game, and what
the score was. Say whether you like this kind of sport and
whether you go in for it yourself or are only a fan.
177

b)	Find out whatever your classmate can tell you about the last
sports competition (match) he saw (took part in). Example:
— What was the score in the hockey match between Czecho¬
slovakia and Sweden?
— I don’t know for sure, but I think it was two—nil (nothing).
IX.	Read and translate:
speed [spi:d]: The car was moving at a high speed. They were
driving at a speed of 120 kilometres an hour. The train
was going at full speed. Lydia Skoblikova was the 1964
Winter Olympics speed-skating champion,
interrupt I^nta'rAptl: Please don’t interrupt me. The lecture
was interrupted by a loud noise in the corridor. We had to
interrupt our work. She was about to say something, but her
mother interrupted her. It’s a rule with us never to interrupt
a speaker. His wife knew that when he was working, any in¬
terruption [^nts'rApJan] made him very angry,
suppose [so'pouzl: Let us suppose (that) the news is true. Sup¬
pose it rains while we are in the country, what shall we do?
Everybody is supposed to know the rules. Where do you
suppose they went? At what time do you suppose they will
arrive? You’ll be there in time, I suppose?— I suppose so.
Suppose we meet at the corner at six o’clock! This is only a
supposition I^sApa'ziJon]: nobody has proved it yet.
introduce I^ntra'djurs]: He introduced a new method of work.
Physics as a school subject is introduced in the Sixth Form.
The chairman introduced the first speaker. Please introduce
me to your sister. Let me introduce myself. He decided not
to read the long introduction I^ntra'dAkJan]. When the intro¬
ductions were over, the members of the delegation all
moved towards the conference hall,
interfere I^mts'fia]: I didn’t want to interfere in their argument
(conversation, quarrel). You have no right to interfere. I
hope I am not interfering. I’m sorry, I didn’t mean to inter¬
fere. He never allowed his interest in his hobby to interfere
with his duty. I don’t like his interference l^nb'fiarons] in
questions that have nothing to do with him.
afford b'fo:dl: We can’t afford to lose time. I’d like to go
on the trip with you, but I can’t afford it.
rather Гга:Ээ1: We reached home rather late. I am rather
tired after the performance. The film is rather foolish, though
funny. He speaks German correctly, but rather slowly,
seldom ['seldaml: After that we seldom heard from him. We
seldom have tourists here, especially in autumn. It seldom
snows there in winter. We had seldom heard such a lecture.
He is seldom here later than three o’clock.
178

general f'dsensrall: Have you a general idea of what the novel
is about? This is a question of genera] interest. Her refusal
to come to the party was a general disappointment. The gen¬
eral rule is that the words never, seldom, often, generally,
always are put before the main verb. Generally speaking,
1 do not like adventure stories. He doesn’t read much in gen¬
eral. In general I like the theatre better than the cinema.
X.	a) Say what you always (seldom, never, often) do.
always
seldom
never
often
sleep with my window open.
b) Explain that you generally (usually, as a rule) feel quite
(rather) tired after doing something. Example:
I generally feel very tired after skiing a long distance.
c) Say that you were about to do something, but something
(somebody) interfered. Example:
We were about to leave when a sudden snow-storm began.
d) Discuss the speed of modern means of transport (ships, planes,
buses, trains, cars, trams). Example:
A train can travel at a speed of 150 kilometres an hour.
XI.	a) Study the models:
— I enjoyed the play.
— So did I.
— I don’t like cowards.
— Neither do I.
b) Agree with each statement, using the expressions:
So (Neither) do (did, have, am, was, shall) I.
1. I don’t go to the skating-rink so often now.
2. I haven’t seen a good football game for a long time.
3.	I	shall try to go in for sports as much as I can.
4.	I	am looking forward to the table-tennis matches	in	June.
5. I was never a good speed-skater.
6. I am not good at mountain climbing.
7.	I	haven’t got the courage to go in for underwater swimming.
8.	I	don’t want to interfere in their discussion.
9. I have only a general idea of their traditions.
10. I am looking forward to visiting the exhibition.
179

11. I wasn’t introduced to any of the girls.
12. I used to go in for volley-ball.
WE READ
XII. Guess the meaning of the new words.
1. It was all done in a moment f'moumantl. A moment later
he returned carrying a big parcel.
2. He found himself in a rather difficult position [pa'zijonl.
Put yourself in my position! The position of the settlement
at the crossing of two important roads explained the deve¬
lopment of trade and industry.
3. The first human I'hju:manl voice heard from space was
the voice of Yuri Gagarin. The power of the human mind is
unlimited.
4. She was a very enthusiastic [in^SjmzTaestikl fan, but she
herself never went in for any kind of sports. Her favourite
occupation was to sit in front of the TV screen [skrirnl and
watch all kinds of sports competitions and games.
5. The referee [ refa'ri:) is the most important person on the
football field.
1. I had to wait until my watch was fixed. He fixed the shelf
on the wall. The ends of the tent were tied to short sticks
that were fixed in the ground. His eyes were fixed on the
man who had just entered. We fixed the day, but we didn’t
fix the time for the conference.
2. Some time passed. Three years passed like a dream. All the
pupils have passed (the examination). We	passed	through the
forest and crossed the bridge.	The train	passed	the	station
without stopping. Please pass the bread to your neighbour.
3. The results of the competitions will be announced today.
The news was immediately announced over the school radio.
I saw him pointing to the announcement in the wall newspa¬
per. Students were waiting for the announcement of the
winners in the poetry recitation competition.
XIII. Give the Russian equivalents of the members of a football team:
goal-кеерег I'gou^kiipal; full-back; half-back; forward {'fa:wad).
XIV. Translate these sentences:
1. People in those days enjoyed	their ball	games	and	got as
excited about a game as they	do now.
2. The main question was whether the players were supposed to
use both their hands and their feet, or only their feet.
180

3. Thirteen rules of football were agreed on.
4. A rule was introduced fixing the position of the goal-keeper.
5. The goal-keeper began to wear clothes of a different colour
from those worn by the other members of his team.
6. They are generally of a dark colour, so the players will not
fail to notice the goal-keeper wherever they happen to be on
the field.
XV.	Read this text.
FROM THE HISTORY OF FOOTBALL
The one-hundredth anniversary of football was celebrated in 1963,
but the game is really much older. In general, games with a ball were
well known hundreds of years ago. A Roman game with a ball was
brought to Gaul 1 by Caesar’s 2 legions, and ball games were played
in France, Georgia 3 and Russia. Kemari, one of the oldest of these
games, was played 1,400 years ago and is still played in Japan.4 Foot¬
ball fans saw Kemari at the 1964 Olympic games in Tokyo.
These ball games did not take place in stadiums or on football
fields. They were played in the squares and streets of cities and vil¬
lages, and they were very dangerous to the windows and gates 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 17th 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 in
Europe.
People began to play again in the second half of the 19th 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. The main question was whether the players
were supposed to use both their hands and their feet, or only their
feet. Shouts of “Only feet!” came from one end of the hall. “Hands and
feet!” those at the other end insisted. At last, when the disappointed
“hands and feet” group saw that they could not win, they lost patience
and left the hall, giving up the struggle. The meeting then became
quieter, and thirteen rules of football were agreed on. They were
published in December, 1863, and later became the international
rules of the game all over the world.
The rules fixed the number of men in a team: the team included a
goal-keeper, one full-back, one half-back and eight forwards. Only the
goal-keeper could hold the ball in his hands.
* Gaul [go:l] — Галлия (древнее государство, находившееся на территории совре¬
менной Франции)
2 Caesar ['sUza] — Цезарь
2 Georgia I'dpdjja] — Грузия
4 Japan [dзэ paenj — Япония
181

The sound of the referee’s whistle 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.2 At first, the
goal-keeper was allowed to move forward six metres to defend his goal.
He could cross from one corner of the goal to the other, to try to inter¬
fere with the player who was about to make the penalty kick. But a
rule was introduced fixing the position of the goal-keeper, and forcing
him to stand without moving before the penalty kick was made.
In 1909, the goal-keeper began to wear clothes of a different colour
from those worn by the other members of his team. They are generally
of a dark colour, so the players will not fail to notice him wherever
they happen to be on the field.
The rules for “out of play” were changed many times. It became
more and more difficult to make a goal, and they were made rather
seldom. More and more often games ended in a draw; the score was
0—0.3 Besides, the game was losing speed. It was becoming less en¬
tertaining, and people seemed to be losing interest in it.
In 1925, the rule was changed for the last time. Now, a player is
“out of play” if there are less than two opponents in front of him at the
moment when he passes the ball. The referee’s whistle interrupts the
game. No important changes were announced in the rules of football
after 1925.
A 6oal [goulj — ворота
3	S*	^	^ene	^kl	—	пенальти	(одиннадцатиметровый	штрафной	удор)
182

Football in its present form was introduced in Russia at the begin¬
ning of the 20th century. The game was not very widespread then, but
since the Great October Socialist Revolution, it has become more and
more popular. Today, football is the favourite sport of millions of
people in our country. Tremendous crowds of enthusiastic fans fill
the stadiums. Boys go to football games whenever they can afford a
ticket, and they play the game in vacation time and after school.
Thousands of grown-up fans refuse to move from their position in
front of TV screens and some even go to other cities to watch an im¬
portant game.
Soviet football teams travel all over the world, to take part in
international matches. Millions of fans at home look forward to such
jnatches for months, arguing about the strength of the teams and
their chances of winning.
XVI. A nswer these questions:
1. Why do we say that 1963 was the one-hundredth anniver¬
sary 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 remained the same since
they were introduced?
5.	When	was	football first played in Russia?
6.	What	can	you say about Soviet	football teams?
WE DISCUSS
XVII. Listen to the story and
answer the questions.
XVIII. Speak about the picture
“Farts”.
1. Say whether it is a town
or a village that you see in
the picture, and why you
think so.
2. Describe the two boys.
(Say how old they are, what
they are wearing, which
boy is holding a hockey-
stick.)
3. Say what the boys did be¬
fore the moment you see
them in the picture.
183

4.	Speak about	the game	the boys are watching.	(What	kind	of
game it is,	how the boys’ favourite team is	playing,	why
the boys are so excited, etc.)
XIX.	Speak on the	following	topics:
1. The sport I	go in for	(I am interested in as	a fan).
2. Winter (summer) sports and games.
3. Sports in the Soviet Union.
Homework
1. Перепишите предложения, вставляя соответствующие при¬
частия.
1. The questions (discussing, discussed) at yesterday’s Kom¬
somol meeting were interesting to everybody.
2. Many scientists have continued the work (beginning, begun)
by I. P. Pavlov.
3. We read the letter (receiving, received) from our pen-friends
in Kiev.
4. The children liked to listen to their grandfather (telling,
told) stories about the Civil War.
5. A group of (exciting, excited) schoolchildren (holding,
held)’flowers stood round their visitor.
6. We listened to his stories about the (exciting, excited)
adventures of the expedition in the North.
7. We ate vegetables (preparing, prepared) in an unusual way.
8. There were two men (sitting, sat) at a table (arguing, argued)
about something in low voices.
2* Переведите предложения (устно).
1. The girl was so deep in thought that she didn’t hear her fa¬
ther enter the room.
2. I like to watch artists painting. Have you ever seen an ar¬
tist painting in the park?
3. He didn’t notice the man following him until he turned the
corner.
4. The boy could stand for hours and watch planes landing and
taking off.
5. Have you ever seen a powerful electric machine work?
6. I have heard her recite the same poem again and again.
7. I expect all of you to be well prepared for the readers’ con¬
ference.
184

8.	Would you like me to mention your achievements in the
article?
3. Прочитайте и переведите предложения. Значения новых
слов найдите в словаре.
1. The cat always chose the most comfortable chair to lie in.
I don’t feel comfortable in this suit. I am quite comfort¬
able, thank you. His questions began to make me feel
uncomfortable.
2. There is (goes) the bell, the lesson is over! There are still
five minutes before the bell goes, don’t hurry! Our dog used
to run to the door whenever he heard the bell.
3. The boy whistled to his dog, and they ran along the street
together. He came in whistling a popular song. The wind was
roaring and whistling in the dark outside.
4. The colonialists were not touched by the terrible poverty
of the country’s inhabitants. She was ashamed of their
poverty, insisting that the children must always be decently
dressed.
5. She was very patient with the child. Please be patient!
She continued reading, patiently looking up all the unknown
words in the dictionary. I’ve lost all patience with him:
he has broken every promise he made to work hard.
6. We decided to ride there, because it was too far to walk.
We rode in the train all day and all night. The children
insisted on going for a ride at once in the new car. He enjoyed
riding across the fields and through the forest. She used to
go to a riding school on Sundays.
7. Father spent his month’s vacation in the country. My parents
often go to the South for their vacation. My aunt is away
on vacation now. Last year my brother’s vacation was over
when my summer vacation began, which was very disap¬
pointing to both of us.
8. You are riding in the wrong, direction; you’ll have to take
a bus back. Walk in that direction for about five minutes
and you’ll see the circus. Can you direct me to the Telegraph
office? We didn’t receive any written directions. The direc¬
tions were clear; we didn’t expect them to lose their way.
9. If a player in a hockey game breaks a rule, he is not allowed
to play for two minutes. It was against the rules to leave
camp after supper. He made it a rule never to go to bed late.
4. Перепишите предложения, вставляя, где нужно, предлоги.
1. Sometimes, his interest. . . sports interferes ... his studies.
2. He is not much interested . . . biology . . . general.
185

3. The crowd was moving . . . the direction . . . the railway
station.
4. The sportsmen were directed . . . their hotel ... an admir¬
ing crowd, who were ... the station to meet . . . them.
6.	Перепишите предложения, вставляя подходящие по смыслу
слова в нужной форме: rule, to afford, seldom, score, to in¬
troduce, speed, as a rule , opponent, to end in a draw, to inter¬
rupt, to interfere, rather, to suppose, to be about, general, bell.
1. It was examination time, and I couldn’t ... to spend time
watching TV.
2 nobody enters the classroom when a lesson has begun;
but there are exceptions, of course. The new chemistry
teacher was ... to the class by the principal. He said he
was sorry that he had ... the lesson: it was something he . . .
did.
3. Let us . . . that you are right although I don’t understand
how any ship can develop such a . . . in ice-filled waters.
4. A . . . strike is a strike by workers of all the trade unions
or almost all of them.
5. The referee ... in the game only when one of the players
breaks a . . . .
6. She ... to interrupt the . . . ,.but decided to be patient a
few more minutes.
7. Hearing the . . . the pupils hurried into the classroom.
8. It was a . . . uninteresting game, and it. . .; the. . . was 1 : 1.
8.	Прочитайте текст From the History of Football. Подго¬
товьте упражнение XVI.
Т. Прочитайте предложения, вставляя подходящие по смыслу
слова в нужной форме.
1. Do you (hear, listen to) the rain beating against the window?
Speak louder, please; I don’t (hear, listen to) a word of
what you are saying. Just (hear, listen to) himl I’ve never
(hear, listen to) such nonsense in my life.
2. At what time will the sun (rise, raise) tomorrow? With
great difficulty he (rise, raise) himself from the ground.
3. You’ll never (learn, study) a foreign language without
(learn, study) grammar rules. After (learn, study) the map
carefully the head of the expedition (say, tell) that they
needn’t go any farther and could start their (work, job)
the next day. It takes time to (learn, study) how to do things
quickly and correctly.
4. The young man was very (high, tall). The green hill in the
distance didn’t seem (high, tall).
186

Прочитайте рассказ Is Не Living or Is He Dead? (§ 6). Под¬
готовьте упражнение II (§ 6).
Remember!
to afford, to announce, to be about, bell, comfortable,
direction, to end in a draw, to fix, general, in gen¬
eral, human, to interfere, to interrupt, to introduce,
moment, opponent, to pass, patience, patient, posi¬
tion, poverty, rather, to ride, rule, score, seldom,
speed, stadium, to suppose, used to, vacation, whistle
(to whistle)

LESSON SIX
I.	Read this story.
IS HE LIVING OR IS HE DEAD?
After Mark Twain
I met Henry Smith in a summer hotel in the south of France,
where I was spending my vacation. Like me, he was an American:
I suppose that is why we became friends, and often had lunch or dinner
together. One day, he noticed a very well-dressed gentleman who was
just entering the dining-room of our hotel. “Do you know who is he?"
he asked.
“Yes,” I answered. “I met him a few days before you arrived. He is a
rich manufacturer 1—from Lyons, I think. I must say, he doesn’t
look like a manufacturer; always rather sad and dreamy and doesn’t
like to talk to anybody.”
I thought that now Smith would explain why he had called my
attention to the man, but instead he seemed to forget me and the
whole world. He sat silent, allowing his lunch to get cold. At last, he
seemed to remember where he was. “No,” he said. “I can’t remember
the end.”
“The end of what?” 1 asked.
“It’s one of Hans Andersen’s beautiful little stories. But it doesn’t
matter. I can’t remember.”
And he went on with his lunch.
That same evening found us together again, sitting in big, com¬
fortable chairs in his room, smoking and talking.
“There is a story I want to tell you,” he said, “that has been a secret
between me and three others for many years. A rather long story, I’m
afraid. Are you comfortable?”
“Quite comfortable,” I said, and he told me the following story.
“I was a young artist,” jhe began, “very young, in fact, and I used
to walk from place to place, drawing a little here, painting a little
there: and I met Claude and Carl, two wonderful young Frenchmen,
who were doing the same kind of thing. We were as happy as we were
poor, or as poor as we were happy; we laughed at our poverty, never
worried about anything and had a good time in any weather. Once we
came to a village in Bretagne, and an artist there took us to his room
and gave us something to eat ... Francis Millet ..."
“What! the great Francois Millet?”
4 manufacturer l.maenju'faekt/sraj — предприниматель, фабрикант
188

“Great? He was no greater than we were then, and as poor. We all
lived together in his room. He couldn’t give us anything to eat except
potatoes, and sometimes he couldn’t even afford potatoes. We four
became the greatest friends. We worked hard; soon each of us had
pictures on all the.walls and a mountain of pictures lying on the floor.
But we seldom solcbany of them. A wonderful time, but—oh, a hungry
time!
Then, one day Claude said: ‘Boys, we’ve come to the end. I’ve
been to every shop in the Village, but all of them refuse to give us
anything until we pay for what we have taken these last months. What
are we going to do?’
Nobody answered his question—a sad silence can hardly be called
an answer. At last Carl stood up and began walking up and down ener¬
getically. He stopped in front of a row of Millet’s pictures. ‘Boys,’
he said, ‘are these bad pictures? Answer me!’
•No!’
‘Aren’t they pictures with a right to be among the best in the
world? Answer me!’
‘Yes, they are!’
‘All they need is a well-known name, a famous name written at the
bottom. Everything depends on the name, isn’t that so? I’m not
joking, boys—isn’t that so?’
‘Of course, it’s so. But what of it? What does it mean to us?’
‘It means this. We’ll put a famous name on the pictures.’
‘What name? Where will you get this famous name?’
‘I’ll explain,’ Carl said. ‘Let’s begin with a fact in human history:
the fact that many of the greatest artists are never recognized until
they have starved and died. This has happened so often that I am
sure it is a law of human society. The value1 of an artist’s work imme¬
diately begins to rise after his death, if he is a real artist, of course.
My plan is this: one of us must die.’
We looked at him with mouths and eyes open wide, then everyone
began to laugh. He waited patiently until we were silent, and then
continued: ‘Yes, one of us must die—to save the others, and himself.
The one chosen will be famous, and all of us will be rich. Wait a mo¬
ment... wait... don’t interrupt, don’t argue with me. I know what
I am talking about. Here is the idea. During the next three months,
the artist who is going to die will paint as much as possible—not
pictures: skeletons of pictures, parts of pictures, etudes, fragments,
a few lines—meaningless, of course, but with his name on them. The
plan can’t fail! You know how museums all over the world collect
such things after the great man is gone. While one is working, the
remaining three will travel in all directions, preparing art collectors
for the great event; and when everything is ready, we’ll announce his
death and make arrangements for a fine funeral.* Is the idea clear?’
1 value I'vaeljir] — цена
* funeral I'fjunaral] — похороны
189

‘Not quite,’ Millet said. ‘Will you bury 1 him?’
‘Of course not, don’t you understand? He doesn’t really die; he
changes his name and disappears; we put some sand and a few stones
in the coffin 2 and bury it, and we cry over it and the whole world
cries with us. And then...’
But he wasn’t allowed to finish. Everybody began to shout hurrah,
and we shook hands with him and danced and sang. We talked about
the great plan for hours; we even forgot how hungry we were. We chose
Millet—chose him to die, and at last we lay down to sleep, because
Millet had to begin working hard the next day, and the rest of us had
to start our travels.
You will never believe how easy it was. I walked two days—we
had decided not to begin business near Millet’s village—and sat down
to paint not far from a big villa. I chose that place, because I could
see a man looking out of the window, probably the man the house
belonged to. He came out and stood behind me, and said that my
painting was very good.
I stopped working and pulled out a little picture by Millet and
said proudly: ‘My work is nothing. Look at this! It’s by my teacher—
Francis Millet himself!’
He was silent, trying to read the name at the bottom, and I said,
with disappointment in my voice: ‘Don’t tell me you haven’t heard
his name!’
Of course he had never heard the name, but he said: ‘Of course, of
course, it is Millet, I recognize his style.’ And he wanted to buy the
little painting, and I said I was poor, but not so poor, and at last
I let him buy it for eight hundred francs.”
“Eight hundred!”
“Yes. Millet had offered it in the shops for five francs, but they
had refused to buy it. Yes. I got eight hundred francs for it: you can’t
buy it now for eight thousand. I drew a nice picture of that man’s
villa. I had thought of selling it to him for ten francs, but as I pre¬
tended to be the pupil of such a great master, I took a hundred. I sent
the eight hundred francs to Millet, and continued my travels; not
walking now, but riding.
I sold one picture every day, and never attempted to sell two.
Each time, I said: ‘It’s foolish in general to sell a picture by Francis
Millet. The man isn’t going to live three months; and when he dies,
you probably won’t be able to buy his pictures for any sum of money.’
I always mentioned that—about his health—to prepare the world for
his death. You understand, we had arranged all this before we left
Millet. From time to time, we succeeded in publishing a short article
about Millet in a small newspaper. We wrote nothing about his work,
only about how ill the great master was. We made it clear that we
expected the worst. And when the article appeared, we sent the
1 to bury I'beri] — хоронить
2 coffin I'kofml — гроб
190

newspaper to everyone who had bought Millet’s pictures from us.
Carl decided to go to Paris. He soon arrived there and made
friends with foreign correspondents. Through them he sent infor¬
mation about Millet’s condition to England and America and all over
Europe. At the end of six weeks, we three met in Paris and decided to
stop selling Millet’s pictures and to begin the last act of our play
without waiting any longer. We wrote to Millet to lie in his bed and
not to get up: we wanted him to die in ten days, and we didn’t want
anything to interfere with our plan. I returned to the village to
take care of Millet during his last days, and to send information daily
to Carl in Paris, which he published in the newspapers of several
countries.
The sad end came at last. You remember that great funeral and
how famous artists came from all over the world to be present. You
remember the pictures in the newspapers of the crowds of people. You
remember the speeches that were made by important persons in the
art world and even in government circles. We four carried the coffin,
allowing nobody to help. . .”
I interrupted him. “Four? But Millet was supposed to disappear;
only three of you were supposed to remain alive.”1
“No, four. Millet helped to carry his own coffin. In disguise,’
you understand. He was disguised as a relative, who had come for the
funeral, and nobody suspected anything.
You remember how the value of Millet’s pictures went up after
that. There’s a man in Paris today who has seventy Millet pictures.
He paid us two million francs for them...”
“It’s a wonderful story, a most unusual storyl And where is Millet
now?!”
“Can you keep a secret?”
“I can!”
“Do you remember the man I called your attention to in the
hotel dining-room today? The ‘manufacturer’ from Lyons? That man
is Frangois Millet.”
“What?!”
“Yes, Frangois Millet. This time the artist didn’t starve, and die
with nobody to help him. We took care of that!”
II.	Say whether the following statements are true according to the
story. If the statement is not true, say so and explain why.
1. The artists, though young, were successful.
2. They travelled about the country looking for	things they
could paint or draw.
3. Frangois Millet was well-to-do, so he could	afford	to
help the three young men who had just started	in art.
* alive (a'laivj — живой
* in disguise [dis'gaiz] — переодетый
19J

4. The idea of making one of the artists ‘die’ was to get rid
of him.
5. Francois Millet was chosen to die, because he was the least
talented among them.
6. The four artists agreed to the plan with enthusiasm,
because they all looked forward to an easy life.
7. The aim of the three young artists in travelling about the
country was to make Millet’s name known to those who were
interested in art.
8. The plan was a failure, and the friends had to give up their
attempt.
9. Francois Millet pretended to be ill, because he didn’t want
to take part in his friends’ plan.
10. The whole plan ended in failure, and the friends hardly
managed to escape prison.
11. The friends gave up art when they became rich,
III. Speak on the topic: A Visit to an Exhibition.
1. Say what exhibitions you know about in your city (your
district, some other city) and which of them you have visited.
Look at the names of some kinds of exhibitions:
an exhibition of ancient (modern) art
an agricultural (industrial) exhibition
a historical exhibition
an exhibition of new materials
a radio and television exhibition
an exhibition of the history of sport
an exhibition of theatre (cinema) history
an atomic-energy exhibition
a space-travel exhibition
a flower show
a photography exhibition
2. Say what things were exhibited there, which exhibits you
found most interesting and why.
3. Say what other exhibitions you’d like to visit.
IV. Make up a dialogue. Situation:
Two friends meet. One of them is on his way home from an
exhibition. 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, whether it is easy to get
tickets, etc.
V. Tell the story shown in these pictures. (You may need the word
to bark — лаять.) Use the words and phrases:	to pay at¬
tention; comfortably; stick; hat; to go for a walk; to put on;
to sleep.
192

A CLEVER DOG
V!. Speak about the picture. Use these words and phrases: the win¬
ning team; the goal-кеерег; the captain of the team; to break;
to frighten; to take pictures.
THE VICTORS
7 Да 1188
193

Homework
Прочитайте текст, пользуясь словарем.
ON THE INVENTION OF BASKET-BALL
Basket-ball is perhaps the only sport whose origin we can
speak of without fear of a mistake. During the winter of 1891—
1892, James Naesmith, a college instructor in Springfield,
Massachusetts, invented the game of basket-ball. He wanted his
students to have physical exercise between the time when the
football season closed and the baseball season opened. He hung
fruit baskets on the walls at opposite ends of the gymnasium
and organized nine-men teams to play his new game. The pur¬
pose of the game was to throw the ball into one basket and
to attempt to prevent the opposing team from throwing the
ball into the other basket.
There have since been many changes in the rules (for
example, the number of players is now reduced to five), but
the game is basically the same today as it was more than eighty
years ago.

LESSON SEVEN
WE REVIEW
Remember!
After on
by
after
before
besides
instead of
without we use the Gerund
I.	Give as many endings as you can.
1. On coming home from school . . .
2. After reading for an hour . . .
3. Before leaving the house . . .
II.	Say that instead of doing something you changed your mind and
did something else. Example:
Instead of waiting for Olga at home 1 decided to meet her in
the street.
III.	Say what you like to do besides what is shown in the pictures.
Example:
Besides swimming I like to watch TV.
7*
195

IV. Ask a classmate what his hobby is, and what he is interested in
besides. Example:
— What is your hobby?
— My hobby is collecting stamps.
— What are you interested in besides collecting stamps?
— Besides collecting stamps 1 am interested in high-jumping.
WE TALK
V. The class speak about books.
1. Tell the class what book you read not long ago, who the
book was by, and whether you liked it. Let your classmates
ask you questions for more information.
2. Speak about the main characters in the book: describe their
appearance, say what they do (work, study), say whether
you liked them and why. Let your classmates ask you
questions for more information.
VI.	Make up a dialogue. Situation:
You have seen a new play in the theatre. Your friend wants
to know whether you liked the play and why (what you liked
especially), who acted in the play and how, whether it is
easy to buy tickets.

WE LEARN NEW MATERIAL
Study the prefix re- in the following examples:
to appear—to reappear
to arrange—to rearrange
to build—to rebuild
VII. Translate these sentences paying attention to the italicized parts:
1. I am glad that our library has reopened and I can get books
and magazines again.
2.	My friend told me a very interesting	story,	but I	can't retell
it, I don’t remember all the facts.
3.	I was told to rewrite the exercise, because	there	were still
very many mistakes in it.
4. Many streets in Moscow were renamed after the Great October
Socialist Revolution.
5.	When I re-counted the tickets I had	bought for	our class,
1 found that I had lost one.
VIII. Add sentences logically connected with the following:
1. We had such fun.
2. Don’t make fun of him!
3. She deserves the prize.
4. He had a great influence on his friends.
5. The two books can’t be compared.
6. I prefer to stay at home.
IX. Listen to the story and answer the questions.
X.	Read and translate:
demand [di'ma:ndl: Progressive trade-union leaders abroad
defend the rights of the workers and demand peace and
freedom. You can’t demand too much from him: he is young
and unskilled. This is a natural demand.
fault ffo:It 1: You can’t say it was our fault that the performance
wasn’t a success: one of the main actors fell ill. Whose fault
was it?
age [eid31: The famous Russian poet Pushkin began to write
poems at an early age. In all ages religion has interfered
with man’s efforts to know the world around him. The teen¬
agers asked Ernest Hemingway many questions. How are
you? I haven’t seen you for ages!
197

avoid [a'voidl: Do you know why Pete avoids us? I didn't avoid
her, I simply didn’t recognize her. I am greatly disappointed
in her: she always tries to avoid difficult tasks, pretending
she is busy.
advise lad'vaiz): I advise you not to recite your new poem
until the teacher has heard it. Do you advise me to take the
job? I didn’t follow your advice [ad'vais], and now I am
very sorry.
XI. Say that you advised your friend to do something; say whether he
did it, and what happened as a result. Example:
I advised my friend to go to the art exhibition. He went there
and said he enjoyed it.
XII. Say what you (your friend, brother, sister) usually avoid doing.
Explain why. Example:
My friend usually avoids reciting poems in front of many
people. She says she feels uncomfortable.
XIII. Guess the meaning of the new words.
1. Large public ['рлЬИк] libraries sometimes have millions
of books.
2. Soviet literary critics say that the play Romeo and Juliet
is an optimistic [yopti'mistikl tragedy ['traedgidil.
3. Many Soviet boxers Pboksoz] are world champions.
4. The newspaper correspondent wrote that the strikers refused
to agree to any compromise I'kompramaizl.
5. The Arctic Ocean I'oujan] is full of icebergs ['aisbargzl.
1. The American Indians lived mostly by hunting the animals
in the great forests and by fishing in the lakes and rivers.
Good hunters were respected and honoured.
2. Indian boys were taught to be brave and never to fear [fial
danger. Even in battle, the Indians showed no fear of death.
3. Young Indians were taught not to speak much but to ex¬
press [iks'pres] their ideas in as few words as possible.
4. At all international meetings there are reporters and cor¬
respondents busy making notes in their notebooks.
5. During the Great Patriotic War she worked in a factory
making arms for the front.
6. Our neighbour’s daughter always takes care of homeless
cats and dogs. She is a very kind girl.
I.	Great hunters need great courage. They are never discour¬
aged by failure. Courageous people are not afraid to tell
the truth.
193

2. You need great skil! to go fishing in the ocean. Hemingway
was a skilful hunter and fisherman. Even skilled specialists
are often unemployed in capitalist countries.
3. During my last vacation I spent a few unforgettable days
in Leningrad, visiting wonderful museums and palaces,
looking at beautiful squares and monuments.
XIV. Read and translate:
lonely ['lounlil: I was afraid to enter the dark lonely house.
He leads a very lonely life,
worth [w9:01: Is the new play worth seeing? How much is the
picture worth? The question is not worth arguing about,
devote [dTvoutl: He devoted most of his efforts to organizing
expeditions to the Far North. His whole life was devoted to
revolutionary activity. What is the article devoted to?
blood [blAdl: There is blood on your hand. Mary wanted to
become a doctor, but she gave up the idea, because she feels
bad whenever she sees blood,
wound [wu:ndl: It was a light wound, and he didn’t have to
stay long in the hospital. He was seriously wounded during
the war. The wounded were sent to hospitals behind the
front lines.
shoot [Ju:tl (shot, shot [Jot]): The fascists shot at him several
times, but he escaped. Are you both going to take part in
the shooting competition next autumn? The soldiers heard
several shots behind a house to the left of them.
XV. Tell the class what the article you read in the newspaper was de¬
voted to. Example:
I read a very interesting article some days ago. It was devoted
to the life of cosmonauts in space.
XVI. Ask your classmate whether something is worth doing. Example:
— Do you think that dirty little dog is worth taking care of?
— I think any dog is worth taking care of. Besides, I like
this one.
XVII. Translate these sentences:
1. Ernest Hemingway was recognized everywhere during his
lifetime.
2. Hemingway’s works have appeared in very many countries.
3. He looked for moments in which everything fine and beau¬
tiful in a man or everything bad in him can be
seen.
199

4. The other part, seven times as big, is under the water.
5. The greater the part ‘under the water*, the more powerful
your iceberg will be.
6. Hemingway carried arms and was wounded in Italy during
World War I.
7.	The main critics of one’s work are the mind and the heart.
XVIII.	Read Ms text.
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 looked
for moments that demand a man’s greatest effort, moments in which
a man must win or die, in which everything fine and beautiful in a
man or everything bad in him can be seen. Hemingway’s stories are
worth reading, because he finds these moments in the lives of his
characters.
Hemingway had his own way of writing. His stories seem very
simple, often there are few events. But we feel that there is very
much behind the event that he describes; that the whole life of a char¬
acter leads to this event.
ERNEST HEMINGWAY
Books and stories by Heming¬
way are well known to Soviet read¬
ers. Ernest Hemingway was
recognized everywhere during
his lifetime; and when the
sad news of his death was an¬
nounced in 1961, many Soviet
readers and literary critics felt
that the world had lost one of
the leading writers of the 20th
century.
Hemingway’s works have
appeared in very many countries:
millions of Germans, Americans,
11al i ans, R ussi ans, Engl ishmen
have read his stories again and
again. There are so many books
and articles devoted to Heming¬
way in different languages that
they could probably fill a hall in
a large public library. His in¬
fluence on other writers has been
200

"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 stage1 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 powerful your iceberg will be.”
It is not often that even the best writers are like their best charac¬
ters. But Hemingway was. He was strong and honest and courageous;
he was a brave soldier, a skilful hunter, a fearless boxer and an enthu¬
siastic fisherman. He wrote about serious things, but he loved fun.
Like Mark Twain he often told funny stories about himself. Hemingway
carried arms and was wounded in Italy during World War I, he shot
the big animals of Africa and caught the big fish in the ocean near
Cuba. He saw the failure of the Spanish revolution, the blood and
tragedy of Spain in 1936. He never tried to avoid danger, and more
than once the newspapers published news of his death.
More than anything else, Hemingway 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 20th century, as a soldier or as a war-correspond¬
ent. He made friends with fighters of all kinds and all ages—with
matadors, hunters, fishermen, 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
go there to see the place where Hemingway wrote so many of his
unforgettable books.
The world that Hemingway lived in was not happy or peaceful.
He lived in a world where man is lonely and unhappy. It is not his
fault that so many of his novels and stories are full of sadness, that
his heroes—real people who deserved the happiness they wanted 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!” And he adds: “The truth—only the truth—-that :s
what one must write.”
Hemingway’s stories have great truth in them; truth about people
and the world around them. He never avoided or changed the truth:
his works were born in the mind and in the heart of a man who de¬
voted all his life’s energy to understanding the world and explaining
it to others.
x stage [steid5l — сцена
8 sailor I'seila] — моряк

WF DISCUSS
XIX. Answer these questions:
1. What facts show that Hemingway is a very popular writer?
2. How did Hemingway describe the main tasks of a writer?
3. Why did Hemingway speak of Stanislavsky’s ideas about
art?
4. What shows that Hemingway was a man of action?
6.	Why are Hemingway’s works often sad?
6. What do you think Hemingway’s stories are based on:
fantasy or reality?
7. How can you describe the character of Hemingway himself?
XX. Speak about your favourite writer (artist):
1. Give some facts about his life: when and where he was
born, where and how he spent his childhood and youth, who
(or what) influenced his future life.
2. Speak about a book (picture) by him that you like best.
Explain why you like it best (describe the main idea, the
characters).
3. Say what other books (pictures) by the same author (artist)
you’d like to read (see) and why you haven’t read (seen)
them yet*
I.	Подготовьте краткий пересказ текста при помощи ключе¬
вых словосочетаний:
a writer’s success depends on ,, •
was busy writing . . .
he began looking for . . .
the conductor recognized . ..
when they arrived at the next station , ,.
I remember buying a ticket . . .
to save money.by travelling . ..
there is a special reason why . . .
A well-known author, who always insisted that a writer’s
success depended on his remembering facts and events, was
once^ riding in a train. He did not like talking to people he
didn’t know, so he took paper and pencil out of his bag and
202

was soon busy writing a plan for his next book. He was in¬
terrupted by the conductor1 asking for his ticket, and he be¬
gan looking for it in the pockets of his jacket and trousers, in his
bag, even in his hat. But he failed to find the ticket anywhere
and he felt more uncomfortable every moment.
The conductor recognized the writer and waited patiently.
At last he said, “I expect you have put the ticket somewhere
in your bag. Don’t hurry. I’ll come back for it when we get
to the next station.”
But when they arrived at the next station, the writer was
still looking for his ticket. When the conductor appeared, he
looked up and began to defend himself. “I clearly remember
buying a ticket,” he insisted. “I simply can’t imagine what
has happened to it.”
“Don’t worry about it," the conductor repeated. “I expect
you have the tieket somewhere. I don’t suppose a man in your
position needs to save money by travelling without a ticket.
Forget it.”
“No, nol” the writer insisted. “There is a special reason
why I can’t forget iti The fact is, without the ticket I can’t re¬
member where 1 am going!”
2.	Прочитайте и переведите предложения. Значения новых
слов найдите в словаре.
1. Add sugar to your tea. What did you expect her to add to
the explanation she had already given? In addition to all
the unpleasantness, he fell down and broke his leg.
2. it was fun to watch the little bears dance in the circus.
It will be fun if she remains with us during her vacation.
Don’t make fun of him!
3. He deserves our respect for his knowledge and hard labour.
She didn’t deserve those sharp words, that’s why there
were tears in her eyes.
4. His close friendship with them may have a good influence
on the boy.	1 can’t	understand why he pretends to	be in¬
fluenced by	Peter.	When choosing my	future profession,
I was influenced by my relatives.
5. He felt very	weak and uncomfortable after	the serious	illness
he had had.	I don’t	like the tea: it’s too	weak. The	doctor
ordered her to stop reading so much: she has weak eyes.
6. I prefer a light breakfast as a rule. Which do you prefer: to
go to the theatre or to the cinema? Rembrandt preferred
to live in poverty rather than to carry out the orders of
rich citizens. She usually preferred not to interfere, and
was silent when her friends began to argue.
1 conductor Lkan'cUkta] — кондуктор; проводник
203

7. How can you compare this active, energetic strong young
man with the weak boy he used to be before he went in
for sports? The two monuments can’t be compared:	they
were put up in different centuries.
8. He soon realized that he was unable to cross the wide river
during the terrible rain-storm. We didnft realize at first
how difficult the task would be.
3. Напишите предложения, логически связанные с данными.
1. Rather than argue, he prefers to be silent.
2. We only pretended we were having much fun.
3. I’m not sure it is decent to influence them.
4. How can you compare the two artists?
5. I	don’t think	he deserved	all that criticism.
6. I	couldn’t add	anything to	what he had already said.
7. She seldom leaves the house, because she is weak.
4. Прочитайте упражнение, подобрав к каждому абзацу соот¬
ветствующие утверждения, данные в конце упражнения.
1. Yesterday was my aunt’s birthday. Whenever she cele¬
brates the event, all the relatives come together. Our
family is always present. It isn’t easy to buy her a nice gift.
I wanted to buy a blue blouse, but my uncle (my aunt’s
husband) said warm stockings would be better. I did as he said,
and my aunt was very thankful.
2. I don’t go in for sports. All my attempts to achieve
even small success in any kind of sport have always failed. But
I am	a sports fan.	In general, I	can’t afford to go to the stadium,
but	whenever I	have time,	I watch competitions on	TV.
I enjoy speed skating and figure-skating especially. I think
skating is one of the most exciting sports.
3. My friend’s hobby is acting. He is a member of our drama
circle. He devotes all his free time and attention to the theatre.
Whenever he takes part in a performance, he immediately creates
ideal conditions of work. He insists that each person must give
the best that is in him, and the performance is always successful.
I admire him, and I believe there is nobody in our circle who can
be compared to him.
4. When my brother reads foreign literature, he sometimes
looks up words in the dictionary and pronounces them aloud.
He insists that in this way he not only improves his knowledge,
but also raises his interest. I tried reading this way, but didn’t
succeed. I feel dissatisfied and begin to hurry. It makes me angry
and I lose interest. I tell myself that every person has his own
way of reading, but that doesn’t help much.
204

5.	I always suspected that one of the senior members of
our scientific society likes adventures, but was ashamed tc
say so. In one of our conversations he mentioned that he was
giving speeial attention to the problem of seas and oceans. He
said he was looking forward to a journey to the sea Goast that
will help him to prove some of his ideas. He needs the company
of energetic men and women who are not eowards, and who will
struggle and suffer together with him, to reach their aim.
1. Disappointment at not becoming a champion does not
mean less entertainment; it eannot influence the enjoyment we
receive from watching sports competitions.
2. Scientific discoveries often demand the united efforts
of many courageous people, who are ready to devote all their
strength and thoughts to finding the truth.
3. The people who are worth knowing are those who have
tound an aim in life.
4. Success is often achieved by following good advice.
5. The best way is not to avoid difficulties, but to meet
them and overcome them.
5. Прочитайте текст Ernest Hemingway. Подготовьте
упражнение XIX.
6. Прочитайте текст Hemingway and Schoolchildren (§ 8).
Подготовьте упражнение II (§ 8).
Rememberl
to add, advice, to advise, age, arms, to avoid, blood,
to compare, to demand, to deserve, to devote, to ex¬
press, fault, fear (to fear), fun, hunt, influence (to
influence), kind, lonely, note, ocean, to prefer, pub¬
lic, to realize, to shoot, weak, worth, wound (to
wound)

LESSON EIGHT
1.	Read this text.
HEMINGWAY AND SCHOOLCHILDREN
An old friend asked Hemingway to come to his school, to talk to
forty teen-age pupils (schoolchildren between fourteen and nineteen
years old). Ernest agreed, but worried about it every day. He was
worried that the boys and girls probably knew more about his books
than he did. “I have not read my books since they were collected—
and I don’t plan to,” he said.
There were about the same number of boys and girls, all of them
about the age of sixteen or seventeen; they looked as frightened and
uncomfortable as Ernest did when he walked in. This is how the
evening with the young people went.
Question: Mr. Hemingway, how did you start writing books?
Answer: I always wanted to write. I worked on the school newspaper,
and my first jobs were on newspapers. After I finished high school,
I went to Kansas City and worked on the Star. It was the usual news¬
paper work: Who was shot and who shot him? Where? When? How?
But never Why. Not really Why.
Q: How much education did you have?
A: I finished Oak Park High School—that’s in Illinois. I went to
war instead of college. When I came back from the war, it was too
late to go to college.
Q: When you start a book like The Old Man and the Sea, how do you
get the idea?
A: I knew about a man in that situation with a fish. I knew what
happens in a boat, in the ocean, when the man fights a great fish.
So I took a man I knew for twenty years and imagined him under
those conditions.
Q: How long does it take you to write a book?
A: That depends on the book and how it goes. A good book takes
about a year and a half.
«06

Q:	How	many	hours a day do you work?
A:	I get	up at	six and try not to work after twelve.
Q: Twelve o’clock at night?
A: Twelve noon.
Q: Have you ever had a failure?
A: You fail every day, if you’re not going good. When you first start,
you never fail. You think it’s wonderful and you have a fine time.
You think it’s easy to write and you enjoy it very much, but
you are thinking of yourself, not the reader. He does not
enjoy it very much. Later, when you have learned to write for the
reader, it is	no longer easy to write. In fact, what	you remember
then,	about	anything you’ve written, is how difficult	it	was
to write it.
Q: When you were young and began writing, were you frightened
of criticism?
A: There was nothing to be afraid of. In the beginning I wasn’t mak¬
ing any money at it and I just wrote as well as I could. I believed
in what I wrote—if they didn’t like it, it was their fault; they would
learn to like it later. But I was really not worried about criticism
and didn’t think much about it. When you first start writing,
you are not noticed—that is why the beginning is the best time
for a writer.
Q: Do you ever think of failure when you begin to write?
A: If you think of failure, you’ll have it. Of course, you know what
will happen if you fail, and you plan your escape—only fools
never think of what they will do if they fail—but you don’t think
of failure in the thing you are doing. Now, I don’t want you to
think I’ve never been afraid, but if you can’t control your fears,
you can’t hope to succeed.
Q: Do you make a plan of a book before you write it, or make many
notes?
A: No, I just start it. A story is invented out of the knowledge you
have. If you invent successfully, it is more true than if you try
to remember it.
Q: How many books have you written?
A: I think, thirteen. That’s not very many, but it takes me a long
time to write a book, and I like to have some fun too. Besides,
there have been too many wars and I was too busy to write.
Q: In your novels, do you write about yourself?
A: Does a writer know anyone better?
Q: That book A Farewellx to Arms, how many years or months did
it take you to write it?
A: I started it in Paris in the winter, and continued in Cuba, and
Key West, Florida, in the early spring, then inPiggott, Arkansas,
where my wife’s parents were; then we came to Kansas City, where
one of my sons was born, and I finished it in Big Horn, Wyoming
4 farewell I'fea'wel] — прощай
207

ihat aulumn. Tt took eight months to write the book, and another
five months to rewrite, thirteen months in all.
Q: All these stories you write about Africa—why do you like Africa
so much?
A: Some countries you love, some you don’t like at all. I love that
one.
Q: Do you read very much?
A: Yes, all the time. After I stop writing for the day, I don’t want
to think about it, so I read.
Q: Do you study	real people for your books?
A: I don’t go anywhere for that purpose; I	just	go where my	life
takes me.	There are things you do, because	you	like to	do them.
When you	are doing these things, you find	the	people you write
about.
Q: How did	you learn so many languages?
A: By living	in those countries. I studied Latin in	school,	and that
made language-learning easier, especially Italian. I was in Italy
for some time	during the First World War,	and	I	learned the	lan¬
guage quickly	and thought I spoke it quite well.	But after I	was
wounded, I had to spend some time in hospital, and I became
friends with an Italian major who was also wounded. He was sur¬
prised to hear me speak Italian so well, and said so. I said I hard¬
ly deserved compliments, since it was so easy.
, “Well,” he said, “now you can study some grammar.” So I be¬
gan to study Italian grammar and I stopped talking for several
months. I used to read the newspapers, and that made it easier
to learn the language. I read an English-language newspaper in
the morning, and then an Italian newspaper in the afternoon—
it was the same news and that helped me to understand the after¬
noon papers.
Q: After you finish a book, do you re-read it?
A: Yes. Today I re-read and rewrote four chapters.1 A writer is ex¬
cited when he puts down the words, and he corrects them when the
excitement is over.
Q: ITow long do you usually write?
A: No more than six hours. After that you’re too tired and you write
worse. When I’m working on a book I try to write every day ex¬
cept Sunday. I don’t work on Sunday.
II.	Answer these questions:
1. Why was Hemingway worried when he was asked to speak
to teen-agers?
2. How did Hemingway begin to write books?
3. Where did Hemingway get the idea for his story The Old
Man and the Sea?
* chapter L'tjepto] — глава
208

4. How does Hemingway describe the feeling of a young writer
who has just begun to write?
5. How did Hemingway study foreign languages?
III. Discuss the following:
1. Hemingway’s ideas; his way of life; his character.
2. Hemingway once said: “I shall write as well as I can, and
as truthfully as I can, until I die. And I hope I shall never
die.” What do you think Hemingway meant by the last
phrase?
IV. Read this story to yourself.
ABOUT CONAN DOYLE
There is probably no one among book-lovers who has not heard
of Sherlock Holmes, the skilful and clever detective in the stories by
Arthur Conan Doyle. Sherlock Holmes’s method of analysing the most
difficult problems was to notice the smallest facts, even if they seemed
unimportant. H is method never failed; the criminal always had to give
up, and to become the prisoner of the great detective.
Conan Doyle once arrived in Paris, after spending a month in the
south of France. There was a long row of cabs1 outside the gate of the
railway station. Conan Doyle got into the first cab and ordered the
driver to take him to a good hotel. The driver was silent all the way
to the hotel, but when Conan Doyle paid him, he said, “Thank you,
Sir Arthur Conan Doyle.”
“How do you know who I am?” Conan Doyle asked in the greatest
surprise.
“I have never seen you before,” the man answered, “so I can’t pre¬
tend that I recognized you. But I have always been proud of my mem¬
ory. Besides, 1 have always been able to notice small things. I read
in the newspapers that you were expected in Paris after your vacation
in the south of France. The train you arrived on came from the south
of France. I could tell from your clothes, especially your hat, and also
from the strange way you pronounce French words that you were
English. These facts helped me to guess that you were probably Sir
Arthur Conan Doyle.”
“Fine work! Wonderful!” Conan Doyle cried. “You analysed the
facts quite correctly. It’s a pity you aren’t a detective!”
“Of course,” the driver added, “your name is on both your travel¬
ling bags. I can’t pretend that that fact didn’t help.”
V. Make up dialogues. Situations:
1.	You tell your classmate that you have just read a book. He
hasn’t read it, and asks you about the author, the characters
in the book, whether you liked it and why,
1 cab Ikseb] —экипаж, карета
209

2.	You have seen a new film. Your friend hasn’t seen it yet.
He wants to know what the film is about, what actors and
actresses take part in the film, whether they act well,
whether it is easy to buy a ticket.
Homework
1. Перепишите текст, вставляя подходящие по смыслу слова
в нужной форме: weak, to express, public, to realize, teen-ager,
demand.
This is a story often told about the famous English writer
Bernard Shaw. When his play Arms and the Man was first
shown in the theatre, it was received with great enthusiasm.
When the performance was over, the people who occupied the
hall made a loud noise and shouted, because they wanted to see
the author. The ... of the . . . was so strong that Bernard Shaw
. . . that he had to appear. At sight of him the noise stopped
and the hall became quiet. Then suddenly a sharp whistle broke
the silence. It came from a . . . who was sitting in one of the
middle rows, and it . . . his disappointment with the play and
his protest.
Bernard Shaw looked at him and said sadly: “Yes, sir,
I quite agree with you. But what can we two . . . persons do
against th is whole crowd?”
2. Прочитайте текст, пользуясь словарем.
STEPHEN LEACOCK
(1869—1944)
Stephen Leacock was one of many children in the family of a poor
farmer. He spent his early years on a one-hundred-acre farm at a place
north of Toronto, called Egypt. At the age of twelve, he went to To¬
ronto to study, and spent seventeen years there. He worked his way
through the University of Toronto, by teaching foreign languages
in a school. When he graduated from the university, he continued
teaching French and German at the same school. He called the work
of a teacher “the most thankless and the worst-paid profession in the
world”. To add to his teacher’s salary, he began to write humorous
articles for popular American magazines. When he was twenty-nine,
he had earned enough money to go to Chicago, to study economics at
the university there.
210

Leacock became a professor of political economy and worked for
twenty-eight years as chairman of the Department of Economics and
Political Economy at McGill University. He wrote twenty-seven
books on history, biography, criticism, economics and political
science. But he became internationally famous as the author of thir¬
ty-five books of humour.
Leacock made fun of wealthy and pretentious people, and of the
hypocrisy that he saw in religious, political and social establishments.
But he is not satirical, he avoids offending anybody, he only wants
people to laugh and enjoy life.
Leacock was a brilliant lecturer, and travelled throughout the
British Isles, Canada and the United States. His audiences always
enjoyed listening to him, and literary critics agreed in placing him
next to Mark Twain as the foremost literary humorist in North
America.

L E S SON NINE
тштшшшшяяяштяяттяшв^ш
WE REVIEW
Active Voice
1. Her mother offered us a cup
of tea.
2. We sent for the doctor at
once.
Passive Voice
1. A cup of tea was offered to
us (by her mother).
We were offered a cup of tea.
2. The doctor was sent for at
once.
I.	Translate these sentences:
1. The children were taken to an exhibition in the afternoon.
2. We are paid once a month.
3. My son has been promised a good job.
4. Boys and girls are taught gymnastics and swimming at the
camp.
5. Why wasn’t I told about this before?
6. He was given one last chance.
7. “I don’t want to be interfered with,” he said,
8. His wife was sent for immediately.
9. “You will simply be laughed at,” she said.
10. Has the time been agreed on?
11. Her stories were never listened to.
12. I’m afraid he can’t be depended on.
13. The flowers were looked at and admired by everyone.
14. The play is being spoken about everywhere.
15. You knew long ago what was expected of you,
II.	Read the adjectives and spell the suffixes used in forming them.
Example:
changeable
The adjective changeable is formed with the help of the suffix
a—b—I—e.
successful, cloudless, windy, wonderful, collective, centra*,
cosmic, satirical, different, dangerous, faultless, rainy, col¬
lective.

III.	Translate these combinations', say what words the adjectives are
formed from:
a washable suit; a skilful turner; democratic forces; the postal
service, a progressive movement; groundless suspicions; a hu¬
morous story; a gloomy scene; salty ham; professional interest;
peaceful labour; a noiseless machine; a courageous soldier;
a lucky ticket; a continental climate; a dusty road.
WE TALK
IV. The class speak about social activities at school.
Tell the class what activities you take part in; whether you
have a special task (in class, in school, outside of school) or
whether you take part in a general school activity; what your
duties are in connection with this task; what kind of task you
prefer.
V. Speak on the topic: Komsomol Activities at School.
1. Speak about the requirements for becoming a member of the
Komsomol.
2. Tell the class when you joined, and say how many Komsomol
members there are in your school (class). Speak about the
kind of work they carry out, when, where and how the
results of their work are discussed.
3. Give the names of your classmates who are pioneer leaders
and explain the nature of their work. Say what Komsomol
members in your class do to help the Pioneer organization
in your school.
VI.	Speak on the topic: From the History of the Komsomol.
1. Tell the class when the Komsomol was founded, whose idea
it was. Speak about the achievements of the organization
(the six orders of the Komsomol).
2. Mention a place in your city (district) named in honour of
a Komsomol member, and say why the place was named after
him (her).
3. Speak about places in your city (your district, the Soviet
Union) built by the efforts of Komsomol members, or places
which Komsomols took an active part in building.
213

WE LEARN NEW MATERIAL
VII.	Read and translate:
acquaintance [a'kwemtansl: She has a wide circle of acquaint¬
ances. He met an acquaintance on his way to the stadium,
be acquainted (with): They became acquainted during a tourist
trip abroad. The girls had been acquainted for more than a
year, but they had not become real friends,
complete (kam'pli:tI: Our library has received the complete
works of Shakespeare. We were afraid the party would be
a complete failure. We were not completely satisfied with
his explanation,
consider [kan'sidal: I consider it my duty to tell you... We
all consider Ivan Ivanovich (to be) a very good doctor. Is
he considered a promising artist?
divide Idi'vaidl: A small river divides the settlement into
two parts. The work was divided among all the members
of the club.
doubt [dautl: Do you doubt what I have told you? I doubt if
he has read more than ten pages of the novel. We never
doubted that he could do it. There is no doubt (about it).
I have no doubt that you will succeed. I consider his expla¬
nation doubtful,
ability [a'bihtil: Young people in our country are given every
opportunity to develop their abilities. Korolev’s outstanding
ability was well known long before he started working on
space rockets. I do not doubt your ability to carry out the
work.
research [ri'saitjl: He is doing research in chemistry. Research
workers must be both talented and able to work long hours.
He went to work in a research institute,
support [s3'po:tl: We all supported our comrade in what she
said. He hoped to receive his comrades’ support at the meeting,
willing I'wiligl: He said he was willing to do everything in his
power. Several Komsomols expressed their willingness to
work on the collective farm. I don’t think she is really
unwilling to take part in the performance,
habit ['haebitl: She had a habit of talking to herself. It was Grand¬
mother’s habit to get up at sunrise. Morning exercises have
become a habit with him. He was in the habit of walking
to his office in the morning. At his age people seldom change
their habits.
opinion (a'pmjanl: What is your opinion? I have a high (low)
opinion of his abilities as a painter. There may be different
opinions on that problem. Opinions are divided, and there
will be more discussion. In my opinion, the question is net
worth arguing about.
214

VIII. Give as many beginnings as you can.
1.	.	. .	and we agreed (did it)	with great pleasure.
2.	.	. .	so	there was no doubt	about it.
3.	...	so	we were willing to	join them.
4.	.	. .	so	we gave (it) up.
IX. a) Say whether you made any new acquaintances this year. If so,
say where and how it happened.
b) Speak about a habit somebody you know has.
X.	Listen to the story and answer the questions. •
WE READ
XI.	Guess the meaning of the new words.
1. The girl had a talent I'tsebnt] for drawing. We invited a
talented young actor to help us with our performance.
2. Both the Russian word гений and the English genius come
from the Latin language. In English the word is pronounced
rd5i:njos].
3. Dubrovsky had a brilliant career [кэ'пэ] as an officer before
him, but he gave it up to be near his father, who was weak
and ill.
4. The professor insisted on a number of new experiments
[iks'perimontsl, after which nobody could doubt the correct¬
ness of his theory.
6.	Her manner f'msenal of speaking to people is very pleasant.
1. Harry Pollitt was a well-known leader of the British
working-class movement. Many Komsomols in our class
work as pioneer leaders at summer camps. The Soviet
Union leads the struggle against war for peace all over the
world.	Repin was the leading Russian	painter at the	begin¬
ning of the 20th century. The	road	through the	forest
leads to the collective farm. The woman led the child by
the hand.
2. Reporters sent by many newspapers were present at the con¬
ference. He made a very interesting report on the interna¬
tional	situation *in Europe. The‘British Communist	news¬
paper,	the Morning Star reports	that	the coal-miners in
many districts are on strike.
3. All communication with the village in the mountains has
been interrupted by snow-storms. We can communicate with
people in most .parts of the world by telephone.
4. The place is famous for its healthy climate. His fame as
a poet did not come until after his death.
215

5.	What we wear now is quite different from what was worn
a century ago. I can see no difference between those two
flowers. The two brothers are very much like each other
in appearance, but they differ widely in their habits.
1. Chemistry and physics have become leading sciences in our
time. Many boys and girls are thinking of becoming
chemists I'kermsts] or physicists ['fizisistsl. I’d like to
work at a chemical factory, and then become a chemical
engineer. The physical nature of the moon is still not
quite clear.
2. He gets up* very early every day except Sunday. Exceptions
to grammar rules must be learned by heart.
3. Robert’s old grandmother still went to church every Sunday.
The church was against the theory I'Giari] that the earth
travels round the sun.
XII.	a) Translate these sentences:
1. There are some scientists who seem to be born to be scien¬
tists.
2. There must be something at least a little strange in them.
3. He did his best not to see anybody.
4. The reason was not that he hated people, or that he found
it unpleasant to be with people.
5. The only thing he demanded was a note from whoever took
a book.
6. He left the same note, addressed to himself.
7. The unusual personal habits of Cavendish, the man, were
never allowed to influence Cavendish, the scientist.
8. A new worker is given a research subject and is told how
to work at it.
9. He is not kept at the laboratory.
10. New-comers usually know the laboratory’s traditions be¬
fore they arrive there.
11. Work is seldom discussed outside the laboratory.
b) Pronounce correctly the names of the following physicists:
Henry Cavendish ['henri 'ksevandijl
Charles Coulomb ['tjalz 'ku:bml
James Maxwell I'djeimz 'maekswell
Ernest Rutherford I'a:mst 'rAdafadl
Niels Bohr ['ni:lz 'Ьэ:г]
216

XIIf. Read this text.
HENRY CAVENDISH AND THE CAVENDISH LABORATORY
There are some scientists who seem to be born to be scientists, whose
life is devoted completely to discovering the laws of nature. Such
a man was Henry Cavendish, whose name was given to the most famous
research laboratory in Great Britain.
Cavendish was not a poor man; he never had to work for a living.
The money that was left to him by his parents and relatives was enough
to support him in the highest circles in London. But he took no pleasure
in the empty life that the aristocracy led; and he was not interested
in a career in the army, the church or the diplomatic service, the three
professions that young men of his class went into, as a rule. From the
time that he was able to think and analyse, he never had any doubt
what profession he wanted to follow. He lived for science, for science
alone.
In the middle of the 18th century, when Henry Cavendish lived,
the two sciences, physics and chemistry, were not divided. Cavendish
carried out experimental work in both. He was not interested in fame
or money, and he never published the results of his experiments, though
he made reports from time to time at meetings of the Royal Society.
A number of important laws, known as the discoveries of other
scientists, in reality were discovered earlier by Henry Cavendish.
Half a century after Cavendish died, Maxwell, the famous physi¬
cist and the director of the Cambridge laboratory, published Henry
Cavendish’s papers on his theoretical and experimental work. Max¬
well repeated Cavendish’s experiments, proving that Cavendish was
a pioneer in scientific research. In one experiment (repeated by Max¬
well) Cavendish discovered the well-known Coulomb law of electricity,
forty years before Coulomb himself discovered it. By a beautifully
simple method, Cavendish experimentally proved Newton’s law of
universal gravitation.1
These and many other discoveries and researches won the respect
and admiration of Cavendish’s colleagues in his time. And when at
last the results of his researches were published, his unusual talent
was recognized by the widest scientific circles all over the world.
The Cambridge laboratory, one of the most famous in the world, was
named after him; and its fine scientific traditions are connected in
people’s minds with the work of the 18th century genius.
Scientists are supposed to be rather strange people, unusual not
only in their creative ability, and their power of thinking, but in
their way of life too. The fact that we often meet scientists who do
not seem different from other people does not change the general
opinion; we are sure that there must be something at least a little
strange in them. Cavendish is a good example: a few facts about him
and his way of life will show that he was not an ordinary person.
1 universal gravitation [Jloii'vbsoI ^graivi'teijen] — всемирное тяготение
217

Henry Cavendish lived alone in his big house; he never invited any¬
one to visit him and did his best not to see anybody. The reason was not
that he hated people, or that he found it unpleasant to be with people.
He wanted to be alone with his own thoughts. He had no time for emp¬
ty talk. Therefore he did not walk on the pavement1 like other people,
he used to walk along the middle of the road. In this way, he was sure
that nobody would stop him to talk to him and interrupt his thoughts.
If one of his servants wanted to communicate with him, he had to
leave a written message.
Cavendish had an excellent library of books, which he was always
willing to let his friends and acquaintances read. Anybody could take
a book from his library, but Cavendish avoided speaking to the per¬
son who took the book. Such conversations seemed unnecessary to him.
The only thing he demanded was a note from whoever took a book.
If, for example, John Jones took a book, he had to write:
“On 2, February, 1784, John Jones took a book called
The Nature of Air from the library of Henry Cavendish.”
When Mr. Jones returned the book to the library, he had to take
back the note he had written. There were no exceptions to the rule:
everybody had to leave such a note. When Cavendish took a book
out of his own library, he left the same note, addressed to himself.
The unusual personal habits of Cavendish, the man, were never
allowed to influence Cavendish, the scientist. In research, he differed
from other men only in the depth of his devotion to science and the
brilliance of his mind. For centuries, the directors of the Cavendish
laboratory have insisted on Cavendish’s high scientific ideals and de¬
mands. One of these demands is that a scientific research worker must
be able to work independently and not depend on others for support
of his ideas.
A new wTorker is given a research subject, or theme, and is told
how to work at it. But if, when he finishes his work on the theme,
he does not know how to continue, or what new theme he wants
to study, he is not kept at the laboratory. The laboratory wants only
workers who can go forward by their own efforts, people who can
learn quickly and can make important additions to scientific knowl¬
edge.
A brilliant example of such an ^independent scientific worker is
the Russian physicist Kapitza, who spent several years in the labora¬
tory. He was the favourite pupil of Rutherford, the director, but even
when he was still a pupil his work showed complete independence of
thought. Kapitza soon gathered around him the most talented
workers in the field of low temperatures, .and they all recognized
him as their scientific leader.
1 pavement ['peivmant] — тротуар
218

Many other	outstanding scientists have	come	to	receive and	give
knowledge in the Cavendish	laboratory. During	the	fascist regime	in
Germany and other European countries, a number of outstanding
scientists such as Niels Bohr escaped to England, and Rutherford,
who was the director at that time, invited these scientists to work in
the laboratory. Together with British scientists, they carried out re¬
search of the highest importance connected with the structure of the
atom.
New-comers usually know the laboratory’s traditions before they
arrive there, and they quickly learn the habits of the older members.
They learn, for example, that work is seldom discussed outside the
laboratory; not necessarily because the work is secret, but because the
scientists consider that there is a time for work and a time for fun and
entertainment. Outside the laboratory, the scientists are willing to
talk about everything under tfie sun except their research. In modern
times the favourite subject is sport; the scientists of the Cavendish
laboratory are among the most ‘serious’ sports fans in the world.
XIV.	Answer these questions:
1. Who	was Henry	Cavendish?
2. When	and where	did he live?
3. What	was his life	devoted to?
4. Why is he called a pioneer in scientific research?
5. Were the results of Cavendish’s experiments known at
the time when he lived? Why not?
6. What did Maxwell prove?
7. What discoveries belong to Cavendish?
8. What kind of person was Cavendish?
9. Why did he avoid people?
10. Why was the Cambridge research laboratory named after
Cavendish?
11. What are the traditions of the Cavendish laboratory?
12. What can you say about Kapitza as a scientist?
WE DISCUSS
XV.	Discuss the following:
1. Group activity rather than personal genius is important
for the development of science.
2. In science talent is more important than hard work,
3. A scientist must be an unusual person.
XVI.	Speak about a scientist you admire.
219

Homework
1. Прочитайте и переведите предложения. Значения новых слов
найдите в словаре.
1. ГИ do it with pleasure. I don’t see what pleasure there is
in fishing.
2. She was always an independent girl and didn’t like anybody
to tell her what to do. He refused to take our advice saying
he preferred to work independently. The radio was invented
independently by Popov and by Marconi.
3. Chekhov is outstanding among short story writers. The
professor mentioned a number of outstanding successes
achieved by Soviet physicists f'fizisistsl.
4. Leonardo da Vinci was both an outstanding mathematician
and a brilliant painter. The brilliant colours of the painting
were immediately noticed by everyone entering the museum.
We all know his brilliance as a speaker.
5. Is it necessary for you to be at the conference? If necessary,
I can interrupt the meeting for a moment to make the an¬
nouncement. He immediately agreed to do whatever was
necessary.
6. He has always had excellent marks in all his subjects.
We had excellent weather during the whole trip.
7. If it is convenient for you. I’ll come next Saturday. Is
six o’clock convenient for you?
8. An empty barrel1 makes the most sound. (Proverb.) Let
me give you some meat, your plate is empty. The stadium
was half empty.
9. The schoolchildren gathered a rich harvest of apples. The
members of the circle gathered facts about the partisans in
their district during the Great Patriotic War. The weather
seems to be changing—clouds are gathering in the sky.
Those who want to join the excursion will gather in the
schoolyard at eleven o’clock.
10. What does she do for a living? Although he wasn’t well-
to-do, he never had to work hard for a living.
11. How much does he earn? After being unemployed for five
months, Carson was ready to do anything to earn a living.
For some time be earned his living by showing foreign
tourists interesting places in the city.
2. Подготовьте выступление no теме: Komsomol Activities
at School.
1 barrel ['ЬаегэИ — бочка
220

3. Перепишите предложения. вставляя, где нужно, предлоги
1.	She began her independent life ... the age .	.	.	twenty.
2.	My uncle prefers to go . . . vacation . . . winter.
3.	Is it necessary . . . you to leave at once?
4. Will the 3.50 electric train be convenient . . . you?
5. A small river divides the village. . , two parts, connected ...
an ancient stone bridge.
6.	He supported ... the plan ... all his heart.
7.	1 consider it important .. . all . . . us.
8. The child’s ability . . ♦ mathematics surprised everyone.
4. Перепишите предложения, вставляя подходящие по смыслу
слово в нужной форме.
1. The teacher refused to (hear, listen to) his explanations,
insisting that he was late so often that she could no longer
believe him.
2. It was so quiet in the room that 1 could (hear, listen to)
every word they (say, tell).
3. 1 (hear, listen to) him speaking, but was too tired to (hear,
listen to) him.
4. The English proverb says: Live and (learn, study).
5. On arriving in Leningrad the artist went as (usual, usually)
to visit the exhibitions and museums.
6. I myself heard him (tell, speak) to the guest.
7. A tremendous crowd had (gather, collect) in the square out¬
side the palace.
8. The professor lived at a (convenient, comfortable) distance
from the university, and he used to walk there every morning.
9. He (collect, gather) books, but 1 suspect he reads very few
of them.
5. Прочитайте текст Henry Cavendish and the Cavendish
Laboratory. Подготовьте упражнение XIV.
6. Прочитайте текст A Slip Under the Microscope {§ 10). Под-
готовьте упражнение II (§ 10).
Rememberl
ability, acquaintance, to be acquainted, brilliant
church, complete, to consider, convenient, to divide
doubt (to doubt), to earn, to earn one’s living, emp
ty, excellent, experiment, fame, to gather, habit, in
dependent, to lead, living, manner, necessary, opin
ion, outstanding, pleasure, report (to report), research
willing
221

]. Read this story.
A SLIP 1 UNDER THE MICROSCOPE
After H. G. Welts
William Hill was the son of a shoemaker in the little town of
Landport. He had begun to read books at the age of seven, and had
read everything that came in his way after that. He was an excellent
pupil at school, but he had to leave when he was fifteen, to begin to
earn a living. He got a job at a shoe factory. The work was not easy,
but William didn’t give up his studies and began to go to night school.
When he was in his last year at the Landport Evening School, he
won a scholarship2 for the College of Science of London University.
When he came to London, William was a rather tall, energetic,
pleasant-faced young man with no bad habits. He came filled with
the dream of becoming a great scientist and of changing the world
he lived in. The scholarship was a chance that opened the gate into
that wonderful land of research and discoveries which he loved. He
had a pound3 a week, just enough, if he was very careful, to afford a
little room and simple food.
William devoted all his time to his studies and experiments in the
biological laboratory. He seldom thought of his poverty, considering
that he had everything necessary for his student life. He did not avoid
the other students, but he made no effort to be introduced to them,
preferring his lonely life to their noisy company. So he had few ac¬
quaintances and only one friend.
Studies, experiments, the biological laboratory filled William’s
life. Once a week, he walked through the streets at night with his
friend Thorpe, talking about science and life, discussing Right and
Wrong, and how to make the world better. 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 student, and
William could see that she belonged to a class of people who are not
a IP Г” 1).сдвиг! смещение; 2) узкая полоска (какого-л. материала)
scholarship I'skolafip] — Almost all students must pay for their education at
English Universities and Colleges. They are called paying students. A small number
i s^^,en^s* w^° pass special examinations, are given a scholarship. They are al¬
lowed to study without paying and are'given some money to support them while
they are studying, but if they fail in an examination, they lose their scholarship,
pound [paund] — фунт стерлингов
222

usually willing to make the acquaintance of 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 dark brown and her hands very white.
After that, Hill began looking forward to his biology class, not
only because of his interest in the subject. He and the girl often met and
talked together in the lunch-room and college halls. William gave
Miss Haysman books to read on socialism, and she gave him books of
poetry. The girl never made Hill feel that she considered the differ¬
ence in their social class important, and they became friends.
But there was another student, H. J. Sommers Wedderburn, who
made William feel class differences. Wedderburn’s clothes, his man¬
ner, 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 sometimes met at friends’ homes. “He’s quite bril¬
liant,” she said. “Perhaps it comes from his father, the great eye
specialist.” And suddenly William felt something besides class dif¬
ferences about Wedderburn.
The students took their first examination, in general anatomy,
the day before the winter vacation. When the examination results
appeared on the college notice-board,1 Hill pushed through the crowd
of students who had gathered in front of the board and read:
CLASS I2
H.	J. Sommers Wedderburn
William Hill
There were only two names in the first class, but his name was
second. For a moment William was a little disappointed. “But this
is only the first round,” he thought as he went up to the laborato¬
ry. “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 they were
seldom alone. 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 express
his thoughts as easily as the other man. So the school year passed and
examinations began.
The last examination of the year was in botany, and included the¬
1 notice-board ['noutisbsd] — доска объявлений
2 Class I — outstanding students, those with the highest marks in examinations.
8 excuse [iks'kjixs]—здесь предлог
223

oretical and practical questions. In the practical part of the examina*
tion, after the theoretical questions, each student had to go to the
microscope and look at a slip under it. He had to make a drawing of
the slip and then return to his desk and write the name and a descrip¬
tion of the slip in his notebook of answers. The professor told the
students that no one was allowed to move the slip or attempt to see
the other parts of it. But, of course, students were allowed to turn
the wheel1 of the microscope to bring the slip into focus.
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, he touched the slip, moving it a little. But he im¬
mediately remembered what the professor had said, and moved the
slip back in place. It took only a moment and 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 completed his drawing 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 anything? No, that
was impossible. What did the strange look mean? Perhaps Wedder¬
burn had moved the slip too?
Hill went to his desk and taking his answer notebook 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 were announced, 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 felt
no pleasure. 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 something 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 prin¬
ciples can never respect himself or be respected by others. Was it
honest to say nothing about what had happened? Was he not telling
a lie by remaining silent? Was he a coward? These thoughts, these
doubts led at last to a decision to go to Professor Bindon and tell
him the truth.
Early the next morning, William went to see the professor. As
Hill was not a paying student, Professor Bindon did not ask him to
sit down. Standing in front of the professor’s desk, William explained
what had happened.
“A strange story,” Professor Bindon said slowly. “A very strange
story. I cannot pretend that this isn’t serious. Why did you cheat?”3
* wheel [will] — здесь колесико
* to cheat [tjfct] — обманывать
224

“I didn’t cheat, sir,” William answered.
“But you have just told me that you cheated.”
“I thought I explained... It wasn’t my fault. I only wanted to im¬
prove the focus.”
“But you were told not to move the slip and you did move the slip.
In my opinion, that is cheating. I shall have to report what has hap¬
pened. You have not passed the botany examination.”
“Not passed? The whole examination? Both parts of it?”
“Yes, of course. There is no doubt that you have cheated at an
examination. Anybody who cheats cannot pass. It is the rule in all
examinations. What else did you expect me to do?”
“I thought that you would simply not pass me for that question
about the slip. Suppose 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 I cannot pass
you. I must take your name out of the First Class.”
“But, sir,” William said, “if I don’t pass the botany examination,
I shall lose my scholarship. I can’t remain at the college...”
“Why didn’t you think of that at the examination?” Professor
В indon interrupted.
“My God! What a fool I have been!” William cried, moving towards
the door.
“I hope,” Professor В indon added, “that this will be a lesson to
you.”
The next day, one of the girls came up to Miss Haysman and Wed¬
derburn in the biology laboratory.
“Have you heard?” she asked.
“Heard what?”
“Somebody cheated at the botany examination.”
“Somebody cheated?!” cried Wedderburn, his face suddenly
white with fear. “How?”
“That slip...”
“Moved? Never! How could they know...?”
He stopped and then spoke again, forcing himself to speak: “Who
do they say...?”
“It was Mr. Hill.”
“Hill!” said Wedderburn, and now the colour returned 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 suspected that he was not as
honest as he pretended to be,” said Wedderburn loudly. “If they throw
him out of the college, it’s no more than he deserves!”
“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.”
8 Л* 1188
225

“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, refusing to argue or defend
William any longer.
“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, and there was deep disappointment
in his eyes.
II.	Say whether the following statements are true according to the
story. Give facts from the story to support your opinion.
1. William Hill made it the aim of his life to get a good edu¬
cation.
2. William Hill worked hard, both because he was deeply
interested in his studies and because he couldn’t afford
to lose his scholarship.
3. William fell in love with Miss Haysman.
4. Miss Haysman preferred Wedderbum’s company.
Б. William considered himself a failure when he saw his name
second in the list.
6. He stopped making an effort to remain among the best
students.
7. The botany examination in spring brought William suc¬
cess.
8. William decided to tell what had happened at the examina¬
tion, because he was afraid Wedderburn would report
it before he did.
9. Professor Bindon was sure that William Hill had re¬
ceived an excellent mark in a dishonest way.
10. It was in Wedderburn’s power to save the good name of
William Hill.
11. Miss Haysman believed the news about William the mo¬
ment she heard it.
III. Give as many facts from the story as you can to prove the following:
1. William Hill had a brilliant mind.
2. William Hill was a person of high principles.
3. Miss Haysman admired William.
4. Professor Bindon knew the truth.
IV. Speak about the following characters:
William Hill; H. J. Sommers Wedderburn; Professor Bindon.
Say a few words about each of them: his age and appearance;
his family; his ideas about education.
22G

V.	Read this text to yourself.
PAVLOV’S TOY 1 DOG
There is a monument to the dog in the Pavlov biological labora¬
tory near Leningrad; and a toy dog stands on Pavlov’s bookshelf,
in the room where the great scientist carried out his famous research
on the higher nervous system. This toy dog has an interesting his¬
tory. It came from England, and was a gift to Pavlov on the day he
received the honorary degree2 of Doctor at Cambridge University.
On that day in July, 1912, there were several foreign scientists
in Cambridge, who had arrived, at the invitation of the University,
to receive honorary degrees. Among them was Ivan Pavlov: the Uni¬
versity had chosen him for the honour because of his outstanding
research.
All the professors and students and many of the inhabitants of
the town were present at the ceremony. The great hall was crowded,
and there were hundreds of students in the gallery, watching the
ceremony. It was opened with the traditional speech in Latin, after
which the scientists came forward one by one, to receive the diploma
of Doctor of Cambridge.
When Pavlov’s name was called and he began to move forward,
there was loud applause® in the hall. The students in the gallery
over his head were letting a toy dog down to him, and he received
it in his arms. As he looked up at the smiling, applauding students,
Pavlov’s eyes filled with tears. It was one of the happiest moments
in his life.
“We got the idea from Darwin’s grandson,* who is a student here
at the University,” one of the student leaders told a reporter later.
“He remembered that when his grandfather, Charles Darwin, was given
the degree of Doctor, the students gave him a toy monkey.5 It wasn’t
a joke—the students wanted to express their support for Darwin in
his fight against the opponents of his theory. By giving Pavlov a
dog we wanted to express our admiration for his brilliant experiments.
We consider him a genius; he deserves the support of all progressive
scientists.”
“The gift gave me great pleasure,” Pavlov said, and he added:
“Those young people are the future of science, and I am proud to have
their support and recognition."
* toy [toil — игрушка; игрушечный
2 honorary degree ['опэгэп di'gri:] — почетное звание; степень
3 applause [э'рЬа] — аплодисменты; to applaud [a'pb:d] — аплодировать
4 grandson — внук
6 monkey I'nwgki] — обезьяна
8*
227

1. Переведите предложения, обращая внимание на слово that:
1. William Hill began to read books at the age of seven, and
read everything that came in his way after that.
2. They were riding at a speed much higher than that allowed
in that part of the city.
3. That was not what I meant.
4. To think that I didn’t guess why she was so silent.
5. Is that the boy that you suspected?
6. I can’t prove that he was there, but I’m sure that he was.
7. The influence of his friends was stronger than that of his own
family.
8. He refused to listen to the advice that we gave him.
2. Перепишите предложения, вставляя, где нужно, предлоги.
William’s interest . . . books was already well developed . . .
the age . . . seven. He enjoyed his studies . . . school, but he
looked forward ... the moment when he could sit down ... a
big, comfortable chair ... a new book or magazine ... his
hands.
As he grew older, he began to prefer stories . . . brilliant
experiments and discoveries. He enjoyed reading the biogra¬
phies . . . outstanding scientists, whose genius had brought. . .
them world fame. He knew that his father was willing to support
him until he could earn his living independently, but still there
was the question . . . money ... his education . . . college to
consider. William decided to go in . .. biology research ... the
school laboratory.

LESSON ELEVEN
WE REVIEW
Present: am, is, are
/	\
The Continuous Tenses	Participle I
\	/
Past:
was, were
I.	a) Look at the pictures and tell the
story about these two men. Use
the Present Continuous Tense.
b) Tell the same story using the
Past Continuous Tense.
II.	Make up dialogues. Situations:
1.	You meet your friend in the street and you	want	to know
where he is going, why, and who is going to be there	(or
what he is going to do there).
2.	You telephone your friend and you want to	know	what	ha
is doing, what he is thinking of doing later.
22*

111.	Look at the pictures and say what the people
were doing when Mr. Right entered the room.
\
WE TALK
IV.	The class speak about space research.
1. Give the names of some Soviet spacemen and say a few words
about their flights.
2. Mention some of the outstanding qualities you consider
necessary for a spaceman.
3. Say what you know about Space Town.
WE LEARN NEW MATERIAL
V.	Read and translate:
affair [a'feal: The meeting was devoted to very important
Komsomol affairs. The whole affair isnTt worth talking
about. Don’t tell her what to say and where to go, that is
not your affair.
230

calm [ka:ml: My uncle always speaks in a quiet voice; in
general he is a very calm person. The sea was calm, shining
like silver in the bright sunlight. The wind calmed down
after blowing all day.
beforehand fbi'foihasndl: They may arrive quite unexpectedly,
we'll have to get everything ready beforehand. You must
order tickets beforehand: the trains are always crowded
before May Day.
alive la'laiv]: My grandfather fought in three wars and
remained alive. We were afraid the apple-tree had died, but
when spring came we saw it was still alive.
VI. Say that you decided to do something beforehand, and explain
why. Example:
We decided to speak to Comrade Smirnov beforehand: we knew
he was a very busy man, and we were not sure that he would
be able to accept our invitation.
VII. Say that someone remained calm in difficult conditions, and what
he did. Example:
The storm rose higher and	higher, but the	captain	and	his men
remained calm. They all	continued their	work	as	usual.
VIII. Tell the class who you'd like to elect to the Komsomol bureau
['bjuaroul of your school as your representative and why. Example:
I’d like to elect Boris to our school Komsomol bureau as our
representative. He is one of the most active members of our
organization. I like him, because he is so modest.
IX. Give sentences logically connected with the following:
1. Pete is very modest.
2. The rain stopped, and	everything was	still.
3. Great writers remain alive even after they die,
X.	Ask your classmate to remind you about something. Let him react,
Example:
— Please remind me to speak to our literature teacher about
the meeting of the circle.
— I am afraid I’ll forget. Ask Nina, she has a very good
memory,
231

XI.	Read and translate:
trouble ItrAbll: “I don’t like to trouble you, but will you speak
to Oleg? You are the only person who has some influence
on him.” “Why? Is he in trouble?” Give up the idea; it is
not worth all that trouble. In addition to all her trouble
she fell and broke her arm.
exist [ig'zistj: Does life exist on Mars? There could no longer
be any doubt about the existence [ig'zistans] of other worlds.
He spoke on the peaceful co-existence of countries with
different political systems.
destroy [dis'troil: Do you know how many times London bridge
was destroyed by fire? Don’t destroy those papers! We’ll
need them. The fascist armies brought poverty and destruc¬
tion to many European countries.
separate I'separit]: Ancient books were kept in a separate
room. He came into the hotel and asked: “Can I have a
separate room, please?” Please don’t separate ['separeitl
usl We are friends and would like to study in the same group.
Olga is dangerously ill; if you want to visit her, don’t come
together, come separately, and not more than two on one
day.
XII. Give as many endings to the sentences as you can.
1. The trouble is that . . .
2. Many buildings were destroyed when . . .
3. The girls said they preferred to work separately, because...
XIII. Guess the meaning of the new words.
1. When Olga begins to tell something, she insists on describ¬
ing all the details ['di:teilzl; I haven’t enough patience
to listen to all of them.
2. I telephoned you twice [twaisl: early in the morning and
in the afternoon, but nobody answered.
3. Many workers in capitalist countries are living in poverty:
some of them, among them skilled workers, are unemployed,
some get very low wages ['weid3izl.
It isn’t always correct to compare paintings of artists who
lived in different centuries. Vera sings comparatively
Ikam'paerativhl well now; her voice and manner of singing
have greatly improved. These texts are easy in comparison
[kam'paerisnl with those you will have to read for your speci¬
ality. There is no comparison between the speed and skill
of the players this year and last year.
232
i

XIV. Read and translate:
1. This in itself is a great achievement.
2. Thanks to these efforts of Soviet scientists...
3. The thousands of photographs, the facts reported by ma¬
chines, the half ton of moon stones and moon dust brought
to earth have explained much.
4. The photographs of the moon show clearly that the whole
surface is marked not only by volcanic craters, but also
by large and small holes made by meteorites which struck
the satellite with great force.
5. ... or whether in the beginning it was part of the earth ami
was thrown off from it.
6. . . . there are no known active volcanoes.
7. The earth is alive; by comparison the moon is dead,
XV. Read this text.
THAT STRANGE, STRANGE MOON
Today, a new Russian word Lunokhod has joined Sputnik and Lun-
nik in the international lexicon. Mankind knows the new word as the
name given to the robot that came down to the moon’s surface1 from
the Soviet space rocket Luna-17, on November 17, 1970. The automat¬
ic laboratory, the first of its kind in history, carried the latest instru¬
ments for studying the material of the moon’s surface and cosmic rays.*
It also carried the most modern television apparatus, through which
people on earth could watch the moon’s surface as the robot moved
over it.
The robot received orders from the earth, 400,000 kilometres away.
This in itself is a great achievement, a triumph of Soviet cosmic
science. A few years ago, nobody could imagine sending signals of
this kind over such distances. The robot moved slowly over the sur¬
face, carrying out scientific experiments and sending information and
photographs back to earth.
The two Iunokhod robots and other such machines are the result
of the Soviet method of unmanned3 space research. The robots have
sent back information about the temperature during the moon day
and the moon night, and about the ‘solar4 wind'. One robot sent moon
dust and stones back to earth—an important achievement, showing
how other planets can be studied in future.
Scientists on earth have also received important information about
the moon from the flights of the brave American astronauts who spent
many hours there, photographing the surface and collecting stones
and dust which they brought back with them,
к surface I'saJis] — поверхность
* ray [rei] — луч
8 unmanned I'An'maendJ — без человека
4 solar [/souls] — солнечный
233

Thanks to these efforts of Soviet scientists and American spacemen,
we now know that the moon is not at all like our own world, with ita
air and water; a world inhabited by people and animals and plants.
We know much about the geography and geology of the moon and
something about its history. Many people even think that
there remains little or nothing more to learn about the earth’s sa¬
tellite.
Not so the scientists, whose task is to explain the existence and the
nature of that tremendous ball five thousand kilometres in diameter,
shining in the night sky half a million kilometres away. The thousands
of photographs, the facts reported by machines, the half ton of moon
stones and moon dust brought to earth have explained much. But they
have raised so many new questions that it is already clear that the
moon’s story is not a simple affair. All the scientists’ work and
trouble have not yet brought the results they hoped for.
One of the first questions is, why have there been so many changes
in the moon during its history? Scientists once believed that as there
is no air or watёr on the moon, it has remained unchanged since it
was formed milliards of#years ago. Stones on the earth are broken and
moved and destroyed,by wind and rain and cold; we cannot know what
the earth was like when it1 was created. So we hoped that the moon,
which (we thought) has not changed, would tell us about the creation
of the earth and the whole solar system. Scientists now learn with
surprise that this is not true; that there was much volcanic activity
on the moon'from three to three and a half milliard years ago; and that
the moon has been still (the stones have not changed) since then. The
question is, why was there such volcanic activity in this period, and
not before or after?
The photographs of the moon show clearly that the whole surface
is marked not only by volcanic craters, but also by large and small
holes made by meteorites which struck the satellite with great force.
Such meteorites seldom strike the earth’s surface, because they burn
up in the earth’s atmosphere. The stones brought back from the moon
show that the rain of meteorites stopped almost completely about three
milliard years ago; and the question is, why was the moon so often
struck by meteorites when it was young, and why is it so seldom
struck now?
If we can find an answer to the question about the moon’s volcanic
activity, perhaps it will help to find the answer to another strange
fact. Whenever a volcano becomes active, it throws lava to the surface,
sometimes millions of tons of lava. But the stones on the surface of
the moon round the volcanoes are made of white, sandy minerals, while
the stones deep down are made of the darker minerals usually found
in lava. The only dark minerals on the surface are those that were
thrown out when the meteorites struck the moon and made holes in
it, sometimes fifty or more kilometres deep.
The difference in the chemistry of the earth and the moon raises
another question (also difficult to answer). The moon has much less
234

iron1 than the earth. If the moon ever was part of the earth, or if the
moon and the earth were created at the same time, near each other,
why has the earth got most of the iron? But if we imagine that the
moon and the earth were never one mass, or that they were created far
from each other, then howdidthe moon become a satellite of the earth?
Sometimes it seems that the more details we receive about the moon,
the more unexplained problems we discover. Scientists argue, each
putting forward his own theories and ideas.
They have still not collected enough facts to decide whether the
moon was born somewhere else in the solar system and was pulled into
orbit around the earth, or whether in the beginning it was part of the
earth and was thrown off from it; or whether it was formed separately
at the same time as the earth, out of the same materials.
The moon is calm now; there are no known active volcanoes. What
a contrast to the earth, which is so active, both on the surface with
its climate, its continents and seas, its air and life; and in its hot
centre, throwing lava out of its volcanoes, creating earthquakes*
and continental movements. The earth is alive; by comparison, the
moon is dead.
XVI.	Find in the text and read aloud sentences that show that:
1. Some Russian words have entered the international lexicon
(give the reason for this).
2.	The	Lunokhods sent back and brought to	earth	very impor¬
tant	materials and information.
3.	There are still many problems that are not	at all	clear (read
only the problems themselves).
4.	The	moon has not always been calm.
5.	The	whole nature of the earth and the moon	is different.
WE DISCUSS
XVII.	Speak on the topic: Space Research.
1. Remember whatever stories and legends you can, showing
that space travel has been one of mankind’s dreams since
ancient times; tell the class whose fault it was that the
creation of such stories stopped.
2. Speak of modern inventions that have made space travel a
reality, mentioning the work carried out by Soviet and
American scientists, engineers, workers and spacemen.
3. Speak about Soviet achievements in space research which
made our country the pioneer in space travel.
A iron ['aianj — железо
a earthquake fc'aGkweik] — землетрясение
235

Homework
1. Прочитайте текст. Выпишите предложения в Present и
Past Continuous.
A SAD STORY
Three men were spending their holiday in New York. They
were living in a hotel which had forty-five floors and their
room was on the last floor.
Returning to the hotel late one night, they were told by
the lift man: “I am very sorry, but the lifts in our hotel aren’t
running. They stop working at twelve o’clock. You must walk
up to your room.”
“We are still young,” one of the men said. “I suppose we
can climb up to the forty-fifth floor.” So the men took off
their coats and put them in the coat-room. As they were walk¬
ing past the tenth floor one of the men said, “I am becoming
a little tired. I have an idea how to make the climb easier.
I shall tell happy or funny stories the next five floors; then
Bill will sing songs the next fifteen floors, and Tom will tell
sad stories the last fifteen floors.”
They continued climbing, and soon all of them were feeling
very tired. But they did not want to show to each other that
they were tired, so the first man told happy stories and jokes
and the second sang happy songs. When they arrived at the
thirtieth floor, the first man said: “Now, Tom, you can begin
telling sad stories.”
“Yes,” Tom said, “I must tell you a very sad story. The
key to our room is lying in my coat pocket, in the coat-room!”
2. Прочитайте и переведите предложения. Значения новых
слов найдите в словаре.
1. As a rule great people are modest. She is very modest and
speaks little, but she is strong and independent. Is he really
modest or does he only pretend to be?
2. Will you go to the seashore again next summer? I hate
going anywhere by sea, I feel out of danger only when I am
on shore again.
3. The still waters of the lake made it look peaceful. Though
all the trees in the forest were still, the stillness itself was
suspicious. Sit still, children! Can’t you stand still for a
minute?
4. From a distance the banks of the river looked uninhabited.
It was not our fault that we could not reach the camp: the
236

storm broke the bridge and we spent the whole night on the
river bank.
6.	Darwin’s work threw light on the history of mankind.
Communism will bring peace and a new life to all man¬
kind.
3. Перепишите предложения, вставляя слова: bank, shore, coast.
1. There was an old bridge connecting the two ... of the river.
2. Alexander Bell’s telephone lines soon crossed the whole
country from ... to . . . .
3. The two little ships had now reached the cold waters of the
South Atlantio Ocean near the . . . of Antarctica.
4. She had had an excellent holiday at the sea . . . and was
quite willing to go there again.
4. Прочитайте предложения. Переведите предложения с гла¬
голом to get (устно).
1. “What were you doing at the post-office last night?” “I was
getting a parcel from my relative in the Far East."
2. I know you have acquaintances in many theatres. Can you
get me two tickets for tomorrow?
3. It is getting dark, let’s hurry home, 1 am sure Mother is
worrying.
4. Good-bye, I am getting off at the next stop.
5. “How can I get to the Bolshoy Theatre from here?” “Get on
trolley-bus 23 and go in the direction of Marx Prospect."
6. Grandfather is getting old: he is deaf, and he can see practi¬
cally nothing.
7. “Why didn’t you come to the Komsomol meeting yesterday?”
“I got a cold. I am a football fan and went to the stadium
two days ago. It was windy and raining.”
8. “Can you give me three roubles till Thursday?” “1 am sorry,
but I haven’t got a kopeck.”
9. “Why are you looking so sad? Has anything happened?”
“1 got a too in chemistry today."
5. Перепишите предложения, выбрав подходящие по смыслу
слова.
1. Everybody (except, besides) Магу was there, but nobody
(except, besides) Mary knew where we were supposed to go.
2. A small table stood (between, among) the door and the win¬
dow, and I could see my letter (between, among) the papers
on it.
3. We (expect, wait for) them to come before three, and we
(expect, wait for) them until half past three.
237

4. Now for the first time we (realize, understand) that we had
never really (realize, understand) her.
5. As they didn’t like each other, their (arguments, quarrels)
over any small question always became unpleasant (argu¬
ments, quarrels).
6. She said the playing children (remind of, remember) some¬
thing that happened when she was a child; but she couldn’t
(remind of, remember) when or in what connection it had
taken place.
7. His (outstanding, famous) ability as an organizer as well
as his scientific knowledge have made him (outstanding,
famous).
8. She said she could give me the book (during, for) a week;
but I had to read two other books (during, for) that time.
6. Прочитайте текст That Strange, Strange Moon. Подготовьте
упражнение XVI.
7. Прочитайте текст Lenin in London (§ 12). Подготовьте уп¬
ражнение II (§12). До чтения текста прочитайте сле¬
дующие географические названия:
Europe ['juarap]	Germany ['«^эгглэш)
Munich ['mjurnik]	Poland ['poubnd]
Geneva [cfcs'niiva]	Switzerland f'switsaland]
Finland ['finbndj
Remember!
affair, alive, bank, beforehand, calm, comparison,
destroy, detail, elect, exist, mankind, modest, remind,
representative, separate (to separate; separately),
shore, still, trouble, twice, wages

LESSON TWELVE
I.	Read this text.
LENIN IN LONDON
British workers are proud of the fact that Lenin, the genius of the
Russian Revolution, lived and worked in London during those diffi¬
cult 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 saw the shores of Britain and the capital
on the banks of the Thames in April 1902. He came to London to
continue the publication of Iskra, after the German police
had made it impossible to publish it in Munich. He stayed in
London until April 1903, when he went to Geneva. Lenin was in
London twice for Party Congresses. In April 1905, he came to London
for the Third Party Congress of the RSDLP (Russian Social Demo¬
cratic Labour Party), and he was in London again for the Fifth
Party Congress in April 1907. His last visit was in spring 1908, when
he returned to London to work in the library of the British Mu¬
seum gathering materials for his work Materialism and Empi-
riocriticism.
Among the places in London that remind us of Lenin is the small
building where Iskra was published. The British socialists published
their own weekly paper Justice1 in the same place, and the building
is now known as Матх House. Lenin prepared the materials for Iskra
in a modest little room there. The house was not destroyed during the
war, and the room can still be seen today. It is kept as it was when
Lenin worked there. Britain’s capital can be proud that Iskra, the
* Justice ['ds.sstisj — справедливость
239

spark 1 that started the fire of the Russian Revolution, was helped by
the leaders of the British working-class movement of that time.
In London, Lenin was known under the name of Jacob Richter,
and he wrote letters to Russia and received letters addressed to him
under that name. Those days were full of trouble for Lenin. His con¬
nections with Russia were mostly through correspondence, and he
never knew beforehand whether his letters would reach the people
they were addressed to. This was very inconvenient: sometimes he
had to wait for weeks and even months for answers to his letters. He
couldn’t be calm, and he spent many sleepless nights. “I shall never
forget those sleepless nights,” Krupskaya wrote.
Nadezhda Konstantinovna helped with the correspondence. She
also bought food and prepared it, and took care of the house.
Though Lenin was a very busy man, he still found time to study
the life of the people around him. Workers liked to talk to him.
Lenin used to go to the workers’ reading-rooms and meetings, where
he took part in the discussions on wages and labour conditions. Some¬
times, when the workers went on excursions to the country or along the
banks of the Thames, he went with them.
Maxim Gorky met Lenin for the first time in St. Petersburg and
again 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’ representatives. He was interested in the smallest
details of the workers’ 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. After Lenin’s death, the outstanding English writer
Bernard Shaw said that people must not think that Lenin belongs
to the past, because he is dead. If others follow Lenin’s methods,
then a new era will open for the world. If the future is with Lenin,
then everybody will be happy. But the writer said that he would
leave the world a very sad and disappointed man if the world con¬
tinued in the old way.
History has proved that the future is with Lenin.
II.	Answer these questions:
1. What different purposes brought Vladimir Ilyich Lenin to
London in 1902, 1905, 1907 and 1908?
2. Where did Lenin prepare the materials for Iskrai
3. How did Nadezhda Konstantinovna help Lenin when he
lived in London?
4. When did Maxim Gorky first meet Vladimir Ilyich Lenin?
‘ spark Ispak] — искра
240

WE DISCUSS
III. Speak on the following:
1. Lenin in his youth.
2. Lenin’s family.
3. Lenin’s life abroad.
4. Lenin’s life in London.
5. Ulyanovsk—Lenin’s birthplace.
IV. Listen to the story and answer the questions.
V.	The class speak about one of the great revolutionaries.
1. Say what revolution he took part in, who his comrades were,
how he entered the revolutionary movement.
2. Give some biographical facts about him (his childhood, his
youth, his family).
3. Try to remember an episode in his revolutionary activity.
Let your classmates ask you questions for additional infor¬
mation.
VI.	Read this text to yourself.
THE HISTORY EXAMINATION
After Af. Shaginyan
There was trouble again in the Ulyanov family—serious trouble.
Alexander, the older brother, was in prison in St. Petersburg, arrested
for being a member of the group that wanted to kill the tsar.1 Life
had already become more difficult since the death of the father, and
now people began to avoid the Ulyanov home. And Volodya’s school
acquaintances began to avoid him, crossing to the other side of the
street whenever they saw him.
Maria Alexandrovna had gone to St. Petersburg as soon as the news
of Alexander’s arrest reached them; the children were alone. They
all understood what had happened, but they could hardly imagine
it in reality: they knew Sasha so well, he seemed so young, so full
of life; it was unbelievable that anything so terrible could happen
to him. But they knew it was true; and although Volodya and Olga
didn’t discuss how to act or speak when other people were present,
they both considered it necessary to hide their feelings. Their speech
and their manner must remain the same as it had always been.
1 tsar [га) — царь
241

It was the time of the spring examinations, and both Olga and
Volodya held their heads high, answered examination questions calm¬
ly, gave no sign of nervousness.
The weather was fine on the day of the history examination. It
was spring, the apple-trees were covered with little white flowers
that filled the air with their sweet smell. Volodya Ulyanov walked
down the street past the homes of his friends, listening to the famous
Simbirsk clock strike eight. One of his classmates came out of his
house and walked quickly round the corner pretending he had not
seen Volodya. But his ears were suddenly red under his student’s cap.
Today’s examination was the most difficult one. The history
teacher liked to give unpleasant questions. The answers he de¬
manded could not all be found in the textbook; students had to
remember what he had told them in the classroom. The boys had
always crowded round Ulyanov, to ask him what answers they were
supposed to give to this question or that. Today no one came up to
him; but he could feel their eyes on him—eyes that turned away as
soon as he looked round. In small towns everybody knows about the
affairs of all the other inhabitants. They knew that Volodya’s brother
was dead, executed. 1
Although Volodya had not agreed with the way his brother and
his friends had chosen to fight against the tsar, he had agreed with
the aim—the freedom of the people of Russia. Now the question he
had to answer at the history examination touched on that same ques¬
tion—the question of revolution and class struggle in world history—
one of the most difficult questions that filled all hearts with fear.
Vladimir Ulyanov began to speak in his clear, almost childish
voice. He spoke calmly, without hurrying, sure of his knowledge.
He knew that this was not an ordinary examination for him. It was
his answer to all his classmates listening with frightened eyes, his
answer to the whole sleepy, old, aristocratic* city; an examination
for his right to the future, his right to education, his right to enter
the university. He had to make his greatest effort—and he did not
fail.
The examiners across the table from him, listening with the
greatest attention, began to look at each other. They realized that
1 his pupil was answering so brilliantly that they had to recognize his
success. Ulyanov stood a whole head higher than the rest of the class;
there was no way they could avoid giving him a gold medal.
VII.	Answer these questions:
1. Why did people begin to avoid the Ulyanov home?
2. Why was the history examination the most difficult?
3. Why did Volodya Ulyanov make every effort to answer his
examination question well?
1 executed I'eksikjudidJ — казнен
242

1. Прочитайте текст, пользуясь словарем:
WHY I AM A FRIEND OF THE USSR
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 Soviet 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 affection.
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 to¬
ward 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.
2. Подготовьте выступление no следующему плану:
1, Speak about a place (a city, a small town, a place in the
country) connected with revolutionary events or named after
a revolutionary.
2. Say where the place is and what it is known for.

LESSON THIRTEEN
WE REVIEW
I.	Read the nouns and spell the suffixes used in forming them,
Example:
performance
The noun performance is formed with the help of the suffix
a—n—с—e.
difference, silence, feeling, invention, biologist, worker, artist,
employment, settlement, sadness, humanity, modesty.
II.	Read the following combinations» Say what word the nouns are
formed from. Example:
a general election
The noun election is formed from the word elect with the help
of the suffix t—i—о—n.
whole-hearted devotion, gloomy silence, an outstanding nov¬
elist, gathering darkness, limitless possibilities, an impor¬
tant addition, a noticeable improvement, complete under¬
standing, widespread popularity, a strong feeling, a revolu¬
tionary development, a gymnastics competition, a new ac¬
quaintance, a small settlement, an important announcement,
a good runner.
The Perfect Tenses
Present have/haSv
^Participle II (V + ed)
Past	had^
III.	a) Ask your classmate whether he has ever done something, Let
him answer and add when it happened. Example:
— Have you ever taken part in a skiing competition?
— Yes, I have. It was during our winter vacation.
b)	Say what you have already done today (this week), and what
you haven't done yet,

с)	Explain why it was possible to make the following statements.
Use the Past Perfect. Example:
The discussion was interesting.—Every pupil had read the
book and had prepared a short report, giving his opinion.
1. The English party was a success.
2. The results of the examination in literature were excellent.
3. Everybody enjoyed the trip.
WE TALK
IV. a) Say what you have decided to become and what you have de¬
cided to do after finishing school. Example:
1 have decided to become a technician after finishing school.
Td like to get work at a factory.
First read the names of some professions:
an actor, an artist, a doctor, a scientist, a teacher, a flier, a
worker, a miner, a writer, a dancer, a singer, an engineer, a tech¬
nician, a collective farmer, a gardener, a turner, a chemist,
a physicist, a driver, an inventor.
b)	Say where you'd like to receive your training, what entrance
examinations you will have to take, and how you are prepar¬
ing for them. First read the names of training institutions:
a university
a technical college (school)
a teachers* college
a medical school
an institute
a theatre school
a factory
an agricultural college
V. 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.
VI.	Make up a dialogue. Situation:
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 shoe factory. The
friends agree that all professions are good.
245

WE LEARN NEW MATERIAL
VII. Read and translate:
dozen [dAznl: A dozen is twelve. There are a dozen reasons why
it is inconvenient for me. He has dozens of friends willing
to help him.
mood [mu:dl: She returned from the party in an excellent
mood. Her mood changed suddenly, and she began to smile.
She used to speak softly to him when she saw he was in a bad
mood.
cause [ko:zl: The cause of the fire remained unknown. It is
necessary not only to avoid war, but to get rid of the causes
of war. Have you any idea what caused the trouble?
prevent [pri'ventl: “When we know the cause of the illness,
we shall be able to prevent it," the professor said. What pre¬
vented you from going on the excursion? Steps were taken
to prevent the fire from spreading to the forest,
cheap ItJi:pl: The coat my brother bought yesterday was quite
cheap, but it looks very nice. Nina couldn’t afford those
shoes and looked for something cheaper. When you buy
cheap things, you are often disappointed. She was sure she
could get the same thing cheaper somewhere else,
shoulder I'Jouldal: He was a tall man with square shoulders
and long arms. He was carrying the child on his shoulders.
They fought shoulder to shoulder. He shouldered his way
through the crowd.
VIII. a) Say what you (somebody else) planned to do, but didn't;
say what prevented you from doing it. Example:
Grandmother planned to spend Saturday at home. But she was
prevented by a telephone call from her daughter, asking her
to come and sit with the baby.
b) Speak about a day when you were in a bad mood, and what
changed it. Example:
I was in a very bad mood when I got up last Sunday. But it
improved when Boris and Vera came and invited me to go to
the lake with them.
c) Make up a dialogue. Situation:
A visitor wants information about how to get to different parts
of your school. You give him the necessary information. In
the dialogue use: the chemistry (physics, biology) laboratory;
the teachers’ room; the Pioneer Room; the Komsomol Room;
the principal’s office; the dining-room; the hall; the workshop;
on the . . . floor.
246

WE READ
iXm Guess the meaning «о/ the new word».
The train was full of passengers ['paestnd3az| from abroad.
Most of them were immigrants [Emigrants] to the United
States. Agents I'eidgants] of the monopolies Ima'nopahzl had
come to their.towns and villages in Europe and told them
they would be given work in textile f'tekstail] and other facto¬
ries in America. But they had said nothing about the exploita¬
tion l^ekspbi'teijn] in the factories.
When they got off the train, men standing on little plat¬
forms f'plsetformz] spoke to them in their own language, giving
them instructions Im'strAkJnzI where to go. The immigrants
marched [ma:t)4] down the street and stood in a mass Imsesl
outside the factory gates. Company detectives Idi'tektivzj
examined their bags before they let the immigrants go through
the gate, and as each one entered he was asked a series I'siariizI
of questions. .Their arrival caused a sensation Isen'seijnl in
the little town.
1. A large crowd of fans gathered outside the stadium to wel¬
come their favourite team.-Students crowded into the hall;
it was soon overcrowded. At every stop new crowds of people
tried to push into the already overcrowded tram.
2. When the miners came to work the next day, they found the
mine closed. The mine owners refused to employ trade-union
members.
3. He was satisfied with his new job. The employers hoped
that a small addition to their wages would satisfy the work¬
ers. But the men were still dissatisfied, and their dissatis¬
faction t'dis^aetis'faekjan] was expressed in a series of
incidents I'msidants] in and near the mine,
X.	Read and translate.
1. They sold whatever they had and began the long journey
to the promised land in the West.
2. The more people the ships’ companies carried, the more
money t hey recei ved.
3. They built the new railways that pushed farther and farther
into the West.
4. The capitalists used them to cut down the wages of the
American workers.
0.	The capitalists were quick to use this opportunity for greater
exploitation of the workers.
6.	The capitalists failed completely to hold back the develop¬
ment of the working-class movement.
247

7. Policemen took up their positions in all the side streets
leading to Michigan Avenue.
8. The unity of all those who labour must lead to victory.
XI.	Read this text.
FROM THE HISTORY OF MAY DAY
The First May Day demonstration took place on May 1, 1886, in
the city of Chicago. An event of this kind does not happen suddenly.
The day is prepared by a long series of historical causes. History has
only one direction—forward. Those who attempted to prevent the
first May Day demonstration were trying not only to stop the move¬
ment of the workers who were struggling for a decent life. They were
trying to stop the movement of history, and to turn it back.
* * *
In the period following the Civil War,1 the United States achieved
great successes in her economy. The country’s fame spread far and
wide, and there were thousands in Europe who thought this was a
chance to escape from their hard life, to find a new life and happiness
in this New World. They had heard so much about the United States,
the ‘land of the free’, from the agents of the big American companies,
who promised them homes and good jobs and the highest wages in
the world. And they sold whatever they had and left their cities and
their farms, and together with their wives and children began the long
journey to the promised land in the West.
Many of these poor people, especially the small children, died
before they could reach the shores of their new home. The ships’
companies were not interested in the health and comfort of their pas¬
sengers. The more people they carried, the more money they received
from the monopolies.
When they arrived in America, the immigrants went to work in
the mines and factories, and they built the new railways that pushed
farther and farther into the West. The capitalists had jobs for all of
them, because they were ‘cheap labour’, they were willing to work
for lower wages than the American workers received. The immigrants
could not speak or read English, and they knew nothing of American
conditions, so it was easy for the capitalists to exploit them. And the
capitalists used them to cut down the wages of the American workers.
* * *
The last quarter of the 19th century saw a tremendous rise of the
class struggle in America. The ‘good times’ that began after the Civil
4 the Civil War (1860—1865) was won by the industrial states oi the North, lighting
against the agricultural states of the South,
Ш

War, ended, and years of depression,1 of unemployment and poverty
followed. In 1887 there were three million unemployed workers in
America. Every month hundreds of thousands were thrown out into
the streets. They went from one factory to another looking for jobs;
they went from house to house asking for something to do, any kind
of work, to earn some food for their hungry children. Every employed
worker had to fear for his job; he knew that there were a dozen unem¬
ployed ready to take his place.
The capitalists were quick to use this opportunity for greater
exploitation of the workers, who began to organize in trade unions
all over the country.
The bosses did everything in their power to prevent the growth
of the trade unions; they paid whole armies of special agents to shoot
and kill the workers whenever a demonstration or a workers’meeting
was organized. These agents spread the idea that the immigrants
were the cause of all the troubles and their hard life, trying in this
way to separate the workers and weaken the working-class movement.
But the capitalists failed completely in their attempts to destroy
the working-class movement or to hold back its development. More
and more workers joined the trade-union movement. At last its leaders
considered that the time had come to unite all the workers
in one great coast-to-coast organization. They decided to insist on
one demand that could unite all workers, the demand for an eight-hour
working day.
The next question was how to begin the struggle for this demand.
After much argument, a decision was reached to hold a nation-wide
strike on May 1, 1886, and a message was sent to all workers’ organi¬
zations to join the struggle. The idea was met with enthusiasm by the
workers, while the newspapers without exception raised their voices
against it.
In the great industrial city of Chicago the first of May was a fine,
sunny day, with a light wind coming from Lake Michigan. It was
Saturday, an ordinary working day, but crowds of workers in their
Sunday clothes, joking and laughing, gathered on Michigan Avenue 2
together with their wives and children. “We’re all here, the whole
family, even the cat,” said one big man with a happy smile.
While the workers gathered, policemen and police agents with
guns and other arms took up their positions in all the side streets
leading to the avenue.
The demonstration began. It was an unforgettable sight. Thousands
of people stood shoulder to shoulder, with heads high and eyes shining
with happiness at the new feeling of solidarity and strength. Now at
last the workers realized that the immigrants were not the cause of their
troubles; that both the American and the immigrant workers be¬
longed to the same class—the working class; and that they all had one
1 depression [di'prejanl — спад, депрессия
2 Michigan Avenue ['тфдэп 'sevmju:! — one of the main streets in Chicago.
249

enemy—the capitalists. Now they were all united by one aim, one
demand—the eight-hour working day for the labouring masses of
America.
The demonstration moved down the avenue to the shore of Lake
Michigan. There the workers crowded round the speakers’ platform
to listen to speeches in English, Czech, German and Polish. At last
the speeches were over, and the workers with their wives and children
turned and went home. There were no bloody battles, no repetition
of the Paris Commune.1 Among the crowds returning home were hun¬
dreds of policemen and detectives, looking uncomfortable and a little
ashamed, hiding their guns under their coats.
The police were disappointed: there had been no trouble, no signs
of disorder. The great demonstration had been so peaceful, the work¬
ers and their leaders had.been so correct in everything they did and
said that the police and the paid agents had had no opportunity to
‘teach them a lesson’ or to ‘show them their place’. But the workers’
leaders were full of enthusiasm; so many thousands had united on
that day that they were sure they would win. Several capitalists had
already agreed to satisfy the demand and allow the men they employed
to work eight hours, instead of ten or twelve. The trade unions decided
to hold a meeting on May 4, to force other capitalists all over the coun¬
try to agree to their demand.
On the evening of that day, the workers gathered in Haymarket
Square. Trade-union leaders made speeches and the meeting was al¬
most over, when a police captain and 180 armed policemen appeared.
They marched to the speakers’ platform and the captain shouted:
“In the name of the people of Illinois,* I order everybody here to leave
peacefully and at once!”
“But, captain,” the speaker said, “we are quite peaceful.”
There was silence for a moment, a silence that was suddenly bro¬
ken by a tremendous noise: somebody had thrown a bomb. The police
went into action immediately. They shot into the crowd, threw people
to the ground and beat them, they drove the workers from the square.
Hundreds were arrested, the city prisons were full.
It was clear to everyone present at the meeting that the bomb was
thrown by a paid agent. But the newspapers the next day insisted
that it was the fault of the workers. The leaders of the workers every¬
where were arrested and thrown into prison.
Ordinary people not only in America, but all over the world tried
to protest, but they were powerless against the monopolies, the police,
the newspapers. The business world had decided that the leaders of
the working-class movement must die; and four outstanding men of
the movement were hanged** in prison.
* Paris Commune ['komjurn]
In the name of the people of Illinois [ ili'noi] — именем народа штата Иллинойс
(судебная формула)	'
were hanged ll.aeqdl - были повешены
250

The Chicago newspapers were sure that the terrible May Day events
of 1886 would soon be forgotten, and that this was the end of the
working-class movement in America. But the ‘Haymarket Affair’
and the great demonstration were not forgotten; the workers didn’t
give up the struggle for the eight-hour working day. In 1889 when
the International Socialist Congress met in Paris, it took a decision
to consider May 1 the international day of struggle for the eight-
hour day. And since then, this day has become the day of interna¬
tional solidarity of the working class of the world, the day when
the workers show they realize that their strength lies in their unity;
and that the unity of all those who labour must lead to victory.
XII. Answer these questions:
1. What made people leave their homes in Europe and go to
America?
2. Why were the immigrants ‘cheap labour’?
3. What were the results of the depression that began after
1880?
4. What was the demand that united the workers of different
trade unions and other organizations?
5. How did the demonstration on the 1st of May end?
6. What was the meeting on the 4th of May interrupted by?
What happened?
7. What was the aim of the meeting on the 4th of May?
8. What happened to the most active working-class leaders?
9. How did May 1 become the day of the international solidar¬
ity of the working class of the world?
WE DISCUSS
XIII. Discuss the following statements. Supply facts from the text to
illustrate whot you say.
1. The capitalists took every opportunity for greater exploita¬
tion of the workers.
2. The workers of America didn’t give up the struggle for their
rights.
3. The struggle of the American workers was recognized by the
workers of other countries.
XIV. Speak about revolutionary holidays in our country.
1. Say a few words about the history of the holiday.
2. Explain what preparations are usually made at school to
celebrate the holiday.
3. Speak about how the members of your family like to spend
the holiday.
4. Speak about how you expect to spend the next holiday.
25»

Homework
1. Прочитайте текст, употребляя глаголы в скобках в нужном
времени.
THE VOYAGES1 OF COLUMBUS
Columbus (to cross) the Atlantic Ocean three times. His
first voyage (to bring) him fame and popularity—he (to dis¬
cover) a new continent. But Columbus (to have) enemies who
wanted to get rid of him. On the second voyage the governor *
of the country that Columbus himself (to discover) threw him
into prison.
He was sent back to Spain as a prisoner. People there could
hardly recognize him—his troubles and suffering (to change)
him greatly. But Columbus (to succeed) in proving that the
lies his enemies (to spread) about him were untrue, and the
Spanish government (to give) him four ships to start on a new
voyage.
But this third voyage was unfortunate from the beginning.
The ships were met by terrible storms and by the time he
(to reach) the shores of Haiti, Columbus (to lose) three of them.
The remaining ship too was about to go down when Columbus
(to reach) the island.
It took Columbus almost a year to return to Spain. He was
unhappy, disappointed and broken in health. Worst of all,
everyone (to forget) his achievements. He (to die) in poverty
in 1506 without knowing that he (to discover) a new world.
Before Columbus died, another traveller named Amerigo
Vespucci returned to Spain. He (to travel) along the coast of the
land that Columbus (to discover); and he (to prove) that it
was not the coast of India, as Columbus (to think), but an un¬
known continent.
For a long time, the new continent was called the New
World. But at last it was decided to name it America, in hon¬
our of Amerigo, whose voyage (to show) that it was not India.
America was discovered by Columbus in 1492. It was named
America in 1506, the year in which Columbus (to die).
2. Перепишите предложения, вставлю наречия.
1. (never) I have heard about this film before.
2. (always) Mike has been a good pupil.
i voyage l'voud3) — морское путешествие
* governor I'gAvana) — губернатор

3. (ever) Has he been in the city museum?
4. (already) By the time we came to the theatre the perform¬
ance had begun.
5. (just) We had turned off the lights when we heard somebody
at the door.
6. (never) I have heard our neighbour’s daughter sing.
7. (already) We have divided the work among ourselves.
8. (just) I was going to leave the room when I heard a door¬
bell ring.
3. Переведите предложения, обращая внимание на выделенные
сочетания.
1. Don’t look a gift horse1 in the mouth. (Proverb.)
2. / am looking forward to the trip in the mountains.
3. I have forgotten the pronunciation of the word ‘acquaint¬
ance’, where can I look it up?
4. The girl looked frightened, and she seemed to be afraid to
look at anybody around her.
5. Hearing the noise in the corridor, the teacher opened the
door and looked out of the classroom.
6. The streets with rows of young trees along them looked
especially beautiful early in spring.
7. What are you looking for on my bookshelves?
8. The boy looked very much like his father—they even had the
same manner of turning their heads.
1. He took my hand and shook it in a friendly manner.
2. It takes five hours to go by train from London to Manchester.
3. Take off your shoes, they are quite wet.
4. Shall I take your message to her?
5. Take all these things away.
6. The girl worried about who would take care of her flowers
while she was at camp.
7. Several boys in our class took part in the skating competi¬
tion.
8. We are going to take eight examinations this year. The first
examination will take place on the 1st of June.
9. / took the wrong road and didn’t get to camp until after dark,
10. He took out some money and offered it to me.
4. Перепишите предложения, соединив их подходящими по
смыслу союзами: as, because, though, when.
1.	The car jumped all the time. There were many stones on
the road.
1 horse [hos] — лошадь
253

2. Everybody was too tired to answer. She continued to ask
questions.
3. We arrived at the station at last. We discovered the last
train had left five minutes before.
4. He felt very worried. His face remained expressionless.
5. The girls were in a wonderful mood. Their performance was
a complete success.
6. We have received only a postcard from him. He left a month
ago.
7. He decided to settle on the seashore. He wanted his son
whose health was weak to spend as much time as possible
in the open air.
5. Прочитайте текст From the History of May Day. Подготовьте
упражнение XIII.
6. Прочитайте текст Surprise (§ 14). Подготовьте упражнение
II (§ 14).
Remember!
cause (to cause), cheap, dozen, mood, prevent, shoul
der, training

LESSON FOURTEEN
1.	Read this text.
SURPRISE
After John Galsworthy
There was a time when geniuses sometimes starved. But there
is no reason why a genius must starve in our modern times. The fol¬
lowing story of my friend, Bruce, proves that this is true. He was al¬
most sixty when I met him, and he was the author of about fifteen
books. The few people who really understood serious realistic litera¬
ture called him ‘a genius’. But Bruce was not interested in what
people thought of him or his work. He never read criticisms of his
books in the newspapers or magazines. He lived alone in his small,
dark, dirty room. From time to time he disappeared for several months;
and then he appeared again and began to write.
He was a tall, thin man with a face like Mark Twain’s: black eye¬
brows,1 a grey moustache2 and grey hair. His eyes were dark brown and
sad; they seemed not to belong to his face or to the world around him.
He had never married, and lived quite alone. He never had much
money; and the year I am writing about had been even worse than
usual for him. What else could he expect? He insisted on writing about
life as it was; and people with money to buy books weren’t inter¬
ested: his last book had been a hopeless failure. Besides, he had had
an operation, which had cost him much money and left him too weak
to work. The day I went to see him, I found him in a gloomy mood,
half lying on two chairs, smoking strong cigarettes, which I hated.
“Hello!” he said, and then continued without giving me a chance
to ask after his health: “Last night I went into a place that they call
a cinema. Have you ever been in once?”
“Ever been? Do you know how long the cinema has existed? Since
1900!”
“Is that so? A terrible place, and terrible people in it. Well, last
night they showed a film—what a thingl I’ve never read such an idi¬
otic story or seen such idiotic characters. How can people look at it?
I’m writing a parody on it.”
“A parody on an idiotic film?”
“Yes! My heroine is one-quarter black, three quarters white.
She is unbelievably beautiful, and all the men run after her. Her
* eyebrows ['aibrauz] — брови
2 moustache [mas'tuf] — усы
255

brother, a man with a heart of stone, wants her to marry a millionaire,
who is as bad as he is. All the characters have deep, dark secrets in
their lives.” He laughed.
“How can you spend your time on such foolishness?” I asked.
“My time!” he answered angrily. “Who needs my time? Nobody
buys my books. I’ll probably starve to death!” He took a page of
scenario1 and laughed again as he read it. “In that film last night they
had a race8 between a train and a car. I've done better: I have a race
between a train, a car, an airplane and a horse.”3
I began to be interested. “May I look at your scenario when you
have finished it?” I asked.
“It's already finished. I enjoyed writing it so much that I couldn’t
sleep until I had come to the end.” He gave me the papers. “Take it,
you'll have a good laugh, I hope. The heroine’s secret is that she isn’t
black at all. She is part Spanish, part French, and she is a southern
aristocrat. And the bad brother isn't really her brother, and the mil¬
lionaire in reality is a poor man, and the man she loves, who seems
to be poor, is really rich.” And he laughed until his face was red and
his eyes were full of tears.
I went away worried about him, about his health and his penniless
condition. How could I help him? How could anybody help him?
After dinner that evening, I began to read the scenario. There were
thirty-five pages, and as soon as I had read ten of them, it was clear
to me that he had written a masterpiece.4 I knew that any good film
company would be glad to pay whatever he wanted to ask for it. “But,”
I thought, “if I go to him and tell him what I am planning to do with
his scenario, he'll throw it in the fire. He'll never agree to be known
as the author of such a thing. I remember how he laughed at it. How
can I make him allow me to do whatever I like with the scenario?”
I went to see him again the next day. He was reading.
“Hello! You again? What do you think of this theory? The author
wants to prove that the Egyptian culture began in the Sahara. It’s
nonsense! Can you imagine...”
I interrupted him. “Must I give you back the scenario, or can
1 keep it?”
“What scenario?”
“The one that	you gave me to read yesterday.”
“Oh! What do	I need it for? Throw it away. How can he	hope
to prove that the Egyptians...”
“All right,” I said. “I'll throw it away. Excuse me, I see you’re
busy.”
“No, I'm not,”	he said. “I have nothing to do. It’s	foolish to	try
to write anything:	I get less and less for every book I	publish.	I	am
dying of poverty.”
1 scenario Isi'nariou] — сценарий
8 race freis] — гонки
3 horse [hots] — лошадь
4 masterpiece I'murstopits] — шедевр
256

“It’s your own fault,” I said. “You refuse to think about what the
public wants.”
“How can I know what they want?”
“You don’t try to. If I tell you how to make some money by writing
something that the public wants, you’ll throw me out of the room.”
I was about to add: “And I’ve got the thing in my pocket now!”
But I stopped myself: he had said ‘throw it away’. That was enough,
that was what I had come for.
I returned home and did a little work on it. It was very easy; it
was a fine scenario. I wanted to write his name on it, but I was afraid
to: ordinary people didn’t know his name, but in literary circles he
was well known. I knew that any film company would pay only half
as much, if there was no name on the scenario. At last I decided not
to write his name, but to say it was written by ‘a genius’. That’s a
wonderful word; everybody respects it and fears it a little. I knew that
after they read the scenario, they would feel it really was written by a
genius.
I took it to a leading film company the next day with a note saying:
“The author, a recognized literary genius, for his own reasons prefers
to remain unknown.”
The company was silent for two weeks, but I wasn’t worried. I knew
they would come to me: they had to—the scenario was too good, it
couldn’t fail. And when they appeared, I refused their first offers.
I made them come three times. At last I gave them an ultimatum.
They agreed to all my demands, as I knew they would: they knew bow
much the scenario was worth.
Now I had come to the last and greatest difficulty. How could I give
the money to Bruce? I thought of going to his publishers and asking
them to send him the money little by little. But Bruce had received
nothing from his books for so long! “He'll be suspicious,” I thought.
“And besides, it means that other people will know the secret and
somebody will probably tell him.” Many wild ideas came to ray
mind. “What if I send the money with a note: 'from an admirer of
your genius’? No, he will suspect something at once. He’ll think it's
not honest money, he may even go to the police.” At last I decided
that I would say I had sold the scenario, because I wanted to make some
money for myself. “He’ll be angry with me, but he won’t be able to
refuse to take the money,” I thought.
When I came to his room, I found him lying on two chairs, as usual,
smoking his black cigarettes and playing with an old cat that he had
found in the street. I asked after his health, and then said: “There’s
something I must tell you—I'm afraid you may think it rather
unpleasant."
“Go on!” he ordered.
“Do you remember that scenario that you wrote and gave me about
six weeks ago?”
“No.”
“Yes, you do. About the beautiful black aristocrat.*
9 N* 1188
2j7

"Oh,” he laughed. “That foolish tiling!"
"Well. I sold it.”
“What? Who wants to publish a thing like that?”
“It isn’t published. They are making a film out of it. A superfilm,
they call it.”
His eyes opened wide.
“Don’t argue,” I said. “It’s done—I’ve sold it and here is the
money—three thousand pounds. I had to do some work on it, so
if you want to pay me ten per cent, I won’t refuse.”
“My God!” he said.
“Yes, yes,” I went on, speaking more quickly. “I know what you
are thinking. I know your high ideas about art and literature and cul¬
ture. But that’s all nonsense, Bruce. The story may be vulgar, I agree.
But we are vulgar, it’s foolish to pretend we are not. I don’t mean
you, of course, but people in general. The film will be good entertain¬
ment.”
I couldn’t look at the fire in his eyes, and I hurried to defend my¬
self.
“You don’t live in the world, Bruce. You don’t understand what
ordinary people want; something to make their grey lives a little
brighter. They want blood, excitement of any kind. You haven’t hurt
them by this film, you have been kind to them. And this is your
money, and I want you to take it!”
The cat suddenly jumped down. I waited, expecting the storm to
begin at any moment. Then I began again. “I know that you hate the
cinema and everything connected with it . . ”
His voice interrupted me. “Nonsense!” he roared. “What are you
talking about? Who said I hate the cinema? I go there three times a
week!”
This time, I cried, “My God!” I pushed the money into his hand
and ran away, followed by the cat.
II.	Find facts in the story to prove whether the following statements
are true or not.
1. Bruce was really a talented writer.
2. Bruce didn’t earn much money by his writing.
3. Bruce was a popular writer.
4. Bruce was interested in different things.
5. The story-teller changed the scenario and then sent it to
a film company.
6. The scenario was a complete failure.
7. It was quite easy to give Bruce the money.
8. Bruce was greatly surprised to receive the money, because
the idea of earning money by writing for film companies
had never come to his mind.
9. Bruce enjoyed his visits to the cinema.
III.	Listen to the story and answer the questions.
258

Перепишите предложения, вставляя, где нужно, предлоги.
Peter’s parents spent their vacation ... the south last year,
but Peter didn’t want to go . . . them. He said he would enjoy
. . . camping ... the open air ... the company ... his friends
much more. After working a month ... a collective farm Peter
and his friends made a camp ... a forest not far. . . the collective
farm. ... the end . . . August, 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 fishing. It began to rain. Peter said that rainy
weather was the best time . . . fishing. Igor said he liked to sit
. . . the sun, but he didn’t want to sit . . . the rain,... the wet
grass. So Peter and I went... the far end ... the lake, and Igor
remained to sleep ... the tent. We returned . . . camp late . . .
the afternoon, very tired and wet, and there was nothing . ..
our bags. When we came . . . the camp, we saw a bright fire
burning and Igor with a wonderful fish ... his hands. We
didn’t believe . . . our eyes. ‘Where did you get that fish?’
we asked. He smiled . . . our question. ‘I bought it ... a real
fisherman,’ he answered. ‘He was passing . . . our camp . . .
his way . . . home.’”
9*

POEMS
A FOLK-SONG
“Where are you going,*Tny pretty maid?”
“1 am going a-milking, sir,” she said.
“May I^o with you, my pretty maid?”
“You’re kindly welcome, sir,” she said.
“What is yourYfather, my pretty maid?”
“My father’s a farmer, sir,” she said.
“Say, will you marry me, my pretty maid?”
“Yes, if you please, kind sir,” she said.
“What is your fortune, my pretty maid?”
“My'face is my fortune, sir,” she said.
“Then, 1 won’t marry you, my pretty maid.”
“Nobody asked you, sir,” she said.
LOVE AND GLORY
Young Henry was as brave a youth
As ever graced a martial story,
And Jane was fair as lovely truth:
She sighed for Love, and he for Glory.
With her his faith he meant to plight,
And told her many a gallant story;
Till war, their coming joys to blight,
Called him away from Love to Glory.
Young Henry met the foe with pride,
Jane followed, foughtl ah, hapless story! —
In man’s attire, by Henry’s side,
She died for Love and he for Glory.
Thomas Dibdin (1771—1841)
260

THE RAINY DAY
 N	1	2‘
The day is cold, and dark, and dreary;
It rains, and the wind is never weary;
The vine still clings to the nwuldering wall,
But at every gugt the dead leaves fall,
And the day is aark and dreary.
My life is cold, and dark and dreary;
It rains, and the wind is never weary;
My thoughts still cling to the mouldering Past,
But the hopes of youth fall thick in the blast,
^ And the days are dark and dreary.
Be still, sad heart! and cease repining;
Behind the clouds is the sun still shining;
Thy fate is the common fate of all,
Into each life some rain must fall,
Some days must be dark and dreary.
Henry W. Longfellow (1807—1882)
NO ENEMIES
You have no enemies, you say?
Alas! my friend, the boast is poor;
He who has mingled in the fray
Of duty, that the brave endure,
Must have made foes! If you have none,
Small is the work that you have done.
You’ve hit no traitor on the hip,
You’ve dashed no cup from perjured lip,
You’ve never turned the wrong to right,
You’ve been a coward in the fight.
Charles Mackay (1814—1889)
EDWARD GRAY
Sweet Emma Moreland, of yonder town.
Met me walking on yonder way,
“And have you lost your heart?” she said;
“And are you married yet, Edward Gray?”
Sweet Emma Moreland spake1 to me.
Bitterly weeping I turned away:
“Sweet Emma Moreland, love no more
Can touch the heart of Edward Gray.
1 spake (old form) = spoke
261

“Ellen Adair she loved me well,
Against her father’s and mother’s will:
To-day I sat for an hour and wept
By Ellen’s grave, on the windy hill.
“Shy she was, and I thought her cold;
Thought her proud, and fled over the sea;
Filled I was with folly and spite,
When Ellen Adair was dying for me.
“Cruel, cruel the words I said!
Cruelly came they back to-day:
‘You’re too slight and fickle,’ I said.
‘To trouble the heart of Edward Gray.’
“There I put my face in the grass—
Whispered, ‘Listen to my despair:
I repent me of all I did:
Speak a little, Ellen Adair!’
“Then I took a pencil and wrote
On the mossy stone, as I lay,
‘Here lies the body of Ellen Adair;
And here the heart of Edward Gray!’
“Love may come, and love may go.
And fly, like a bird, from tree to tree;
But I will love no more, no more,
Till Ellen Adair come back to me.
“Bitterly wept I over the stone:
Bitterly weeping I turned away:
There lies the body of Ellen Adair!
And there the heart of Edward Gray!”
Alfred, Lord Tennyson (1809—1892)
THOSE EVENING BELLS
Those evening bells! Those evening bells!
How many a tale their music tells,
Of love, and home, and that sweet time,
When last I heard their soothing chime.
Those joyous hours are passed away,
And many a heart, that then was gay,
Within the tomb now darkly dwells,
And hears no more those evening bells.
And so 'twill be when I am gone;
That tuneful peal will still ring on,
While other bards shall walk these dells,
And sing your praise, sweet evening bells!
Thomas Moore (1779—1852)

I
ADDITIONAL SITUATIONS
FOR ORAL SPEECH PRACTICE
1.	Practise speaking about your family and yourself.
A. Tell the class whatever information you can about your
family's history: where the family comes from, whether
the family has broken into parts and where the rel¬
atives live, and when your family settled in the town you
now live in. Include some information about your family’s
life during World War II.
Say a few words about the members of the family, includ¬
ing the closest ['klousist] relatives: where they live, whether
they are married and have their own family, how they earn
a living. If anyone in the family is especially liked or ad¬
mired, or respected by the others, explain why.
B. Tell the class when you were born and where, where you
began to go to school. Give some information about your
brothers and sisters (if you have any): what they do, what
they are interested in. Speak about your achievements in
studies: what subjects you prefer to study, your hobby or
favourite form of entertainment. Mention what you consider
the most outstanding events in your life until now.
C. Answer your comrades' questions for additional information
about the events you have spoken of,
II.	Practise speaking about your home town.
A.	Say whether the town has a (rather) long or a short history
(in comparison with some other town or towns). Say how
the town got its name and whether the name was ever
changed. Say when you consider its history really began.
Mention an event (or events) which in your opinion was out¬
standing in its history.
Give some factual information about the town:	the
number of its inhabitants, where and-how they are employed.
Give your opinion as to the town's place in the coun¬
try’s economy: its heavy or light industry, jts importance as
an agricultural centre. Speak about the town's economic
development in the past and at present.
263

В.	Let one student be an important person who has come to
your town, and let two or three other students be reporters
who have come to interview him at his hotel. After welcom¬
ing the visitor, the reporters tell him what they know about
him, and find out why he has come. Each reporter offers
to help him in some way in his professional affairs and they
suggest ways of making his stay pleasant. The visitor thanks
them for their advice and their kind offers of help.
III.	Speak about trips, excursions.
A. Plan a trip with a friend. Discuss the following points:
1. Where you’d like to go and when (each suggests a different
place).
2. Who you’d like to invite to go with you.
3. How long the trip will take, and who you must go to for
permission.
4. What means of transport you will use.
5. What tasks each person will carry out.
B. Tell the class about a trip (an excursion) you went on. Speak
about:
1. Who thought of the idea.
2. Who was invited, what means of transport was used.
3. How long the trip lasted and whether everybody enjoyed
it.
4. What plans you discussed for future trips.
C. Make up a dialogue.
One of your comrades fell ill and couldn’t go on a trip (an
excursion) with you. You have come to see him	after	return¬
ing home. He has many questions to ask	about	the	trip
(where you went, who went, how you went there, how long
your trip lasted). He wants to know why you didn’t go to
another place that you discussed with him before he fell ill.
Answer his questions and discuss another trip that you will
take when he is well again.
D. Tell the class about a trip you took with your parents.
Explain whose idea it was, where you went and how, how
long the trip lasted, what you enjoyed more and what you
enjoyed less, and why.
264

IV.	Speak about food.
A. Tell the class what you like to have for breakfast, dinner and
supper.
Speak about the food that is prepared for a party, or
when special guests come to your house. Before beginning to
speak, read the following words and phrases: bread, butter,
milk, tea, tea with lemon, coffee, porridge ['poridgl, sausage,
ham, cheese, soup, vegetable soup, meat soup, fish soup,
meat, fish, vegetables, potatoes, cake, ice-cream, sweets,
chocolate, fruit.
B. Make up a dialogue.
You have decided to go on a camping trip for several
days, and two (or more) of you must discuss what food you
will take with you. Each says what he thinks you must have,
and you decide what each one will buy, and count up how
much it will cost. Before beginning the dialogue, read the
following:
tins, light, heavy, to carry, to go fishing, a collective
farm, not far away.
C. Make up a dialogue.
Your friend is ill and you want to bring him something
nice to eat. Discuss what you would like to bring him. Then
imagine you have come to his house. His mother explains
that he cannot eat what you have brought him. Ask her
about the things he can eat. Before beginning to speak, read
the words:
cake, ice-cream, meat, fish, milk, cheese, porridge, vege¬
table soup, fruit.
D. When your class went to the theatre last Wednesday, nobody
had time to go home for dinner. Tell the class what you
brought with you to eat during the interval (Tntaval], and
what you bought at the buffet Pbufeil. Before beginning to
speak, read the words:
cheese, sausage, bread and butter, sandwich, tea with
lemon, a cup of coffee, a glass of milk, a piece of cake, an
apple, some fruit.
V.	Speak about science and scientists.
A.	Explain how you understand “Atoms for peaceful pur¬
poses”.
265

B. Read the biography of a famous scientist and tell it to
the class. Say what century he lived in, how he lived,
how and why he became famous.
C. Discuss with one or ,two comrades which field of science
you think will be most useful in the future.
D. Do you think it is more difficult to become a scientist
now than it was when Lomonosov lived? Discuss this
question with one or more of your comrades.
VI. Speak about artists.
A. Read the biography of a famous artist and tell it to the class.
Say what subjects he chose for his pictures; describe one or
more of his pictures. Answer your comrades’ questions for
additional information.
B. Make plans with a comrade for a visit to an art gallery. Make
arrangements where to meet and when. Discuss whether you
want to invite anybody else to go with you.
C. Talk to a comrade about somebody you both know, who has
artistic talent I'taelant]. Discuss whether that person has
made any plans for the future connected with art.
D. Tell the class what kind of pictures you like to look at (na¬
ture scenes, portraits, historical events). Why do you think
people have always liked to look at pictures by great ar¬
tists? If you can, describe pictures by your favourite artist.
VII. Practise speaking about writers.
A. Give whatever facts you remember about the life of an
outstanding Russian writer. Say whether he was recognized
during his lifetime or whether his name became famous only
after he died.
Speak about the book (or books) by him that are best
known. Speak about the most important ideas in the book,
and which characters represent these ideas. Speak about his
knowledge and understanding of life and events.
Say which of his books you consider most worth reading,
which book gives us the best understanding of the writer.
B. Listen to your classmates’ opinion on the last point, and
say whether you agree with them.
VIII. Speak about books.
A.	Tell the class what kind of books you like to read (adventure
stories, psychological ^saiko'bdsiki] novels, historical
novels, scientific fiction I'fikjbn] (научная фантастика),
bjographies). Give an example of the kind of literature
you like.

B. Tell the class what your literature teacher told you about
a famous Russian classic. Let your comrades speak about
those facts you did not include.
C. Discuss with a comrade a book you have both read. Find out
whether he agrees with you about what is interesting in the
book, whether he liked and admired the same characters as
you did, whether he would like to read the book again, or
other books by the same author.
IX. Speak about sports.
A. Discuss with a comrade what sports he goes in for now, and
whether he went in for the same kind of sports one or two
years ago. If he goes in for different sports now, find out
what made him change. Give him the same information
about yourself.
B. Talk to the class about why you think everybody should
(must) go in for sports. Speak about sports for young chil¬
dren, for young people and for older people.
C. Tell the class how you understand the importance of inter¬
national sports competitions and the Olympic games. Speak
about the successes of Soviet athletes and teams.
X. Practise speaking about entertainment and hobbies.
A. Give your opinion of the English proverb: “All work and
no play makes Jack a dull boy” and speak about the place
of entertainment in a well-planned life. Speak of the
dangers of too little and too much entertainment, giving
concrete examples. (It is not necessary to mention names.)
Speak about entertainment among different age groups,
and your own favourite form (or forms) of entertainment.
Discuss the difference between a hobby and entertain¬
ment. If you have a hobby, tell the class about it; if you
haven’t, say whether you would like to have one, what it
will be and what influenced you to choose it.
B. A commission has made plans for an entertainment that
will be given at school for senior students. A representative
(two representatives) of the commission are present in the
classroom. The class ask them questions to learn details
about 'the entertainment.
C. Give your opinion of the entertainment you have learned
about from the commission representatives, and make sug¬
gestions for improving the entertainment.
XI.	Practise speaking about an exhibition.
A.	Tell the class whether you were looking forward to the ex¬
hibition you will speak of, or whether you heard about the
exhibition, and your interest in it.
267

Tell the class what you expected to see (find) at the exhi¬
bition and whether, when you came there, you found it was
what you expected.
Say a few words about the exhibits and why they were
exhibited (they represented new industrial processes; the
best works of old or modern painters; photographs of impor¬
tant places and events; achievements in some field of science;
political events; old or new books, etc.).
B.	Answer your classmates’ questions for additional informa¬
tion about the exhibition and your visit to it.
XII. Practise giving biographical Information.
A. Give the biography (or facts from the biography) of a person
shown in a film. Say who he was and who his parents were.
Give a short description of him and say whether he was gen¬
erally liked or disliked by the people around him. Explain
what he attempted to do, or become, and say whether he
succeeded or failed, and whether this success or failure was
caused by his own weakness or by events outside himself.
B. Let classmates who have seen the film say whether they
consider your description full enough, and whether they
consider your analysis correct.
C. Let classmates who have not seen the film ask you questions
for additional information.
XIII. Practise speaking about space research.
A. Say a few words about travel in space as an ancient dream
of mankind. Mention Tsiolkovsky’s work as a step bringing
space travel nearer to reality.
Speak about the Soviet Union as the pioneer in space
travel. Mention the outstanding work of Soviet workers,
engineers, scientists and spacemen since the flight of Ga¬
garin.
Speak about the different lines taken by Soviet and
American scientists in moon research; what they have
discovered about the history and the nature of the moon.
B. Listen to your comrades’ ideas on the subject “The practical
importance of space research” and say which of them you
consider most important.
XIV. Practise speaking about youth activities.
Mention several kinds of youth activities at your school,
and tell the class which activity has interested you during
268

the past years. Say whether any activity has influenced you,
created a new interest, taught you, helped you.
Speak about Komsomol assignments you have carried
out, which of them remains most clearly in your memory.
Say whether you consider any of the activities at school
can possibly have an influence on your life in future.
Tell the class about a younger pupil who has received ad¬
vice from you about the kind of school activity to take part
in. How did you explain that for him this kind of activity
was most worth going in for?
X V. Practise speaking about revolutionary holidays.
A. Explain why November 7 and May 1 are celebrated as na¬
tional holidays in our country.
Say a few words about how the members of your family
celebrate these holidays.
Remember a party at school in connection with one of
these holidays; describe what you remember of the party.
Remember a party outside of school in connection with
one of these holidays. Say whether you enjoyed the party,
why.
B. Answer your classmates’ questions for additional information
about the parties you have mentioned.
XVI.	Practise speaking about your plans for the future.
I. A. Tell the class whether you have decided what your future
profession will be, when you made the decision. Say whether
you were influenced by some other person in making the
decision. Say whether your studies at school, or school ac¬
tivities influenced you; or whether events and activities
outside school were the main influence.
B.	Say whether you ever had other ideas about your future,
and what made you prefer the plan you have now.
11.	A. Say whether you consider it better to make decisions about
the future at a comparatively early age (for example, at the
age of 13 or 14) or later (for example, at the age of 17).
Some people say, “You will never achieve anything if
you change your profession or your serious plans for your
profession.” Give your opinion of this, if possible with con¬
crete examples.
B.	Listen to your classmates’ opinions on these two points.
Say whether the class has reached a general opinion, and
what the opinion is; or whether most of the students hold
the same opinion, and what the opinion is.
269

СПИСОК НЕСТАНДАРТНЫХ ГЛАГОЛОВ
Infinitive
Past Indefinite
Participle II
be
was/were
been
beat
beat
beaten
become
became
become
begin
began
begun
break
broke
broken
bring
brought
brought
build
built
built
buy
bought
bought
catch
caught
caught
come
came
come
choose
chose
chosen
cost
cost
cost
cut
cut
cut
do
did
done
draw
drew
drawn
drink
drank
drunk
drive
drove
driven
eat
ate
eaten
fall
fell
fallen
feel
felt
felt
fight
fought
fought
find
found
found
fly
flew
flown
forget
forgot
forgotten
get
got
got
give
gave
given
grow
grew
grown
have
had
had
hear
heard
heard
hide
hid
hidden
hold
held
held
hurt
hurt
hurt
know
knew
known
lead
led
led
leave
left
left
let
let
let
lie
lay
lain
lose
lost
lost
make
made
made
mean
meant
meant
meet
met
met
put
put
put
read
read
read
270

Infinitive
Past Indefinite
Participle II
ride
rode
ridden
rise
rose
risen
run
ran
run
say
said
said
see
saw
seen
sell
sold
sold
send
sent
sent
shake
shook
shaken
shine
shone
shone
shoot
shot
shot
show
showed
shown
sing
sang
sung
sit
sat
sat
sleep
slept
slept
speak
spoke
spoken
spend
spent
spent
spread
spread
spread
stand
stood
stood
swim
swam
swum
take
took
taken
teach
taught
taught
tell
told
told
think
thought
thought
throw
threw
thrown
understand
understood
understood
wear
wore
worn
win
won
won
write
wrote
written
СТЕПЕНИ СРАВНЕНИЯ ПРИЛАГАТЕЛЬНЫХ
Положительная
Сравнительная
Превосходная
S
3 «
a 2
3 В
-er
-est
* £
§ 1
big
bigger
(the) biggest
о 4
5 у
deep
deeper
(the) deepest
Ai
more
(the) most
u В
a S
beautiful
more beautiful
(the) most beautiful
s §
и
difficult
more difficult
(the) most difficult
271

ТАБЛИЦА ВРЕМЕННЫХ ФОРМ АНГЛИЙСКОГО ГЛАГОЛА
S
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272

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273

ПРИЧАСТИЯ
Participle 1
Verb + ing
Participle I!
Verb-fed
She ran towards the burning
house.
She called a boy standing near
the door.
The letter lying on the table
was from his father.
You can see pictures painted
in the 17th century.
They tried to move the fallen
tree.
Образуют времена Continuous
(be + Participle I)
You are looking at Table 12.
She was washing the dishes.
Образуют времена: Perfec t
(have + Participle II)
We haven’t had our dinner.
We had already had our dinner.
Passive
(be + Participle II)
A telegram was sent immedi¬
ately.
The letter Is written in French.

WORD-BUILDING
A.	Suffixes
1.	Nouns
-ance, -ence (V + -ance/-ence)
to perform—performance
acquaintance, appearance, existence, importance, interference, pref¬
erence
-er, -or (V+-er/-or)
to buy—buyer
to invent — inventor
driver, fighter, organizer, painter, speaker, teacher, traveller, worker,
writer, smoker, examiner, miner, prisoner, reporter, driver, sufferer,
adventurer, destroyer, follower, killer, publisher, receiver;
actor, translator, visitor, collector, creator, aggressor
-ing (V + -ing)
to begin—beginning
building, drawing, ending, feeling, meeting, spending, painting,
suffering, training, understanding, wiring, acting, earnings, gather¬
ing, hearing, living, turning
-ion (-ation, -tion, -sion, -ssion) (V +-(t)ion)
to act — action
limitation, connection, examination, invention, formation, situation,
collection, creation, repetition, description, information, imagination,
delegation, graduation, aggression, inclusion, occupation, education,
exhibition, explanation, invitation, organization, preparation, trans¬
lation, devotion, election, addition, celebration, communication, cor¬
rection, expression, interruption, prevention, separation, starvation
-ment (V + -ment)
to develop—development
achievement, agreement, announcement, argument, arrangement,
disappointment, enjoyment, excitement, improvement, requirement
275

-ness (Adj + -ness)
clearness, cleverness, happiness, politeness, readiness, aggressiveness,
blackness, kindness, madness
■	2.	Ad jecti ves
-al (-ical) (N + -(ic)al)
agriculture—agricultural
history—historical
biological, central, continental, geographical, industrial, national,
natural, practical, professional, traditional, formal, governmental,
informational, political, critical, technical, chemical, coastal, condi¬
tional, conversational, cultural, mathematical, mechanical, musical,
personal, seasonal, theatrical
-able (V + -able)
to wash—washable
breakable, comfortable, enjoyable, honourable, reasonable, agreeable,
readable, indescribable, understandable, lovable, preferable, excitable,
unshakable
-ful (N + -ful)
beauty—beautiful
careful, eventful, lawful, peaceful, powerful, respectful, successful,
thankful, truthful, useful, wonderful, youthful, colourful, doubtful,
forceful, helpful, hopeful, restful, skilful, fruitful, thoughtful, pitiful
-Ic (N + -ic)
philosophy—philosophic
artistic, athletic, atomic, capitalistic, cosmic, energetic, historic,
metallic, microscopic,photographic, classic,diplomatic, comic, tragic
-ive (V + -ive)
to include—inclusive
collective, attentive, active, comparative, expressive, progressive,
creative, descriptive, imaginative, preparative, elective, corrective,
explosive, figurative, secretive, subjective
-less (N + -less)
end—endless
careless, childless, friendless, fruitless, groundless, hairless, heartless,
helpless, homeless, hopeless, leafless, lifeless, nameless, noiseless,
powerless, restless, sleepless, spotless, starless, thoughtless, useless,
iormless, bottomless, aimless, airless, bloodless, cloudless, colourless,
countless, doubtless, effortless, fearless, lawless, pitiless
276

-ous (N + -ous)
adventure—adventurous
courageous, continuous, dangerous, famous, suspicious, victorious
-y (N+-y)
noise—noisy
cloudy, dirty, funny, healthy, rainy, salty, sleepy, stormy, sunny,
wavy, windy, smoky, shaky, dusty, rosy, sandy, speedy, sugary
3.	Adverb
-ly (Adj + -ly)
bad — badly	beautiful—beautifully
nice—nicely	helpless—helplessly
heavily, specially, scientifically, truly, powerfully, respectfully,
technically, creatively, immediately, deeply, honestly, sharply, wide¬
ly, successfully, politically,naturally,critically,aggressively, warmly,
weakly, wildly, democratically, humorously, excitedly, criminally,
brightly, bravely, busily, calmly, decently, excellently, kindly, lately,
lightly, madly, mainly, openly, proudly, quietly, really, richly, secret¬
ly, seriously, sharply, simply, silently, slowly, tremendously
B.	Prefixes
dis- (dis- + V)
to appear—to disappear
disconnect, discontinue, disagree, disappoint, disprove, displease,
dissatisfy, disunite
re- (re- + V)
to build—to rebuild
reappear, reopen, rearrange, reelect, revisit, rewrite, reread, reorgan¬
ize, rename, retake, rediscover, replace, remake, retell, reenter, re¬
consider, redo, reexamine, republish, reunite
un- (un- + Adj)
happy — unhappy
unhealthy, unimportant, uninteresting, unknown, unlawful, unlucky,
unnatural, unpleasant,, unusual, unlimited, unscientific, untrue,
unreal, unwell, unspoken, unmarried, uncivilized, unexpected, un¬
conditional, unprepared, unskilled

ОСНОВНЫЕ ПРАВИЛА ЧТЕНИЯ
1. Чтение гласных букв в ударном слоге
ъ
^ Буква a ^
s
Закрытый слог
Открытый или
условно-открытый
слог
[аз]
[ei]
-ar [a|
-hr«f)(ea|
ham
land
'ас-tor
'an-gry
at'tack
'Af-rica
'ap-ple
sand
'pa-per
po'ta-to
save
make
late
wave
shake
trado
car
hard
sharp
start
'ar-ticle
'par-cel
'par-ty
care
pre'pare
square
com'pare
Ho: [sj'habit
Ho: [ae]'marry,
'carry
Ho: [a] are
Сочетания:
ai, ay [eij: aim, raise, afraid, ex'plain, paint, wait, re'main;
stay, day, play, may, pay, a'way.
air [eaj:	air, chair, hair, affair.
au [э:J:	'author, 'autumn, 'August, be'cause, 'sausage, cause,
а перед I + согласная (э:J: tall, fall, call, also, hall, salt, walk,
talk*.
Ho; [a] half*.
а перед s-f согласная [a]: grass, pass, past, ask, last, glass.
w +ол> Го;
Примечание. В сочетаниях a-Hk и a+lf буква I не читается.
278

Буква e
Закрытый слог
Открытый или
условно-открытый
слог
le]
|i:l -ег [э:| | -ere |ta]
egg
step
kept
'mes-sage
con'nect
at'tempt
'enter
'mention
she
'he-го
scene
these
im'me-diately
com'plete
her
verb
'per-son
'ser-vant
'ser-vlce
serve
pre'fer
here
inter'fere
Но: [еэ! there,
where
Сочетания:
еа, ее [i:]: tea, leaf, mean, peace, beat, reason, reach, each;
deep, speech, keep, cheese, meet, suc'ceed, speed,
ea + d [e]: head, dead, 'ready, bread, spread, in'stead, al'ready.
ea-j-согласная в словах: death, health, 'weather, 'heavy,
pleasant, 'breakfast.
Ho: |ei] break, great,
ear [13]:	hear,	ear, dear, near, year, ap'pear, clear, fear.
Но: (еэ] wear, bear.
[3:] earn, re'search.
Бук
ва i
Закрытый слог
Открытый или
условно-открытый
слог
[■I
laij
-ir |э:)
-ire |aia]
kiss
thin
wing
'pic-ture
'sil-ver
'vic-tory
In'sist
1
time
drive
quite
in'vite
ex'cite
de'scribe
third
girl
first
shirt
bird
'dir-ty
'cir-cle
'wire
'fire
'tired

Сочетания:
ie a) [ai]:	die, lie, tie.
b) [i:]:	a'chieve, piece, be'Iieve, field.
Ho: [e] friend,
igh [ai]:	right, bright, fight, frighten, high, light,
i + nd [ai]:	kind, mind, be'hind, find, re'mind.
Ho: [i] wind, 'window.
Буква о
Закрытый слог
Открытый или
условно-открытый
слог
1 ou!
-or [d:|
-ore [d:J
box
spot
sock
shop
'hob-by
'con-tinent
'cGS-mic
he'long
'rock-et
cross
no
hope
hole
nose
smoke
hel'lo
'po-em
'pro-gress
'homework
north
short
form
born
im'por-tant
per'for-mance
re'por-ter
'morn-ing
'order
af'ford
more
be'fore
wore
score
Ho: [u:]
prove
im'prove
lose
Ho: [d] 'sorry
1л] 'worry
[a:] worth
Сочетания:
oa [ou]: coat, boat, road, coast, coal.
°o a) [u:]: 'gloomy, 'foolish, food, moon, room.
b) [u]: book, look, took, shook, foot,
oi, oy [oi]: point, noise, join; boy, en'joy.
ou a) [au]: ground, sound, cloud, pro'nounce, house, mouth,
found, round, doubt, an'nounce.
b) [ou]: shoulder.
Ho: [u:] wound,
ow a) [au]: brown, down, how, now, town, crowd.
b) [ou]: grow, show, snow, throw, low, slow.
o+Id[ou]; old, cold, hold.
280

Буква и
Закрытый слог
Открытый или
уело вно-отк рыты й
слог
if
[Л]
|ju:|
-ur |*|
-ure (ua]
much
f club
'fun-ny
'suf-fer
'strug-gle
'hung-ry
'hus-band
cut
'du-ty
'mu-sic
'pu-pil
'stu-dent
'hu-mour
re' fuse
en'thu-siasm
'human
turn
burn
hurt
'pur-pose
ex'cur-sion
re'turn
church
sure
pure
se'cure
Ho: [u:] rule
Ho: U) hurry
2. Чтение буквы у
* I
1) Перед гласной [j]:	£
youth, yet, yes, young, 'yesterday, yard, 'yellow, year, your.
2) После согласной
а)	под ударением [ai]:
cry, fly, try, dry, Ju'ly, why.
б) в безударном слоге [ij:
'heavy, 'hobby, 'gloomy, 'energy, 'ordinary, 'hurry, 'duty,
'easy, country, al'ready, 'dirty, 'chemistry, 'dictionary,
'marry.
Ho: [ai] 'occupy.
3) Сочетания:
ay, ey [ei]: stay, play, a'way, way; grey, they.
Ho: [i:] key.
oy [oi]: boy, en'joy.
3. Чтение буквы w
1) Перед гласной |w]:
wire, 'weather, wind, wet, wave, wear.
2) Перед согласной г буква w не читается:
write, wrong, 'written.
3) Сочетание wh |w]:
while, when, what, why, which, white, where.
Ho: wh-f о [h] who, whose, whole.
281

4)	После гласной
aw |э:]: saw, draw.
ow a) [ou]: snow, grow, slow, throw, low, show.
6) [au]: down, now, brown, town, how.
ew [ju:]: new, knew, few.
4. Чтение буквы с
Перед гласными i, е, у [s], во всех остальных случаях,[к]:
а)	'celebrate, 'centre, scene, 'distance, parcel, ex'cept; 'civil,
'science, circle, ex'cite, 'cinema, pencil, de'cide, 'citizen;
'policy, de'mocracy; 'necessary.
б) cat, cap, political, 'capital; 'corner, 'college, con'dition,
coal; 'occupy, dis'cuss, 'agriculture, cup; cre'ate, 'criminal,
des'cribe, 'critic; 'district, e'lectric, 'factory; 'article,
'climate; 'public, e'lect, calm, ac'quaintance, con'venient,
con'sider.
Ho: ocean ['oujan].
5. Чтение буквы g,
Перед гласными i, e, у [63], во всех остальных случаях [д]:
a) ge'ography, 'village, 'courage, change, 'message; i'magine;
'energy, gym'nastics; age.
Ho: girl, give, get, gift.
6)	'garden, dele'gation; good, a'go, gold; 'figure, guest, gun;
grey, a'gree, 'telegram, ag'gressive, 'agriculture, progres¬
sive, great; 'gloomy.
6. Сочетания согласных
г
qu |kw]: quick, 'quiet, quite, 'quarrel, 'quarter, 'question,
sh [J]: shake, sharp, shirt, shelf, shine, ship, shop, short,
a'shamed, shoulder.	j
ch [у*]: speech, rich, cheese, change, a'chieve, teach, reach,
chair, much, chance, cheap,
th a) [3]: there, than, then, they, them'selves, though, that,
this, 'southern, with'out, 'whether, 'weather,
to'gether, 'other.
b) [0]: thin, three, third, en'thusiasm, truth, 'athlete, both,
a'rithmetic, ^lathe'matics, 'birthday, 'author, death,
thing, think, month, north, south, 'thousand, thought,
'theatre, fourth, fifth, twelfth, 'twentieth, worth,
kn [nJ: know, 'knowledge, known, knew.
ПЙ* Id): long, song, strength, sang, 'running, 'singing,
nk, nc [ok]: think, drink, thanks, bank, drunk; uncle,
ck [k]: sock, 'pocket, 'rocket, 'jacket, 'ticket, black, quick.
282

* Примечание: В словах England, English, hungry, angry
ii в сравнит, и превосх. ст. от слов long и strong сочетание
ng произносится [г)д|.
Read the following aloud:
Brave, parcel, main, task, ball, face, |han, 'famous, 'sau¬
sage, wall, 'radio, game, 'darkness, skate^ 'trailing, card,
map,, lake, a'way, 'almost, pre'pare, same, start, mark,
'careful, space, 'railway, grass, stay, hate, chair, past, cap,
farm, train, plane, star, 'army, 'author, po'tato, 'artist,
sharp, rain, play, square, change, aim, 'athlete.
(BJ Tramp, sand, ass, clash, at'tract; trade, shlpe, scale, pale,
'da-ta, 'stra-tum; scarf, 'carpet, 'Arctic; fare, care, rare;
chain, re'lay, 'sailor; re'pair, lair; cast; stall; 'saucer, 'laun¬
dry, ap'plause; es'cape, fail.
2Да) Re'peat, clear, where, person, grey, clean, 'member, wet,
well, feel, lesson, tent, mean, re'spect, year, deep, ap'pear,
'servant, e'vent, 'leader', yet^theme, k^ep, ear, scene, here,
step, seem, com'pete, green, dress, 'easy, next, a'gree, they,
'service, dream, there, verb, in'vent, dear, jeans, col'lect,
east, near, her, con'nect.
b) Rent, de'pend, 'dentist, press, trench, 'splendid; mete, eve,
Swede, re'cede; germ, berth, term, pre'fer; mere, sin'cere;
in'deed, 'steamer, de'feat, de'gree; deer, 'steering, rear;
speed; seldom.	■':>
3. a) Skirt, wing, mind, 'village, while, bright, a'chievement,
r' flight, 'fire, strike, un'til, u'nite, be'hind, gift, prize, 'wire,
' third, right, first, lie, tinned, piece, 'tired, kill, find, night,
ad'mire, 'dirty, 'district, 'circus, 'miner, be'lieve, kind,
frighten, fine, rich, 'climate, field, think, girl, right,
simple, fix, hide, die.
t) Pig, strip, hint, shrill, dis'til, 'thrilling; 'chi-na, filed,
'fi-nal, re'vised, 'mi-nus; shirk, dirt, firm; 'wireless, fire¬
man, 'hired, con'spire; thief, 'thieving; sight, 'brighten;
bind; ar'rive.
4. a) Proud, join, 'bottom, 'slowly, town, 'corner, 'doctor, smoke,
'ordinary, moon, blouse, en'joy, sound, 'offer, 'trousers,
count, noise, 'gloomy, snow, more, food, a'lone, brown,
'order, 'rocket, boy, 'forward, 'office, nose, 'thousand, know,
now, 'morning, 'hospital, shout, 'progress, point, short,
'mountain, show, port, 'hobby, a'loud, stone, down, sports,
spot, 'foolish, a'long.
b) Bog, fond, clot, chock, a'dopt, 'cotton; code, choke, ex'plode,
'no-tary, stoke, 'so-da; bored, store, lore; cloak, roast,
283

'co-coa, goal; root, groove, broom; brook, nook, cook; oil,
ap'point, 'boyish, ex'ploit.
5. a) 'Future, jump, 'under, hurt, sure, re'tum, 'funny, re'fuse
re'sult, 'publish^ turn, 'music, 'humour, 'purpose, 'hundred
'struggle, 'luoj^y, ex'cursion, 'student, gun, 'duty, 'butter,
'suffer, burn, 'uncle, 'supper, en'thusiasm, 'hungry, 'number
b) Lump, plug, fuss, brush, shrug,'custom, dump; tune,'pu-ma
cute, as'sume, fuse, re'buke, 'lu-nar; burst, urn, oc'cur, fur,
'turnip, dis'turb, ab'surd; cure; pure; re'public; 'human
6. a) So'ciety, 'secondary, why, en'joy. 'hobby, dry, youth, try,
'dirty, 'duty, 'heavy, year,'energy,''''literary, yet, 'gloomy,
, cry, 'yesterday, Ju'ly, stay, 'victory, 'yellow, yard.
j[ • b) Yield,galley, 'noisy, 'royal, cloy, 'voyage, 'oily, 'chimney,
pry, 'duly, 'wiry, 'jury,''weary, yore, 'vary, yell.
Ut'
7. a) Wear, where, written, wrong, down, wife, whose, 'winter,
town, known, wher'ever, 'worry, wild, write, snow, news,
while, swim, wet, who.
b)	Blow, blown, wide, screw, 'elbow, whole, 'follow, chew,
while, 'wrapper, straw, wren, wade, whine, who'ever, which,
whose, 'whitish, 'nowadays.
8. a) Shake, chance, triKth, there, speech, short, push, a'chieve,
a'shamed, 'athlete, both, to'gether, shirt, reach, arithmetic,
'weather, cheese, ship, shop, death, en'thusiasm, tenth,
though. I q Цiv
b> Shoot, chose, 'purplish, fresh, 'china, warmth, 'thicket,
birth, thus, though, 'fiftieth, thrill, 'whether.
/f
9. a) Com,muni'cation, so'ciety, 'centre, 'celebrate, de'cide, 'cor¬
ner, 'continent, suc'cess, 'pocket, dis'chss, 'distance, col'lect,
'cinema, 'criticize, ex'cept, scien'tific, scene, 'occupy,
suc'ceed, con'dition, 'civil, 'district, 'cover, 'policy, 'citi¬
zen, 'cosmic, 'courage, de'mocracy, coal,
b)	Rice, 'census, 'custom, 'canvas, cape, ace, scale, space,
a'cute, cut, carve, suck, ef'fect, kick, lace, mice, 'cyclist,
'comma, con'cern.
10. a) 'Struggle, strange, bridge, page, gym'nastics, change, guest,
'telegraph, 'courage, 'village, age, a'gree, 'figure, 'college,
bag, 'knowledge, 'message, i'magine, grass.	д
b)	Wig, wedge, guess, guilt, gin, gem, 'gunner, gape, guide,
'graven, 'giant, get, girl, give, 'cottage, re'gret, stage.
284

АНГЛО-РУССКИЙ СЛОВАРЬ
Словарь включает новые слова и выражения, встречающиеся в учебниках
9-го н 10-го классов, и словарь-минимум 5—8-х классов.
В словарь не вошли:
1. Новые слова из текстов, предназначенных для чтения с использованием
большого англо-русского словаря.
2. Незнакомые слова, вынесенные в постраничные сноски.
3. Производные:
а) существительные, образованные при помощи суффиксов -ег -tion (-sion),
-ness, -ment, -ing, -ance (-ence);
б) прилагательные, образованные при помощи суффиксов -al, -ful, -less, -у
н префиксов un-, dis-, а также сравнительные и превосходные степени прилага¬
тельных, образованные при помощи суффиксов -ег, -est;
в) глаголы, образованные при помощи префикса ге-;
г) наречия, образованные при помощи суффикса -1у.
ОШЮЗ в следующих случаях производные, образованные при помощи пере¬
численных аффиксов, включены в словарь:
1. Если учащимся неизвестно корневое слово, например: beautiful, own^r,
wonderful и др. (слова beauty, to own, wonder не входят в минимум 5—10-х клас¬
сов).
2. Если написание или произношение корня меняется в производном слове,
например:
admire v — admiration п
continue v — continuation n
practice n — practical a
organize v — organization n
decide v — decision n
3. Если значение производного уже или шире известного значения корня
или если производное образовано от неизвестного учащимся значения корня,
например:
build v строить; building п здание
collect v собирать; collection п коллекция
report п доклад; о докладывать; reporter п репортер
appear и появляться, показываться; appearance п внешность
argue v спорить; argument п довод, аргумент.
Слова, не входящие в словарный минимум 9—10-х классов, помечены звез¬
дочкой. К ним относятся: слова из текста заданий в упражнениях (например,
experience, blank, paraphrase, paragraph и т. д.); слова, о значении которых уча¬
щиеся должны догадаться сами в процессе чтения. Эти слова даются для того,
чтобы учащийся мог уточнить их произношение (например, festival, volcano,
pseudonym, satire), а также, если нужно, проверить правильность своей догадки
(например, screen, growth, refusal, stand и др.).
Сокращения
а — adjective f'aedjiktiv] — прилагательное
adv — adverb l'aedva:b] — наречие
cj — conjunction lkon'd3Ar)k/an]—союз, союзное слово
int — interjection [^nta'dsekjan] — междометие
n — noun Inaun) — существительное
283

пит — numeral ['njiumoral] — числительное
pi _ plural ['pluorol] — множественное число
pr п — proper noun ['ргэрэ 'naun] — имя собственное
рГер — preposition [^prepa'zifon] — предлог
pron — pronoun ['prounaun] — местоимение
smb.— somebody I'sAmbodi] — кто-либо
smth.— something ['sAmOnj] — что-либо
v — verb [va:b] — глагол
A
ability [o'bilrti) n способность; умение;
pt дарования
able ['eibl]: be able уметь, мочь, быть
в состоянии, в силах
about [o'baut] prep о, об, насчет; около,
приблизительно
there is nothing strange about it
в этом нет ничего удивительного
be about to (go, write, etc.) соби¬
раться (уходить, писать и т. д.)
abroad [э'Ьгэ:с1] adv за границей; за
границу
absent ['aebsant]: be absent отсутство¬
вать
accompany * [э'клтрэш] v сопровож¬
дать
according [o'ksdig] to prep согласно;
в соответствии с; по
achieve [o'tjfcv] v достигать, добиваться
acquaint [a'kwemt]: be acquainted
(with) быть знакомым (с)
acquaintance [a'kweintons] n знаком¬
ство, знакомый
across [a'kras] prep поперек; по ту сто¬
рону; через
the tree lay across the road дерево
лежало поперек дороги
he lives across the street он живет
на той стороне улицы
he went across the field он пошел
через поле
act [aekt] п поступок, действие; акт,
действие (пьесы); v действовать,
поступать; играть (роль)
active ['aektiv] а активный, деятельный
activity [ffik'tiviti] п активность
actor ['gekta] п актер, артист
actress ['asktrrs] п актриса
add [sed] и добавлять, прибавлять
address lo'dres] п адрес; v адресовать
return address обратный адрес
adjective * ['aedsrictiv] п имя прила¬
гательное (грам.)
adm ration * [ cEdma'rei/on] п восхи¬
щение
admire lod maia] v восхищать(ся)
we all admired him мы все им вос¬
хищались
236
adventure [ad'vent/o] n приключение
adventurer lod'veirtjara] n искатель
приключений
adverb * ['cfidvacb] n наречие (грам.)
advice [od'vais] n совет
she gave us much good advice она
дала нам много хороших советов
advise [od'vaiz] v советовать
affair [эЧеэ) n дело
an important affair важное дело
it is not my affair это не мое дело
afford [a'fad] v (быть в состоянии)
позволить себе
I can’t afford to spend so much money
on theatre я не могу позволить себе
тратить так много денег на театр
afraid [a'freid]: be afraid (of) бояться
(иего-л.у кого-л.)
Africa * ['aefrika] pr n Африка
after ['afta] prep за, позади; после,
через, спустя; cj после того как;
adv позднее, впоследствии
one after another одни за другим
after dinner после обеда
after a month через месяц
after that после этого
after you telephoned после того как
вы позвонили
soon after вскоре после этого
afternoon ['afto'nu:n] п время после
полудня
in the afternoon днем
this afternoon сегодня днем
yesterday afternoon вчера днем
good afternoon добрый день; здравст¬
вуйте
afterwards * ['aftawodz] adv впослед¬
ствии; потом
again [э'деш] adv снова, опять
against [a'geinst] prep против
age [erd3l n возраст; век; эпоха
aggressive [a'gresiv] а агрессивный
ago la'gou] adv (тому) назад
long ago давно
agree [э'дгЬ] v соглашаться
we agreed on all the questions мы до¬
говорились по всем вопросам
agriculture ['аедпклН/э] п сельское
хозяйство
aim leirnl п цель, намерение

air [еэ] n воздух
in (he open air на свежем воздухе,
под открытым небом
by air на самолете, самолетом
alive [a'laiv] а живой
is he still alive? он еще жив?
all [э:1] ргоп весь, вся, всё, все; всякий
all together все вместе
all right хорошо; разг. ладно
at all вообще, совсем не (а отриц.
предл.)
allow [a'lau] v разрешать, позволять
ally * i'aelai] п союзник
almost I'oilmoust] adv почти, едва не,
чуть не
I was almost late я чуть не опоздал
alone [a'loun] а один, одинокий
all alone совсем один
leave (let) alone оставлять в покое
along [э'Ьд] prep вдоль, по
along the s’reet вдоль улицы; вдоль
по улице
aloud [a'laud] adv вслух, громко
already [od'redi] adv уже
also [ o:lsou] adv также, тоже
although [э:ГЗои] cj хотя; см. though
always ['o:lwaz] adv всегда
America [э'тегткэ] pr n Америка
the United States of America (the
U.S.A.) Соединенные Штаты Аме¬
рики (США)
American [э'тепкэп] а американский;
п американец
among [а'тлд] prep среди, между
analyse* ['aenalaizj' v анализировать,
подвергать анализу
analysis * [a'nselasis] п анализ
anatomy * [a'nsetami] п анатомия
ancient ['emjant] а древний; старый;
античный
and [send; and] cj и, a
and so on и так далее
angry ['эег)дп] а сердитый
be angry (with) сердиться (на)
become (get) angry рассердиться
make smb. angry рассердить кого-л.
animal ['senimal] n животное, зверь
anniversary ^aeni'vacson] n годовщина
on the 50th anniversary в день пяти¬
десятилетия
announce [a'nauns] v объявлять; из¬
вещать
another [э'пл&э] ргоп другой; еще
(один)
at one another друг на друга
another cup of tea еще (одна) чашка
чаю
answer ['ansa] п ответ; v отвечать
antarctic * [aent'aktikj а антаркти¬
ческий
the Antarctic (Antarctica) * Антарк¬
тика
any ['em] а какой-нибудь, сколько-
нибудь (в вопр. предл.); никакой
(в отриц. предл.); всякий, любой
(в утверд. предл.)
any more еще; больше (в отриц.
предл.)
ргоп кто-нибудь, сколько-нибудь;
никто, нисколько
anybody	['en^bodi]	ргоп	кто-нибудь
(в вопр. предл.); никто (в отриц.
предл.); любой (в утверд. предл.)
anyone	['eniWAn]	ргоп	кто-нибудь
(в вопр. предл.); никто (в отриц.
предл.); любой, всякий (в утверд.
предл.)
anything	I'emGirj]	ргоп	что-нибудь
(в вопр. предл.); ничто (в отриц.
предл.); что угодно, всё (в утверд.
предл.)
anywhere ['eniwea]	adv	где-нибудь,
куда-нибудь (в вопр. предл.); никуда
(в отриц. предл.); где угодно, везде,
куда угодно (в утверд. предл.)
apparatus* [#эерэ reitas] п аппарат, при¬
бор
appear [a'pia] v появляться, показы¬
ваться
appearance * [a'piarans] п внешность,
наружность
appetite * ['aepitait] п аппетит
applaud * [a'plsd] v аплодировать
apple ['aepl] n яблоко
April ['eipral] n апрель
archive(s) * ['akaiv(z)] n архив
arctic * ['arktik] a арктический, по¬
лярный, северный
the Arctic Арктика
argue ['agin*] v спорить
argument f'agjumant] n довод, аргу¬
мент
aristocracy * ^aens'takrasi] n аристо¬
кратия
arithmetic [a'riGmatik] n арифметика
arm [ctm] n рука (от плеча до кисти)
arms [amz] п pi оружие
army ['ami] n армия
around/ [a'raund] adv всюду, кругом;
prep вокруг
arrange [a remdj] v организовывать,
устраивать; располагать
arrest [a'rest] n арест; v арестовывать
arrival [a'raival] n прибытие, приезд
arrive v прибывать, приезжать
art [at] n искусство, живопись; мас¬
терство
art school школа живописи
article I'atiki] n статья; артикль
(грам.)
287

artillery* Га/Ыэп) n артиллерия
artist Гo:tist) n художник
as (aez; az] ado как, в качестве; cj когда,
r то время как, по мере того как
as ... as так же . . . как; такой же
... как; настолько . . . насколько
as If как будто
as soon as как только
as usual как обычно, как всегда
ashamed [a'Jeimd]: be ashamed (of)
стыдиться (чего-л.)
ask [ask] v спрашивать; просить
ask for help просить (о) помощи
assignment * [a'sainmsnt] n задание
Komsomol assignment комсомольское
поручение
astronaut * ['aestranxt] n астронавт
at [set; at] prep в, на, у, при, за (где?);
в, на (когда})
at school п школе
at home дома
at camp в лагере
at a meeting на собрании
at the factory на заводе
at the door у двери
at the table за столом
at four o’clock в четыре часа
at the same time в то же самое время
at the beginning в начале
at last наконец
at night ночью
ate [et] cm. eat
athlete ['ae01i:t] n спортсмен
athletic [aeO'letik] а спортивный; ат¬
летический
athletics* [aeO'letiks] n pi атлетика
athletics competition соревнования
по легкой атлетике
Atlantic [at'laentik] (the) * pr n Ат¬
лантический океан
atmosphere * ['aetmasfia] n атмосфе¬
ра
atomic * [a'tomik] а атомный
attack [a'tsek] v нападать, атаковать;
n атака, нападение
attempt [a'tempt] n попытка; о пытаться
attention [a'ten/эп] n внимание
pay attention обращать внимание
August I'zv.gost] n август
aunt [cent]' n тетя
Australia * [os'treilja] pr n Австралия
author {'э:0э] n автор
automatic * [^.ta'maetik] а автомати¬
ческий
autumn ['o:tam] n осень
in autumn осенью
last autumn прошлой осенью
avenue * I'aevinju:] n авеню, проспект,
широкая улица
avoid (a'void) v избегать
away [a'wer] adv прочь
far away далеко
go away уходить, уезжать
put away убирать; откладывать
run away убегать
take away убирать; отнимать
throw away выбрасывать
В
baby ['beibi] n маленький ребенок
back [baek] n спина; задняя сторона;
спинка; adv назад, обратно
at the back сзади
be back, come back, go back возвра¬
щаться
he isn't back yet он еще не вернулся
bad [bsed] (worse, worst) а плохой,
дурной
feel bad плохо себя чувствовать
too bad! очень жаль
badly ['baedli] (worse, worst) adv плохо;
очень, сильно
bag [baeg] n портфель, сумка; саквояж;
чемодан
bake * [beik] v печь
bakery * ['beikan] n пекарня
ball [Ьэ:1] n мяч; шар
bank 1 [baegk] n берег реки
bank 2* [baegk] n банк
base * [beis] n основа; база
be based (on) основываться (на)
basket-ball [ baskitbsl] n баскетбол
basket-ball game игра (соревнование)
по баскетболу
battle ['baetlJ n битва, сражение
be [bfc; bi] (was/were, been) v быть,
существовать; находиться; являться,
представлять собой; ветхом. глав, для
образования времен группы Con¬
tinuous и пассивной формы
be about собираться, намереваться
be back возвращаться
be born родиться
be going to do smth. собираться
сделать что-л.
be on идти (о фильме, пьесе)
what's on? что идет? (в кино, театре)
be over оканчиваться, кончаться
be . . . years old: I am seventeen years
old мне семнадцать лет
bear [bea] n медведь
beat [bi:t] (beat, beaten) v бить, ударять;
разбивать; наносить поражение
beaten ['bttn] см. beat
beautiful ['bjtutaful] а красивый, пре¬
красный
became [bi'keim] cm. become
because [bi'koz] cj потому что; так как
because of prep из-за
288

become [Ы'клт] (became, become) о
становиться, стать
bed [bed] n кровать, постель
be in bed лежать в постели
go to bed ложиться спать
been [bfcn] cm. be
before [bi'fa] adv раньше, прежде*
prep до, перед
I never saw him before я никогда
раньше не видел его
before him перед ним
before Sunday до воскресенья
beforehand [bi'fghsend] adv заранее
began [bt'gaen] см. begin
begin [bi'gin] (began, begun) v начи¬
наться
begun [Ы'длп] см. begin
behind [bi'hamd] prep. ado сзади,
позади; за
behind me за мной, позади меня
believe [bi'lfcv] v верить
bell IbelJ n звонок; колокол* коло¬
кольчик
belong [br'log] о принадлежать
below * [bi'lou] adv ниже, внизу
bench [bent/] n скамья, скамейка
besides [bi'saidz] adv кроме того, по¬
мимо; prep кроме
best [best] а (превосх. ст. от good,
well) наилучший, самый хороший*
adv лучше всего
all the best всего наилучшего
best of all больше всего
better ['bets] а (сравнит, ст. от good,
well) лучший, лучше; adv лучше,
более
between Ibi'twim] prep между
big [big] а большой, крупный; взрос¬
лый
biographical * l^baiou'graefikal] а био¬
графический
biography * Lbai'ografi] n биография
biology [bai'olydji] n биология
bird Tba:d] n птица
birthday f'baGdei] n день рождения
on my birthday в день моего рож¬
дения
bit * [bit] см. bite
bite * [bait] (bit, bitten) v кусать
bitten * I 'bitn] cm. bite
black |btaekj а черный
blackboard i/blaekbsd] n классная
доска
blank * Iblcegk] n место для заполне¬
ния, пробел
blood IbUdj n кронь
blouse [blauzj n блузка
blow * Iblou] n удар
blue [biixl а голубой, синий
boat (bout) n лодка; пароход, корабль
Ю л* j IbS
body * Pbodi] n тело
Bolshevik f'bol/ivik] n большевик
bone * [boun] n кость
book [buk] n книга
bookcase * ['bukkeis] п. книжный шкаф
bookshelf ['bukjelf] n книжная полка
bookshop Pbuk/эр] n книжный мага¬
зин
born [Ьэ:п]: be bom родиться
botany * ['botani] n ботаника
both [bouQ] pron оба
both: both . . . and и ... и* как . ..
так и
bottom I'botam] п дно; низ
on the bottom of the lake на дне озера
at the bottom of the page внизу стра¬
ницы
bought [bat] cm. buy
bourgeois * ['bua3wa] а буржуазный
box [boks] n коробка; ящик
boxing * ['boksigj n бокс
boxing match* соревнование no
боксу
boy [boi] n мальчик
branch * [brant/] n ветвь, ветка
brave [breiv] а храбрый
bread [bred] n хлеб
bread and butter хлеб с маслом
brown bread черный хлеб
break [breik] (broke, broken) v ломать*
азбивать
reak out начинаться, разражатьвя
breakfast I'brekfost] n завтрак
at breakfast за завтраком
have breakfast завтракать
make breakfast готовить завтрак
bridge [bridal n мост
bright [braitj а яркий, блестящий
brilliant ['briljant] а сверкающий; бле¬
стящий; выдающийся
bring [brig] (brought, brought) v при¬
носить, привозить, приводить
broke [brouk] см. break
broken ['broukan] cm. break; а сломан¬
ный, разбитый
broken leg сломанная нога
bronze * [bronz] а бронзовый
brother 1'Ьглдз] n брат
brought [brat] cm. bring
brown [hraun] а коричневый
build [bild] (built, built) и строить
building I'bildig] n здание; строение
built [bilt] cm. build
Bulgarian * [ЬлГдеэпэп] n болгарский
язык
burn |ban] v гореть, сгорать; жечь,
сжигать, обжигать
bus [bAs] п автобус
go by bus поехать автобусом
business t'bunis] n дело, занятие
289

business man деловой человек; делец
on business no делу
bus-stop I'bASstap] л остановка автобуса
busy I'bizi) а занятой
be busy быть занятым
but [Ьл1; bat] cj но, а, однако
butter I'bAta] n масло
buy [bai] (bought, bought) v покупать
by prep у, при, около (где?)
by the river у реки
к (определенному моменту)
by eight o’clock к восьми часам
by that time к этому времени
указывает на автора
a book by Dickens книга, написан¬
ная Диккенсом
указывает на средство передвижения
(передает творит. падеж)
by bus автобусом
указывает на характер действия
by chance случайно
by heart наизусть
by mistake по ошибке
в пассивных конструкциях
the parcel was sent by Mother по¬
сылка была иослана мамой
С
cake [keik] л пирожное; горт; пирог,
пирожок
call [ko:l] v звать, окликать; называть;
вызывать
calm [ka:m] а спокойный
са|т weather тихая погода
came [kcim] см. come
camp [kaemp] n лагерь
at (the) camp в лагере
camp-fire ['kaemp,faia] n костер (пио¬
нерский, бивачный)
can [kaen; kan] (could) v мочь, уметь
Canada * L'kaenada] pr n Канада
Canadian * [ka'neidjan] а канадский;
n канадец
canal * [ka'nael] n канал
cap [kaep] n шапка; кепка
capital f'kaepitl] n столица; капитал
capitalist ['kaepitalist] n капиталист;
а капиталистический
captain ['kaeptm] n капитан
car [ka:] n автомобиль, машина
carbon * I'kaban] n углерод
card [kad] n открытка (почтовая)
саге [кеэ] п забота
take care (of) заботиться (о)
career * [кэ пэ] п карьера
careful ['keaful] а заботливый, внима¬
тельный; тщательный, аккуратный;
осторожный
be careful I осторожно1
290
carry I'kuTi] v нести, (пере)носнть; во¬
зить, перевозить
carry out выполнять
cause \кхг\ п причина
cat [keel] п кот, кошка
catch [ka?tj] (caught, caught) v ловить;
поймать
caught [кэ:1] о/, catch
cave * [keiv] n пещера
celebrate ['selibreit] v праздновать
central ['sentral] а центральный
centre ['senta] n центр
century ['scntjun] n век, столетие
ceremony * I'serirnani] n церемония
chair UJsa] n стул
chairman * ['tjeamon] n председатель
chalk [tjb.k] n мел
champion ['tjaempjan] n чемпион
championship * ['tjaempjanjip] n пер¬
венство, чемпионат
chance [tjans] n случай, случайность;
возможность, шанс
by chance случайно
change [tjeind3] v менять(ся), изме¬
няться); n перемена, изменение
change one’s mind передумать, из¬
менить решение
chaplain * I'tjaephnl n священник
character ['kaenkta] n действующее
лицо, герой, персонаж; характер,
нрав
cheap [tjfcpj а дешевый
cheat * ftjirt] v обманывать
cheese [tjfcz] n cup
chemical ['kemikal] а химический
chemist * ['kemist] n химик
chemistry ['kemistn] n химия
chess [tjes] n шахматы
play chess играть в шахматы
child [tjaild] n (pi children) ребенок;
дитя
childhood L'tjarldhud] n детство
children ['tlildran] n pi дети
choose [tjuz] (chose, chosen) v выби¬
рать
church ItJartJ] n церковь
cinema t'smima] n (кино)театр
circle {'sa:kl] n кружок; круг; v обле¬
тать вокруг, кружить
circus ['sa:kas] n цирк
citizen ['sitiznj n гражданин, гражданка
city I'siti] n город
civil ['sivil] а гражданский
the Civil War гражданская война
civilized * ['sivilaizd] а цивилизован¬
ный, культурный
class [kla:s] n класс
classic * ['klaesik] а классический, об¬
разцовый; n классик (крупный пи¬
сатель, музыкант, художник)

classics * f'klsesiks] n pi классическая
литература, классика
classmate * ['klosmeitj n одноклас¬
сник, товарищ по классу
classroom ['kla&riun] n класс (классная
комната )
clean [kil:n] а чистый; v чистить, уби¬
рать
clear [kliaj а ясный, светлый; чистый,
прозрачный; ясный, понятный; от¬
четливый
clever f'kleva] а умный; умелый
cliff * [klif] п скала, утес
climate ('klaimit] п климат
dimb [klaim] v взбираться, влезать
climb down слезать
clock [klok] n часы (настенные, 6a-
шенные, настольные)
close [klouz] v закрывать(ся)
clothes [kloudz] n pi одежда (нет ед. ч.)
cloud Iklaud] n облако, туча
club [kUb] n клуб
coal [koulj n уголь
coast Ikoust] n берег (морской)} по¬
бережье
coat [kout] n пальто, пиджак
code * [koud] n код, шифр
coffee ['kofi] n кофе
cold Ikouid] а холодный
it is cold холодно
1 am cold мне холодно
collect Ika'lekt) v собирать
collection [ka'lekjan] n коллекция
collective farm [ka'lektiv 'fctni] л колхоз
collective farmer [ka'lektiv 'fama] n
колхозник
college ['kDlidj] n колледж
colonial * [ke'lounjal] а колониальный
colour ['кл1э] n цвет; окраска
what colour is . . .? какого цвета
. .?
come (клт! (came, come) v приходить,
приезжать
come back возвращаться
come down сходить, спускаться
come in (into) входить (в)
come on (along)! идем!
come out выходить
come to oneself приходить в себя
come to see me приходи ко мне в гости
come up (to) подходить (к); подъез¬
жать (к)
comfortable I'kAmfalabI] а удобный;
комфортабельный
commander * [ka'mcmda] п командир;
начальник
commentator * ['kamenteitol п ком¬
ментатор
communication [k^mjimi'keijon] п со¬
общение, связь
10*
communism ['kamjunizmj п коммунизм
communist ['komjunist] п коммунист;
а коммунистический
the Communist Party Коммунистиче¬
ская партия
company [ клтрэш] п компания; ком¬
пания, общество (промышленное,
торговое)
compare [кэт'реэ] v сравнивать
comparison [kam'pserisn] п сравнение
compete Ikam'ptt] v состязаться, со¬
ревноваться, принимать участие а
спортивном соревновании; конкури¬
ровать
competition ^kompi'tijan) п соревно¬
вание, состязание
chess competition шахматный турнир
complete [kam'plbt] а полный; цельный,
законченный
complete works of полное собрание
сочинений
complicated * I'komplikeitidj а слож¬
ный, запутанный
comrade I'komrid] л товарищ
concert ['konsact] л концерт
condition [kan'dijan] л условие; pi
обстоятельства; состояние, положе¬
ние
living conditions жизненные условия
conference L'kanfarans] л конференция
press conference пресс-конференция
congress ['koggres] л съезд, конгресс
the Congress of the United States кон¬
гресс Соединенных Штатов
connect [ka'nekt] v соединять, связы¬
вать
consider [kan'sida] v считать, полагать;
рассматривать, обдумывать
he is considered a good doctor его
считают хорошим врачом
construction * [kan'strAk/an] л строи¬
тельство; конструкция (грам.)
contest * ['kontestj л состязание; со¬
ревнование
continent ['kontinant] л континент
continuation [karHinju'eiJan] л про¬
должение
continue [kan'tinjwj v продолжать(ся)
contrast* ['kontrast] n контраст
convenient [lon'vimjant] а удобный,
подходящий
conversation ^konva'seijan] n беседа,
разговор
copeck ['koupekj n копейка
corner ['кэ:пэ] n угол
correct [ka'rekt] а правильный; v ис¬
правлять, поправлять
correspondent ^kons'pondant] n кор¬
респондент
corridor ['kortdxj n коридор
291

cosmic ['kozmik] а космический
cosmic space космос, космическое
пространство
cosmonaut ['kozmsnst] n космонавт
cost jkost] (cost, cost) о стоить; л* стои¬
мость
could (kud; kad] см. can
count Ikaunt] v считать
country ['kAntri] n страна; родина; де¬
ревня; сельская местность
in the country за городом, в деревне
courage ['клгЬз]] п храбрость, сме¬
лость, мужество
course [kasj: of course конечно
cover ['kAva] v закрывать, покрывать
coward f'kauod] n трус
crater* I'kreita] n кратер (вулкана)
create [kn'eit] v создавать, творить
crime* [kraim] n преступление
criminal I'knmmal] n преступник
critic ['kntik] n критик
criticism* ['kntisizm] n критика; кри¬
тическая статья
criticize* ['kritisaiz] v критиковать
crocodile* ['krokadail] n крокодил
cross [kras] v I пересекать; переходить;
переезжать, переправляться
crowd [kraud] n толпа
cry [krai] v плакать; кричать
crystal* ['knstl] n кристалл
crystallize* ['knstalaiz] v кристалли¬
зоваться)
cultural I'kAltJaral] а культурный
cup [клр] n чашка; кубок
cut [кл1] (cut, cut) v резать, срезать;
отрезать
cut down рубить (деревья)
cylinder* I'sihnda] n цилиндр
cypress* ['saipns] n кипарис
Czech* [t/ek] n чешский язык
D
dance [dans! v танцевать
danger ['demdsal n опасность
out of danger вне опасности
dangerous l'deind3srss] а опасный
daik [dak] а темный
date [deit] n дата, число
daughter ['data] n дочь
day [dei] n день
one day однажды
a day and a night сутки
daylight ['deilait] n день; дневной свет
dead [ded| а мертвый
deaf* [defj а глухой
dear [dia] а дорогой, милый
death [deO] n смерть
December [di'scmba] n декабрь
292
decent ['dfcsntJ а порядочный
decide [di'said] v решать
decision* [di'sijan] n решение
deep [dip] а глубокий
defend [di'fend] v защищать, оборо¬
няться)
delegation [,deli'aei/an] n делегация
demand [demand] v требовать
democracy [di'mokrasi] n демократия
democratic* [^dema'kraetik] а демокра¬
тический, демократичный
demonstration [^deman'streijan] n де¬
монстрация; показ
depend [di'pendj v зависеть
he depends on his parents он зависит
от своих родителей
depth [depBj п глубина
describe [dis'kraib] v описывать, изо¬
бражать
description [dis'krip/an] n описание
deserve [di'zatv] v заслуживать
desk [desk] n парта; письменный стол
destroy [dis'troi] v разрушать; уничто¬
жать
detail ['dkteil] n подробность, деталь
in detail в деталях, детально
develop [develop] v развивать(ся), со¬
вершенствоваться)
devote [di'vout] v посвящать
devoted [di'voutid] а преданный
dialogue* ['daialog] n диалог
make (up) a dialogue составить диа¬
лог
diameter* [dai'aemita] n диаметр
diamond* ['daismsnd] n алмаз
dictionary ['dikjann] n словарь
did [did] CM. do
die [dax] v умирать
die down* утихать, успокаиваться;
исчезать
difference ['difrsnsl n различие
it makes no difference все равно;
безразлично
different ['difrant] а другой, не такой;
непохожий; отличный (от); различ¬
ный, разный
difficult ['difikalt] а трудный
difficulty ['difikalti] п трудность; за¬
труднение
with difficulty с трудом
without difficulty без труда
dinner ['dins] п обед
at dinner за обедом
for dinner на обед
have dinner обедать
make dinner готовить обед
diploma* [drploums] п диплом
diplomatic* [^dipls'muetik] а диллома-
ти чески й; дн иломати чи ы й, та кти ч-
ный

direction fdi'rekjan] n направление;
pi указания
from all directions со всех сторон)
отовсюду
director [dr'rekta] n директор
dirty f'da:ti] а грязный
disappear [ disa'pid] v исчезать
disappoint [^disa'pointj v разочаровы¬
вать
disappointed ^disa'paintid] а разочаро¬
ванный, расстроенный
be disappointed разочаровываться
disarmament [dis'amamant] n разору¬
жение
discover [drs'kAva] v обнаруживать)
открывать, делать открытия
discovery [dis'kAvan] n открытие
discuss [dis'kAs] v обсуждать
dish [diJ] n посуда
dissatisfaction* ['dis^aetis'fsekjan] n не¬
удовлетворенность; недовольство
distance ['distans] n расстояние
at a distance of five kilometres на
расстоянии пяти километров
from a distance издали
in the distance вдали
district ['distrikt] n район; округ; об¬
ласть
divide [di'vaid] v делить(ся); разде¬
ляться)
do [du:] (did, done) v делать, выпол¬
нять; еспом. глаг. для образования
отриц. и вопр. форм Present и Past
Indefinite
do one’s homework делать уроки
doctor I'dokta) n врач, доктор
dog [dog] n собака
dollar* I'dola] n доллар
done [dAn] cm. do
door [do:] n дверь
doubt [daut] n сомнение; v сомне¬
ваться, подвергать сомнению
dozen ['dAzn] n дюжина
down [daun] adv вниз, внизу; придает
глаголам значение совершенного вида}
prep (вниз) по; вдоль по
fall down упасть
go down the street идите по этой
улице (вниз)
drama [‘drama] п драма
dramatic [dra'maetik] а драматиче¬
ский
drank [draenkl см. drink
draw1 [dra:] n ничья; ничейный ре¬
зультат (спорт.)
end in a draw заканчиваться вничью
draw - Idrx] (drew, drawn) v рисовать;
черп*. ь
drawing |'dro:ioi n рисование; рисунок
drawn Ldrsn] cm* draw
dream [dri:m] n сон; мечта; v видеть
во сне; мечтать
dress [dres] п платье
make a dress шить платье
drew [dm*) см. draw
drink [dngk] (drank, drunk) v пить,
выпить; n глоток
take a drink of waterl выпей воды!
drive [draiv] (drove, driven) v ехать
(на машине); вести (машину )\ уп¬
равлять; гнать
driven ['drivn] см. drive
drove [drouv] см. drive
drum* [drAm] n барабан
drunk [drAqk] cm. drink
drunk* [drAgk] а пьяный
dry [drai] а сухой
during ['djuang] prep в течение, в про¬
должение; во время
dust [dAst] п пыль
duty ['djati] п долг, обязанность
be on duty дежурить
do one’s duty выполнять свой долг
the girl on duty дежурная
dynamite* j'dainamait] n динамит
В
each [fctj] ргоп каждый
each other друг друга
at each other друг на друга
ear [гэ] n yxo
early а ранний) adv рано
early one morning однажды ранним
утром
early in the morning рано утром
it is early рано
earn [an] v зарабатывать
earn one’s living зарабатывать (себе)
на жизнь
earth [s0] n земля, земной шар
east [tst] (the) n восток
the Far East Дальний Восток
in the east на востоке
to the east на восток; к востоку (от)
eastern* ['fcstan] а восточный
easy ['fczij а легкий
eat [fct] (ate, eaten) v есть
eaten ['fctn] cm. eat
economical* [,Ькэ'пэпикд1] а экономи¬
ческий
economics* L^ka'nomiks] n экономика;
полити ческа я экономи я
education [ edju/kei/an] п образование
effort ['efat] п усилие, попытка
make efforts пытаться; делать усилия;
стараться
egg ]eq] п яйцо
eight lei t] пит аисемь
29.3

either ['aids] pron тоже, также (в от-
риц. предл.)
elect iriekt] v 11 избирать
electric [I'lektrik] о электрический
electricity [ilek'trisitt] n электричество
electron* U'lektrori] n электрон
eleven [r'levn] пит одиннадцать
else [els] adv еще (с неопределенными и
вопросительными местоимениями)
employed [im'ploid] а имеющий работу
empty ['emptij а пустой
end fend] п конец; v кончаться; окан¬
чиваться
come to an end кончаться; оканчи¬
ваться
at the end в конце
from (the) beginning to (the) end с на¬
чала и до конца
end in a draw заканчиваться вничью
end In failure проваливаться; закан¬
чиваться неудачей
enemy Гешгш] п враг
energetic ^en-a'dsetik] а энергичный
energy ['enod3i] п энергия
engineer [ end3i'mo] п инженер
England [ iqqland] pr п Англия
English ['igglij] а английский; п анг¬
лийский язык
Englishman ['igglijmon] п {pi English¬
men) англичанин
enjoy [in'd30i] v получать удовольст¬
вие (от); наслаждаться
] enjoyed the book я получил удо¬
вольствие от этой книги
enjoy oneself веселиться; получать
удовольствие
enough [['mvf] а достаточный; adv до¬
статочно; п достаточное количество
enter ['ento] v входить
he entered the room он вошел в ком¬
нату
entertain Rents' tern] v развлекать, зани¬
мать
entertainment l^ento'temmantj n развле¬
чение
enthusiasm [m'Ojurziaezm] n энтузиазм
enthusiastic* [in Bjiuzi'aestik] а вос¬
торженный; полный энтузиазма
entrance f'entrons] n вход
equivalent* [I'kwivobnt] n эквива¬
лент; соответствующее предложе¬
ние (слово)
era* Ггэгэ] п эра
escape hs'keip] v избежать (опасности)\
спастись; бежать (из тюрьмы,
плена )
especially [rs'pejah] adv особенно
etc. (et cetera)* [it'setro] и так далее,
и tomv подобное
Europe* I'jusrop] pr n Европа
294
European* [Juoro'pion] а европейский*.
n европеец
even [rl;van] adv даже; еще
evening ['fcvtufl] n вечер
in the evening вечером
event [/vent] n событие
ever ['eva] adv когда-нибудь; когда-
либо
for ever навсегда
every ['evrt] pron каждый
everybody ['evnbodi] pron все; каждый,
всякий
everyone I'evnwAn] pron все; каждый,
всякий
everything ['evnSig] pron всё
everywhere ['evriwea] adv везде; по¬
всюду
examination [ig^zaemi'nei/anl n экза¬
мен; осмотр
entrance examination* вступитель¬
ный экзамен
take an examination сдавать экзамен
pass an examination сдать экзамен
examine [ig'zaemm] v экзаменовать;
осматривать; рассматривать
example lig'zampl] n пример
for example например
excellent ['eksdlont] а отличный; пре¬
восходный
except [ik'sept] prep кроме; за исклю¬
чением
exception* [ik'sepjsnj n исключение
excite [ik'sait] v волновать; вызывать
волнение
be (get) excited волноваться; при¬
ходить в волнение
exciting [ik'saitig] а волнующий, за¬
хватывающий
excursion [iks'kar/onj n экскурсия
excuse |iks'kju:z] v извинять
exercise ['eksasaiz] n упражнение
morning exercises утренняя зарядка
exhibit [ig'zibit] v выставлять; я* экс¬
понат
exhibition [,eksi'biJon] n выставка
exist [ig'zist] v 11 существовать
existence [ig'zistans] n существование
expect [iks'pekt] v 1 ожидать; надеяться;
(пред)полагать
expedition* ^ekspi'dijon] n экспедиция
experience* [iks'pianons] n опыт (жиз¬
ненный); случай
experiment [iks'perimsnt] n экспери¬
мент, опыт
expert* I'ekspo'.t] n эксперт
explain [iks'plem] v объяснять
explosion* [iks'plou3on| n взрыв
express [iks'pres] v выражать
expression* (iks'prejan] n выражение
eye [atj n глаз

F
face Ifeis] n лицо
fact [faekt] n факт
in fact* в действительное™!; на са¬
мом деле
factory ['fsektori] п фабрика; завод
fail [fed] v потерпеть неудачу; прова¬
литься на экзамене
failure ['feilb] п неудача; провал
end in failure проваливаться; закан¬
чиваться неудачей
fall [fo:l] (fell, fallen) v падать; упасть
fall ill заболеть
fall in love влюбиться
fallen ['fo:bn| см. fall
fame [feim] n слава; известность; ре¬
путация
family ['famuli] n семья
famous ['feimos] а знаменитый; извест¬
ный
fan [fsen] n болельщик
football fan болельщик футбола
fantastic* [faen'ta?stik] а фантастиче¬
ский
fantasy* ['fsentssij n фантазия
far [feel а далекий, дальний; adv далеко
as far as до (какого-л. места)
far away далеко
farm (form] n ферма; крестьянское хо¬
зяйство
collective farm колхоз
state farm совхоз
farmer ['fama] n фермер; крестьянин
collective farmer колхозник
farther I'fada] а бочее отдаленный;
adv дальше
farthest t'fadist] а самый дальний; adv
дальше всего
fashionable* ['fae/nabl] а модный
fast (feest] а быстрый; скорый; adv
быстро
be fast спешить (о часах)
the clock is five minutes fast часы
спешат на пять минут
fate [feit] п судьба, участь
father I'fcnM п 0TeU
fault [fo:lt] n вина
favour* ['feiva]:	in favour of
в пользу . . -
favourite I'feivant] а любимый
fear |fia] n страх
February ['februori] n февраль
feel |fi:l] (felt, felt) v чувствовать
feel bad чувствовать себя плохо
feel well чувствовать себя хорошо
feeling* I'ffcliQ] n чувство
feet [ffct] n pi ноги
fell (fell cm. fall
fellow* | felou] n парень, приятель
felt [felt] cm. feet
festival* f'festaval] n празднш^ фес¬
тиваль
few [fjir] а мало (об исчисляемых су¬
ществительных )
a few несколько
field [fl:Id] п поле; область (науки
и т. п.); отрасль
fifteen ['fif'ti:nj пит пятнадцать
fifty 1'fifti] пит пятьдесят
fight [fait] (fought, fought) v дратьег;
сражаться; бороться; п борьба; сра¬
жение
figure I'fiqa] п фигура
figure-skating ['figa^keitinl п фигурное
катанне
figure-skating competition соревнова¬
ние но фигурному катанию
fill [fil] v наполнять; заполнять
fill in* заполнять
film [film] п фильм; (кино)картина
find |faind] (found, found) v находить
find oneself оказаться, очутиться
find out* выяснять; узнавать
fine |fain] а красивый, прекрасный;
вел и коле п н ы й, отличи ы й; хороши й,
чудесный (о погоде)
finish ['finij] и кончать(ся), заканчи¬
ваться); п конец; финиш
fire ['faia} п огонь; пожар; костер
make a fire развести костер
first [fast] пит первый; adv впервые
at first сначала
fish [fij] п рыба
fisherman* I'fi/aman] п рыбак, рыбо¬
лов
five [faiv] пит пять
fix [fiks] v укреплять, устанавливать
(срок, цену и т. п.); привлекать
(внимание); останавливать (взгляд,
внимание); запечатлевать
flag [Игед] п флаг
flat [flaet] п квартира
flew [flu:] см. fly
flight [fiait] n полет
floor [fb:] n пол; этаж
ground floor первый этаж
on the second floor на втором этаже
flower I'flaua) n цветок
flown [floun] cm. fly
fly [flai] (flew, flown) v летать, лететь
focus* ['foukas] v помещать в фокусе
follow I'folou] v следовать; идти за,
сопровождать (кого-л.)
following* ['folouig] а следующий, по¬
следующий
food [fu:d] п пища, еда
fool [fu:l] п глупец, дурак
foolish ['ftdi/l а глупый
foot [fut] п (pi feet) нога (ступня)
т

football ['fulbal] n футбольный мяч;
футбол
football-player ['futbs^pleiaj я футбо¬
лист
for [fa:; Ы prep для, ради; в; в течение,
в продолжение
for dinner на обед
for the first time в первый раз) впер¬
вые
for peace за мир
leave for Leningrad уехать в Ленин¬
град
wait for an hour ждать в течение часа
force [fD.sl п сила
force [fas] v заставлять, принуждать
foreign ['form] а иностранный
forest I'fonst] п лео
forget [fa'get] (forgot, forgotten) о за¬
бывать
forgot [fa'gat] cm. forget
forgotten [fa'gotn] cm. forget
fork [fak] n вилка
form 1 [fo:m] n форма
form 2 [fam] n класо
in the Tenth Form в десятом классе
fortunate ['fatjmt] а счастливый, удач¬
ливый
fortunately adv к счастью
forty Г fat i ] пит сорок
forward I'fawsd] adv вперед
fought [fat] cm. fight
found1 [faundj cm. find
found2 [faund] v основывать, орга¬
низовывать
four [fa] пит четыре
France* [frccns] pr n Франция
free [fri:] а свободный; независимый
freedom ['frfcdom] n свобода
French [frentj] а французский; n фран¬
цузский язык
Friday I'frardi] n пятница
friend [frend] n друг, подруга, прия¬
тельница), товарищ
make friends (with) подружиться (с)
friendly ['frendli] а дружеский, дру¬
жественный
friendship ['frendjip] n дружба
frighten ['fraitn] v пугать
be frightened испугаться
from [from; from] prep из, с, от, у
not far from school недалеко от
школы
from two to four o’clock с двух до
четырех часов
take a book from smb. взять книгу
у кого-л.
fronl 1 [ffAnt] П фронт
front 2 п:
in front (of) перед, впереди
frozen* [ Irouzn] а замерзший
296
fruit [fru:t] п фрукты
full [ful] а полный, наполненный
fun [fAn] п веселье, забава
we had much fun нам было очень
весело
make fun of smb. подшучивать над
кем-л.
funny ['fAni] а смешной, забавный
future I'fjurtja] п будущее
in future в будущем, на будущее
G
gallery* ['gaelan] п галерея
game [geim] п игра; матч; партия
play games играть в игры
Olympic [ou'limpik] games (Olym¬
pics)* Олимпийские игры •
garden ['gudnj n сад
gardener ['gadno] n садовник
gate [geit] n ворота; калитка
gather ['даедэ] v собираться)
gave [geiv] cm. give
general ['бзепэгэ!] а общий; всеобщий
in general в общем
genius* ['d3i:njos] n гений
gentleman* ['dientlman] n джентльмен
geography [631 эдгэП] n география
geology* [d3i'olsd3i] n геология
German ['бззтэп] а немецкий; n не¬
мецкий язык; немей
Germany* I'd^mam] pr n Германия
gerund* l'd3erand] n герундий (гром.)
get [get] (got, got) v получать; доста¬
вать; добираться; достигать; стано¬
виться, делаться
get back получать назад, возвра¬
щаться
get off выходить из (автобуса и т. п.)
get on садиться на (автобус и т. п.)
get to добраться до (места); по¬
пасть в . . .
get up вставать
it is getting dark становится темно;
темнеет
get rid (of) избавляться, отделы¬
ваться (от чего-л.у кого-л.)
gift [gift] п дар, подарок
girl [дэ:1] п девочка, девушка
give [giv] (gave, given) v давать; отда¬
вать
give as a gift дарить
give away отдавать
give up 1 отказываться (от чего-л.)
given I'givn] см. give
glad [glaedj: be glad радоваться
glass [glas] n стакан, бокал; стекло
gloomy Гд1и;гш] а мрачный
go [дои] (went, gone) v ходить; идти;
ехагь

go away уходить, уезжать
go back возвращаться
go in (into) входить
go out выходить
go up подойти
go fishing ловить рыбу
go for a walk пойти погулять
go in for sports заниматься спортом
go shopping ходить по магазинам}
идти за покупками
go to bed‘ложиться спать
go to see навещать (кого-л.); пойти
(к кому-л.)
go by bus ехать автобусом
goal* [goul] л цель; ворота (спорт.)}
гол (спорт.)
god* [god] п бог
my god!* боже мой!
going Гдошд]: be going (to) намере¬
ваться, собираться (сделать что-л.)
gold [gould] п золото; а золотой
gone Гдэп] см. go
good [yud] (better, best) а хороший;
добрый, полезный
good morning доброе утро
good-bye 1'gud'bai] int до свидания
say good-bye прощаться
got [got] cm. get
# governmenU'gAvnmontln правительство
graduate t'graedjueit] (from) v оканчи¬
вать, заканчивать (высшее учебное
заведение)
grammar ['дгжтэ] п граммагика
grandfather ['yrsendjads] п дед, де¬
душка
grandmother |/дгэеп,тлбэ| п бабушка
grass [gras] п трана
gravity* ['qrievitij п тяжесть; сила тя¬
жести (физ.)
great [greit] а великий; большой
the Great October Socialist Revolu¬
tion Великая Октябрьская соцна-
лисгичижая революция
Great Britain i greit 'bntn] pr n Ве¬
ликобритания
Greek* [grik] а греческий; n греческий
язык; грек
green lgri:n| а зеленый
grew [gru:l cm grow
grey [grei] а серый
ground [qraundl n земля; почва; мест¬
ность; территория; площадка
ground floor первый этаж
group [gru;p] п группа
grow [grou] (grew, grown) v расти, про¬
израстать; увеличиваться; выращи¬
вать, культивировать
grow up вырастать; становиться
взрослым
grown [grounj см. grow
grown-up ['дгоиплр] п взрослый
growth* [дгоив] п рост
guess [gesj v отгадывать, догадываться
guest [gest] п гость
gun [длп] п ружье, винтовка; орудие,
пушка
gymnastics Idjim'naestiks] п pi (употр.
как ед. ч.) гимнастика
Н
habit ['haebitj п привычка
had [haed; hod] см. have
had to должен был
hair [haa] n волосы
half [haf] n половина
half an hour полчаоа
half past two половина третьего
hall [halj n зал, холл
ham [h<em] n ветчина
hand fhaend] n рука (кисть)
happen Thaepenf о случаться, проис¬
ходить; (случайно) оказываться
happy ['haepi] а счастливый; веселый
I'll be happy я буду рал
hard [had] а трудный, тяжелый; упор¬
ный, усердный; adv упорно, настой¬
чиво; усердно; тяжело, с трудом
it was raining hard шел сильный
дождь
hardly ['hctdlij adv едва, о трудом;
едва (успел)
harvest t'havist] п урожай
hat [hset] п шляпа
hate [heitj о ненавидеть; не любить
have [haev; hov] (had, had) v иметь
have breakfast завтракать
have a nice (good) time хорошо про¬
водить время
have to = must
he [hfc; hi j pron он
head [hed] n голова; глава, руководи¬
тель
at the head of во главе (чего-л.,
кого-л.)
health | he 10] п здоровье
hear [hia] (heard, heard) с» слышать
heard [had] см. hear
heart [hat] n сердце
by heart наизусть
heavy ['hevrj а тяжелый
held [held] cm. hold
hello ['he'lou] int здравствуй(те)
help [help] n помощь; v помогать
her [ha; ha] pron её, свой; ей
here [Jus] adv здесь; сюда
here and there гут и там; кое-где
hero ['hiarau] n герой
herself lha'seif] pron себя; себе; сама
hid [hid] см. hide
297

hidden I'itidnl гл. hide
hide |haid] (hid. hidden) v прятать(ся);
скрыватъ(ся)
high [hail а высокий
higher education высшее образование
hiil |hrl] n холм; гора
him [him] ргоп его, ему, им
himself |him'self| ргоп себя; себе; сам
his |hu| ргоп его, свой
historical) [his'bnk(l)] а историче¬
ский
history I'histon] n история
hobby I'hobiJ а любимое занятие; хобби
hockey [Miokil n хоккей
hold ihoulti] (held, held) v держать;
пмещпть
holiday |'holodi| n праздник; pi ка¬
никулы
ho.ne [houml n дом; жилище; adv
домой
at home дома
homework |'houmwa:k] rt домашнееза¬
дание; домашние уроки
honest ['anistj а честный
honour ['эпэ] n честь, слава; почет,
уважение; и уважать, почитать
in honour of в честь (кого-л.)
hone |houp| п надежда; и надеяться
hospital Пюь'фП]/! больница, госпиталь
h*?t |h~L| а юрячкй, жаркий
hotel |hou'tol| п гостиница
hour I’auol п час
house |haus| п дом
go (come) to smb.’s house идти (при¬
ходить) к кому-л. в гости
how |hau] adv как
how much сколько
how many сколько
how long сколько (о времени)
how old are you? сколько гебе (вам)
лет5
how are you? как вы живете?
human i'hju:inan| а человеческий
humanism* ["hju:manizrn] n гуманизм
humorist* I'hjirmaristl n юморист
humorous riijwmdras] а юмористиче¬
ский, смешной
humour f'hjuma] n юмор
hundred L'hAndrad] пит сто; n сотня
three hundred триста
hunger* ['hAQga) n голод
hungry I'hAngnl а голодный
I arn hungry я хочу есть
hunt [ h л lit | и охотиться; n oxora
hurry |'li.\n| и торопиться, спешить
hurt Lhs:l| (hurt, hurt) v причинить
боль; ушибить; повредить; болеть
have you hurt yourself? вы ушиблись?
my arm hurts у меня болит рука
husband [ liAxband] л муж
I
I lai] prort я
ice [ais] n лед
idea [ai'dia] n мысль) идея
ideal [ai'dial] а идеальный; n идеал
if [if] cj если; ли (вводит косвенную
речь)
ill [il]: be ill быть больным, болеть
fall ill заболеть
Imagine [i'maed3Tn] о воображать; пред¬
ставлять себе
immediately [r'mrdjatli] adv немед¬
ленно, сразу же; безотлагательно
importance [im'patans] п важность
Important [im'po’.tant] а важный
impossible [im pasabl] а невозможный
improve [im'prurv] v улучшаться); со¬
вершенствоваться)
in [in] prep в, на (где?); в. во время,
в течение, через (когда?)
in the same place на том же (самом)
месте
in the picture на картине
in the street на улице
in the sun на солнце
in front впереди, перед
in a few days через несколько днем
in bad weather в плохую погоду
in time вовремя
in the evening вечером
in spring весной
Incident* L'insidant] rt случай; проис¬
шествие
include Tin'klurd] v включать
independent [^indi'pendont] а незави¬
симый, самостоятельный
industry ['indostri] n промышленность,
индустрия
influence ['influansj n влияние
information infs'meijn] n (нет мн. ч.)
информация, сведения, сообщения
inhabitant [in'hsebitont] п житель
ink iigk] п чернила
in ink чернилами
insist [in'sist] v настаивать
instead [m'sted] adv вместо, взамен
instead of prep вместо (чего-л.)
instead of waiting вместо того, чтобы
ждать
institute ['institjuit] n институт
instruction* [m'strAkJan] n инструк¬
ция; pi указания
instrument* ['instrument] n инстру¬
мент
interest ['intrist] а интерес; v интере¬
совать, заинтересовать
places of interest* достопримечатель¬
ности
interested ['intnstidj: be interested (in)
интересоваться (чем-л.)
29 8

become interested (in) заинтересо¬
ваться (чем-л.)
interesting I'mtnstn)] а интересный
interfere I inta'fia] v вмешиваться; ме¬
шать, препятствовать
international ^inta'ncejsnl] а между¬
народный
International (the) n Интернационал
interrupt [,1п1э'глр1] v прерывать
intol'intu; 'into] prep в, внутрь (куда?)
introduce [#intra'dju:s] v вводить; пред¬
ставлять, знакомить
introduction* [^mtra'dAkJan] n вве¬
дение
invent [in'vent] v изобретать, приду¬
мывать
invite (in'vait) v приглашать
irony* ['aiarani] n ирония
island ['aibnd] n остров
it (it] pron он, она, оно; это
it is autumn осень
it is cold холодно
it is easy легко
it rains (snows) идет дождь (снег)
it is five o’clock пять часов
it’s Ann это Аня
Italian* [j'tseljan] а итальянский; n
итальянский язык; итальянец
italicize [I'tselisaiz] v выделять кур¬
сивом
its [its] pron его, ее; свой
itself [it'self] pron себя, себе; сам, сама,
само
J
jacket l'd3aekitj п жакет; куртка
jam [dsaem] п варенье, джем
January ['d3aenjuari] п январь
jeans [d3fcnz] п pi джинсы
job Idjab] п работа
join [d30in] v присосдинять(ся), при¬
мыкать; вступать; объединяться)
joke [d30uk] п шутка
play a joke (on) (под)шутить (над)
journey l'd3aeni] п поездка, прогулка;
путешествие
July ld3u:'lai] п июль
jump fd3Amp] v прыгать; п прыжок
the high jump прыжок в высоту
the long jump прыжок в длину
June Ызап] л июнь
just [d3Ast] adv как раз; именно; только
что; разг. всего лишь, только,
просто, прямо
К
keep (kiip] (kept, kept) v держать; хра¬
нить, сохранять
kept [kept] см. keep
key [ki:] n ключ
kill |ki 1 j v убивать
kilometre ['ki^mfctaj n километр
kind 1 [kaind] n род, вид; разновид¬
ность, сорт
what kind of . . .? какой . . .? что
за . . .? какого рода . . .?
kind2 [kaind] а добрый
king Ikiijl п король
kiss (kisj v целовать
kitchen f'kitjin] п кухня
knew [njrc] см. know
knife [naif] n нож
know [nou] (knew, known) v знать
knowledge I'nolids] n знание, знания
known I noun] cm. know
Komsomol I'kamsomol] n комсомолец;
комсомольская организация; а ком¬
сомольский
Komsomol activities комсомольская
работа
L
laboratory [la'baratan] n лаборатория
labour [ leiba] n труд
lady* ['leidij n дама, леди
Iain [lein] cm. lie
lake [leikj n озеро
land [lsend] n земля; страна; v призем¬
ляться
language ['leeugwid3] n язык
large [1ас1з] а большой
last1 [last] а прошлый, последний;
adv в последний раз
last week на прошлой неделе
at last наконец
last 2 (last] v длиться, продолжаться
late [leil] а поздний; adv поздно
be late опаздывать
late at night поздно ночью
later I'leito]: a few days later через,
спустя несколько дней
Latin* [Msetin] n латинский язык
laugh [laf] v смеяться
lava* I'lava] n лава
law ]b:] n закон
lawyer* ['b:ja] n юрист
lay |lei] cm. lie
lead [li:d| (led, led) v вести; руково¬
дить, возглавлять
leader ['li:do] n руководитель; вождь;
командир; предводитель
pioneer leader пионерский вожатый
leaf n (pi leaves) лист
league* |H:cjj n лига, союз
learn [lacnj v учнть(сн); узнавать
(что-л.)
least [li:stj а (превасх. ст. om little)
меньше всего, самый маленький,
наименьший
299

at least* по крайней мере
leave [li:v] (left, left) v покидать, ос¬
тавлять; уходить, уезжать
leaves [li:vzl см. leaf
lecture [Mekt/э] n лекция
led [led] cm. lead
left1 |left] cm. leave
left 2 [left) а левый; n левая сторона
on the left слева
leg [ley 1 n нога (от бедра до ступни)
legend* [4cd33nd] п легенда
less (les) adv меньше
lesson i'lesn] n урок
let [let] (let, let) v позволять, разре¬
шать; пускать; давать; оставлять,
не трогать; в повелит, наклонении
употр. как вспомогательный ела-
гол и выражает приглашение, пред¬
положение
let her rest! пусть она отдохнет!
let’s play! давайте играть!
letter (Metal п письмо; буква
lexicon* [Meksikan] п лексикон, сло¬
варь
liar [Маю] п лжец, лгун
librarian* [Ы'Ьгеэпэп] п библиотекарь
library [Maibrari] п библиотека
lie1 |lai| (lay, lain) v лежать
lie down лечь
lie2 [laj] v лгать; n ложь
tell a lie солгать; сказать неправду
life [laif] n (pi lives) жизнь
lift* [lift] v поднимать; n лифт
light 1 [lait] n свет; pi огни; а светлый
light 2 llait] а легкий, нетяжелый; не¬
трудный (о работе)
like1 [laik] v любить, нравиться
I’d like мне бы хотелось
like2 [iaik] а похожий, подобный;
prep; adv подобно, как
he looks like his father он похож ка
своего отца
limit [Mimit] п предел, граница; ог¬
раничение
line [lam] п ряд; очередь; линия, черта;
строка; линия (связи, железнодорож¬
ная и т. д.)\ шнур; веревка
telephone line телефонная линия
railway line железнодорожная линия
lion [Mai&n| п лев
list * | list | п список
listen [Misn] <to) v слушать
literary [Mitotan] а литературный
literature [Mitaritja] n литература
little IMitl] а маленький; adv мало
a little немного
as little as possible как можно меньше
i, ** by little понемногу
live [11v] v жить
lives [laivzj cm. life
living [Miviq]; to earn one's living 9 за¬
рабатывать (себе) на жизнь
London [Млпёэп] pr п Лондон
lonely [Mounli] а одинокий; уединенный
he led a lonely life он жил одиноко
It was a lonely place это было уеди¬
ненное место
long [Ьд] а длинный; долгий; adv
долго
how long сколько (о времени)
long ago давно
по longer больше не
I didn’t want It any longer я уже
больше не хотел зтого
don’t stay (be) long не задерживайся
look [luk] v смотреть, глядеть; выгля¬
деть; п взгляд
look at смотреть на
look for искать
look forward ожидать (чегп-л.)
I am looking forward to meeting him
я так жду встречи с ним
look out выглянуть
look round оглядеться; посмотреть
вокруг себя
look like выглядеть как; быть по¬
хожим на
look up a word (in a dictionary) найти
слово (в словаре)
lose [Iiuz] (lost, lost) v терять
lost [lost] см. lose
loud [laud] а громкий; adv громко
love [Iav] v любить; n любовь
love for smb. любовь к кому-л.
fall in love влюбиться
low [lou] а низкий, невысокий; тихий,
негромкий; низкий (о голосе; ноте)
lucky [MAki] а счастливый, удачный
it's lucky that they didn't see us
хорошо, что они нас не видели
you were lucky тебе повезло
lunch lUntJ] п второй завтрак
at lunch за завтраком
for lunch на завтрак
have lunch завтракать
M
machine [ma'Jfcn] n машина, станок
mad [maed] а сумасшедший; помешан¬
ный
madam * L'maedam] n мадам, госпожа,
сударыня
made [meid] см. make
magazine l^maega'zim] n журнал
main [mein] а главный; основной
make Lmeik] (made, made) v делать;
производить, выпускать; заставлять
make a bed стелить постель
make dinner готовить обед
300

make a dress шить платье
make a fire развести костер
make friends (with) подружиться (с)
make a noise шуметь
make a speech произносить речь
we made him come early мы заставили
его прийти рано
it made him angry это его рассердило
man [таен] п (pi теп) мужчина; человек
mankind [maen'kaind] п человечество
manner ['тэепэ] я способ, образ дей¬
ствий; pi манеры; поведение
many Г mem] (more, most) а многие,
много (об исчисляемых существитель¬
ных) ; п множество; многие
map [тзер] п карта
March | mart N п март
mark [так] п отметка; v отмечать,
помечать
marry I'maen] v жениться; выходить
замуж
mass * [ma;sl п масса
master I'mcusto] п хозяин; мастер; ве¬
ликий художник
match fmaetj] п матч, состязание
material * [ma'tiarial] п материал; а
материальный
mathematician * ^maiOima'tiJon] п ма¬
тематик
mathematics ^majtfi'maetiks] п матема-
тн ка
matter * I'mseta] п дело; вопрос
what is the matter (with)? н чем дело?
что случилось (с)?
may Imerl (might) v мочь (выражает
возможность, просьбу или разреше¬
ние)
May [mei] п май
me ImirJ pron мне, меня
mean [mfcn] (meant, meant) v значить,
означать; иметь в виду
meaning ['munig] я значение
means [mnnz] п (нет ед. ч.) способ,
средство
by all means во что бы то ни стало
means of transport * средства пере¬
движения; виды транспорта
meant Iment] см. mean
meat (mfctl n мясо
mechanic * [тГкгетк] n механик
medal I'rnedl] n медаль
medical * ['medikdlj и медицинский
medicine ['medsin] n медицина; лекар¬
ство
meet [mfct) (met, met) v встречать; встре¬
чаться , собираться
meeting ['mlrtiQ] я собрание, митинг;
встреча
member ['memba] я член (часть тела);
член (семьи, общества, партии)
memory ['memari] п память
men [men] см. man
mention ['men/an] v упоминать
don’t mention it! не стоит благодар¬
ности!
message ['mesidj] n сообщение; письмо,
записка
leave a message (for) оставить (ко-
му-л.) записку; попросить передать
(кому-л.)
there is a message for you вам просили
передать; вам записка
met [met] см. meet
metal * ['metl] n металл
meteorite* f'mirtjerait] n метеорит
method ['meOad] n метод
metre ['muta] n метр
metro ['metrou] n метро(политен)
go by metro ехать на метро
microscope* ['maikraskoup] n микро¬
скоп
middle I'midl] n середина
mile [mail] n миля
milk [milk] n молоко
million ['miljan] пит миллион
four million четыре миллиона
millions of people миллионы люден
millionaire* ^milja'nea] «миллионер
mind [maind] я ум, разум
change one’s mind передумать; из¬
менить решение
mine * [main] n шахта
miner ['marna] n шахтер
mineral * ['minaral] n минерал
minute ['minit] n минута
mistake [mis'teik] n ошибка
make a mistake ошибаться
by mistake no ошибке
modern ['modan] а современный
modest ['modist] а скромный
moment ['moumant] n момент, мгнове¬
ние
Monday ['mAndi] n понедельник
money ['шлш] n (нет мн. ч.) деньги
month [тлпО] п месяц
monument ['monjumant] п памятник
mood [nurd] п настроение
moon [murnj п луна
moral * ['moral] а моральный
тоге [то:] (сравнит, ст. от much,
many) а больший; adv (сравнит, ст.
от much) больше; более; еще
more interesting интереснее
once гпоге еще раз
I’d like some more sugar я хочу еще
сахару
one more question еще один вопрос
a day or two more еще день или два
morning I'mouuo] п утро
in the morning утром
301

one morning однажды утром
Moscow I'moskouJ pr n Москва
most [moust] (превосх. ст. от much,
many) а наибольший; adv больше
всего, наиболее; n большинство;
большая часть
most interesting интереснейший; са¬
мый интересный
most of them большинство из них
most of all больше всего
mother ['тлбэ] п мать, мама
mountain I'mauntin) п гора
mouth [mauO] п рот
move [mu:v] v двигать(ся), передви¬
гаться); п движение
movement ['nuevmantj п движение
much [mAtJI (more, most) а много
(о неисчисляемых существительных);
adv очень, гораздо; п многое
much more difficult гораздо труднее
I enjoyed it very much мне очень
понравилось
museum Imjui'ziam] n музей
music ['rnjuzik] n музыка
must [nust] v должен, обязан
inv [mai] pron мой; свой
myself [mar'self] pron себя, себе; сам,
сама
N
name [neim] n имя, фамилия; v назы¬
вать
second name= family name фамилия
what is your name? как вас зовут?
my name is Mike меня зовут Миша
national * I'naejonl] а национальный,
народный; государственный
national team сборная команда
(спорт.)
natural ['nfietjral] а естественный, при¬
родный
natural science * естественные науки
nature ['neitjoj n природа; характер
near [mo| adv близко, поблизости, не¬
далеко, около; prep близко от, у,
около, недалеко от, рядом с
necessary I'nesisonl а необходимый
if necessary если нужно
need [ni:d] v нуждаться (в чем-л.)
1 need more time мне нужно больше
времени
Negro I'nitgrou] п {pi Negroes) негр
neighbour ['neiboj n сосед(ка)
neither Гпагбо] adv тоже, также (в
отриц. пред л.)
never I'nevol adv никогда
new [nju:] а новый
news [ijju:z] n pi (ynomp. с гл. в ед. ч.)
новость, новости, известия
the latest news последние известия
newspaper ['njtrs^peipa] п газета
wall newspaper стенная газета
New York I'nju: 'jo:kj pr n Нью-Йорк
next [nekst] а следующий; соседний;
будущий
пехт year в будущем году
nice [nais] а хороший; красивый; при-»
ятный, славный, милый
night [nait] л ночь
at night ночью
nine [nain] пит девять
по [nou] adv нет; pron никакой
nobody ['noubodi] pron никто
noise [noiz] n шум
make a noise шуметь
nonsense ['nonsans] n глупости, вздор;
ерунда, чепуха
north [no:0] (the) n север
north of к северу от
in the Far North на Крайнем Севере
northern * ['по;бэп] а северный
nose [nouz] n hoc
not [not] adv не, нет, ни
note [nout] n записка
notebook ['noutbuk] n тетрадь
nothing Гплбп]] pron ничто, ничего
notice ['noutis] v замечать; обращать
внимание
novel ['novel] n роман
November [nou'vembo] n ноябрь
now [nau] adv теперь, сейчас
just now только что
number ['плтЬэ] n номер; число, ко¬
личество
a number of целый ряд; много
О
occupy ['okjupai] v занимать
ocean ['oujon] n океан
o'clock [e'klok]: at three o’clock в три
часа
it is three o’clock сейчас три часа
October [ok'toubo] n октябрь
of [ov; av] prep передает род. падеж;
от; о
the first of September первое сентября
be afraid of smth. бояться чего-л.
north of Leningrad к северу от Ле¬
нинграда
think of smth. думать о чем-л.
off [of] adv прочь, долой
take off снимать (одежду)
turn off выключать (радио, свет)
get off выходить (из автобуса, трам¬
вая)
offer ['ofal v предлагать
office ['ofrs] n учреждение; кабинет
officer * I'ofiso] n офицер
often I'ofn] adv часто
302

old lould] а старый
how old are you? сколько тебе лет?
I am 17 years old мне 17 лет
he is two years older than I am он
на два года старше меня
on [эп| prep на (где? куда?); в, по
(когда?); о, по; по (цель действия);
в, на (состояние; процесс действия);
по (радио, телевидению)
on Sunday в воскресенье
on Saturdays по субботам
on different days в разные дни
on the 8th of March 8 Марта
a book on music книга о музыке
an article on literature статья no
литературе
on business по делу
on fire в огне
hear smth. on the radio слышать
что-л. по радио
once [wAns] adv однажды, когда-то;
некогда; один раз
I once saw однажды я видел
once more еще раз
at once сразу, немедленно
one [waii] пит один; п одни, единица;
ргол некто, кто-то
one-third одна треть; третья часть
one another друг друга
one by one по одному; один за одним
one morning однажды утром
one day однажды
употр. во избежание повторения
ранее упомянутого существительного
the second one is my brother второй —
мой Opai
only ['ounli] а единственный; adv толь¬
ко, лишь
the only chance единственная воз¬
можность
the only thing единственное
open L'oupan] а открытый; v откры¬
ваться)
In the open air на свежем воздухе;
под открытым небом
opera Е'эрэгэ] п опера
opinion [Vpinjan] п мнение
in my opinion по моему мнению
opponent la'pounant) п противник, со¬
перник (в ucpt, спорте, политике)
opportunity [,apd'tju:n]ti] п возмож¬
ность; удобный случай
lose an opportunity упустить возмож¬
ность (случаи)
or Id:] cj или; иначе, а то
oral * ['э:гэ1] а устный
orbit * ['o:bit| п орбита; v облетать
вокруг земли
order] DidoJ п порядок; приказ; орден;
v приказывать
ordinary I'xdinril а обычный; простой
organization [piganai'zei/on] п органи¬
зация
organize L'aiqsnatzJ v организовывать
original * [y/rid3«ttilj n оригинал, под¬
линник
In the original в подлиннике
other ['лйэ] p/on другой; а другой, ниой
al each other друг на друга
with each other друг с другом
our I'aueJ ргоп наш
ourselves l^aua'selvzl ргоп себя; себе;
сами
out |aut| adv вон, вне, наружу
go out выходить
look out выглядывать
write он! выписывать
he was out его не было (дома, на
месте)
out ot I'aulav] prep из
out ot the window иь окна
out ot danger вне опасности
outside Maut'sard] adv снаружи, извне;
на открытом воздухе (бл дворе, на
улице)
wail tor me outside1 подожди меня на
улице!
outstanding laut' st^endipj а вызаю-
шийся
over ['ouvaj prep через; по, над
ail ovei the world no всем мире
over the radio no радиг
over there (вон) гам
be over кончаться, оканчиваться
own [oun] а собственный
owner ['оипэ] n владелец
P
page [peidj] n страница
paid Ipeid] cm. pay
paint [peintl v рисовать, писать крас¬
ками; красить, окрашивать; п краска
painting [ peintnjJ п картина; рисунок
palace I'paelis] п дворец
paper ['peipa] п бумага; документ;
га чета
paragraph * ['раггэдгиП п абзац
paraphrase * ['p&rsfreiz] v перефрази¬
ровать
parcel ['nasi] n посылка; сверток, пакет
parents f'peorontsl n pi родители
Paris * ['рашз] pr n Париж
park [pctk] n папк
parrot * I'pjerat] n попугай
part |pent] n часть, участие; роль
take part (in) принимать участие (в)
partisan I pati'zaen] n партизан
partly * I path] adv частично; отчасти
303

party1 ['pati] n вечер, вечерника
party * S'patij n партия
pass [pas] v проходить (о времени);
проезжать; проходить (мимо); вы¬
держивать. сдаяать экзамен; пере¬
давать
passenger * ['paesindjaJ п пассажир
past [past] prep после, за
five minutes past two пять минут
третьего
patience I'peijans] n терпение
patient ['peijant] а терпеливый} n
пациент; больной
please, be patient! имейте, пожалуй¬
ста, терпение!
pay [pei[ (paid, paid) о платить) n
плата; заработная плата
peace [pl:s| n мир
pedagogue * f'pedagog] rt педагог
pen [pen] n ручка; перо
pencil ['penslj n карандаш
pcn-friend t'penfrend] n друг по пере¬
писке
people I'pt’pl] n (ynomp. с гл. во мн. ч.)
народ; люди
per cent * [рэ'sent] n процент
perform 1рз fo:m] о играть (hq сцене)
performance [pa'famans] n представ¬
ление (театр.)
perhaps [pa'haeps] adv может быть,
возможно
period* I'pianad] п период
person ['pa:sn| n лицо, личность; особа,
человек
personal * I’pacsnlJ а личный
philosophy * [li'losafij n философия
phrase * [freiz] n фраза; выражение;
оборот речи
physicist * I'frzisist) n физик
physics I'luiks] n pi (ynomp. с ел в
ед. ч.) физика
piano* ['р!гепои] п пианино, рояль
picture ['piktja]	п	картина
in the picture	на	картине
take a picture фотографировать
piece [pfcs] п кусок
pilot * Fpailst]	п	лоцман; летчик,
пилот
pioneer l^paia'ma]	п пионер (член
пионерской организации); пионер
(первый поселенец или исследователь)
the Pioneer House Дом пионеров
pityt'pitr] п жалость; о жалеть (кого-л.)
it’s a pity he didn’t come жаль, что
он не пришел
place [pleisj п место
in the same place на том же (самом)
месте
take place случаться; происходить;
иметь место
304
plan [plaen] п план; о составлять план;
планировать
plane [plein] п самолет
planet f'plsenit] п планета
plant [plant] л растение; о сажать
(растения)
plate [pleit] п тарелка
play [pleij п игра; пьеса; v играть
play chess играть в шахматы
pleasant f'pleznt] а приятный
please [plfcz] adv пожалуйста
pleasure Гр1езэ] п удовольствие
with pleasure о удовольствием
pocket Fpokit] п карман
poem Fpouiml п стихотворение; по¬
эма
poet ['pouit] л поэт
poetry * ['pouitn] п поэзия
point Iffornt] v указывать, показывать
point out показывать, отмечать; об-
>ащать внимание
ро ice [po'Ii:s] п полиция
ро icy [ polisi] п политика
Polish* ['poulifl п польский язык
political [pa'htikal] а политический
politician* Fpoli'trjan] п политический
деятель
poor [риэ] а бедный; плохой ■
popular ['popjula] а популярный
port [pxt] п порт
portrait* ['pa;int] п портрет
position [pa'zijan] п положение; место;
позиция
possible f'posablj а возможный; веро¬
ятный
postcard I'poustkctd] п открытка (по¬
чтовая)
post-office I'poust^fis] п почта, почто¬
вое отделение
potato [pa'teitou] п (pi potatoes) кар¬
тофель
pound* Ipaund] n фунт стерлингов
poverty [ povati] n бедность
power ['paua] n власть; мощь, сила
practical ['prsektikal] а практичный
practically* ['praektikali] adv фактиче¬
ски
practice I'praektisJ а практика
prefer [pn fa;] v предпочитать
pre-historic* I'prfchis'tonk] а доистори¬
ческий
prejudice* I 'pred3udis] n предубеждение
prepare [рп рва) v готопить(ся); под¬
готавливаться)
present 1 ['preznt] а присутствующий; n
настоящее время
be presenl присутствовать
present2 I'preznt) n подарок
president* j'prezidont) n президент
pressure* l/prefal n давление

pretend [pn'tend] v притворяться; при¬
кидываться
he pretended to be И! он притворился
больным
prevent [pn'vent] v предотвращать;
мешать
pride* [praid] n гордость
principal ['prmsapal] n директор (шко¬
лы)
principle* ['prinsopl] л принцип
print* [print] v печатать
printer* ['print»] n наборщик
prison ['pnzn] n тюрьма
prize [praiz] n приз, премия; награда
probably ['probabli] adv вероятно
problem ['problam] n проблема
profession tprs'fejan] n профессия
professor [pra'fesaj n профессор
program(me) ['prougrsem] n программа
progress ['prougres] n успех, прогресс
progressive [pro qresiv] а прогрессивный
promise ['promts] v обещать; n обещание
break one’s promise нарушить обе¬
щание
pronounce [pra'nauns] v произносить
proper* ['props] а правильный, долж¬
ный
protest ['proutest] n протест; [pra'test]
и протестовать, возражать
proud [praud] а гордый
be proud (of) гордиться (чем-л.)
prove [prtcv] v доказывать
proverb* ['provab] n пословица; пого¬
ворка
pseudonym* ['psjuidanimj n псевдоним
public f'pAbltk] а общественный; на¬
родный
public organizations общественные ор¬
ганизации
public education народное образова¬
ние
publish ['pAbliJ] v публиковать; изда¬
вать
publishing house* издательство
pull [pul] v тянуть, тащить
pull out вытаскивать
pupil ['pju:pi] n ученик, ученица
purpose f'pa:pas] n цель, намерение
purposely* t'papasli] adv намеренно,
нарочно
push [puj] v толкать
put [put] (put, put) v класть, положить;
помещать
put on надевать (одежду)
put up строить, воздвигать; уста¬
навливать
Q
quality* ['kwoliti] n качество
quarrel ['kworal] n ссора; v ссориться
11 JV« 1183
quarter ['kwxta] n четверть
a quarter past three четверть четвер¬
того
a quarter to four без четверти четыре
queen* [kwfcn] n королева
question f'kwest/эп] n вопрос
ask a question задать вопрос
quick [kwik] а быстрый
quiet ['kwaiatj а тихий; спокойный
quite [kwaitj adv совсем, вполне
R
race* [rets] n состязание в скорости;
гонки; бега
radio ['reidiou] п радио
on (over) the radio по радио
railway ['reilwei] n железная дорога
rain [rein] n дождь
It rains (it is raining) идет дождь
raincoat ['reinkout] n плащ
raise [reiz] v поднимать
ran [ггеп] см. run
rather ['rada) adv довольно; до неко¬
торой степени
reach [rfctj] v достигать, доставать;
добираться, доезжать
react* [rfc'aekt] v реагировать
reaction* [rfc'sekjan] д реакция
reactionary [rfc'aekjanari] а реакционный
read [rl:d] (read, read) v читать
read [red] cm. read
ready ['redi] а готовый
be ready быть готовым
real [rial] а действительный, настоя¬
щий, реальный, истинный, непод¬
дельный
reality [rfc'aeliti] п действительность,
реальность
realize ['nalaiz] v понимать, осознавать
really ['riali] adv действительно, на
самом деле
reason ['rfczn] п причина
receive [n'sfcv] v получать
receiver* [n'sfcv э] n телефонная трубка
recite [ri'sait] v декламировать, читать
наизусть
recognize ['rekagnatz] v узнавать
I recognized him at once я сразу
же узнал его
recommendation* [,rekamen'deijan] п
рекомендация
record1* t'rekD’.d] п пластинка (грам¬
мофонная)
record2* ['rekxd] п рекорд
break the record побить рекорд
set a record установить рекорд
red [red] а красный
referee* [/efa'rt] п судья
refusal* [n'fjiczal] п отказ
305

refuse ]ri'fju:z] v отказываться)
relation* [ri'leijan] n отношение
with relation to относительно
relative I'relativ] n родственник, род¬
ственница
religion 1гГМзэп1 n религия
remain [ri'mem] v оставаться
remember [rt'memba] v помнить, не
забывать; вспоминать
remind [n'maind] v напоминать
repeat [n'pkt] v повторять
report [n'pxt] rt доклад; v докладывать
make a report делать доклад
reporter [ri'pxta] n репортер
representative [,repn'zentdtiv] n пред¬
ставитель
republic [n'pAblik] n республика
require* [ri'kwaia] v требовать
research [n'satjl n исследование; ис¬
следовательская работа
respect [ris'pekt] n уважение; v уважать
responsible* [ns'ponsabl] а ответствен¬
ный
be responsible for* отвечать за (что-л
кого-л.)
rest1 [rest] n отдых; v отдыхать
rest2 (the) n чостаток; остальное; ос¬
тальные, другие
the rest of them остальные
restaurant* ['restarsg] n ресторан
rest-home* ['resthoum] n дом отдыха
result [ri'zAlt] rt результат; следствие
retell* ['rfc'tel] (retold, retold) v переска¬
зывать
retold t'rfc'tould] cm. retell
return [n'tsn] v возвращать(ся)
return ticket (address)* обратный би¬
лет (адрес)
review* [n'vju:] n повторение
revolution [yreva'lu:Jan] n революция
the Great October Socialist Revolu¬
tion Великая Октябрьская социа¬
листическая революция
revolutionary [/eva'iirjnan] n револю¬
ционер; а революционный
rich [ntJ] а богатый
the rich богатые, богачи
riches* {'ntjiz] n pi богатство; обилие
ridden ['ndn] cm. ride
ride [raid] (rode, ridden) v ехать (в
поезде, автомобиле); ехать верхом
right1 [rait] п право
right8 [rait] а правый, правильный,
верный, справедливый; в хорошем
состоянии, в порядке
all right хорошо, ладно, правильно
be right быть правым
be all right хорошо себя чувствовать;
быть в порядке
right 3 [rait] а правый; п правая сторона
on the right справа
to the right направо
ring* [rip] n кольцо
rise [raiz] (rose, risen) v подниматься
risen ['nzn] cm. rise
risk* [risk] v рисковать
river ['rival n река
road [roud] n дорога
roar [ro:] v рычать, реветь; n рев
rocket i'rokit] n ракета
rode [roud] cm. ride
role [roul] n роль
romantic* [ra'maentik] а романтичный
room [ru:m] n комната
rose [rouz] cm. rise
rouble ['rubl] n рубль
round [raund] а круглый; prep вокруг
(=around [a'raund]); n раунд
look round оглянуться
row [rou] n 1 ряд
ruined [ruind] а разрушенный, разо¬
ренный; погубленный
rule [rurl] n правило
run [глп] (ran, run) v бегать, бежать
Russia ['гл/э] pr n Россия
Russian 1'гл/эп] а русский; n русский
язык; русский (национальность)
S
sad [saed] а грустный; печальный
said [sed] cm. say
salad* ['saelad] n салат
salesman* ['seilzman] n продавец
salt [so:lt] n соль
same [seim] ргоп тот же самый, один
и тот же, одинаковый, такой же
sand [sand] п песок
sang [sag] см. sing
sat [sat] см. sit
satellite* ['saetalait] n астр. спутник,
сателлит
satire* ['saetaia] n сатира
satirical* [sa'tirikl] а сатирический
satisfy* ['satisfai] v удовлетворять
be satisfied (with) быть довольным,
удовлетворенным (чем-л.)
Saturday ['saetadi] n суббота
save [seiv] v спасать
sausage ['sxsids] n колбаса
saw [so:] cm. see
say [sei] (said, said) v сказать, говорить
saying* f'seng] n поговорка
scene [si:nj n сцена; картина
school [skirl] n школа
after school после уроков
at school в школе (на занятиях)
secondary school средняя школа
schoolchildren I'sktdtjildran] n школь¬
ники

schoolyard L'sktd'jad] n школьный двор
science L'saians] n наука; естественные
науки (физика, химия и пр.)
scientific [ saien'tifik] а научный
scientist ['saidntist] п ученый
score [sks] п счет (спорт.); v выигры¬
вать
what’s the score? какой счет?
Scotland* I'skotland] Рг л Шотландия
scratch* [skraetj] v царапать
screen* [skri:n] n экран
sea [si:] n море
season ['sfcznj n время года; сезон
second1 ['sekand] пит второй
second2 ['sekond] n секунда
secondary ['sekondari] а средний (о
юколе)
secret ['sfcknt] n секрет, тайна
see [si:] (saw, seen) v видеть
seed* [sfcd] n семя
seem [sfcm] о казаться (употр. как
глагол-связка)
it seems to me that мне кажется, что
she seemed very tired она выглядела
очень усталой
seen [siinj см. see
seismograph* ['saizmagraf] n сейсмо¬
граф
self-service* L'self'savis] n самообслу¬
живание
seldom ['seldom] adv редко
sell [sel] (sold, sold) v продавать
send [send] (sent, sent) v посылать
senior ['smjol а старший
sent [sent] cm. send
sentence* ['sentans] n предложение
separate ['separeit] v отделять(ся); раз¬
деляться)
September [sap'temba] n сентябрь
series* ['siarfczjn ряд; серия
serious ['siarias] а серьезный
servant ['satvant] n слуга
serve [ssv] v служить
service ['savis] n служба
settle ['setl] v поселяться; заселять
settlement I'setlmant] n поселение; ко¬
лония
seven ['sevn] пит семь
several ['sevral] pron несколько
shake [Jeik] (shook, shaken) итрясти(сь);
качать(ся); дрожать
shake hands пожать руки друг другу
shaken ['Jeikan] см. shake
sharp [Jap] а острый, резкий
shave* [Jeiv] v брить
shave off* сбрить
shaven* ['Jeivn] а бритый
she [Jfc] pron она
shelf [Jell] n (pi shelves) полка
shelves [Jelvz] cm. shelf
11*
shine [Jain] (shone, shone) v светить
ship [Jip] n корабль, пароход
shirt [Ja:t] n рубашка
shoe [Ju:] n туфля; ботинок
shoemaker* ['Ju^meika] n сапожник
shone [Janl cm. shine
shook [Juk] cm. shake
shoot [Jut] (shot, shot) v стрелять; за¬
стрелить; расстрелять
shooting ['Ju:tirj] n стрельба; перестрел¬
ка
shooting contest соревнования no
стрельбе
shop [Top] n магазин
shore [Jd:] n 11 берег (моря, озера)
short [Jo:t] а короткий
shot [Jot] cm. shoot
shoulder ['Joulda] n плечо
shout [Jaut] v кричать; n крик
show [Jou] (showed, shown) v показы¬
вать
shown [JounJ cm. show
side [said] n сторона
from side to side из стороны в сторону
sight [salt] n зрение; вид; зрелище
sign1 [sain] n знак; признак, след
sign 3* [sain] v подписывать
signal* ['signal] n знак, сигнал
silence ['sailansj n тишина; молчание
silent ['sailant] а молчаливый
be silent молчать
silver ['silvo] n серебро; а серебряный
similar* ['simila] а подобный; сходный;
похожий
simple ['simpl] а простой, скромный
sin* [sin] n грех
since [sms] prep с (такого-то времени);
со времени; после; cj с тех пор как
since then с тех пор
sing [siq] (sang, sung) v петь
sir [sa:] n сэр
sister f'sista] n сестра
sit [sit] (sat, sat) v сидеть
sit down садиться
situation [,sitju'eijanj n положение,
ситуация
six [siks] пит шесть
skate [skeit] v кататься на коньках;
n pi коньки
go skating кататься на коньках
figure-skating фигурное катание на
коньках
speed skating скоростной, бег на конь¬
ках
skating-rink ['skeitigngk] п каток
sketch* [sketj] п эскиз, набросок; скетч
ski [ski:] v ходить на лыжах; п pi лыжи
go skiing ходить на лыжах
skilful ['skilful] а искусный, умелый
skill [skil] п мастерство, искусство
307

take out вынимать
take a bus поехать автобусом
take the wrong road пойти не по той
дороге
take a step сделать шаг
take pictures фотографировать
take саге (of) заботиться (о)
take part (in) принимать участие (в)
take place иметь место, происходить,
случаться
it took me two hours мне потребова¬
лось два часа; это заняло у меня
два часа
taken ['teikn] см. take
talent* I'taelont] n талант, способности
talk [b:k] v разговаривать, беседовать,
говорить; n разговор, беседа
tall [Ы] а высокий
task [task] п задание; задача
taught [to:t] см. teach
tavern* ['taevan] n таверна, небольшая
гостиница
tea [ti:] n чай
have tea пить чай
leach ItfctJ] (taught, taught) v учить,
обучать
teach smb. a lesson проучить кого-л.
teacher ['tirtja] n учительница)
team [ti:m] n команда (спорт.)
national team сборная команда
tears [tiaz] n pi слезы
technical ['tekmkal] а технический
technician [tek'nijan] n техник
telegram ['teligraem] n телеграмма
telegraph ['tehgraf] n телеграф
telephone ['telifoun] n телефон; v зво¬
нить по телефону
telescope* ['teliskoup] n телескоп
tell [tel] (told, told) и рассказывать;
говорить, сказать
temperature* ['tempritja] n темпера¬
тура
ten [ten] пит десять
tennis ['tenis] n теннис
table tennis настольный теннис
tent [tent] n палатка
terrible ['terabl] а ужасный
text [tekst] n текст
textbook ['tekstbuk] n учебник
textile* I'tekstail] а текстильный
than [daen; dan] cj чем
thank [Gaegk] v благодарить; n pi
благодарность
thank you спасибо; благодарю вас
thanks to благодаря
that [6aet; flat] a; pron (pi those) тот,
этот; который; тот, который; cj
что; чтобы
that’s all всё; вот и всё
that is why вот почему; поэтому
310
that’s right правильно
that Is то есть
the book that I am reading... книга,
которую я читаю ...
so that чтобы
theatre ['Giata] n театр
their [без] ргоп их; свой
them [dem] ргоп им; их
theme* [Ofcm] n тема
themselves [dam'selvz] ргоп себя; себе;
сами
then [den] adv тогда; потом; затем
since then с того времени
by then к тому времени
th eoret ical * [ Oi a' reti k al ] а теоретически й
theory* ['Gian] n теория
there [dea] adv там; туда
over there (вон) там
there is/are имеется, есть, находится
these [di;z] см. this
they [dei] ргоп они
thief* [Gi:f] n вор
thin [Gin] а тонкий
thin atmosphere* разряженная атмо¬
сфера
thing [Gig] п вещь, предмет
think [Gigk] (thought, thought) одумать,
считать
think of doing smth. собираться сде¬
лать что-л.
third [Gad] пит третий; n треть, третья
часть
thirteen ['0o:'ti:n] пит тринадцать
thi ty ['OattiJ пит тридцать
this [dis] pron (pi these) этот
this time на этот раз
those [douzj см. that
though [dou] cj хотя
thought1 [Oat] л мысль; мышление;
размышление
thought 2 [Oat] cm. think
thousand I'Gauzand] пит тысяча
two thousand две тысячи
three [Gri;] пит три
threw [Gru:] cm. throw
through [Gru:] prep через, сквозь
throw [Grou] (threw, thrown) v бросать;
кидать
thrown lGroun] cm. throw
Thursday ['Oazdi) n четверг
ticket ['tikit] п билет
return ticket обратный билет
ticket office* билетная касса
tie [tai] rt галстук; n pi* узы, связи;
v связывать; завязывать; привязы¬
вать
time [taim] п время; раз
for a Long time долго
from time to time время от времени
in time вовремя

have a good time хорошо провести
время
it is time пора
what time is it? сколько времени?
the first (last) time первый (послед¬
ний) раз
tlnnea [tind] а консервированный
tinned food консервы
tinned fish рыбные консервы
tired ['taiad] а усталый, уставший
be tired устать
to [tu; to] prep к, в, на (куда?)
to the door к двери
go to the factory идти на завод (фаб-
до (какого-л. предела)
from my house to the school от моего
дома до школы
from 3 to 5 от 3 до 5
ten minutes to five без десяти (минут)
пять
к (указывает на прикрепление к
чему-л.)
tie to a tree привязать к дереву
к (эмоциональное воспришпие)
to my surprise к моему удивлению
(передает дательный падеж)
a letter to my pen-friend письмо
моему другу по переписке
she said to them она сказала им
tobacco* [ta'baekou] п табак
today [to'dei] adv сегодня; в наши дни;
сейчас
together [ta'geda] adv вместе
told [tould] см. tell
tomorrow [ta'morou] adv завтра
ton* lUn] n тонна
too [tori adv слишком; тоже, также
took [tuk] см. take
touch [UtJ] v трогать; (прикасать¬
ся
touriit ['tuarist] n турист
tournament* ['tuanamantl n турнир
chess tournament шахматный турнир
towards [ta'wsdz] prep к, по направ¬
лению к
towel I'taual] n полотенце
town [taun] n город
in town в городе
to town в город
trade [treid] n торговля
trade union ['treid 'ju:njan] профсоюз
tradition [tra'dijan] n традиция
train [trein] n поезд
go by train ехать поездом (на поезде)
electric train электричка
training ['treinig] n подготовка, обуче¬
ние; воспитание; тренировка
tram [trsem] n трамвай
go by tram ехать на трамвае
translate [traens'leit] v переводить (e
одного языка на другой)
translate from English into Russian
переводить с английского на русский
translation [traens'leijan] п перевод
transport* ['traenspait] п транспорт
means of transport* виды транспорт»
travel ['trsevl] v путешествовать
tree [trfc] n дерево
New-Year tree новогодняя елка
tremendous [tri'mendas] а огромный,
громадный
trip [trip] n поездка, путешествие
go on a long trip отправиться в долго»
путешествие
take (make) a trip совершить путеше¬
ствие
triumph* ['traiamf] n триумф
troop* [tru:pj n отряд
trouble [ЧглЫ] n беспокойство; v бес¬
покоиться)
don’t trouble не беспокойтесь
trousers ['trauzaz] n pi брюки
true [tru:] а верный, правильный; ве«
тинный, настоящий; верный, про¬
данный
it is true (это) правда
become true осуществляться
truth [tru:0] n правда, истина
tell the truth говорить правду
to tell the truth по правде говоря
try [trai] v стараться, пытаться; про¬
бовать
Tuesday [4ju:zdi] n вторник
turn [ta:n] v поворачиваться); повер¬
тываться)
turn back повернуть назад
turn round повернуть(ся); обернутс
(ся)
turn off выключить
turn on включить
turn to page 20 откройте страницу 2C
turn to the left (right) повернугь
налево (направо)
turner [Чэ:пэ] n токарь
turtle* ['ta:tlj n черепаха
TV ['tfc'vfc] n телевизор
on TV по телевизору
watch TV смотреть телевизор
twelve [twelv] пит двенадцать
twenty ['twenti] пит двадцать
twice [twais] adv дважды
two [tu:] пит два
U
uncle ['лдкЦ n дядя
under ['Ando] prep под
underground ['Andagraund] n метропо¬
литен)
31!

take out вынимать
lake a bus поехать автобусом
lake the wrong road пойти не no той
дороге
take a step сделать шаг
take pictures фотографировать
take care (of) заботиться (о)
take part (in) принимать участие (в)
take place иметь место, происходить,
случаться
it took me two hours мне потребова¬
лось два часа; это заняло у меня
два часа
taken [rteikn] см. take
talent* l/taelant] n талант, способности
(alk [b:k] v разговаривать, беседовать,
говорить; п разговор, беседа
tall [b:l] а высокий
task [task] п задание; задача
taught [tat] см. teach
tavern* ['taevan] n таверна, небольшая
гостиница
tea [ti:] n чай
have tea пить чай
teach [tfctj] (taught, taught) о учить,
обучать
teach smb. a lesson проучить кого-л.
teacher I'tfctja] n учнтель(нуца)
team [tfcm] n команда (спорт.)
national team сборная команда
tears [tiaz] n pi слезы
technical ['tekmkal] а технический
technician [tek'ni/an] n техник
telegram ['teligraem] n телеграмма
telegraph ['tehgraf] n телеграф
telephone ['tehfounj n телефон; v зво¬
нить no телефону
telescope* ['teliskoup] n телескоп
tell [tel] (told, told) v рассказывать;
говорить, сказать
temperature* ['tempntja] n темпера¬
тура
ten [ten] пит десять
tennis ['tenis] n теннис
table tennis настольный теннис
tent [tent] n палатка
terrible ['terabl] а ужасный
text [tekst] n текст
textbook ['tekstbuk] n учебник
textile* I'tekstail] а текстильный
than [daen; dan] cj чем
thank [Gaegk] v благодарить; n pi
благодарность
thank you спасибо; благодарю вас
thanks to благодаря
that [dffit; dat] a; pron (pi those) тот,
&тот; который; тот, который; cj
что; чтобы
that’s all всё; вот и всё
that is why вот почему; поэтому
310
that’s right правильно
that is то есть
(he book that f am reading... книга,
которую я читаю ...
so that чтобы
theatre ['Giata] n театр
their [dea] pron их; свой
them [dem] pron им; их
theme* [0i:m] ri тема
themselves [dam'selvz] pron себя; себе;
сами
then [den) adv тогда; потом; затем
since then с того времени
by then к тому времени
theoretical* [Gia'retikal] теоретический
theory* ['Gian] п теория
there [Оеэ] adv там; туда
over there (вон) там
there is/are имеется, есть, находится
these [dfcz] см. this
they [dei] pron они
thief* [Gi:f] n вор
thin [Gin] а тонкий
thin atmosphere* разряженная атмо¬
сфера
thing [Gig] n вещь, предмет
think [Gigk] (thought, thought) v думать,
считать
think of doing smth. собираться сде¬
лать что-л.
third [8a:d] пит третий; n треть, третья
часть
thirteen ['0o:'ti:nl пит тринадцать
(hi ty ['Gati| пит тридцать
this [dis] pron (pi these) этот
this time на этот раз
those [douz) см. that
though [douj cj хотя
thought1 [0э:(] n мысль; мышление;
размышление
thought 2 [Oat) см. think
thousand ['GauzandJ пит тысяча
two thousand две тысячи
three [Gri:] пит три
threw [Gru:] cm. throw
through [Gru;] prep через, сквозь
throw [Orou] (threw, thrown) v бросать;
кидать
thrown IGroun] cm. throw
Thursday ('Gazdi] n четверг
ticket I'tikit] n билет
return ticket обратный билет
ticket office* билетная касса
tie [taij n галстук; n pi* узы, связи;
v (фязывать; завязывать; привязы¬
вать
time [taim] п время; раз
for a long time долго
from time to time время от времени
in time вовремя

have a good time хорошо провести
время
It Is time пора
what time is it? сколько времени?
the first (last) time первый (послед¬
ний) раз
tinned [tind] а консервированный
tinned food консервы
tinned fish рыбные консервы
Hred ['taiad] а усталый, уставший
be tired устать
to [tu; to] prep к, в, на (куда?)
to the door к двери
go to the factory идти на завод (фаб¬
рику)
до (какого-л. предела)
from my house to the school от моего
дома до школы
from 3 to 5 от 3 до 5
ten minutes to five без десяти (минут)
пять
к (указывает на прикрепление к
чему-л.)
tie to a tree привязать к дереву
к (эмоциональное восприятие)
to my surprise к моему удивлению
(передает дательный падеж)
a letter to my pen-friend письмо
моему другу по переписке
she said to them она сказала им
tobacco* [ta'baekou] п табак
today [ta'dei] adv сегодня; в наши дни;
сейчас
together [ta'geda] adv вместе
told [tould] см. tell
tomorrow [ta'morou] adv завтра
ton* [tan] n тонна
too [tu=l adv слишком; тоже, также
took [tukj см. take
touch ItAtJ] v трогать; (прикасать¬
ся
tourist ['tuari&t] n турист
tournament* ['tuanamant] n турнир
chess tournament шахматный турнир
towards [ta'wsdz] prep к, по направ¬
лению к
towel ['taual] n полотенце
town [taun) n город
in town в городе
to town в город
trade (treid] n торговля
trade union ['treid 'jumjan] профсоюз
tradition [tra'dijan] n традиция
train [treml л поезд
go by train ехать поездом (на поезде)
electric train электричка
training ['treinig] n подготовка, обуче¬
ние; воспитание; тренировка
tram [traem] n трамвай
go by tram ехать на трамвае
translate [traens'leit] v переводить (с
одного языка на другой)
translate from English into Russian
переводить с английского на русский
translation [traens'leijan] п перевод
transport* ['traenspat] п транспорт
means of transport* виды транспорт»
travel ['traevl] v путешествовать
tree [trf:] n дерево
New-Year tree новогодняя елка
:remendous [tri'mendas] а огромный,
громадный
trip [trip] n поездка, путешествие
go on a long trip отправиться в долгов
путешествие
take (make) a trip совершить путеше¬
ствие
triumph* ['traramf] n триумф
troop* [trurp] n отряд
trouble [ЧглЫ] n беспокойство; v бес¬
покоиться)
don’t trouble не беспокойтесь
trousers ['trauzaz] n pi брюки
true [tnr] а верный, правильный; ис¬
тинный, настоящий; верный, про¬
данный
it is true (это) правда
become true осуществляться
truth [tru:01 n правда, истина
tell the truth говорить правду
to tell the truth по правде говоря
try [trai] v стараться, пытаться; про¬
бовать
Tuesday I'tjirzdi] n вторник
turn [te:n] v поворачиваться); повер¬
тываться)
turn back повернуть назад
turn round повериуть(ся); обернут*-
(ся)
turn off выключить
turn on включить
turn to page 20 откройте страницу 2C
turn to the left (right) повернуть
налево (направо)
turner ['tana] n токарь
turtle* ['ta:tlj n черепаха
TV ['tfc'vi:] n телевизор
on TV по телевизору
watch TV смотреть телевизор
twelve [twelv] пит двенадцать
twenty ['twenti] пит двадцать
twice [twais] adv дважды
two [tu:] пит два
U
uncle ['лдк1] n дядя
under ['Anda] prep под
underground ['Andagraund] n метропо¬
литен)
311

go by underground ехать на метро
understand [^nda'staend] (understood,
understood/ v понимать
understood f/nda'stud] cm. understand
unemployed '['Anim'ploid] n; а безра¬
ботный
unemployment ['Anim'pbimant] n без¬
работица
unite [ju:'nait] v соединяться); объеди-
н ять(ся)
United States [jix'nartid 'steits] (the)
pr n Соединенные Штаты
unity t'ju:niti] n единство
university [ iumi'vasiti] n университет
unpleasant Un'pleznt] а неприятный
until [An'til; antil] prep до- (в отриц.
предл.); cj до тех пор пока (не)
up [лр] adv вверху; наверху; вверх;
наверх; указывает на приближение
get up вставать
stand up встать
up and down вверх и вниз; туда-
сюда; взад и вперед
come up (to) подходить (к)
give up 1 отказываться (от); сдаваться
us [as] pron нам, нас
use [ju:z] v употреблять; использо¬
вать; пользоваться; применять; [jixs]
п польза; употребление
used to ... (о прошедшем) иметь обык¬
новение
he used to get up early он обычно
вставал рано
USSR E'jaeses'a] (the) pr n СССР
usual ['ju:3ual] а обычный
as usual как обычно
V
vacation [va'keijan] n каникулы; отпуск
be on vacation быть в отпуске
valley* ['vaeli] n долина
vegetable ['ved3itobl] n овощ
verb* [va:b] n глагол
versus* ['Vais as] prep против
very t'ven] adv очень
vpry much очень
vibration* [vai'breijan] n вибрация,
колебание
victim* E'viktim] n жертва
victory ['viktari] n победа
village ['vilid3] n деревня; село
visit ['vizit] n посещение, визит; о
e навещать, посещать
visitor ['vizit э] n посетитель
voice [vois] n голос
volcanic* [vol'ksenik] а вулканический
volcano [val'keinou] n вулкан
volley-ball [ vol 1Ьэ:1] /г волейбол (игра)}
волейбольный мяч
312
vote [vout] v голосовать
vs* см. versus
W
wages ['weid3iz] n pi заработная плата
wait [weit] (for) v ждать
walk [wo:k] v ходить, идти; гулять;
n прогулка пешком
go for a walk пойти погулять
go out for a walk выйти погулять
wall [wd:1] n стена
want [wont] v хотеть, желать
I want you to go я хочу, чтобы ты
пошел
war [wo:] п война
warm [wo:m] а теплый
it is warm тепло
I am warm мне тепло
was [woz] cm. be
wash [wojl v мыть(ся); стирать
Washington ['wojigtanj pr n Вашингтон
watch 1 [wotj] n часы (наручные, кар¬
манные)
watch2 [wotj] v следить, наблюдать
watch TV (television) смотреть теле¬
визор (телепередачу)
water ['wo:ta] n вода; v поливать
water polo* ['wo:to 'poulou] водное поло
(спорт.)
water-polo game соревнование по
водному поло
wave [weiv] п волна
way [wei] п дорога, путь; образ дей¬
ствия, способ; манера
on the way back на обратном пути
on one’s way to по пути в
lose one’s way потерять дорогу, за¬
блудиться
in this way таким образом
we [wi:] мы
weak [wfck] а слабый
weapon* ['weрэп] n оружие
wear [wes] (wore, worn) v быть одетым
(во шо-л.); носить (одежду)
weather ['weda] п погода
Wednesday ['wenzdi] п среда
week [wbkj п неделя
week-day E'wfckdei] п будний день
on week-days в будни, по будням
welcome ['welkam] int добро пожало¬
вать^ приветствие; радушный прием;
v приветствовать; радушно при¬
нимать; а желанный, приятный
your visit will be welcome to all of
us мы все будем очень рады вашему
посещению
a welcome guest желанный гость
well1 [weij (better, best) adv хорошо;
а здоровый, хороший
be well быть здоровым

feel well хорошо себя чувствовать
well2 [wel] int ну; что же; ладно;
хорошо (выражает удивление, со¬
гласие, ожидание и пр.)
well-known ['wel'noun] а известный,
популярный
well-to-do ['welta'duj а зажиточный,
богатый
went [went] см. go
were [wo: | см. be
west [west] (the) n запад
in the west на западе
western* ['westэп] а западный
wet [wet] а мокрый, влажный, сырой
what [wot] pron что; какой; что за
what about you? а вы (ты)?
what time is it? сколько времени?
который час? ^
well, what of it? ну, и что из этого?
whatever [wot'eva] а какой бы ни,
любой; pron; cj всё, что; что бы ни
when [wen] adv; cj когда
whenever [wen'eva] cj всякий раз
когда; когда бы ни
where [wsa] adv; cj где; куда
wherever [wear'eva] adv; cj где бы ни;
куда бы ни
whether ['weda] cj ли (вводит косвен¬
ную речь)
which [witJ] pron; cj который (из);
какой
while [wail] cj пока, в то время как,
когда
whistle ['wisl] п свист; свисток; v
свистеть
white [wait] а белый
who [hu:] ргоп кто, который
whoever [ha*'eva] ргоп кто бы ни
whole [houl] а целый, весь
whose [hu:z] ргоп чей, чья, чье, чьи
why [wai] adv\ cj почему, зачем
that is why вот почему; поэтому
wide [waid] а широкий
wife [waif] n жена
wild [waild] а дикий
will [wil] (would) v вспомогательный
глагол для образования будущего вре¬
мени
willing I'wilig] а охотно готовый (сде¬
лать что-л.)
J am willing to help you я вам охотно
помогу
win [win] (won, won) v выиграть, по¬
бедить
wind [wind] n ветер
window ['wtndou] n окно
wing [wig] n крыло
winter ['winta] n зима
in winter зимой
next winter следующей зимой
last winter прошлой зимой
wire ['waia] n проволока; провод
with [wid] prep с; передает творит.
падеж
with you с вами; вместе с вами
with my own eyes своими глазами
without [w:'daut] prep без
wolf [wulf] л волк
woman E'wumanjn (pi women) женщина
women ['wimin] cm. woman
won [WAn]1 cm. win
wonderful ['wAndoful] а замечательный,
чудесный, удивительный
won’t=wilI not
word [wad] n слово
in your own words своими словами
wore [wa] cm. wear
work [wak] n работа; произведение;
v работать
out-of-class work внеклассная работа
complete works of ... полное собра¬
ние сочинений ...
worker I'wake] n рабочий
working class ['wakig 'klas] (the) ра¬
бочий класс
workman* ['wakman] n рабочий; ра¬
ботник
workshop ['wak/эр] n мастерская
work-table ['wak^teibl] n рабочий стол;
рабочее место
world [wald] n вселенная; мир
worn [wan] см. wear
worry f'wAn] v беспокоиться)
be worried беспокоиться
worse [was] а (сравнит, cm. orn bad)
худший; adv (сравнит. ст. от badly)
хуже
worst [wast] а (превосх. ст. от bad)
наихудший; adv (превосх. ст. от
badly) хуже всего
worth [waG] а стоящий; заслуживаю¬
щий
is the play worth seeing? стоит ли
смотреть эту пьесу?
the book is not worth reading эту
книгу не стоит читать
would [wud] см. will
wound [wu:nd] n рана; v ранить
wounded ['wu;ndid] а раненый
write [rait] (wrote, written) v писать
write down записывать
write out выписывать
writer ['raita] n писатель
writing ['raitig]: in writing письменно
written I'ntn] cm. write
wrong [год] а неправильный, ошибоч¬
ный, неверный; неправый; не тот,
несоответствующий, неподходящий;
неисправный, не в порядке
I was wrong я был неправ
313

it is wrong to do such things нехорошо
(неправильно) так поступать
take the wrong road пойти не по той
дороге
there is something wrong with my
watch с моими часами что-то неладно
wrote [rout] см. write
Y
yard1 [jctd] n двор
yard2* [jcrd] n ярд (мера длины**
—914,4 мм)
year (ja; jio] n год
a Happy New Year (to you)I e Новый
годом!
she is 17 years old ей 17 лет
yellow Г]е1ои] а желтый
yes [jes] adv да
yesterday ['jestodi] adv вчера
yesterday evening вчера вечером
the day before yesterday позавчера
yet [jet] adv всё еще; еще не (а отриц.
предл.); уже
you [jir] pron вы, ты
young [Jaq] а молодой, юный
young people молодежь
your [jo:] pron ваш, твой; свой
yourself [joc'self] pron (pi yourselves)
сам, сами
read to yourself! читай про себя!
yourselves tjs'selvz] см. yourself
youth [jicGj n юность, молодость; мо¬
лодежь
Z
coo [zu:] n зоологический сад

РУССКО-АНГЛИЙСКИЙ СЛОВАРЬ
А
a and
август August
автобус bus
поехать автобусом go by bus
войти в автобус get on the bus
выйти из автобуса get off the bus
автомобиль саг
автор author
книга этого автора a book by this
author
агрессивный aggressive
адрес address
аккуратный careful
относиться аккуратно (бережно) be
careful with
актер actor
активный active
актриса actress
Америка America
американский American
американец American
анализ analysis
английский English
английский язык English
англичанин Englishman
Англия England
аплодировать applaud
апрель April
арестовать arrest
арифметика arithmetic
армия army
артист actor
артистка actress
атаковать attack
аэроплан plane
Б
бабушка grandmother
баскетбол basket-ball
играть в баскетбол play basket-ball
бастовать go on strike
бегать run (ran, run)
бедный poor
бежать run (ran, run)
без without
безработица unemployment
безработный unemployed
белый white
берег (моря, озера) shore; (рекпь
пруда) bank
морское побережье coast
беседа conversation; talk
беседовать have a conversation
беспокоить trouble
мне неудобно вас беспокоить, но
это очень важно I am sorry to
trouble you, but it is very important
беспокоиться worry; be worried
не беспокойся, он скоро придет
don’t worry, he’ll come soon
библиотека library
билет ticket
биология biology
урок биологии a biology lesson
бить beat (beat, beaten)
благодарить thank
благодарю вас thank you
блестящий brilliant
блузка blouse
бог god
богатый rich
болельщик fan
болельщик футбола football fan
болеть be HI; hurt (hurt, hurt)
он болен he is ill
у меня болит нога my foot hurts
больница hospital
больной patient
врач вызвал следующего больного
the doctor called the next patient
больше (о размерах) bigger; (о коли¬
честве, степени) more
больше всего best of all; most of all
я люблю литературу больше всего
I like literature best of all
больше всего нам нужно время we
need time most of all
большинство most
большой big; large
бороться fight (fought, fought)
борьба fight; struggle
ботинки shoes
бояться be afraid (of)
брат brother
мой старший брат my big brother
мой младший брат my little brother
брать take (took, taken)
бросать throw (threw, thrown); give up
он бросил камень he threw a stone
315

он бросил курить he gave up smoking
брюки trousers
будущее future
в будущем in future
планы на будущее future plans
будущий next
в будущем году next year
бумага paper
буря storm
быстро quickly; fast
быть be (was/were, been)
В
в;
в сумке in the bag
в пять часов at five o'clock
в воскресенье on Sunday
войти в комнату come into the room
в театре at the theatre
в то время как while
важный important
№ренье jam
ваш your
вдоль along
вдоль улицы along the street
вдруг suddenly
везде everywhere
век century
велеть tell (told, told)
великий great
верить believe
вернуться come back; return
вероятно probably
веселье fun
нам было так весело! we had such
fun!
веселый happy
весна spring
весной in spring
весь (вся, всё, все) the whole
вести lead (led, led)
она вела девочку за руку she was
leading the girl by the hand
дорога ведет в деревню the road leads
to the village
ветер the wind
ветчина ham
вечер (часть суток) evening; (отдых,
развлечение) party
вечером in the evening
на вечере at a party
вещь thing
взять take (took, taken)
видеть see (saw, seen)
вилка fork
вина fault
винтовка gun
включить turn on; include
включи телевизор turn on the TV
мы включили пение в наше пред-
ставление we included singing In
the performance
власть power
партия, стоящая у власти the party
in power
влезать climb
влезать на дерево climb a tree
влезать через окно climb in through
the window
влезть на стол climb on the table
влияние influence
влюбиться fall in love
вместе together
вместо instead
он попросил чаю вместо молока
he asked for tea instead of milk
вмешиваться interfere
вначале at first
внезапно suddenly
вниз down
внимание attention
обращать внимание pay attention
(to)
во время during
вода water
водить машину drive (drove, driven)
вожак leader
вождь leader
возбуждать excite
возвращать give back; return
возвращаться come back; return
воздух air
на воздухе in the open air
возможно perhaps
возможность 1 (шанс) chance; oppor¬
tunity
возможность 2: иметь возможность, по¬
зволить себе afford
я не могу позволить себе путешест¬
вие на Восток I can't afford a trip
to the East
возможный possible
неужели это возможно? is it possible?
возраст age
я пошел в школу в возрасте семи
лет I went to school at the age of
seven
я его давно не видел I haven't seen
him for ages
война war
гражданская война the Civil War
войти enter
войти в комнату enter the room
вокруг round
волейбол volley-ball
волк wolf
волна wave
волновать excite
он был взволнован известием he was
excited by the news
316

волноваться worry
не волнуйтесь don’t worry
волосы hair
у нее черные волосы she has black
hair (her hair is black)
воображать imagine
вообразите только! just imagine!
вообще in genera!
вопрос question
ответить на вопрос answer a ques¬
tion
ворота gates
восемь eight
воскресенье Sunday
восток the east
Дальний Восток the Far East
восхищаться admire
мы были восхищены его игрой we
admired his acting
вперед forward
впереди in front of
враг enemy
врач doctor
время time
сколько времени? what time is it?
хорошо провести время have a nice
(good) time
время года season
все (люди) everybody
все all
все all; everything
всегда always
всё еще still
он всё еще на работе he is still at
work
вскоре soon
вспомнить remember
вставать stand up; (после сна) get up
встречать(ся) meet (met, met)
всякий раз когда whenever
я могу прийти, когда хотите 1 сап
come whenever you like
в течение for
вторник Tuesday
второй the second
входить:
в комнату come into the room
в автобус (трамвай, поезд) get on
the bus (tram, train)
вчера yesterday
вчера вечером yesterday evening
вы you
выглядеть look
она выглядит старше своих лет she
looks older than she is
выгнать drive (drove, driven)
выдающийся outstanding
выключить (свет, радио, телевизор)
turn off
выполнять (задание) carry out
выражать express
высокий high
выставка exhibition
выступать (на собрании) speak (spoke,
spoken)
выходить:
из комнаты go out of the room
из автобуса (трамвая, поезда) get
off the bus (tram, train)
замуж marry
выходной день holiday
Г
газета newspaper
стенная газета wall newspaper
галстук tie
пионерский галстук pioneer tie
где where
где бы ни wherever
садитесь где вам будет удобнее
sit down wherever you like
гений genius
география geography
урок географии a geography lesson
герой hero
гимнастика gymnastics
главный main
главное то, что он мало занимается
the main thing is he doesn’t study
enough
глаз eye
глубокий deep
глупый foolish
гонорить speak (spoke, spoken); ска¬
зать say (said, said)
разговаривать talk
год year
ему четыре года he is four years old
время года season
годовщина anniversary
голова head
голодать (умирать с голоду) starve
голодный hungry
я голоден I am hungry
голос voice
громким голосом in a loud voice
голубой blue
гора mountain
гораздо больше much better
ты любишь пирожные? я люблю
фрукты гораздо больше do you like
cakes? I like fruit much better
гордиться be proud (of)
гордый proud
гореть burn
город (большой) city; (маленький)
town
поехать в город go to town
за городом in the country
317

горячий hot
гость guest
идти к кому-л. в гости go to smb.’s
house; go to see smb.
государство country
готовить:
завтрак (обед, ужин) make break¬
fast (dinner, supper)
уроки do lessons
готовый: я готов 1 am ready
гражданин citizen
грамматика grammar
гроза storm
громадный tremendous
громкий loud
громко loudly
грязный dirty
гулять walk
пойти (по)гулять go for a walk
гуманный human
Д
да yes
давать give (gave, given)
давно long ago
даже even
далекий far
далеко far
дальше farther
дача: на даче in the country
два two
двадцать twenty
дважды twice
двенадцать twelve
дверь door
двнгать(ся) move
движение movement
движение за мир the peace movement
двор yard
школьный двор schoolyard
дворец palace
девочка girl
девушка girl
девять nine
дедушка grandfather
дежурить be on duty
дежурный the pupil on duty
декабрь December'
декламировать recite
делать do (did, done); make (made,
made)
делай что хочешь do whatever you
like
делать уроки do lessons
делать полки make shelves
делегация delegation
делить divide
дело (занятие) business; (поступок)
демократия democracy
демонстрация demonstration
день day; (часть суток) afternoon
праздничный день holiday
днем in the afternoon
деньги money
деревня village
дерево tree
на дереве in the tree
держать hold (held, held); keep (kept,
kept)
он держал ее за руку he held her
by the hand
вы можете держать эту книгу месяц
you may keep the book for a month
десять ten
деталь detail
дети children
детский childish
дешевый cheap
джем jam
джинсы jeans
дикий wild
директор director
длинный long
для for
днем in the afternoon
дно bottom
до:
до революции before the Revolution
с трех до пяти часов from three to
five o’clock
до тех пор пока (не) until
добавить add
добиваться (результатов) achieve
добрый 1 kind
добрый а:
доброе утро good morning
добрый день good afternoon
добрый вечер good evening
довольно, до некоторой степени rather
мы пришли Домой довольно поздно
we came home rather late
я порядком устал I am rather tired
дождь rain
идет дождь it rains; it is raining
доказать prove
доклад report
доктор doctor
долг duty
мой долг — помочь ей it is my duty
to help her
должен must (had to)
дом house; home
дома at home
домой home
домашняя работа homework
дорога road; way
по дороге on the way
дорогой dear
318

дорогой друг dear friend
дорогой костюм a dear suit
до свидания good-bye
доска классная blackboard
доставать (получать) get (got, got)
достаточно enough
достигать, добиваться achieve; reach
он достиг своей цели he achieved his
aim
достоверный true
достоверный факт a true fact
дочь daughter
древний ancient
друг friend
друг по переписке pen-friend
друг другу each other
другой another; other
дружба friendship
думать think (thought, thought)
дурной bad
дым smoke
дыра hole
дюжина dozen
дядя uncle
e
его (притяж. мест.) his; (личн.
мест.) him
я едва видел его I could hardly see
him
еда food
едва hardly
единственный the only
ее (притяж. мест.) her; (личн. мест.)
her
ее книга her book
я не видел ее I didn’t see her
ездить ride (rode, ridden)
елка (новогодняя) New-Year tree
если if
есть eat (ate, eaten)
я хочу есть I am hungry
ехать go (went, gone)
ехать на автобусе (трамвае, поезде,
машине) go by bus (tram, train, car)
еще 1 else
кто еще был там? who else was there?
еще2 more; еще один another
еще один (два) one (two) more
возьми еще яблоко take another
apple
еще® (в отриц. предл.) yet; (в вопр.
предл.) still
он еще не пришел he hasn’t come yet
он еще там? is he still there?
Ж
жакет coat; jacket
жалеть pity; be sorry
жаль, что он не пршиел it is a pity
he did not come
мне жаль, что он не пришел 1 am
sorry he did not come
жалость pity
какая жалость! what a pityl
жаркий hot
жарко it is hot
мне жарко 1 am hot
ждагь wait
не жди меня don’t wait for me
железная дорога railway
желтый yellow
жена wife
жениться marry
женщина woman (мн. ч. women)
жесткий hard
жечь bum
живой alive
животное animal
жизнь life (мн. ч. lives)
житель inhabitant
жить live
журнал magazine
3
за:
она бежала за нами she ran after ав
за партой at the desk
за домом был сад there was a garden
behind the house
за городом in the country у
забавный funny
забастовка strike
заблудиться lose one’s way
ваболеть fall ill
заботиться (о) take care (of)
забывать forget (forgot, forgotten)
зависеть depend
он зависит от отиа he depends oo
his father
завод factory
завтра tomorrow
завтрак breakfast
завтракать have breakfast
за границей abroad
он поехал за границу he went abroad
задавать вопрос ask a question
задание task
домашнее задание homework
зажечь свет turn on the light
зажиточный well-to-do
заканчивать finish; (учебное ваведение)
graduate
он закончил университет he gradu¬
ated from the university
закон law
закрывать close
зал hall
319

замечательный wonderful
замечать notice
занимать occupy
все места были заняты all the seats
were occupied
заниматься study
заниматься спортом go in for. sports
занятия:
занятия начинаются первого сен¬
тября school begins on the first of
September
после занятий after school
занятой busy
я занят I am busy
он занятой человек he is a busy man
запад the west
записка note
записи notes
запоминать remember
зарабатывать earn
заработная плата wages
заранее beforehand
заслужить deserve
заставлять make (made, made)
мы заставили его спеть нам we made
him sing for us
затем then
зачем why
защищать defend
звать call
кто меня звал? who called me?
как вас зовут? what is your name?
звезда^ star
звонить по телефону telephone
звонок bell
звук sound
здание building
здесь here
здоровье health
здравствуй hello
зеленый green
земля ground; earth; (cyuia) land
сидеть на земле sit on the ground
мир на земле peace on earth
на суше и на море on land and at sea
зеркало mirror
зима winter
зимой In winter
знакомство acquaintance
познакомиться make the acquaint¬
ance of
знакомый acquaintance
знаменитый famous
знания knowledge
знать know (knew, known)
значение meaning
это не имеет значения it makes no
difference
золото gold
зоопарк zoo
И
и and
игра game
играть play
играть в шахматы play chess
играть на сцене act
идеальный ideal
идея idea
идти go (went, gone)
идти в гости к кому-л. go to smb.’s
house; go to see smb.
идти пешком walk
идти на прогулку go for a walk
из from; out of
прийти из кино come home from the
cinema
он вышел из дсма he went out of
the house
избавиться get rid (of)
избегать ’'avoid
избирать elect
известный well-known
извещение message
извините (I am) sorry
издавать publish
из-за because of
изменять change
изобретать invent
или or
иметь have (had, had)
иметь место take place
имя name
инженер engineer
иногда sometimes
иностранный foreign
интересный interesting
интересоваться be interested (in)
информация information
искать look for
искусство art
использовать use
испугать frighten
испугаться be frightened
исследование research
исследовать research
история (предмет изучения) history;
(рассказ) story
урок истории a history lesson
наш учитель истории our history
teacher
исчезать disappear
их (притяж. мест.) their; (лит.
мест.) them
их книги their books
я не видел их сегодня I haven’t seen
them today
июль July
июнь June
320

к
к: to; towards
он пошел к реке he went to the river
окна обращены к морю the windows
look towards the sea
кабинет (директора) office
каждый every
как 1 how
как ингересно1 how interesting!
как вы себя чувствуете? how are you?
как вы живете? how are you?
как2 like
как н все мои друзья, я люблю хо¬
дить в кино like all my friends I
like to go to the cinema
как . . . так и . . . both . . . and . . .
как Нина, так и Аня любят читать
стихи both Nina and Ann like to read
poems
каникулы holidays; vacation
капиталист capitalist
капиталистический capitalist
капитан captain
карандаш pencil
карта (геогр.) map
картина picture
картофель potatoes
кататься на коньках skate; go skat¬
ing
кататься на лыжах ski; go skiing
каток skating-rink
каждый each
казаться seem
мне кажется it seems to me
казалось, что он устал he seemed
tired
какой бы ни whatever
какую бы книгу он ни читал what¬
ever book he read
квадрат square
квадратный square
квалификация skill
квалифицированный skilled
квартира flat
кидать throw (threw, thrown)
километр kilometre
кино cinema
кинокартина film; picture
кинотеатр cinema
класс (группа учащихся) class
10 класс A class Ten A
он в десятом классе he is in the Tenth
Form
классная комната classroom
класть put (put, put)
климат climate
клуб club
книга book
когда when
можешь прийти, когда хочешь you
can come whenever you like
когда-либо, когда-нибудь ever
вы когда-нибудь были в Ленинграде
have you ever been to Leningrad?
колбаса sausage
коллекционировать collect
колхоз collective farm
колхозник collective farmer
команда (спортивная) team
футбольная команда football team
коммуникация communication
коммунист Communist
Коммунистическая партия the Com¬
munist Party
комната room
комсомол Komsomol
конец the end
с начала до конца from beginning
to end
в конце концов in the end
конечно of course
континент continent
консервы tinned food
концерт performance; concert
кончать finish
кончаться be over
урок закончен the lesson is over
коньки skates
копейка copeck, kopeck
корабль ship
плыть на корабле go by ship
коридор corridor
коричневый brown
кормить give food to
коробка box
короткий short
корреспондент correspondent
космический space; cosmic
космический корабль spaceship
космонавт cosmonaut; spaceman
космос space
костер fire
костюм suit
лыжный костюм ski-suit
который which; (тот, который) that
которая из этих девочек which of
these girls
девочка, которую я знаю a girl that
I know
кошка cat
красивый beautiful; nice
красить paint
он покрасил полку в белый цвет
he painted the shelf white
краска paint
красный red
критик critic
критиковать criticize
кричать shout
321

он крикнул ей he shouted to her
он кричал на них he shouted at them
кровать bed
кровь blood
кроме except; besides
все были на собрании, кроме Нины
everybody was at the meeting except
Nina
кроме Нины были еще три девочки
there were three other girls besides
Nina
кроме того besides
круг circle
кругом round
кружок circle
крыло wing
кто who
кто-нибудь somebody
кто-то somebody
кубок (приз) cup
куда where
купаться swim (swam, swum)
ходить купаться go swimming
купить buy. (bought, bought)
курить smoke
кусок piece
кухня kitchen
J1
лаборатория laboratory
лагерь camp
поехать в лагерь go to camp
лев lion
левый left
налево to the left
легкий easy; light
легкое упражнение an easy exercise
легкое пальто a light coat
лед ice
лежать He (lay, lain)
лекарство medicine
лекция lecture
читать лекции give lectures
лес forest
лестница stairs
вниз no лестнице downstairs
вверх no лестнице upstairs
летать fly (flew, flown)
лето summer
летом in summer
ли whether
я не знаю, здесь ли он I don’t know
whether he is here
линия line
лист leaf (мн. ч. leaves)
литература literature
литературный literary
лицо face
ловить catch
лодка boat
ложиться спать go to bed
ложка spoon
ложь lie
Лондон London
луна moon
лучше better
лучше всех best of all
лыжи skis
любимое занятие hobby
любимый favourite
любить love; like
я люблю своего брата I love my
brother
я люблю чнтать I like to read
любовь love
любой any; anybody
люди people
M
магазин shop
май May
маленький little; small
мальчик boy
мама mother
март March
масло butter
мастерская workshop
математика mathematics
материк continent
мать mother
машина (автомобиль) car; (станок)
machine
на машине by car
медаль medal
медведь bear
медицина medicine
медленно slowly
между between
меньше less
в два раза меньше half as much
(many)
мертвый dead
местность: загородная местность the
country
место place
месяц 1 month
в прошлом месяце last month
месяц2 (луна) the moon
метод method
метро underground; metro
мечта dream
мечтать dream
она мечтает стать актрисой she is
dreaming of becoming an actress
миллиард milliard
миллион million
миля mite
минута minute
322

пять минут шестого five minutes
past five
без десяти минут шесть ten minutes
to six
мир1 (не война) peace
мир1 (земной шар) the world
мнение opinion
много (с сущ. во мн. ч.) many; (с не-
исчисл. сущ.) much
много интересного many interesting
things; much interesting
он много работает he works hard
может быть perhaps
мой my
мокрый wet
молодежь youth
молодой young
молоко milk
молчаливый silent
молчание silence
момент moment
море the sea
мост bridge
мочь (быть в состоянии; уметь) сап;
(иметь разрешение) may
мрачный gloomy
муж husband
мужество courage
мужчина man (мн. ч. теп)
музей museum
музыка music
мы we
мысль idea; thought
у меня есть хорошая идея о выс¬
тавке 1 have a good idea for an ex¬
hibition
я не могу понять его мысли 1 can't
understand his thoughts
мыть(ся) wash
мясо meat
мяч ball
H
на:
на собрании at the meeting
на картине in the picture
на парте on the desk
идти на каток (go) to the skating-
rink
навещать visit
над over
надевать put on
надеяться hope
назад (обратно) back
тому назад ago
название name
назначить время fix the time
называть name
мы назвали его в честь отца we
named him after bis father
как называется эта улица? what's
the name of this street?
ваилучшнй the best
наихудший the worst
наконец at last
накрывать на стол lay the table
налево to the left
намерение purpose
нападать attack
напоминать remind
направление direction
направо to the right
например for example
наслаждаться enjoy
настаивать insist
настоящий real
наука science
находить find (found, found)
находиться be (was/were, been)
начало the beginning
с начала до конца from beginning
to end
начинать(ся) begin (began, begun);
start
наш our
не not
небо the sky
на небе in the sky
небольшой little; small
неважно (так себе) so-so
неверный wrong
ответ неверен the answer is wrong
невозможный impossible
это невозможно it is impossible
негр Negro
недалеко near; not far (from)
неделя week
на прошлой неделе last week
через неделю in a week; a week later
независимость independence
независимый independent
некоторые some
некоторые из них some of them
немедленно at once; immediately
немного a little
ненавидеть hate
неправильный (ошибочный) wrong
я был неправ I was wrong
неприятность trouble
неприятный unpleasant
несколько some; a few; several
нести carry
нет no
неудача failure
потерпеть неудачу fall
низкий low
никогда never
никто nobody
ничто; ничего (в отриц. предл.) any¬
thing; (в утверд. предл.) nothing
323

он tic сделал ничего плохого he
hasn't done anything bad
он ничего об этом не знал he knew
nothing about it
ннчья a draw
игра закончилась вничью the game
ended in a draw
нищета poverty
no but
новость news
эти новости уже старые that news
is old already
новый new
нога (ступня) foot (мн. ч. feet); (от
ступни до бедра) leg
с ног до головы from head to foot
нож knife
номер number
нос nose
носить carry; wear
не носи тяжелые вещи don’t carry
heavy things
она всегда носит темные платья
she always wears dark dresses
исски socks
ночь night
ночью at night
ноябрь November
нравиться like
нуждаться need
нужно: мне нужно еще немного вре¬
мени I need a little more time
Нью-Йорк New York
О
о about
оба both
обед dinner
обедать have dinner
обеспеченный (материально) well-to-
do
он хорошо материально обеспечен
he is well-to-do
обещать promise
он обещал мне новые коньки he
promised me new skates
он обещал мне помочь he promised
to help me
облако cloud
обнаружить discover
образование education
высшее образование higher education
обратно back
обращать внимание (на) pay attention
(to)
обследовать examine
общество society
объедннять(ся) unite
объяснять explain
она нам всё объяснила she explained
everything to us
обыкновенный ordinary
обычно usually; (в tipout. времени)
used (to)
когда я был мальчиком, я обычно
ходил в кино каждое воскресенье
when I was a boy I used to go to
the cinema every Sunday
обязанность duty
овощи vegetables
огромный tremendous
одежда clothes
его одежда была грязной his clothes
were dirty
один one; alone
еще один another; one more
я не люблю ходить в театр один
I don’t like to go to the theatre
alone
одиннадцать eleven
одинокий lonely
однажды one day; once
однажды утром one morning
однажды днем one afternoon
однажды вечером one evening
озеро lake
означать mean (meant, meant)
оканчивать учебное заведение gradu¬
ate; finish
он окончил школу два года тому
назад he finished school two years
ago
он окончил университет в прошлом
году he graduated from the univer¬
sity last year
океан ocean
окно window
около near
октябрь October
он he; (о предметах и животных) it
она she; (о предметах и животных) it
они they
оно it
опаздывать be late (for)
опасность danger
опасный dangerous
описание description
описывать describe
опять again
организовать arrange
оружие arms
отдельно separately
отказать(ся) refuse; give up
он отказался поехать с нами на юг
he refused to go to the South with us
он отказался от своего плана he
gave up his plan
отличный excellent
осень autumn
324

осенью in autumn
основание (причина) reason
особенно especially
оставаться stay; remain
он остался еще на два дня he stayed
two more days
я останусь здесь на все лето I shall
remain here all summer
оставлять leave (left, left)
остальное the rest
остальные учащиеся уже уехали the
rest of the pupils have left already
останавливать(ся) stop
осторожный careful
остров island
острый sharp
от from
отец father
отвага courage
отвечать answer
отдавать give back
отдыхать rest
хорошо отдохнуть have a good rest
отказывать(ся) refuse
он отказался от поездки he refused
to go on the trip
открывать open
открытка (почтовая) postcard
отмечать mark
отставать: мои часы отстают my watch
is slow
отсутствовать be absent
охотиться hunt
очень very; (с глаголами) very much
мне этот фильм очень понравился
I liked the film very much
очередь line
ошибка mistake
П
падать fall (fell, fallen)
палатка tent
пальто coat
памятник monument
поставить памятник put up a
monument
память memory
в память in memory (of)
парк park
пароход ship
плыть на пароходе go by ship
парта desk
за партой at the desk
первый the first
переводить translate
переводить с русского языка на
английский translate from Russian
into English
перед (напротив) in front (of); before
перед тем как уехать before leaving
передавать pass
передник apron
передумать change one’s mind
перемена change
перемена погоды a change in the
weather
пересекать cross
переставать stop
переставать делать что-л. stop doing
smth.
он перестал (бросил) курить he gave
up smoking
песня song
песок sand
петь sing (sang, sung)
печальный sad
печенье cake
пиджак jacket
пионер pioneer
пионерский лагерь pioneer camp
nupor cake
пирожное cake
писать write (wrote, written)
письменный стол desk
письмо letter; message
пить drink (drank, drunk)
пить чай have tea
пища food
плавать swim (swam, swum)
плакать cry
план plan
планета planet
платить pay
платье dress
шить платье make a dress
плащ raincoat
плохой bad
площадь square
no:
по радио over the radio
по телевизору on TV
по-английски in English
победить win (won, won)
повезти: ему повезло he is lucky
повертывать(ся) turn
поворачиваться) turn
повредить hurt (hurt, hurt)
я повредила руку I have hurt my arm
повсюду everywhere
повторить repeat
погасить свет turn off the light
погода weather
какая прекрасная погода! what beau¬
tiful weatherl
погода изменилась the weather has
changed
под under
под Москвой near Moscow
326

под руководством Коммунистиче¬
ской партии led by the Communist
Party
подарок present; gift
поддерживать support
подниматься climb; rise (rose, risen)
солнце летом поднимается рано the
sun rises early in summer
поднимать raise
не поднимайте руки! don't raise
your hands!
подобно, как Like
как и все девочки нашего класса
like all the girls in our class
подозревать suspect
подозрительный suspicious
подробность detail
подруга friend
поезд train
поездом by train
садиться на поезд get on the train
выходить из поезда get off the train
поездка trip; journey
совершить поездку go on a trip
(journey)
пожалуйста please
позади behind
позволять let (let, let); allow
поздний late
поздно late
сейчас уже поздно ндгн туда it is
too late to go there now
поймать catch (caught, caught)
показывать show
покидать leave (left, left)
покрывать cover
покупать buy (bought, bought)
пол floor
поле field
полет flight
космический полет space flight
политика policy
полиция police
полка shelf (мн. ч. shelves)
полный full; complete
улицы полны народу the streets are
full of people
полное собрание сочинений complete
works (by)
половина half
половина седьмого half past six
положение position
полотенце towel
получать get (got, got)
получать удовольствие enjoy
получать по заслугам deserve
помешанный mad
помешать prevent
помнить remember
помогать help
помощь help
понедельник Monday
понимать understand (understood, un¬
derstood); (осознавать) realize
я не понимаю вашего вопроса I
don't understand your question
мы поняли, что задание было нам
непосильно we realized that the task
was too difficult for us
поперек across
популярный popular
попытка attempt
порт port
портфель bag
по-русски in Russian
порядочный (человек) decent
посвящать devote
поселиться settle
посещать visit
после after
после уроков after school
последний the last
послезавтра the day after tomorrow
поступать act
поступок act
посуда dishes
посылать send (sent, sent)
посылка parcel
потерпеть неудачу fail
он старался победить, но потерпел
неудачу he tried to win but failed
потом then
потому что because
no ту сторону: он живет по ту сторону
реки he lives across the river
поход trip
пойти в поход go on a trip
почему why
почет honour
почти almost
поэт poet
поэтому so
появляться appear
правда the truth
по правде говоря to tell the truth
правдивый true
гтраыильно that's right
правильный right
правило rule
правительство government
право right
право на груд the right to work
правый right
направо to the right
праздник holiday
праздновать celebrate
превосходный excel tent
преданный devoted
предел limit
предлагать offer

он предложил мне билеты в театр
he offered me tickets to the theatre
предмет thing; (изучения) subject
предполагать suppose
предпочитать prefer
представитель representative
представить (себе) imagine
я не могу себе представить I can’t
imagine
представление (спектакль) perform¬
ance
прежде чем before
прежде чем выйти из комнаты, она
закрыла окно she closed the window
before she left the room
прекрасный beautiful; excellent; won¬
derful
прекращать stop
прекращать делать что-л. stop doing
smth.
прерывать interrupt
преступник criminal
прибывать arrive
привозить bring (brought, brought)
привычка habit
привязывать tie
приглашать invite
приготовить prepare
приезжать come (came, come)
приз prize
приказ order
приказывать order
приключение adventure
пример example
принадлежать belong
принимать участие take part
приносить bring (brought, brought)
природа nature
там прекрасная природа it’s a beau¬
tiful place
он хороший человек по природе he
is a good man by nature
притворяться pretend
присоединиться join
он присоединился к нам позднее he
joined us later
приходить come (came, come)
приходить в гости к кому-л. come to
smb.'s house; come to see smb.
причина reason; cause
без всякой причины for no reason
whatever
нет причины беспокоиться there is
no cause to fear
приятный nice; pleasant
пробовать try
провода wires
проводить (время) spend (spent, spent)
он хорошо провел время he had a
good time
прогресс progress
прогрессивный progressive
прогулка: идти на прогулку go for a
walk
продавать sell (sold, sold)
продавец salesman
продавщица saleswoman
продолжать continue
продолжаться last
проезжать pass
no дороге на юг мы проехали мимо
чудесного озера on the way to the
South we passed a beautiful lake
производить (выпускать, делать) make
(made, made)
произносить pronounce
произнести речь make a speech
произойти take place; happen
промышленность industry
просить ask (for)
простой simple
протестовать protest
против against
профессор professor
профсоюз trade union
проходить pass
прошло три часа three hours passed
я прохожу мимо Музея Революции
по дороге домой I pass the Museum
of Revolution on my way home
прошлый last
на прошлой неделе last week
в прошлом году last year
прыгать jump
прятать(ся) hide (hid, hidden)
птица bird
публика public
пугать frighten
пустой empty
пусть let
пусть он играет let him plav
путешествие trip; journey
путешествовать go on a trip (journey);
travel
путь way
по пути on the way
пыль dust
пытаться try
пьеса play
пятнадцать fifteen
пятница Friday
пять five
пятьдесят fifty
пятый the fifth
P
раб slave
работа work; job
у него очень важная и сложная ра-
327

бота his work is very important and
not at all easy
домашняя работа (задание) home¬
work
он пришел с работы he came home
from work
он не мог найтн работу he could
not find a job
работать work
рабочий worker
рабочая партия labour party
радио radio
no радио over the radio
слушать радио listen to the ra¬
dio
ртдоваться be glad
раз time
один раз once
пять раз five times
еще раз again
разбить break (broke, broken)
развиваться develop
развлечение entertainment
разговаривать talk; speak (spoke, spo¬
ken)
разговор conversation
раздельно separately
разделять separate
различный different
разница:	нет	никакой разницы It
makes no difference
разный different
разоружение disarmament
разочаровать(ся) disappoint
разрешать let (let, let); allow
разрушать destroy
разрушенный ruined
район district
ракета rocket
рана wound
раненый wounded
ранец bag
ранить wound
рано early
рано утром early in the morning
рассказ story
рассказывать tell (told, told)
расстояние distance
на большом расстоянии at a great
distance
растение plant
расги grow (grew, grown)
реакционный reactionary
реальность reality
ребенок child
ребята children; boys and girls
революция revolution
редко seldom
резать cut (cut, cut)
резкий sharp
результат result
в результате as a result
река river
у реки by the river
религия religion
репортер reporter
репутация reputation
республика republic
речь speech
решать decide
рисовать draw (drew, drawn)
род (сорт) kind
какой-он человек? what kind of man
is he?
родители parents
родиться be born
родственник relative
роман novel
рот mouth
рубашка (мужская) shirt
рубль rouble
ружье gun
рука (кисть) hand; (от кисти до
плеча) arm
с ребенком на руках with a baby in
her arms
рукав sleeve
русский Russian
русский язык Russian
ручка pen
шариковая ручка ball-pen
рыба fish
рычать roar
ряд row
рядом near
С
с:
с Аней with Ann
мы с Петей Pete and I
приходить домой с собрания соте
home from the meeting
с двух до пяти часов from two to
five o’clock
сад garden
садиться sit down
сажать (растения) plant
самолет plane
самолетом by plane
самый плохой the worst
самый хороший the best
сахар sugar
сбор (пионерский) pioneer meeting
светить shine (shone, shone)
светлый light
свистеть whistle
свобода freedom
свободный free
свой my, your, his, her, our, their
328

связывать (установить сообщение) con¬
nect
связь communication
средства связи means of communi¬
cation
сгорать burn
север the north
на север от; к северу от north of
поехать на север go to the north
Крайний Север the Far North
сегодня today
сезон season
сейчас now
сейчас же immediately; at once
секрет secret
сельское хозяйство agriculture
семь seven
семья family
сентябрь September
сердитый angry
сердиться be angry
сердце heart
cepe<6po silver
середина the middle
серый grey
серьезный serious
сестра sister
сжигать burn
сзади behind
сидеть sit (sat, sat)
сила (физич.) strength; (духовн.) power
сильный strong
синий blue
ситуация situation
сиять shine (shone, shone)
сказать say (said, said)
скамья bench
сколько (с сущ. во мн. ч.) how many;
(с неисчисл. сущ.) how much
сколько тебе лет? how old are you?
скоро soon
скорость speed
скорый fast
скромный modest
слабый weak
слава fame
следовать follow
следующий next; following
на следующий день the next day
следующий пример the following
example
слезы tears
слишком too
слишком много too many
словарь dictionary
посмотреть слово в словаре look up
a word in the dictionary
слово word
сложный complicated
сломать break (broke, broken)
слуга servant
служба service
он пришел домой после двухлетней
службы в армии he came home after
two years’ service in the army
служить serve
он служил в армии he served in the
army
случай chance; incident
вам никогда не представится другой
такой случай you will never get
another chance like this
у нас был неприятный случай на
работе we had an unpleasant incident
at work
случайно by chance
случаться happen
что с ним случилось? what has hap¬
pened to him?
слушать listen
слушать радио listen to the radio
слышать hear (heard, heard)
смелость courage
смелый brave
смерть death
смешной funny
смеяться laugh
смеяться над кем-л. laugh at smb.
смотреть (на) look (at)
смотреть телевизор watch TV
снаружи outside
сначала at first
снег snow
идет снег it snows; it’s snowing
снимать (одежду) take off
сниться dream
снова again
собака dog
собирать collect; gather
он собирает марки he collects stamps
люди собрались у eopoi people gath¬
ered at the gates
собираться (что-л. делать) be going
(to do smth.)
собрание meeting
собственный own
событие event
совершенствовать improve
совет advice
советовать advise
советский Soviet
Советский Союз the Soviet Union
современный modern
совсем quite; (в отриц. предл.) at all
уже совсем темно it is quite dark
я ее совсем не знаю 1 don’t know her
at all
я совсем не устал I am not at all
tired
соглашаться agree
329

Соединенные Штаты the United States
сожалеть be sorry
создавать create
солдат soldier
солнце the sun
на солнце in the sun
сомневаться doubt
сомнение doubt
сон dream
видеть сон have a dream
соль salt
сообщение message; information
соревнование competition
соревноваться compete
сорок forty
сорт (род) kind
какой он человек? what kind of man
is he?
сосед neighbour
социализм socialism
союз union
союзник ally
сласать save
спасибо thank you
спать sleep (slept, slept)
ложиться cnaib go to bed
спектакль performance
специалист specialist
специальный special
спешить hurry
мои часы спешат my watch is fast
саокойный quiet; calm; still
сворить argue
спорт sport; sports
заниматься спортом go in for sports
свортсмен athlete
способ way
таким способом this way
способность ability
спрашивать ask
кто-то спрашивал вас somebody was
asking for you
спрятать hide (hid, hidden)
сравнение comparison
no сравнению (с) in comparison
(with)
сравнивать compare
сражаться fight (fought, fought)
сражение battle
сразу at once; immediately
среда Wednesday
в среду on Wednesday
в следующую среду next Wednesday
в прошлую среду last Wednesday
среди among
средняя школа secondary school
средства means
средства сообщения means of com¬
munication
ссора quarrel
ссориться quarrel
ставить put (put, put)
стадион stadium
стакан glass
становиться become (became, become)
станок machine
станция station
стараться try
старший:
старший брат big brother
старший класс senior class (form)
ученики старших классов senior class
schoolboys
старый old
статья article
стекло glass
стена wall
с тех пор (как) since
стирать wash
стихотворение poem
сто hundred
сотни людей hundreds of people
триста человек three hundred people
стоить cost (cost, cost); be worth
эта книга стоит два рубля the book
costs two roubles
эту книгу не стоит читать the book
is not worth reading
стол table
письменный стол desk
столетне century
столица (the) capital
сторона side
из стороны в сторону from side to
side
стоять stand (stood, stood)
страдать suffer
страна country; land
страница page
странный strange
страх fear
стрелять shoot (shot, shot)
строить build (built, built)
студент student
стул chair
стыдиться be ashamed
мне было стыдно I was ashamed
суббота Saturday
в субботу on Saturday
в следующую субботу next Saturday
в прошлую субботу last Saturday
судьба fate
сумасшедший mad
сумка bag
суп soup
сухой dry
суша land
путешествовать4 по суше travel by
land
существование existence
330

существовать exist
счастливый happy
он счастлив he is happy
счастье happiness
к счастью fortunately
к несчастью unfortunately
счет score
матч закончился со счетом 3: 1 the
match ended with the score 3 : 1
считать count; (полагать) consider
ей только пять лет, но она уже умеет
считать she is only five years old,
but she can count already
мы считаем его умным человеком
we consider him a clever man
сын son
сыр cheese
сырой wet
сюда here
T
так so
также (в утверд. предл.) too; also;
(в отриц. предл.) either
такой such
такой же the same
такой . . . как as ... as
такая же молодая, как as young as
там there
танцевать dance
тарелка plate
твердый hard
твой your
театр theatre
телевизор TV
по телевизору on TV
смотреть телевизор watch TV
телеграмма telegram
телеграф telegraph
телефон telephone
по телефону by telephone
темно it is dark
темно-синий dark blue
темный dark
теннис tennis
настольный теннис table tennis
играть в теннис play tennis
теперь now
теплый warm
тепло it is warm
мне тепло I am warm
терпеливый patient
терять lose (lost, lost)
тетрадь notebook
тетя aunt
техник technician
тихий quiet; low
тихая комната a quiet room
тихим голосом in a low voice
товарищ comrade
товарищ Иванов Comrade Ivanov
тоже (в ynvsepd. предл.) too; also;
(в отриц. предл.) either
токарь turner
толкать push
толпа crowd
только only
только что just
тонкий thin
торговля trade
торопиться hurry
тот that (мн. ч. those)
тот же самый the same
трава grass
традиция tradition
трамвай tram
ехать на трамвае go by tram
садиться в трамвай get on the tram
выходить из трамвая get off the
tram
тратить (деньги, время) spend (spent,
spent)
требовать demand
третий the third
три three
тридцать thirty
тринадцать thirteen
трогать touch
трудный difficult
трус coward
трясти shake (shook, shaken)
туда there
туфли shoes
туча cloud
ты you
тысяча thousand
три тысячи людей three thousand
people
тысячи людей thousands of people
тюрьма prison
тяжелый heavy
тянуть pull
У
убивать kill
убирать clean
убирать (посуду) со стола clear away
уважать respect
уважение respect
уверенный; быть уверенным (в) be
sure (of)
удобный comfortable; convenient
удовольствие pleasure
угол corner
уголь coal
удаваться succeed
нам удалось купить билеты we suc¬
ceeded in buying tickets
331

удачный lucky
как удачно, что мы застали его дома
it's lucky (that) we found him at
home
удивление surprise
удивленно in surprise
удивляться be surprised
ужасный terrible
уже already
ужин supper
готовить ужин make supper
ужинать have supper
узнавать recognize
указывать point out
улица street
на улице in the street
улучшать improve
улыбаться smile
умение ability
уметь can (could)
умирать die
умный clever
умываться wash
университет university
упоминать mention
употреблять use
урожай harvest
урок lesson
на уроке at the lesson
на уроках at school
после уроков after school
усилие effort
условие condition
условия жизни conditions of life
при условии on condition
уставать be tired
усталый tired
устраивать arrange
утро morning
утром in the morning
ухаживать (за) take care (of)
yxo ear
уходить leave (left, left)
он ушел рано he left early
у меня уходит три часа на уроки
it takes me three hours to do my
lessons
учебник textbook
учебник географии a geography text¬
book
ученик pupil
ученик десятого класса a Tenth Form
pupil
ученик старших классов student
ученый scientist
учитель(ница) teacher
учить (кого-л.) teach (taught, taught);
(что-л.) learn
я учу английский язык I am learning
English	s
учиться study
он учится в з'ниверситете he studies
at the university
учреждение office
Ф
фабрика factory
факт fact
февраль February
фигура figure
физика physics
учебник физики a physics textbook
фильм film
флаг flag
форма form
форма -речи form of speech
фотографировать take pictures (of)
фотография picture
фронт front
фрукты fruit
в этом году много фруктов there is
much fruit this year
футбол football
играть в футбол play football
X
химия chemistry
учитель химии a chemistry teacher
учебник по химии a chemistry text¬
book
хлеб bread
хлеб с маслом bread and butter
ходить go (went, gone)
ходить апавать go swimming
ходить на лыжах ski
хозяин master
хоккей hockey
играть в хоккей play hockey
холм hill
холодный cold
холодно it is cold
мне холодно 1 am cold
хороший good; nice
хорошо:
он хорошо рисует he draws well
хорошо (согласие) good; all right
хорошо, что он был еще дома it's
lucky he was still at home
это хорошо that's good
хотеть want
я хочу, чтобы наша команда побе¬
дила I want our team to win
делай что хочешь do whatever you
like
мне хотелось бы I'd like
хотя though
храбрость courage
храбрый brave „
332

художник artist
хуже worse
Ц
цвет colour
цветок flower
целовать kiss
цель purpose; aim
с целью on purpose
центр the centre
церковь church
цирк circus
Ч
чай tea
пить чай have tea
час hour
прошло три часа three hours passed
через час in an hour
пять часов it is five o’clock
в пять часов at five o’clock
который час? what time is it? (what’s
the time?)
часто often
часть part
часы (наручные) watch; (настенные,
настольные) clock
мои часы отстают my watch is slow
мои часы спешат my watch is fast
чашка cup
чей (чья, чье, чьи) whose
человек person; man (мн. ч. men)
человеческий human
человечество mankind
чем than
чемодан bag
чемпион champion
через:
мост через реку a bridge across the
river
он прошел через лес he went through
the forest
через полчаса in half an hour
чернила ink
черный black
честь honour
в честь in honour (of)
честный honest
четверг Thursday
в четверг on Thursday
в прошлый четверг last Thursday
в будущий четверг next Thursday
четверть quarter
четыре four
чистить clean
чистый clean
читать read (read, read)
член (кружка, организации) member
что (вопр. слово) what; (союз) that
что с тобой? what’s the matter with
you?
что-нибудь something; (в вопр. n
отриц. предл.) anything
что-то something
чувствовать feel (felt, felt)
он чувствует себя хорошо (плохо)
he is feeling well (bad)
чудесный wonderful; fine
чулки stockings
Ш
шаг step
шанс chance
шапка cap
шахматы chess
играть в шахматы play chess
шахтер miner
шесть six
широкий wide
шить: шить платье make a dress
школа school
в школе at school
в школу to school
шляпа hat
шторм storm
шум noise
шуметь make a noise
шутить joke
шутка joke
Э
экзаменовать examine
экскурсия excursion
ходить на экскурсию go on an ex¬
cursion
эксперимент experiment
электрический electric
энергичный energetic
энергия energy
энтузиазм enthusiasm
этаж floor
этот this (мн. ч. these)
Ю
юбка skirt
юг the south
на юг от; к югу от south of
юмор humour
юность youth
Я
я I
яблоко apple
язык (речь) language
яйцо egg
январь January
яркий bright
ясным clear
ящик box
333

CONTENTS
9 класс
Lesson One
A Difficult Decision (text for rapid reading)	 7
Holiday Plans	 11
Homework  	 15
Lesson Two
How We Celebrated Mother's Day . .	 18
The Six Robinsons and Their Guitar (text for rapid reading) ....	20
Homework	 21
Sunday in England (text for reading with a dictionary)	 —
Lesson Three
How Must We Write the Date? (text for rapid reading)	 23
The Passive	 24
The Prefix un-	 29
From the History of Communications: the Telephone	 31
Homework	 34
Lesson Four
The Diamond Maker  	 38
A Story (text for rapid reading)	   42
Homework	 —
The Royal Society (text for reading with a dictionary)	 —
Lesson Five
A Funny Story (text for rapid reading)	 45
Rockwell Kent's Gift	 50
Homework	   53
Lesson Six
Lispeth	 56
Tea*Leaves (text for rapid reading)	 59
Homework	 —
Rockwell Kent and His Work (text for reading with a dictionary) ...	60
Lesson Seven
Participles 1 and П	 64
Space Travel	 68
Homework . *	 71
The Oldest Plants and Animals (for written reproduction) ......	—
Lesson Eight
Sunrise on the Moon	 75
What Is the Moon Made of? (text for rapid reading)	 78
Homework	1
Soviet Space Research (text for reading with a dictionary) ...	79
Lesson Nine
The Suffix -ing	.  	 83
The Suffix -al .	.  				 .	84
Lenin’s Recommendation	 85
Homework	 88
A Clever Explanation (text for reading and retelling)	 90
334

Lesson Ten
Lenin’s Books	 92
How I Painted Vladimir Ilyich Lenin’s Portrait	 94
How Many Languages Can a Person Know? (text for rapid reading) . ,	—
Homework	 97
The British Museum (text for reading with a dictionary)	 —
Lesson Eleven
The Use of the Gerund	 101
Mark Twain: Biographical Notes	 №5
Homework	 109
A Joke (text for reading and retelling) 	 —
Lesson Twelve
The One-Million-Pound Bank-Note	1	 113
The Birthday Gift (text for rapid reading) . , .'	 П9
Homework	, .	  120
Robert Burns (text for reading with a dictionary)	."Т'гз	 —
Lesson Thirteen
The Youth Movement Abroad (England, U.S.A.)	 127
Homework  	 130
Lesson Fourteen
A Piece of Steak	4. .	133
The Angry Fan (text for rapid reading)	  137
Homework	 138
On Hockey (text for reading with a dictionary)	 —
10 класс
Lesson One
My Home Town	     147
Lesson Two
Place-Names	 155
A Story (text for rapid reading) 	 158
Lesson Three
The Worker Poet . , . .  	 164
Lesson Four
Party Card	 170
The Sea on Strike (text for rapid reading)	 172
Lesson Five
From the History of Football	 181
Lesson Six
Is He Living or Is He Dead?	 188
Letson Seven
Ernest Hemingway . . *	 200
Lesson Eight
Hemingway and Schoolchildren .  	 206
About Conan Doyle (text for rapid reading)	 209
Stephen Leacock (text for reading with a dictionary)	 210
Lesson Nine
Henry Cavendish and the Cavendish Laboratory	 217
Lesson Ten
A Slip Under the Microscope	 222
Pavlov’s Toy Dog (text for rapid reading)	 227
335

Lesson Eleven
That Strange, Strange Moon
Lesson Twelve
Lenin in London
The History Examination
Lesson Thirteen
From the History of May Day ....
Lesson Fourteen
Surprise . . *
Poems
Additional Situations for Oral Speech Practice
Список нестандартных глаголов . . • < . . .
Словообразование
Основные правила чтения * * .
Англо-русский словарь
Русско-английский словарь
/
Гарри Михайлович Уайзер
Софья Кирилловна Фоломкина
Анна Давыдовна Климентенко
УЧЕБНИК АНГЛИЙСКОГО ЯЗЫКА
для 9—10 классов средней школы
Редакторы Ф. И. Юрасова, Af. С. Паевич
Художники В. В Кульков, И. С. Слуцкер
Художественный редактор И. М Ременникова
Технические редакторы С, Н Филатова, Н, А. Биркина
Корректор Л. П. Шелягина
ИБ № 4836
Подписано к печати с матриц 22.06.79. 60X90‘/ie. Бумага типогр. № I. Лит гари. Высокая
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комитета РСФСР по делам издательств, полиграфии н книжной торговли, Москва,
З-й проезд Марьиной рощи, 41
Отпечатано с матриц ордена Октябрьской революции и ордена Трудового Красного
Знамени Первой Образцовой типографии имени А. А. Жданова Союзполнграфпрома
при Государственном комитете СССР по делам издательств, полиграфии н книжной
торговли. Москва. М-54. Валовая, 28, в типографии им. Смирнова Смоленского обл-
управления издательств, полиграфии и книжной торговли, г. Смоленск, пр. им. Ю. Га¬
гарина, 2.
.	233
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