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V.

Yanson
L.Svistun
S.Bogatyryeva
S.Lezhnyev

Book I

A PRACTICAL GUIDE FOR


LEARNERS OF ENGLISH

П Р А К ТИ Ч Н И Й К У РС
А Н ГЛ ІЙ С ЬК О Ї М О ВИ
THE ABC OF A HARMONIOUS EXISTENCE

A d m ire the beauty of nature


B e in the forefront o f the green movement
C a r e about the environment
D e fe n d animals and birds from harm
E d u c a te yourself about the complex environmental and natural resources issues
that effect your life every day
F ig h t air and water pollution
G a i n a better idea of your own environment
H e l p people to learn foreign languages to cooperate with each other and better
understand each other’s problems
Investigate pollution concerns in your community
J o i n an environmental group
K e e p in touch with ecological groups of different countries
L e a rn how to live simply
M a k e thrifty use of natural resources
N e v e r forget to affirm the significance of the individual
O rg a n ise environmental work camps
P ro te c t the environment: the natural world o f land, sea, air, plants, animals
uestion the actions people take to make changes to the environment

8 ecycle things that have already been used


S a v e rare plants
X e a c h children to understand environmental problems
U n ite your strength to stand against those who would disregard environmental
concerns
V i a orously assert the right to a clean environment
W hen it comes to environmental concerns, do not be passive listeners
eX ch an g e ideas with other people
Y e a rn to live in harmony with nature
Z ealo u sly support the green movement
INTRODUCTORY COURSE

фф<3>фф____________ UNIT 1___________ ФФФФФ


SPEECH SOUNDS AND SOUND PHENOMENA

THE ORGANS OF SPEECH:


The mouth cavity; the nasal cavity; the pharynx; the lips; the teeth; the tongue; the roof of the
mouth: the larynx containing the vocal cords.

1. The wind-pipe.
2. The vocal cords.
3. The lips.
4. The teeth.
5. The tongue.
6. The hard palate.
7. The soft palate with the uvula.
8. The blade with the tip.
9. The front o f the tongue.
10. The back o f the tongue.
11. The pharynx.
12. The epiglottis.
Fig. 1. The organs o f speech

PRONUNCIATION

SPEECH SOUNDS SYLLABLE WORD ACCENT INTONATION

ENGLISH SPEECH-SOUNDS

VOWELS (20) CONSONANTS (24)


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Unit 1 Introductory Course

The phoneme is the smallest language unit that exists in speech as such speech sounds which
are capable o f distinguishing one word from another word, otherwise alike, or one grammatical form
o f a word from another grammatical form o f the same word.

Bad / baed / - bed / bed /, man /maen 1 - І men /

An actually pronounced speech-sound is always a variant (allophone) o f a phoneme. E.g., the


phoneme N is occlusive, noise, plosive, lingual (forelingual, apical-alveolar), voiceless, strong =
fortis, oral.
Some allophones o f the phoneme N are: tea ( aspirated ), stake ( unaspirated), at the
(dental), twice (rounded), little (lateral release), football (no audible release), utmost (nasal
release), tree (post-alveolar).

A vowel is a voiced sound produced in the mouth with no obstruction to the air stream.

A consonant is a sound produced with an obstruction to the air stream.

Vowels are sounds o f pure musical tone while consonants may be either sounds in which noise
prevails over tone (noise consonants).от sounds in which tone prevails over noise (sonorants).

Transcription is a set o f symbols representing speech sounds.

Pronunciation Table
Consonants: p, b, k, g, t, d, f, v, 0, 6, s, z, J, 3, h, tj, <±5, m, n, 0, w, 1, r, j
Vowels: short: I, e, ж, D, л, u, a
long: І:, a:, 0:, u:, 3:
diphthongs: ei, ai, 01, au, au, ia, ea, ua
Using a dictionary transcribe the following words. Match the words to obtain minimal pairs
(a minimal pair is a pair o f words which are differentiated by only one phoneme in the same posi­
tion).

Man, pan, lay, cap, dog, bad, walk, pot, sit, it, foot, goal, rod, men, say, pen, dock, cab, port,
work, bed, seat, eat, feet, red, goat.

THE CLASSIFICATION OF ENGLISH VOWELS


1. The stability o f articulation (monophthongs, diphthongs, diphthongoids).
2. The tongue position (according to the horizontal movement o f the tongue: front, front-
retracted, central, back, back-advanced; according to the vertical movement o f the tongue: close, or
high; open, or low; mid-open, or mid vowels)

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Introductory Course Unit 1

3. The lip position (rounded, unrounded vowels).


4. The length o f the vowel (long, short vowels).
5. The degree o f tenseness (tense - long vowels, lax - short vowels).

TABLE OF ENGLISH VOWELS


According to According to Front Front-re­ Central Back-ad­ Back
the height of the position of tracted vanced
the raised part the bulk o f the
of the tongue tongue

i: u:
Close(high)
‘ I u
^.
e
Mid-open E1
(mid)
3<U з:
34
Open ae a3 Л
(low) a: D

\./e/~ the nucleus of the diphthong /є з/


2. /а/ - the nucleus o f the diphthongs /аі/ and /аи/
3. /з/ - the nucleus o f the diphthong /зи/
4. /з/ - the nucleus o f the diphthong /зі/
the diphthongs /із/, /из/, /еі/

THE CLASSIFICATION OF ENGLISH


CONSONANTS
1. The type o f obstruction and the manner o f the production o f noise (occlusive /noise conso­
nants and sonorants/, constrictive /noise consonants and sonorants/).
2. The active speech organ and the place o f obstruction (labial /bilabial, labio-dental/, lingual/
forelingual. mediolingual, backlingual/, glottal consonants).
3. The work o f the vocal cords and the force of articulation (voiced - weak = lenis, voiceless -
strong = fortis consonants).
4. The position o f the soft palate (oral, nasal consonants).

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Unit 1 Introductory Course

TABLE OF ENGLISH CONSONANTS


Lingual
According to the
Forelingual
active speech
Labial Medio- Back-
organ According to the Glottal
position o f the lingual lingual
tongue tip
n. According to the Bila­ Labio Cacumi­
Apical
N. place of bial dental nal
obstruction

Palato-alveolar
According

Post-alveolar
to the manner

Alveolar
Alveolar
of the production

Palatal
Dental

Velar
of noise and according \ .
to the type of obstruction \
Noise (plosive, t
nP hD d kg
ZJ
> affricates)
£ ^3
13
o Sonorants m n Q
o
e h
<D Noise (fricatives) 5
> S
fv z
O J
’C 3
r—
*
o Sonorants r j
U w
m

VOWEL AND CONSONANT PRACTICE


1. Study the reading rules (see Supplement. Sound-Spelling Correspondences).
2. Read out the following words. Observe positional variation o f vowel length.

Par / pa: / Palm / pa:m / Part / pa:t /


(before a voiced (before a voiceless
(in word final position)
consonant) consonant)
the greatest length
reduced length the shortest length

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Introductory Course Unit 1

1. Ill —/І:/ If, v, n, t, d, s, z/


tin - tea sit - seat din - dean did - deed
fill - feel fit - feet Viv - Vivie - Steve Sid - seed
fit - fee sin - seen in - niece tin - teen
it - eat knit - neat Dick - indeed sin - seam
insist - see is - easy cyst - cease pin - peep

2 . /ае/ - /е/ /р, b, k, g, m, j/


man - men pat - pet sad - said bat - bet pan -pen
pack -peck had - head at - ate bad -bed pea - bee
pal - pell Dan - den tan - ten lap- lead nip - nib
tap - tell back - beg and - end lad - led pick -pig

me - miss seems - mist yeast - yield - yippee

3 ./ l / ,/ J / ,/3/,/tf /,/d 3 /
lead - lip shall - yell slop - sleep sheep - ship she - fashion
left - tell bill - kill shilly - shally fish - dash dish - decision

measure - pleasure - leisure - vision - treasure

4. /еі/, /єо/
a - may - bay - say - play aid - made - bade - save - played
eight - mate - bait - safe - plate ail - fail - pale - mail - sail - take

air - bear - share - pear - chair - tear - fare - lair - dare - pair

5. /ail, /із/
I - tie - sigh - lie - eyed - tide - side - lied - ice - tight - sight
Light - I’ll - mile - pile - vile - file - aisle - child - lied - eyes
Mine - side - fight - might - night - bike - like - kite - pike
near - dear - cheer - sheer - beer - mere — idea -year - ideal

6. /0/, /6/
three - theme - thin - fifths - faiths - Smith’s - thick
the - thee - they - their - these - breathe - either - then - this - thigh
seventh - eighth - ninth - tenth - thread - thief -fifth - sixth

7. /13/
sing - sings - sang - fangs - singing - banging - finger - English
thing - bang - tang - king - ping - ankle - bank - think
fang - pang - ling - clang - bring - saying - keeping - thanks

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Unit 1 Introductory Course

8. /а:/, /ті
are - bar - car - char - far - star - arm - bard - card - charge
farm - starve - art - bart - cart - chart - pass - class - shan’t
read - right - spring - spread - strike - scream - free - friend
fry - shrill - prize - cry - crab - cream - three - thread - dream

9.1/d
come - some - none - done - mud - tongue - cut - but - just
dull - lull - bulk - cult - pulse - shut - must - puff - stuff
bud - buzz - duck - buck- puck - tut - tusk - cluck - luck

10. /h/, /w/, /u:/, lv/


he - who - high - here - hair - harm - him - hen - huge - hat
hear - whom - ham - Hank - hard - Harry - hut - happy
we - way - win - swee t - swift - swam - twice - twin - twist
where - wear -w hich - witch - whale - wail - queen - quick

who - should - food - fool - full - pool - pull - hook - foot - shoes
two - noon - cool - nook - sooth - soot - took - shoot - shook - cook
woo - wool - w olf - poodle - loop - look -w o o f - boot - book - put

11. /из/, /аи/


tour - sure -poor -m oor - doer - cure -tours - moors
lure - pure - fury - during - cruel - usual - duel - fuel - fewer

bow - cow - how - row - plough - owl - foul - bout -count


hound - round - howl - fowl - county - house - rout - louse

12. /d/, /з :/, / зі /


on - odd - dog - gone - fog - o f f - ox - clock - loss - moth - want
doll - golf - Pol - loll - vol - sol - coffee - sorry - porridge
door - four - more - law - lawn - daughter - naughty - orchard
John - join - Sol - soil - spoilt - joint - toss - toys - sp o t-jo t
boy - Joy - enjoy - doily - dolly - pot - point - Joice

13. /з:/, /з/


sir - fir - her - purr - serve - firm - heard - bird - term - earn
learn - early - certain - world -girl - surf - first - hurt - burst

about - away - absent - present - attend - mother -father-sister


brother - either - neither - rather - teacher - pleasure - measure
potato - surprise - better - matter - never - clever - cinema

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Introductory Course Unit 1

14. /9U/
bow - so - toe - low - bone - soul - road - boat - dote - toast
roll - poll - old - told - cold - stroll - roast - loaf - host — window
yellow - cargo - tomato - photo - shoulder - stone - woke

3. The following words are written on the basis o f contrasting sounds. Read out the words
fro m the columns while the teacher or other students indicate which words they think are
being said (decide which column they come from). I f the word has not been pronounced
correctly, both parts o f the minimal pair must be repeated.

1 2
seat sit
neat knit
peel pill
feel fill
read rid
pan pen
tan ten
man men
dad dead
bag beg
mass mess
bad bed
cart cut
heart hut
beer bear
dear dare
fool full
pool pull

4. Put the following words in the correct column according to the pronunciation o f “ea”,
“ee ”, “ei”, “ie ”, “o u ”, “o e ”, “ow ”, “ar”.
A) East, head, learn, appear, theatre, bear, tea, ready, early, near, idea, wear, bread, break, great,
spread, steak, team, fear, pearl, mean.
/е/ /і:/ /з:/ /із/ /Є9/ /ЄІ/
(4 words) (4 words) (3 words) (5 words) (2 words) (3 words)

B) Feel, fiancee, cheer, see, engineer, sheer, agree, deer, peel, wheel.

/і:/ (5 words) /еі/ (1 word) /із/ (4 words)

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Unit 1 Introductory Course

C) Receive, weight, deceive, eight, veil, rein, weir, heir.


/і:/ (2 words) /еі/ (4 words) /is/ (1 word) /ез/ (1 word)

D) Piece, kerchief, die, believe, mischief, chandelier, thief, prairie, tie, fierce.
/і:/ (3 words) /і/ (3 words) /аі/ (2 words) /is/ (2 words)

E) Your, youth, double, famous, four, wound, couple, court, group, sour, journalist, route, hour,
favour, cousin, shoulder, journey, out, bough, cloud, soul, about, plough, fountain, tour, cough, con­
tour.

/з:/ /u:/ ltd /з:/ /3/


(3 words) (4 words) (3 words) (2 words) (2 words)

/аи/ /su/ /us/ /aus/ / d/


(6 words) (2 words) (2 words) (2 words) (1 word)

F) Toe, foe, doe, amoeba, roe, woe.

/і:/ (1 word) /su/ (5 words)

G) Power, vow, arrow, flower, cow, yellow, now, tower, flow, shower.

/aus/ (4 words) /аи/ (3 words) /su / (3 words)

H) Care, award, march, compare, ward, far, parent, warm, part, hard, vary, sugar, area, liar,
coward, arm.

/є з/ (5 words) /з/ (3 words) /a:/ (5 words) lod (3 words)

5. In the following lists o f words fo u r words rhyme. Circle the odd man out in each case.
A) Feast, beast, best, priest, least.
B) Tea, pea, sea, tee, tie.
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Introductory Course Unit 1

C) Bough, now, vow, sow, cow.


D) Weigh, high, pay, obey, gray.
E) Care, fair, fire, dare, pair.
F) Raft, what, daft, can’t, haft.
G) Pull, bull, wool, dull, full.
H) Cart, part, ward, dart, heart.
I) Tough, cough, rough, enough, muff.
J) Load, road, toad, loud, goad.
6. Remember the following.
Through the system o f rules o f reading phonetics is connected with grammar. It helps to
pronounce correctly singular and plural form s o f nouns, the past tense form s and past
participles o f English regular verbs. Put the following words in the correct column,
according to the pronunciation o f a) a plural ending; b) the possessive “s ”; c) the Present
Simple “s ”; d) the Past Simple “ed".
A) Pencils, maps, rooms, books, desks, chairs, classes, boxes, cities, days, places, classes, stu­
dents, families, boys, photos, dishes, heroes, chiefs, roofs, handkerchiefs, leaves, wives, keys, pupils,
lessons, pens, duties, tomatoes.
/ z / (after a voiced / s / (after a voiceless / iz / (after -ss, -x, -sh,
consonant or a vowel) consonant) -ch; se, ce, ze, ge)
bags hats inches, judges

B) The girl’s bag, the horse’s leg, John’s book, Jack’s room, the student’s dictionary, the chil­
dren’s parents, the teacher’s question, a month’s holiday, the Jones’s children, my sister-in-law’s hat,
Peter’s brother, the students’ desks, yesterday’s meeting, for order’s sake, at a stone’s throw.
/ z / (after a voiced / s / (after a voiceless / iz / (after -ss, -x, -sh,
consonant or a vowel) consonant) ch; se, ce, ze, ge)
The girl’s book K ate’s hat The judge’s bag

C) He reads, she works, he sees, he passes, she dresses, he teaches, she goes, he washes, he fixes,
he places, she studies, he copies, she plays, he buys, she writes, he paints, she answers, he says, she draws.

/ z / (after a voiced / s / (after a voiceless / iz / (after -ss, ch,


consonant or a vowel) consonant) sh, x)
He reads She writes He teaches

D) I lived, she worked, we expected, they arrived, it ended, he called, I received, she recog­
nized, he looked, they wanted, she used, he paid, we watched, they gathered, she picked, he played,
she said, they answered, she asked, they moved, he turned, she examined.
/ d / (after a voiced consonant / 1 / (after a voiceless conso­ / id / (after - d, -t)
or a vowel) nant)
They informed He asked They waited

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Unit 1 Introductory Course

7. Remember the following vowel and consonant alternations which help to differentiate
a) singular and plural form s o f nouns, b) irregular verbalform s, c) parts o f speech in ety-
mologically correlated words:
a) man - men. woman - women, child - children, tooth - teeth, foot - feet, goose - geese, mouse -
mice, basis - bases, crisis - crises, phenomenon - phenomena...;
b) become - became - become, find - found - found, fight - fought - fought, get - got -got, give -
gave - given, know - knew - known, speak - spoke - spoken
c) house - houses, leaf - leaves, relief -relieves, use - use, advice - advise ....

Consult a dictionary and pick up some more examples o f words in which vowel / consonant
alternations are observed.

8. Read and transcribe the following words. Explain the reading rules. /See Supplement.
Sound-Spelling Correspondences/.
1. Be. he. me, we. she, these, eat, tea, meat, pea, east, heat, feel, meet, see, agree, piece,
believe, receive, machine, ski, people.
2. Sister, widow, city, taxi, myth, rhythm, syllabus, pretty, eleven, excuse, enemy, chocolate,
manager, orange, palace, preface, honey, money, forehead, coffee, biscuit, women.
3. Egg, end. let, send, address, head, ready, deaf, heavy, any, many, Thames, friend, said, says,
leisure.
4. Cats, cap, hat. carry, marry, humanity.
5. Offer, odd. office, body, copy, sorry, what, want, swan, because, cough, knowledge.
6. Order, port, nor. ball, alter, false, bald, salt, talk, walk, water, August, author, draw, thaw,
dawn, awful, warm, quarter, war, wore, implore, your, four, pour, fought, bought, thought, brought,
daughter, naughty, caught, taught, door, floor, broad, often.
1. Bull. pull. put. careful, cushion, sugar, good, room, foot, stood.
8. Union, duty, menu, amuse, nephew, blue, fruit, juice, cool, do, move. who.
9. Arm. far, answer, father, tomato, garage, vase.
10. Ugly, son. onion, done, some, glove, couple, cousin, flourish, double.
11. Term, dessert, her. purse, fur. occur, skirt, sir, early, earn, heard, learn, work, worse, worth,
journey, journalist, were, connoisseur.
12. Struggle, egg, guest, guitar, monologue, language, distinguish.
13. Duck. pack, architect, mechanic, queue, antique.
14. Measure, division, usual, genre, rouge.
15. Think, three, tenth, method, bathe, mother, they. thus. than. that.

9. Choose the appropriate word.


1. The (pen, pan) leaks. 2. There’s something wrong with my (bag. back). 3. Don’t (seat, sit) on
that (seat. sit). 4. Don’t (slip, sleep) on the floor. 5. The (man, men) are tired. 6. My (foot, feet) aches.
7. His (tooth, teeth) has been stopped. 8. It's a (bed, bad) mistake. 9. He is at (walk, work) now. 1 0 .1
(bag. beg) your pardon. 11. The boot is (fool, full). 12. The hotel has a (pull, pool). 13. There is a

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Introductory Course Unit 1

(ship, sheep) in the field. 14. He (tasted, tested) the pie. 15. It’s a wooden (shed, shade). 16. It’s a
bad (pain, pen). 17. She is (lacy, lazy). 18. We hear a (bus. buzz). 19. The (price, prize) is high. 20. He
feeds the (dock, dog). 21. The (kick, cake) is hard. 22. In the evening I (read, rid) books. 23. His eye­
brows are (sick, thick). 24. Stop talking. I’m (sinking, thinking). 25. (Fast, past) means “quick”. 26. The
(rack, rag) is on the (rack, rag). 27. We (leave, live) in Kyiv. 28. It’s (heat, hot) in the room.

10. Pick out all the nouns in the passage, transcribe them and group them according to the
pronunciation o f the vowel sounds in them.
This is a boy. The boy has a toy. It is a ball. The ball is at the wall in the hall. The hall is on the
ground floor of a big house. The house has a comfortable lounge. There is a table in the lounge. There
is a plate on the table. The boy’s mother and his brother are in the lounge. The boy’s father is in the
garden. The boy is going to play with his ball.

11. Pick out the reiterated sounds in the following English proverbs and comment on their
pronunciation.
1. Advice when most needed is least heeded. 2. Make the best o f a bad bargain. 3. The early
bird catches the worm. 4. Care killed a cat. 5. Better an egg today than a hen tomorrow. 6. Health
is better than wealth. 7. The pot called the kettle black. 8. Manners make the man. 9. Necessity
knows no law. 10. Little strokes fell great oaks. 11. Praise without profit puts little in the pot. 12. There
is no royal road to learning. 13 Speech is silver, silence is golden. 14. The tongue is not steel, yet it
cuts. 15. Where there's a will there’s a way.

12. Answer the following questions:


1. How many front vowels are there in English? 2. What makes the sound /е/ different from
the sound /ж/? 3. What are the main articulatory features of the sound /і:/? 4. What articulatory fea­
tures do the sounds /о/, /о:/; /и/, /u:/ have in common? 5. What groups o f vowels do the sounds /аі/,
/л/ belong to according to the stability o f pronunciation? 6. What factors is the vowel length deter­
mined by? 7. What English consonant sounds belong to a group o f plosives? 8. How many sono­
rants are there in English? 9. What English fricative consonants do you know? 10. How can you
prove that phonetics is connected with grammar?

SOUND PHENOMENA
Aspiration is a slight puff o f breath that is heard after the plosion o f a voiceless plosive con­
sonant /p, t, k1 before the beginning o f the vowel immediately following.

But aspiration is not heard in the following consonant clusters: /sp, st, sk/.
pace - space pan - span
take - stake tone - stone
Kate - skate tick - stick
table - stable pot - spot

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Unit 1 Introductory Course

Pronounce the following words. Avoid aspiration in the consonant clusters /st, sk, sp/.
Speak, spoon, sparkle, spin, stock, spend, spectator, spectacles, spread, star, state, starve,
stand, stay, stadium, sky. ski, skating-rink.

***

Two adjacent consonants within a word or at word boundaries often influence each other in
such a way that the articulation o f one sound becomes similar to or even identical with the articula­
tion of the other one. This phenomenon is called assimilation.

REGRESSIVE PROGRESSIVE DOUBLE


AFFECTS
1. The point of articulation: 1.The work of the Two adjacent
Л/, /d/, /п/, /1/, /s/, /z/+ /6/, /9/; /t/, /d/ + It/ vocal cords: a consonants
E.g.: tenth, in them, read this, all that. try. The alveolar voiceless consonant influence each
variants of the phonemes are replaced by their dental + /1/, /г/, /w/. other.
variants; postalveolar variants. The sonorants are E.g.: twenty, try,
2. The point of articulation and the active organ of devoiced. please, sweater.
speech. In the words with the stressed prefix con- E.g.: please, try, quick,
+ /к/, /g/ - /n/-*/r)/. twenty, sweater, pray,
The forelingual alveolar sound is replaced by the back- price, tree, place.
lingual velar sound. E.g.: congress.
3. The lip position.
/к/. /g/, /t/, /s/. Id/ + /w/. The variants of the phonemes
are replaced by their labialized variants.
E.g.: quick, twenty.
4. The manner of the production of noise:
a) loss of plosion:
Л/, Id/, /р/. /Ь/. /к/, /g/ + /і/, /d/, /р/, /Ь/, /к/, /g/.
E.g.: doctor, blackboard, bookcase. There’s a complete
loss of plosion of the first sound;
b) nasal plosion: /t/, /d/. /р/, /Ь/, /к/, /g/ + /п/, /т /.
E.g.: curtain, student;
c) lateral plosion: /V. Idi. /р/, /Ь/, /к/. /g/ + / 1/.
E.g.: plan, simple, table;
d) fricative plosion: /t/, /d/. /р/. /Ь/, /к/, /g/ + a fricative
sound. E.g.: sets, wants, besides, lamps, rugs, takes.

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Introductory Course Unit 1

Assimilation may be o f three degrees', complete, partial and intermediate.


Assimilation is said to be complete when the articulation of the assimilated consonant fully
coincides with that o f the assimilating one. E.g.: horseshoe.
Assimilation is said to be partial when the assimilated consonant retains its main phonemic
features and becomes only partly similar in some feature o f its articulation to the assimilating sound.
E.g.: twice, please, tenth.
The degree o f assimilation is said to be intermediate between complete and partial when the
assimilated consonant changes into a different sound, but does not coincide with the assimilating
consonant. E.g.: gooseberry.

13. Pronounce the words given below and state the type o f assimilation in them:
hidden, battle, fact, garden, although, breadth, close, place, cram, press, thread, trace, quiet,
question, twelve, twin, sweet, drink.

14. Pronounce the following words observing a) loss o f plosion; b) nasal plosion; c) lateral
plosion; d) fricative plosion; e) assimilation in consonant clusters with /w/; f) assimilation
in consonant dusters with the interdental consonants /()/. /в/; g) progressive assimilation.
a) actor, accept, collect, attempt, blackboard, bookcase, doctor, football, weekday, sit down;
b) student, sudden, didn't, shouldn’t, modern, department, admit, admire, appointment, right now;
c) plan, bottle, little, black, clock, table, article, middle, comfortable, th at'11 do;
d) units, lamps, sets, pots, bags, besides, upside, outside, needs. I think so;
e) twice, sweater, swim, question, quite, dwelling, language, persuade, Gwendolyn, bad weather;
f) ninth, tenth, eleventh, thirteenth, sixth, in the morning, at the end o f the lesson, tell the
teacher, put the book, read the text;
g) place, proud, tree, trade, crab. swim, twenty, thread, front, afraid.

15. Transcribe the following words. Comment on the allophonic difference o f one and the
same phoneme.
a) h i : step, tread, twin, at this, bottle, meet me. lets, football;
b) /d/ : drink, dress, a sad thing, dwelling, needs, sudden, fiddle, an old bag;
c) l r l : proud, cry, track, dry;
d) Is/ : this thing, sweater, swing;
e) /1/ : tell them, able, place.

19
UNIT 2
SYLLABLE FORMATION
AND SYLLABLE DIVISION

The syllable is one or more speech sounds, forming a single uninterrupted unit o f utterance,
which may be a word (e.g., late), or a commonly recognized subdivision o f a word (e.g., later).
In English a syllable is formed by any vowel alone or in combination with one or more con­
sonants and by a word-final sonorant / m, n, 1 / immediately preceded by a consonant.
Are, it, man - 1 syllable Table, rhythm, garden, paper - 2 syllables
An intervocalic consonant tends to belong to the following syllable sound when a consonant
is preceded by a long vowel or a diphthong (e.g., party / 'pa: / ti, native / 'nei / tiv / ). When it is
preceded by a short stressed vowel, it belongs to this short vowel (to make it checked) (e.g., better /
' bet / з /. Intervocalic combinations o f consonants belong to the following syllabic sound, if such
combinations are typical o f English (e.g., naturally / 'nsetf / гз / li /. In the words with a consonant
preceding a sonorant the syllable boundary goes through the consonant (e.g., in the word “didn't”
/ 'didnt / the syllable boundary goes through the consonant / d /.

1. Transcribe the following English words and underline the transcription symbol which
corresponds to each syllabic sound in the words. Show the point o f syllable division in
these words:
ask, leader, fire, friend, teacher, candle, couldn’t, answer, beautiful, our, music, again, floor,
didn’t, don’t, player, behind, English, language, family, student, tower, question, examination, foot­
ball, dictionary, city, coffee, rhythm, capital.

2. Group the following words according to the number o f syllables in them.


Mother, grandfather, son, aunt, cousin, daughter, student, teacher, doctor, university, study, les­
son, stress, syllable, map, picture, book, library, pronunciation, wonderful, plain, clever, able, attrac­
tive, school, table, road.

WORD ACCENT / STRESS IN ENGLISH


Every monosyllabic, disyllabic and polysyllabic word pronounced in isolation has word-stress.

WORD-STRESS

PRIMARY .SECONDARY
Protnunci'ation

20
Introductory Course Unit 2

In most disyllabic words the accent falls on the initial syllable. E.g.: 'mother, 'colour.
In disyllabic words with a prefix which has lost its meaning the stress falls on the second syl­
lable. E.g.: be'come, be'gin.
In most words o f three or four syllables the accent falls on the third syllable from the end of
the word. E.g.: 'family, 'cinema.
Most words o f more than four syllables have two stresses: secondary and primary. E .g.:, into-
'nation; numerals from 13 to 19, compound adjectives (,well-'known), compound nouns (,ice-'cream),
words with separable prefixes ( .un'known, ,un'kind, .disa'ppear, .under'go, .anti'climax, ,sub-'editor,
, inter’national, .misbe'have, ,vice-'president, .pre'war, .out'dated).

Word accent is capable o f distinguishing words in English, e.g., the 'object - to ob'ject, the
'export - to ex'port, the 'increase - to in'crease, the 'accent - to a'ccent, the 'present - to pre'sent, the
'record - to re'cord.

3. State the accentual structure o f the following words: mother, sister, grandfather, house,
apartment, sitting-room, engineer, blue-eyed, conversation, accent, to accent, disappear,
unknown, rewrite, dining-room, armchair, hard-working, to get up, to come in.

4. Transcribe (marking the stress) the words in italics.


1. They export oil and gas to the UK. 2. The export o f oil and gas has risen sharply. 3. He wants
to present his friend with a book. 4. His friend liked the present. 5. We’ll record today’s concert. 6. His
medical record is on the desk. 7. They are going to increase our rents. 8. We are against tax increas­
es. 9. “I am not small”, the child objected. 10. His main object is to make money.

REDUCTION
In English form-words and some pronouns (personal, possessive, reflexive, relative, the indef­
inite pronoun some denoting indefinite quantity') have two forms o f pronunciation: strong, or full,
form and weak, or reduced, form. They have strong forms when they are stressed. There are three
degrees o f the reduction o f strong forms.
1. The reduction o f the length o f a vowel without changing its quality (quantitative reduc­
tion).
E.g.: you /ju:/ - /ju7
2. The reduction o f the quality o f a vowel (qualitative reduction).
E.g.: you /ju:/ - /ju/
3. The omission o f a vowel or consonant sound (zero reduction).
E.g.: He is - he’s /hi: iz /-/h iz /.

21
Unit 2 Introductory Course

LIST OF STRONG AND WEAK FORMS

STRONG FORMS WEAK FORMS


The /Зі:/ /з/ (before consonants)
/1/ - (before vowels)
A /еі/ - (before consonants) /3/ - (before consonants)
An /аеп/ - (before vowels) /зп/, /n / - (before vowels)
At /aet/ /3t/
For /fo:/ /f3/
From /from/ /from/
Of /dv/ /sv/
To /tu:/ Лз/ - (before consonants)
Can /keen/ /кзп/, /кп/
Must /mASt/ /most/, /m ss/
Shall /Jael/ //31/, //1/
Do (auxiliary) /du:/ /du/ Ліз/
Does (auxiliary) /dAz/ /dsz/
Have (auxiliary) /haev/ /hsv/
Has (auxiliary) /haez/ /hsz/
Had (auxiliary) /haed/ /hsd/
Be /bi:/ /bi/
Am /а з т / /з т /
Are /а:/ /з/
Was /W DZ/ /w sz/
Were /w3:/ /w s/
You /ju:/ /ju/
He /hi:/ /hi/
She /Ji;/ / / 1/
We /wi:/ /wi/
Some /sAm/ . /ssm /
And /aend/ /snd/
But /bAt/ /bst/
Or /0:/ /3/
As /aez/ /зг/
To /tu:/ Аз/ (before consonants)
/tu/ (before vowels)

22
Introductory Course Unit 2

WORDS ALWAYS STRONG IN AN UNSTRESSED POSITION


To be (is, are) (when they function as main /iz/, /a:/
verbs)
To do (do, does) (when they function as main /du:/, /dAz/
verbs)
To have (have, has. had) (when they function /haev/, /haez/, /haed/
as main verbs)
When, then (adverbs) /wen/, /беп/
On, off, in /Dn/, /Df/, /in/
Will (modal verb) /wil/
That (demonstrative pronoun) /бає I/
Some (indefinite pronoun) /sAm/

5. Using a dictionary give the transcription o f the strong and weak form s o f the following
words:
the. a. at. for, to, of, from, can, must, shall, do, does, could, would, have, has, had, be, am, are,
was. were, you, he, she, we, me, them, her, your, some, that, and. but, than, as, or, there, on, an, into,
will, should.
$ 6. Here are some phrases with common function words. Listen to them, note the stresses and
pronounce the phrases.
Remember: Stress in speech is the greater prominence which is given to a word (some words)
in an utterance as compared with the other words o f the same utterance. Function words are normally
unstressed and they have their weak (reduced) forms.
A / an a book, a pen, a large room, a wonderful sight, a clever child, a friendly family, an apple,
an eye. an easy task; It is a dull film. It is an interesting book.
The the table, the chair, the garden, the park, the family, the eighth floor, the eleventh row; The
lesson is over. The answer is correct.
A s as often as possible, as quick as lightning, just as you say, English as a second language;
The boy is as clever as his sister. It is as cold today as it was yesterday.
O f o/hundreds o f people, lots of books, it’s nice o f you, the poems o f Byron; One of his friends
is a teacher. The house o f my grandparents is large and comfortable.
From from here to there, a present from London, a long way from home, speak from experi­
ence; I live far from the University. I’ve come from London.

23
Unit 2 Introductory Course

For two for a shilling, not for a long time, once and for all, see for yourself; I’ll call for you
on my way home; They go for a walk in the evenings.
To five to four, take to drink, on the way to the bank, turn to the right.
A t at the table, not at home; Look at these sentences; Meet me at six; Look at me.
Or five or six, this or that, someone or other, whether you like it or not; Do it today or
tomorrow.
Than more than ever, better than that, less than I expected; He is two years older than his sis­
ter is.
A nd girls and boys, bread and cheese, stress and rhythm: Run and fetch it; 1 study English and
German.
But I can swim, but I cannot skate. The flat is not large, but it is comfy.
Pronouns do not usually receive sentence stress. Listen to the sentences, note the stresses and
the weak forms of the pronouns, pronounce the sentences.
Her Ask her to come and sit down. Give her a book. Tell her I'll see her soon.
Him I can attend to him now. Ask him to come back later.
His Find out how he pronounces his name. Bring me his file.
Them It’ s nice o f them to invite me. I’ll meet them at the swimming pool.
Their I’ve listened to their records. I think their songs are silly.
They They’re very popular. They’ve got good voices. They have a strong sense o f rhythm.
We We’ll make some new cotton dresses. We’ll need several yards o f material.
/ I’ll give you some money. I’ll give what I can. Where did 1 put my purse?
You You must re-write this composition. I’d like you to give it back to me tomorrow.
He He’s a teacher. He marks homework and prepares lessons.
She She goes to school in the village. She says she wants to be a teacher.
Some Give me some water. There are some pencils on the desk. There is some butter on
the plate.
Auxiliary verbs have reduced forms, which are always used in rapid speech unless the speak­
er wishes to give them special emphasis. Here are some sentences giving the unstressed forms o f be
and have used as auxiliary verbs.
Listen to the sentences, note the stresses and pronounce the phrases.
Am I’m going away tomorrow. I’m not taking my car.
Is V m afraid it’s getting cold. It isn’t going to last much longer.

24
Introductory Course Unit 2

Are My friends are meeting me at the station. They aren’t expecting me for lunch.
Was He was going to be a football player. He w asn’t planning to get married.
Were They were in London last year. They w eren’t able to go abroad for their honey­
moon.
Been I have never been to Italy. Have you ever been to London?
Have I have done it. We have translated the article. I have read the text. We have done our
homework. I have answered his question.
Has He has sent him a letter. She has had dinner. It has got cold. He has watched the film. She
has just arrived.
Had They said he had had a serious accident. She asked if he had finished his work.
You will have realised that the written form o f English often differs from the spoken form.
There is an increasing tendency to write some words as they are spoken. E.g., the last two sentences
could have been written like this:
You’ll have realised that the written form of English often differs from the spoken form.
There’s an increasing tendency to write some words as they’re spoken.
These abbreviations are appropriate in writing that is meant to be read aloud, in the repre­
sentation o f dialogue, and in informal writing, where the writer wants to give the impression that
he is speaking directly to the reader. Unless you are very sure o f the effect you want to produce,
however, it is probably better for you to write formally in such things as essays, articles, and let­
ters to people you don’t know well.
Remember that some form-words in certain positions are used in their strong forms, even
when they are unstressed. Some form-words are never reduced. Read out the following sentences.
Where have you come from? What are you looking at? Whom are you looking for? Where
are you going to? Who is on duty today? - 'I am. We didn’ t know where he was.
For some (“certain”) reason they haven’t arrived on time. On the ground floor there are three
rooms. Then go and help him. That dress is more beautiful than this one.

LINKING / r /
When a word ending in the neutral sound, /a: /, / o: / or / з: / is followed by a word beginning
with a vowel, the consonant / r / is often inserted at the end o f it, joining it to the next word. When
the spelling o f the word ends in the letter “r” (“re”), the sound / r / is called the linking /ті.

7. Pronounce the Unking sound / r / at the junction o f the words.


Father and mother, brother and sister, daughter-in-law, a five-year-old boy, for a long time, far
away, for instance, never again, an hour and a half, as far as I know, as a matter o f fact; there is a
letter and a pen on the desk; there are some letters on the desk; the door is open; the floor is clean;
the weather is fine; winter is cold; summer is hot.

25
UNIT З
INTONATION

Intonation is a unity o f speech melody, sentence-stress (accent), voice quality (timbre), speech
tempo, rhythm.
The sentence is the basic unit o f language. It may consist o f one, two or more intonational
units. This intonational unit is called the intonation group which has at least one accented word car­
rying a marked change in pitch (a rise, a fall, etc.). It is pronounced at a certain rate and without any
pause within it. It has some kind o f voice quality. The most important factors which determine the
number o f intonation groups in an utterance are: a) semantical reasons; b) the syntactical structure
o f an utterance; c) the type and form o f speech.

THE COMPONENTS OF AN INTONATION GROUP

The Pre-Head The Head The Nuclear Tone The Tail


A long dash (---- ) represents a fully stressed syllable.
A short dash (-) represents a partially stressed syllable.
A dot (.) represents an unstressed syllable.
A downward curve represents a stressed syllable pronounced with a fall in pitch within that
syllable.

High Fall Low Fall High Rise Low Rise


Introductory Course Unit 3

K in e ti c ( n u c l e a r ) t o n e M eaning
The Mid-Level Tone Non-final, incomplete.
The High Falling Tone Final, insistent, personally concerned.
The Low Falling Tone Final, categoric, calm, serious, reserved, weighty.
The High Rising Tone Non-final, questioning, expressing interest, sur­
prise, asking for repetition.
The Low Rising Tone Non-final, non-categoric, encouraging, wonder­
ing, questioning, expressing interest, sceptical,
soothing.
The Falling-Rising Tone // Expressing concern, reproach, contradiction,
The Falling-Rising Tone Divided (the two ele­ correction, other kinds of implication.
ments o f the Fall-Rise are realized on two dif­
ferent words:
(T h a t’s .good).
The Rising-Falling Tone A quizzical tone. What the speaker admits or
denies is in conflict with his own or his inter­
locutor’s previous opinion.

1. Practise various nuclear tones in the following contexts.


A) The Low Falling Tone
1. What season is it now? - It’s .Autumn.
2. What day is it today? - It’s Monday.
3. What is the weather like today? - It’s fine.
4. How many lessons do you have today? - Four.
5. W hat’s your first lesson? - English.
B) The High Falling Tone
1. W hat’s your day off? - ' Sunday.
2. W hat’s your hobby? - Drawing.
3. What’s your favourite season? - Summer.
4. What foreign language do you study? - English.
5. What’s your favourite pastime? - Reading.
C) The Low Rising Tone.
1. Excuse me, may I ask you a question? - ,Yes.
2. Here’s your pen. - Thanks.
3. Would you like to join us? - I’d love to.
4. May I put it off till tomorrow? - It’s up to you.
5. You look nice today, - Thank you.
D) The High Rising Tone.
1. Let’s meet at six. - At the 'theatre?

27
Unit З Introductory Course

2. Let’s meet earlier. - At five?


3. He studies English. - English?
4. Is this film interesting? - Is it interesting?
5. He is a famous writer. - Writer?
E) The Falling-Rising Tone / The Falling-Rising Tone Divided.
1. The lecture is interesting. —vDull.
2. He is a pupil. - Student.
3. The lesson begins in five minutes. - 'Hurry ,up.
4. Everybody is present. - John is away.
5. Everybody can do it. - 1 can’t.
F) The Rising-Falling Tone.
1. He is a gifted musician. - лReally!
2. We’ll go abroad in summer. - How interesting!
3. You must help him. - How?
4. She studies at the University. - Does she?
5. He speaks three foreign languages. - Does he?

SOM E TYPES OF HEADS


In the High Level Head all the syllables are pronounced on the same high pitch. The High
Level Head is commonly used in conversation.
In the Descending Stepping Head there may be two or more fully stressed syllables. Each fully
stressed syllable beginning with the second is lower in pitch than the preceding syllable. Unstressed
and partially stressed syllables are said on the same pitch as the previous fully stressed syllable. The
Descending Stepping Head may be used in written texts being read aloud, formal conversation, lec­
turing.
The Descending Stepping Head may have a monotonous effect which can be avoided by mak­
ing an upward break in the middle o f the head, after which a downward movement o f the pitch is
resumed. This pattern is described in this case as the Broken Descending Stepping Head. The upward
break is usually made on words o f sufficient semantic importance. They usually express a very great
or very small size, quantity, unexpected actions and so on.
The Sliding Head is formed by a sequence o f slides. In the Descending Sliding Head each pre­
ceding stressed syllable starts on a higher pitch than the following one. The descent in pitch has a
jumpy or wavy character. Unstressed and partially stressed syllables in this type o f head gradually
carry the pitch down. The Sliding Head is used in lively conversation and in reading emotionally
coloured texts.
The Descending Scandent Head is formed by a sequence o f “climbs”, i.e. upward pitch changes
corresponding to each o f the stressed syllables. The stressed syllables form a descending contour.
Unstressed and partially stressed syllables continue the rise o f the voice initiated on the preceding
stressed syllable. Utterances pronounced with the Scandent Head sound lively and expressive.

28
Introductory Course Unit 3

1. The High Level Head


He is a 'clever 'student.

The commonest heads used


2. The Descending Stepping Head. with all the English tones.
He is a 'very 'clever "student.

3. The Descending Stepping Upbroken Head. It gives a slight effect of pro­


minence to the word on
'John 'Brown is a tvery 'clever 'student. which the pitch is moved up.

4. The Descending Sliding Head.


He is a ^ . very ^.clever 'student.
It gives additional prominence to
all the stressed words in the utter­
ance.
5. The Descending Scandent Head.
- He is an 'ordinary student.
- He is a /'Very /"clever "student.
It is used for emphasis expressing
liveliness and sometimes impati­
ence.

2. Practise various kinds o f heads in the following contexts.


A) The High Level Head + The High Fall
1. What city do you live in? - I -*• live in the ’capital o f U'kraine.
2. How long does it take you to get to the University? - It takes me half an hour to get to the
University.
3. What do you do after classes? - I go home after classes.
4. What do you do in the evenings? - 1 watch TV in the evenings.
5. When do you have your vacation? - 1 have my vacation in summer.

B) The Descending Stepping Head + The High Fall / The Low Fall / The Low Rise
1. How’s John? - I 'haven’t 'seen him for 'years.

29
Unit З Introductory Course

2. Where are you going to? - I ’m 'going to the 'nearest .post-office.


3. What are you going to do in the evening? - I’m going to visit my friends in the evening.
4. I’ll be busy tomorrow. - 'Could we 'meet on .Friday perhaps?
5. What time will you call on me? - 'Shall we 'say 'six o ’.clock?

C) The Descending Stepping Broken Head + The High Fall


1. How do you find this medicine? - This 'new kind of'm edicine is tsimply 'wonderful.
2. What’s your opinion of the film? - It’s the 'best I’ve 'seen for a tvery 'long 'time.
3. Is he a famous writer? - He is. His 'works are 'popular tall over the 'world.
4. Is Betty Brown a talented actress? - 'Betty 'Brown is a tvery 'talented 'actress.
5. How do you like this suit? - It 'certainly 'looks tvery 'smart.

D) The Descending Sliding Head + The Fall-Rise / The Low Rise / The High Fall
1. May I speak to Mr. Sm ith?- I’m ^ a fra id he is ’ not 4 n .
2. It doesn’t suit me. - “^-Don’t b e ^ b itte r a .bout it.
3. What did he say? -~NHe was"'* rather 'rude.
4. Why don’t you go there with us? - "^.How I^ w is h I could 'go.
5. I’ll do it tomorrow. - You’d'^-better'Ndo it vnow.

E) The Descending Scandent Head + The High Fall / The Low Rise
1. Buy this suit. - It ' ’isn’t e^xactly what I 'want.
2. I’ll help you. - I’d '"rather '’ do it my'self.
3. I’m afraid I must be going. - '"Don’t for/’ get your .book.
4. I cannot do it. I give up. - '"Try to '"do it a .gain.
5. I ’ll send him a letter. - It’s the ’only '"sensible /"thing to 'do.

INTONATION CONTOUR / TUNE

SIMPLE ’COMPOUND COM’BINED

1 intonation group, 1 intonation group, 2 or more intonation groups


1 kinetic tone 2 or more kinetic tones

He's a clever 'student. He's a 'clever 'student. They .say, / he's a clever
'student.

30
Introductory Course Unit 3

INTONATION OF DIFFERENT COMMUNICATIVE


TYPES OF UTTERANCES

STATEMENTS

Straightforward Friendly Implicatory

High Fall, Low Fall Low Rise Fall-Rise, Rise-Fall

What kind o f student is he? I know, he is a He is an ordinary


He’s a very 'clever student. student. student.
(serious / calm) He’s a very ,clever He’s a very “clever
student. student.
(warm, friendly) (contradicting )

QUESTIONS

General Special
High Rise, Low Rise High Fall, Low Fall
Is he a student? ’What is he?

Alternative Disj unctive/Tag

High Rise/Low Rise + High Fall/Low Fall +


High Fall/Low Fall Low Rise/Low Fall

Is he a student lor a 'teacher? He is a 'student,(.isn’t he?


(the answer is expected)
He is a student, Lisn’t he?
(the answer is not expected)
IMPERATIVES

Commands, orders Requests


High Fall Low Rise
Answer my 'questions! Answer my .questions.

31
Unit З Introductory Course

EXCLAMATORY UTTERANCES
High Fall
'Nice! 'Beautiful! 'Thank you!

3. Answer the following questions in a straightforward way. Use the appropriate intonation
pattern. Follow the model:
- When does your academic year begin? - In Septem ber. // It be'gins in Septem ber. // Our
aca'demic year be'gins in September.
1. What is your name? 2. How old are you? 3. How many people are there in your family?
4. Where do you live? 5. What foreign language do you study? 6. What is your favourite English
writer? 7. When does your working day begin? 8. How many lessons do you have daily? 9. What do
you do in the evenings? 10. When do you go to bed? 11. What do you do on your days off? 12. What
is your hobby?

4. Show a friendly attitude in the replies to the following questions. Follow the model:
- Do you think it suits me? - I’m 'sure it ,does.
1. Would you like some tea? - With pleasure. 2. - Do you think I can do it? - You can do it
easily. 3. - Do you like the plan? - I find it interesting. 4. - Would you mind if we don’t come? -
It’s up to you. 5. - Do you really think he’s a good student? - He’s a clever student indeed.6. - Do
you like it? - 1 like it a lot. 7. - Is the dress smart? - The dress is really smart. 8. - Do you think the
weather will keep fine? - I hope it’ll keep fine.

5. Express the following implications in your response: correction, contradiction, disagree­


ment, contrast, warning and hesitation /use the Fall-Rise/, impatience, irony, self-satis­
faction /use the Rise-FalU. Follow the model:
- The 'film is 'interesting. - It’s v boring.
1. I think he is ten. - Twelve. 2. - I hope you’ll come back on Saturday. - Sunday. 3 . 1 can do
it. - You can’t. 4. - This book is interesting. - This book is dull. 5. - The train leaves at five. - Hurry
up! 6. - Where are you going to in summer? - 1 don’t know yet. 7. Do you think it may help me? -
It’s the only tiling that can help you. 8. 1 really ought to have known better. 9. You’ll see that I’m right.

6. Identify the intonation patterns o f the following questions. Use the questions in different
conversational contexts.
A. 1. Are you a student? 2. Do you have classes every day? 3. Do you come to the University
at 9 o’clock in the morning? 4. Are you in the classroom now? 5. Are there ten students in your
group? 6. Do you go to the refectory after classes? 7. Do you call at the library after classes? 8. Do
you stay at the library till late in the evening? 9. Do you come home from the University late?
10. Does your friend study English? 11. Do you see your friend often?
B. 1. Are you busy or free now? 2. Are the students in the classroom or in the corridor? 3. Are
there ten or twelve students in your group? 4. Do you learn English or French? 5. Can you speak
32
Introductory Course Unit 3

English or German? 6. Are you interested in literature or music? 7. Do you live in Ukraine or in
England? 8. Are you a student or a teacher? 9. Are you eighteen or seventeen? 10. Is your friend
a student or a worker? 11. Does your friend live in town or out o f town?
C. I . What is your name? 2. Where is your family? 3. How many people are there in your fam­
ily? 4. How old are you? 5. How are you? 6. Where do you study? 7. What foreign language do you
study? 8. What books do you usually read? 9. How long does it take you to do your lessons? 10. When
do you get up?
D. (The answer is expected). 1. You learn English, don't you? 2. Your friend is a student, isn't
he? 3. There are twelve students in your group, aren’t there? 4. You have a watch about you. haven't
you? 5. You'll study German, won’t you? 6. You live in Kyiv, don't you? 7. Your friend studies
French, doesn't he? 8. You like sweets, don’t you? 9. Your friends are interested in modern music,
aren't they? 10. Your friend likes ice cream, doesn't she?
(The answer is not expected; the speaker is sure o f the answer he will get or expects the lis­
tener to agree with him - “Certainty Disjunctive Questions”). 1. The weather is nice today, isn't it?
2. It is warm today, isn’t it? 3. It’s stuffy here, isn't it? 4. It's freezing hard, isn't it? 5. It looks like
rain, doesn't it? 6. It's difficult to study foreign languages, isn't it? 7. The Earth is round, isn't it? 8. The
sun rises in the east, doesn’t it? 9. Kyiv is the capital o f Ukraine, isn’t it? 10. So. you are a student
now, aren't you?

7. Act as a teacher. Give various instructions to the students. Pronounce your utterances as
a) commands; b) polite requests. Follow the model:
a) 'Open the door! b) 'Open the .door.
1. Sit down. 2. Open your books. 3. Read out the text 5. 4. Translate the text into Ukrainian.
5. Answer my questions. 6. Look at the board. 7. Write down some sentences. 8. Correct your mis­
takes. 9. Consult your dictionary. 10. Listen to the text.

8. Read out the following sentences. Use the High Level Head + the appropriate nuclear
tone. Provide contexts in which these sentences may be used.
1. Ed like to be a teacher. 2. I'm fond of children. 3.1 need a dictionary. 4 . 1bought a book. 5. Where
are the students? 6. Is he a teacher? 7. Is she a teacher or a doctor? 8. He is a bright child, isn't he?
9. Help him to do it! 10. It's an interesting book!

9. Read out the following text. Use the Descending Stepping Head, the Low Fall / the Low
Rise.
I am a University student. We have lectures and tutorials every day. I come to the University
at about nine. Then I go to the classroom. I take my books and notebooks out of my bag and put
them on the desk.
At nine o'clock our teacher comes into the room. He greets us and the class begins.
After classes I go to the students' refectory for lunch. Then 1 go to the library. I stay there till
late in the evening.
2 В. Янсон 33
Unit З Introductory Course

10. Read out the following sentences. Use the Descending Sliding Head and the Falling-
Rising Tone. Identify the meaning o f the intonation contour.
1. I ’m sorry to be so late. 2. Be careful when you cross the road. 3 . 1 wish you’d told me ear­
lier. 4. I’ve never heard anything so strange. 5. Don’t be late! 6. Mind what you’re doing. 7. He can’t
mean that. 8. 1 can do it in five minutes. 9. The day is cold. 10. Nobody is waiting for you here.

11. Read out the following sentences. Use the Descending Scandent Head and the High-
Falling Tone. Identify the meaning o f the intonation contour.
1. I hate doing nothing. 2. You can’t do it alone. 3. When d ’you want me to start? 4 . 1 hope I
haven’t kept you waiting. 5. You can’t go to the party dressed like that. 6. 1 want you to be more
reasonable. 7 .1 hate rainy weather! 8. I’m sick and tired o f this noise! 9. Try and be there by six. 10. It’ a
very dangerous place!

NON-FINAL PARTS OF UTTERANCES


1. Adverbial phrases:
In front of the .building / there is a green.lawn. (Low Rise + Low Fall)

2. Enumeration:
On the .desk / there is a.book, / a.pen, / a.pencil / and a ,dictionary. (Low Rise + Low Rise
+Low Rise + Low Rise + Low Fall)

3. Initial subordinate clauses:


When mother comes home, / w e’ll have,dinner. (Low Rise + Low Fall)
If the weather is .warm, / w e’ll go for a walk. (Low Rise + Low Fall)

4. Principal clauses form ed by the initial author’s words in reported speech:


He.says / that he is eager to become a,doctor. (Low Rise + Low Fall)

5. Parentheses:
As far as I.know, / he is a,teacher. (Low Rise + Low Fall)
By the'way, / he speaks jEnglish. (High Fall + Low Fall)

6. Direct address:
'Peter, / open the,door. (High Fall + Low Fall)
.Helen, / answer my .question. (Low Rise + Low Fall)

7. Reporting phrases:
She,asked: / “Is he a#student?” (High Level/Low Rise + Low/High Rise)
He repeated his. question: / “W ho'told you that?” (Low Fall + High Fall)

> Note: Direct address, parentheses, reporting phrases do not, as a rule, form an intonation
group o f their own and are pronounced as unstressed or partially stressed postnuclear syllables /tail/

34
Introductory Course Unit 3

in the final position. A parenthesis placed in the middle o f an utterance may join the first intonation
group as a tail or part o f the nucleus. Medial direct address is pronounced in the same way as in the
final position.

12. Read out the following sentences. Choose the appropriate intonation patterns o f non-
fin a l parts o f utterances. Provide contexts in which these sentences may be used.
A) 1. In front o f the building there is a flower-bed. 2. Behind the house there is a garden. 3. On
the ground floor there is a sitting-room. 4. On the first floor there are two bedrooms. 5. In the mid­
dle o f the room there is a table. 6. To the right o f the desk there is a chair. 7. Next to the bookcase
there is a TV set. 8. On each side o f the fireplace there is an armchair. 9. Opposite the house there
is a shop.
B) 1. On the ground floor there is a hall, a library, a gymnasium and some classrooms. 2. There
are ten desks, twenty chairs, a blackboard and a bookcase in the classroom. 3. There is a map, a clock
and some pictures on the wall. 4. There are some books, a dictionary, a notebook and some pens on
the desk.
C) 1. When autumn comes the days become shorter. 2. When the weather changes for the
worse people spend more time indoors. 3. When it gets dark we switch on the light. 4. When I get
tired I have a rest. 5. If the weather is fine I go for a walk.
D) 1. My friend says that she is fond o f music. 2. She says that she has her piano-lessons twice
a week. 3. They say that she is a gifted person. 4. Our teacher says that we must work at our pro­
nunciation. 5. The Dean says that we have a meeting today.
E) 1. Generally, I work in the reading-room after classes. 2. Personally, I ’m fond o f reading.
3. Normally, I spend two hours in the reading-room daily. 4. As a matter o f fact, there are a lot of
reference books in our library. 5. As far as I know, the hours o f loan service are from 9 a.m. to 8 p.m.
daily.
F) 1. Children, open your books. 2. Girls, read the text to yourselves. 3. Students, listen to the
tape. 4. Mr Brown, may I ask you a question? 5. Students, let me introduce your new teacher to you.
G) The teacher asks: “Who is absent?” 2. One o f the students says: “I ’ll go to the library to
borrow a book from it”. 3. The Dean said: “I ’m satisfied with the results o f your work” . 4. The stu­
dent asked: “Shall I read the text out?” 5. The teacher insisted: “You must work hard at your
English”.

13. Read out the following sentences. State the communicative types o f them and the types
o f their tunes and identify the components o f their intonation contours (tunes).
1 .1 have a family. 2. There are six members in their family. 3. Is she a teacher? 4. What does
her father do? 5. Is her mother a doctor or a teacher? 6. He studies English, doesn’t he? 7. Read the
text. 8. Answer my question, please. 9. Wonderful! 10. Where is your dictionary? 11. When does she
come? 12. Is he a good teacher? 13. He is ten. - Twelve. 14. It’s an interesting film. - Dull. 15. On
the ground floor there are four rooms. 16. To my mind, she is a nice woman. 17. Mary, help me.
35
Unit З Introductory Course

18. He asked: “ Did you like the cake?” 19. When he comes home. I'll ask him this question. 20. To
my mind, he is a good student. 21. We grow different flowers: roses, tulips and so on. 22. In the cen­
tre o f the room there is a large table.
14. Remember the following: Any word in a sentence can be stressed i f the speaker wishes
to emphasise it. When a word receives logical stress, this becomes the main primary
stress in the sentence or phrase. It carries the intonation curve. There are many situa­
tions in which logical stress is heard. For example, the speaker wishes to correct a state­
ment which has been misheard:
- The meeting begins at five o ’clock.
- Four o ’clock?
- 'Five o ’clock!

Practise putting the emphasis on each word in turn in these sentences:


Mr Brown lives in London.
Mary studies the French language.

Answer the questions. Put the emphasis on the appropriate word.


1. Where does Mr Brown live? 2. Is Mr Brown on a visit in London? 3. Who lives in London?
4. W’hat does Mary do? 5. What language does Marv study? 6. Who studies the French lenguage?

Muddled proverbs
Read these proverbs aloud. Correct them. Follow the model:
He who dictates is lost. - He who 'hesitates is lost.
1. Geese o f a feather flock together. 2. Speech is silver but music is gold. 3. Out o f view, out
o f mind. 4. A rolling wheel gathers no moss. 5. Don’t trouble judge until trouble troubles you.

15. Analyse the following extracts fo r intonation and read them aloud.
1. Nowadays you need no boats to visit the island, for there is a great bridge between the island
and the mainland. There are many houses, set in beautiful gardens where sick people live and
get well.
2. There was once a little boy called Andy. One day Andy's mother gave him a present, a cap
that she made for him. Andy thought it was the prettiest cap. Andy tried the cap on. and his mother
and father agreed that he looked very fine in it.
3. One day, in the spring, when the sun was shining and the birds were singing, Peter was sit­
ting and thinking. ‘’Why should I spend the whole o f my life in one small place?” he asked himself.
“ It’s time to go into the world and earn my fortune".
4. The early summer days on a farm are the happiest and fairest days o f the year. Lilacs bloom
and make the air sweet, and then fade. Apple blossoms come with the lilacs, and the bees visit
around among the apple trees. The days grow warm and soft. School ends, and children have time
to play and to fish for trout in the brook.
36
Introductory Course Unit 3

5. The crickets sang in the grasses. They sang the song o f summer's ending, a sad, monoto­
nous song. “Summer is over and gone", they sang. “Over and gone, over and gone. Summer is dying,
dying”. The crickets felt it was their duty to warn everybody that summer-time cannot last forever.
Even on the most beautiful days in the whole year - the days when summer is changing into autumn -
the crickets spread the rumour o f sadness and change. Everybody heard the song o f the crickets.

ENGLISH RHYTHM
Rhythm in speech is the recurrence o f stressed syllables in an intonation group at certain inter­
vals o f time. In connected English speech stressed syllables have a strong tendency to follow each
other as nearly as possible at equal intervals o f time. A stressed syllable pronounced together with
the unstressed syllables forms a rhythmic group. The alternation o f stressed and unstressed syllables
is another characteristic feature o f the rhythm o f English speech. It results in the influence o f rhythm
upon word-stress and sentence-stress.
E.g.: .Fifteen He is 'fifte e n ’y e ars’old. She'left'K yiv.
He is 'just fifteen. 'Nelly left 'Kyiv.

16. Read out the following sentences and state the number o f rhythmic groups in each into­
nation group.
1. I think so. 2. It’s necessary. 3. Come here. 4. Sit down. 5. Try again. 6. It’s quite all right.
7. W here’s your book? 8. We’ll have a party'. 9. What is the time? 10. Try to do it now. 11. I want
you to write about it. 12. The train is very late. 13. It’s time the children went to bed. 14. An apple
a day keeps the doctor away.

1 7. You can now combine stress, rhythm and speech melody in statements. Listen to this
lengthening sentence. Note the intonation curve at the end o f each phrase or statement.
Practise the lengthening sentence until you can do it fa st and smoothly.
A day.
A cool day.
A cool windy day.
A cool windy and rainy day.
A cool windy and rainy unpleasant day.
A cool windy and rainy unpleasant autumn day.

Divide the last sentence into rhythmic groups:


A 'cool 'windy and 'rainy un'pleasant 'autumn 'day.

Practise building up the sentence backwards, phrase by phrase, beginning with “day”.
Remember: reduced vowels, unstressed function words, a falling intonation on “day".
Compose similar lengthening sentences. Possible beginnings are:
A ticket. A return ticket.
A journey. A long journey.
A book. An interesting book.

37
UNIT 4
TEXTS, TONGUE-TWISTERS AND RHYMES

A tongue-twister is a phrase that is difficult to speak quickly or correctly.


1. Here are some well-known English tongue-twisters. Try saying each one as quickly as
possible.
Betty Botter bought some butter,
But she said the b u tter’s bitter;
If I put it in my batter,
It will make my batter bitter.
But a bit o f better butter
Will make my batter better.
k k k

Birds o f a feather flock together.


k k 'k

A big blue bucket o f blue blue-berries.


* * *

Don’t trouble trouble until trouble troubles you.


k k k

Critical cricket critic


* * *

A cup o f coffee from a copper coffee pot.


k k k

Peter Piper picked a peck o f pickled pepper,


a peck of pickled pepper Peter Piper picked.
***
She sells sea-shells down by the sea-shore.
She sells sea-shells on the sea-shore o f the Seychelles.
k k k

A small slim snake slept under the snow.


* A *

They made a sweet-smiling snow-man.

38
Introductory Course Unit 4

k k k

Tall Tom took a tiny tool.


k k k

The man in the west is wearing a vest.


k k k

The good guest from the west weighed the wet wood.
k k k

A very war}' viper went up a western vine.


k k k

The weaver in Vienna weaves wonderful velvet,


k k k

But he never wears it since winters are warm.

W eather
W hether the weather is cold
Or whether the w eather is hot
W e’ll w eather the weather
Whatever the weather
W hether we like it or not.
***

2. Play a guessing game. The aim o f the game is fo r the group to guess which sound a stu­
dent has chosen.

• Model.
Student: I say, friends, guess whatsound I’ve chosen.
Group: Is it a vowel?
Student: It isn’t.
Group: Is it a consonant?
Student: Yes, it is.
Group: Is it a noise consonant or a sonorant?
Student: It’s a sonorant.
Group: It’s an occlusive sonorant, isn’t it?
Student: It is.
Group: It’s the bilabial occlusive sound /m/, isn’t it?
Student: It is.
39
Unit 4 Introductory Course

3. Each word on the left rhymes with one word only on the right. A) Match the words that
rhyme. B) Write short poems us ing some o f the rhyming words.

sun down
da> bed
care attend
sea bring
UllCSt tea
small climb
town fun
line rest
lime all
friend dare
head play

Q VOWEL AND CONSONANT PRACTICE IN DIALOGUES


1. Read the following dialogues to yourself. Note all unfamiliar words and look them up in
a dictionary. Single out all the words with the vowel sounds reiterated in the dialogues.
Read the words out.

2. Mark on each o f the following dialogues, according to the situations evident fro m the
context in each case, the intonation patterns most likely to he used by the speakers.

3. Read the dialogues in parts, noting how people greet each other, ask about their health,
take leave o f each other, what people say when someone has achieved something, how
invitations are worded and how they are accepted, how various kinds o f offers are made,
how people can be thanked fo r various things, how they can be complimented on various
things and how they respond in semi-formal and informal situations.

4. Make up short stories on the basis o f the dialogues.


• Model: Steve and Vivie have been introduced. Vivie lives in London. Steve is a new­
comer. He finds London a most interesting capital city...
5. Make up your own dialogues in the following situations:
a) Greet your close friend/neighbour. Ask him/her about his/her health. Ask him/her to convey
greetings to a member o f his/her family:
b) Greet your neighbour. To start a conversation use some comments about the weather;
c) Your brother/sister has passed an exam. Congratulate him/her;
d) Invite your friend to your birthday party. Your friend accepts your invitation;
e) Compliment a friend on his/her coat (very good cut and colour: this style is just the fash­
ion now).

40
r

Introductory Course ___________ Unit 4

1.
- Steve, this is my niece Vivie.
- Hallo, Vivie.
- Hallo, Steve. Is this your first visit to London?
- It is.
- What do you think o f the city?
- It’s a most interesting capital city.
2.
- Hallo, Ann.
- Hallo, Dan. How are you?
- Very well, thanks. How’s Mag?
- Oh, not too bad. How’s Pat?
- He’s not well.
- That’s a pity.
3.
- It’s fair weather we are having today.
- Yes, it is. But I’m afraid the weather is breaking up.
- 1 dislike rainy weather.
- But it rains every day in April.
- 1 dare say the weather will change for the worse.
4.
- It’s time I was going.
- But it’s only five to nine.
- I’m afraid I must be going.
- Well, cheerio then. Say hallo to Mike. Tell him I miss him.
- Thanks, I will. Bye-bye.
5.
- How did you get on in your exams?
- 1 passed.
- Congratulations! What marks did you get?
- Three fives.
- Well done. Relax and enjoy yourself for a bit.
- Yes. It’s a big relief.
6.
- Let’s go to the Moonlight Restaurant. They say the food’s very good there. They serve you
very quickly.

41
Unit 4 Introductory Course

- That’s a good idea. I'll call for you about two.


- That's fine.

7.
- What a nice blouse on you!
- Thanks. Do you think it suits me?
- I’m sure it does. And I like your trousers too.
- Do you really like them?
- 1 do.
8.
- I’ll open the door for you.
- Thank you.
- I’ll show you the way.
- Oh, please don't bother. I know how to get there now.
- Let me drive you there.
- No, that's all right, thank you. I'd rather walk.
9.
- Julia, here's a present for your birthday. And many happy returns.
- Oh! A perfect purse! How wonderful! Thank you very much.
- I’m glad you like it!

^ Texts
1. 1. Read the following texts to yourself. Note all unfamiliar words. Look them
up in a dictionary.
2. Write out the initial form s o f the words. Transcribe the words.
3. Pick out alt the words in the texts that illustrate different types o f assimilation.
4. Pick out all the polysyllabic words in the texts and show the point o f syllable division in
each o f them by putting a bar between the syllables.
5. Write the polysyllabic words in groups according to their accentual types.
6. Analyse the following texts fo r intonation and read them out. Use the correct strong or
weak forms.
2. Pick out the words fro m the texts, which may be grouped under the heading: Family;
Dwelling; Shopping; Education; Meals; Town; Vacation; Weather; New Year.
3. 1. Make up all kinds o f questions fro m the underlined sentences. Let your friends answer
them.
2. Ask your friend i f lie/she:
a) lives with his/her parents;
b) rents a flat;
42
Introductory Course Unit 4

c) likes to shop for things that are cheap;


d) has any periods o f private study;
e) eats three meals a day;
f) likes a fine view;
g) lives in a large city;
h) likes camping;
i) likes rainy weather;
j) likes presents.

3. Confirm or deny the statements. React to the statements by giving some additional infor­
mation:
a) family members come together for the major turning points in each other’s lives;
b) flats are expensive;
c) a penny saved is a penny earned;
d) the vacations between the terms are mainly periods o f private study;
e) health is wealth;
f) people fail to see the views that are around them every day;
g) the busy life and entertainment o f the streets is one o f the main attractions o f town life;
h) camping is a good way to spend a vacation;
i) rainy weather is wonderful weather for ducks;
j) as New Year approaches, excitement mounts to a pitch.
* **
1. When people grow up, they leave the family o f their childhood and form their own families.
Some o f them live with people they’re related to by blood or marriage. Most children live with their
parents at least until they finish school at age 17 or 18. Then, many go away to college. However,
many young, single adults stay with their parents during their college years or return home after
graduation. Sometimes there are hundreds o f miles between people who once shared the same din­
ner table. But family members hop into a car or onto a plane to come together for the major turning
points in each other’s lives. Birthdays, graduations, marriages, anniversaries and funerals all reunite
families.
2. Many young people have trouble renting a flat. Flats are expensive. Young people usually
don’t have much money. They can rent a small flat. It is a flat for one person. There is room for a
bed, a desk or a table and one or two chairs. The kitchen is usually in one corner. It has a small stove,
a small refrigerator and a few cupboards. This flat can be a restful place to live.

3. Some people like to shop for things that are cheap. Most people like sales. Many stores have
sales after Christmas. These are usually called January White Sales. You can buy sheets and other
things at cheap prices. Some people like to shop at second-hand stores to save a few pounds. They
can find chairs, dishes, shoes, dresses and small things that are used and cheap. Many grocery stores
have sales at weekends. Some people wait for weekend sales. Soap is on sale one weekend. Lamb
chops are cheap the next weekend. Sausage and cheese are on sale at one store. The next store has
sugar on sale. People have been taught that “a penny saved is a penny earned”.

43
Unit 4 Introductory Course

4. Higher education in England has two main branches: colleges o f education that mostly pre­
pare people to be teachers and universities. In the past there were polytechnics which prepared peo­
ple for careers but they have now been Up-graded to Universities. The academic year in England is
divided into three terms, which usually run from the beginning o f October to the middle of
December, from the middle o f January to the end o f March and from the middle o f April to the end
o f June or the beginning o f July. Each term is crowded with activity and the vacations between the
terms - a month at Christmas, a month at Easter, and three months in summer - are mainly periods
o f private study.

5. Somebody said, “health is wealth”. Many people are worried about their health when they
are not feeling well. Doctors advise us to eat three good meals every dav. We should eat food from
the list of seven basic foods. They advise us to get enough exercise and to get enough sleep every
day. Most people listen to this health advice only half o f the time. The other half o f the time the
advice falls on deaf ears. We should think about following this good advice. It will save us money.
Then we can say, “health is wealth” .

6. Everybody likes a fine view. They travel for hundreds of miles to see a view they have heard
about. They fail to see the views that are around them every day. When they come home after trav­
elling far away they often find that things have changed. It’s safe to say that they see their home with
new eyes.

7. The busy life and entertainment o f the streets has always been one o f the main attractions
o f town life in all ages, and one which makes urban life so different from that o f the country. In the
beginning man created the town to give himself a safer, broader and better wav o f life. Today he is
caught up in the relentless race of working, travelling, shopping and searching for relaxation. We
may look at the great concrete buildings and bridges and roadways; at the steel trains and cars; at the
maze o f wires and pipes and tunnels; at the complex web o f organization, administration, law and
order, and we marvel.

8. Camping can be a lot o f fun. It can be a good way to spend a vacation. It is not expensive.
There are many camping spots in Great Britain. Sometimes you pay a little money to stay overnight.
Sometimes it is free. Often there are kitchens. You can cook there. Sometimes there are fireplaces.
Some people like to cook over an open fire when they are camping. Usually there are toilets and
showers at the camping spots. Many people like to go camping.

9. Some people like rainy weather. They like to stay inside. They like a fire in the fireplace.
They read or write letters to their friends. They like the sound o f the rain on the roof. It’s a lazy
sound. They feel a little sleepy. The raindrops are singing a lullaby. Some people like to go out in
the rain. They wear raincoats and rainboots. They carry umbrellas. Everything looks clean in the
rain. Some people don’t like rain at all. They don’t like to get wet. They think rainy weather is won­
derful weather for ducks.

10. As New Year approaches, excitement mounts to a pitch. There are presents to be bought
cards to be sent, and rooms to be decorated. Parents are faced with the difficult task o f concealing
presents from inquisitive young children. If the gifts are large, this is sometimes a real problem. On
44
Introductory Course Unit 4

New Year's Eve, young children find the excitement almost unbearable. They are torn between the
desire to go to bed early so that Father Frost will bring their presents quickly and the desire to stay
up late in case they miss any o f the fun. The desire for presents usually proves stronger, but though
children go to bed early, they often lie awake for a long time, hoping to catch a glimpse o f Father
Frost.

Q ENGLISH RHYMES
From The Oxford Dictionary o f Nursery Rhymes
Learn the follow ing English rhymes by heart. Get ready to recite them in class.

A was an apple-pie; M mourned for it.


В bit it. N nodded at it.
C cut it, O opened it,
D dealt it, P peeped in it.
Q quartered it.
E ate it.
R ran for it.
F fought for it.
S stole it,
G got it.
T took it,
H had it. U upset it,
1 inspected it. V viewed it,
J jumped for it, W wanted it,
K kept it. X, Y, Z and ampersand (&)
L longed for it. All wished for a piece in hand.

k*k
Mow many days has my baby to play?
Saturday, Sunday, Monday,
Tuesday, Wednesday, Thursday, Friday,
Saturday, Sunday, Monday.
Hop away, skip away,
My baby wants to play,
My baby wants to play every day.
***
January comes with frost and snow,
February brings us winds that blow.
March has winds and happy hours,
April brings us sun and showers.
Pretty is the month o f May,

45
Unit 4 Introductory Course

June has flowers sweet and gay,


July begins our holiday,
August sends us all away,
September takes us back to school,
October days begin to cool,
November brings the leaves to Earth;
December dying sees the birth
O f the New Year and all its mirth.
a * *

Winter brings us snowflakes,


Spring - green buds and shoots,
Summer brings us berries,
Autumn - golden fruits.
AAA
Mr. East gave a feast;
Mr. North laid the cloth;
Mr. West did his best;
Mr. South burnt his mouth
With eating a cold potato.
***
One, two, three, four, five,
Once I caught a fish alive,
Six, seven, eight, nine, ten,
Then I let it go again.
Why did you let it go?
Because it bit my finger so.
Which finger did it bite?
This little finger on my right.
AAA
One, two, Eleven, twelve,
Buckle my shoe; Dig and delve;
Three, four, Thirteen, fourteen,
Knock at the door; Maids a-courting;
Five, six, Fifteen, sixteen,
Pick up sticks; Maids in the kitchen;
Seven, eight, Seventeen, eighteen,
Lay them straight; Maids in waiting;
Nine, ten, Nineteen, twenty,
A big fat hen; My plate’s empty.

46
Introductory Course Unit 4

Married in white, you have chosen just right,


Married in gray, you’ll go far away,
Married in blue, your lover is true,
Married in red, you’ll wish you were dead,
Married in black, better turn back,
Married in green, ashamed to be seen,
Married in yellow, jealous o f your fellow,
Married in brown, you’ll live out of town,
Married in pearl, you’ll live in a whirl.

Be always on time, Eat at pleasure,


Too late is a crime. Drink by measure.

Go to bed late, To sleep easy all night,


Stay very small; Let your supper be light,
Go to bed early, Or else you’ll complain
Grow very tall. O f a stomach in pain.

Hearts, like doors, will open with ease


To very, very little keys,
And don’t forget that two o f these
Are “I thank you” and “If you please.”

47
UNIT 5
POETRY

The aim o f this unit is to give you practice in reading, reciting and analysing poems. The exer­
cises are designed to "show” you how the language is manipulated by different poets to give their
poems their particular meaning and effect.

Read and remember:


1. "Figurative expressions" (e.g.. personification, simile, metaphor) are some o f the “devices”
frequently used bv poets to create the particular meaning and effects in his / her poem.
Personification occurs when inanimate objects are given a human form or human feelings or
actions (e.g.. the rose is dead; soft voices die; Love itself shall slumber on. - “To-”. P. Shelley).
Simile is a direct comparison which can be recognized by the use o f the words “like” and “as”
(e.g., Fair as a star, when only one Is shining in the sky. - "Lucy” . W. Wordsworth. - The author
compares the girl to a star).
Metaphor is a stylistic figure of speech which is rather like simile, but the comparison is not
direct but implied and that makes the effect more striking (e.g.. A violet by a mossy stone Half hid­
den from the eye. - "Lucy". W. Wordsworth. - Lucy in these lines is a violet).
It is always a good idea to look at the title o f a poem, as it often gives you a clue to the cen­
tral metaphor or controlling idea in the poem.

2. Unusual "patterniims" o f sounds and words are unlikely combinations o f words not nor­
mally placed together in everyday language. Words in a poem relate to each other. They are not iso­
lated units. They form patterns, and these tell us something about the relationship between “things”
in the poem.
Phonetic devices help the impression o f rhythmicality. They are the rhyme at line endings (e.g.,
wings-sings. bed-head, shutter-ftutter). assonance (imperfect rhymes: stone-one: youth-root), allit­
eration (the repetition o f the same sound at frequent intervals, e.g.. The rain is raining all around...
R. L. Stevenson), sound symbolism (imitation of the sounds o f animals, birds, different things, e.g.,
Clickety-clack Wheels on the track... Song of the Train. D. McCord: Our great Steeple clock Goes
Tick-Tock... Clocks and Watches. O. Sansom).

QUESTIONS AND TASKS


1. Read the poem (s) through to yourself to make sure you know the meaning o f all the
words. Then read the poem (s) aloud. Mark its (their) intonation. Say what sound (s) is
(are) most often repeated in the poem (s) ?
2. What phonetic devices are used in the poem (s) ?
3. Which words would you call the key-words o f the poem (s) and why?
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Introductory Course Unit 5

4. What gives the poem (s) its (their) melodious quality?


5. Is the rhythm o f the poem (s) slow or rapid?
6. Read out the following lengthening sentences.
A. Practise the lengthening sentences until you can do it fa st and smoothly.
- The city.
- The southern city.
- The centre o f the southern city.
- The streets and squares in the centre o f the southern city.
- The straight streets and small squares in the centre of the southern city.
k k k

- The sky.
- The stars in the sky.
- The silver stars in the sky over the city.
- The silver stars in the sky over the southern city.
***
- The sea.
- The seagulls over the sea.
- The seagulls over the southern sea.
- The steamship in the southern seaport.
- The seashells on the sand in the southern seaport.
B. Compose similar lengthening sentences. Use the wording o f the poem (s).
7. Pick out some examples o f “figurative expressions
8. Recount the contents o f the poem (s) in your own words.
9. Expand upon the imagery o f the poem (s).
10. Recite the poem (s). Use the pitch / rhythm / tone that you think fits the emotion sug­
gested.
* * *

Q FLOWERS FOR MOTHER


I never have a special day
To give flowers to my mother;
I give them to her every day
To show how much 1 love her.

When I sweep the kitchen floor.


Or care for baby brother,
Run on errands, or make the beds.
I'm giving flowers to Mother.
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Unit 5 Introductory Course

It’s lots o f fun pretending


And to hear my mother say,
‘Thank you, dear, for all the flowers
You’ve given me today”.
Clara Rader
***

$ A LAZY THOUGHT
There go the grown-ups No wonder
To the office, Grown-ups
To the store. Won’t grow up
Subway rush. Any more.
Traffic crush; It takes a lot
Hurry, scurry. O f slow
Worry, flurry. To grow.
(Eve Merriam)

Q THE HOUSE THAT JACK BUILT


(Extract)
This is the house This is the cow
That Jack built. That tossed the dog
That chased the cat
This is the bread That killed the rat
That was in the house That ate the bread
That Jack built. That was in the house
That Jack built.
This is the rat
This is the girl
That ate the bread That milked the cow
That was in the house That tossed the dog
That Jack built. That chased the cat
That killed the rat
This is the cat That ate the bread
That killed the rat That was in the house
That ate the bread That Jack built.
That was in the house
That Jack built. This is the fellow
That kissed the girl
That milked the cow
This is the dog
That tossed the dog
That chased the cat That chased the cat
That killed the rat That killed the rat
That ate the bread That ate the bread
That was in the house That was in the house
That Jack built. That Jack built.
50
Introductory Course Unit 5

I keep six honest serving-men


(They taught me all I knew);
Their names are What and Why and When
And How and Where and Who.
I send them over land and sea.
I send them east and west;
But after they have worked for me.
I give them all a rest.

I let them rest from nine till five.


For I am busy then.
As well as breakfast, lunch, and tea.
For they are hungry men.
But different folk hold different views;
I know a person small -
She keeps ten million serving-men,
Who get no rest at all!
She sends’ em abroad on her own affairs,
From the second she opens her eyes -
One million Hows, two million Wheres.
And seven million Whys.
(Rudyard Kipling)
"k k k

BACON AND EGGS


Now blest be the Briton, his beef and his beer.
And all the strong waters that keep him in cheer.
But blest beyond cattle and blest beyond kegs
Is the brave British breakfast o f bacon and eggs -
Bacon and eggs,
Bacon and eggs;
Sing bacon.
Red bacon.
Red bacon and eggs!
O breakfast! O breakfast! The meal of my heart!
Bring porridge, bring sausage, bring fish for a start.
Bring kidney and mushrooms and partridges’ legs.
But let the foundation be bacon and eggs -
Bacon and eggs.

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Unit 5 Introductory Course

Bacon and eggs;


Bring bacon,
Crisp bacon.
And let there be eggs!
(A. P. Herbert)
k k k

Q CITY
In the morning the city
Spreads its wings
Making a song
In stone that sings.
In the evening the city
Goes to bed
Hanging lights
About its head.
(Langston Hughes)
k k k

Q WHERE GO THE BOATS?


Dark brown is the river.
Golden is the sand.
It flows along forever.
With trees on either hand.

Green leaves a-floating,


Castles of the foam,
Boats o f mine a-boating -
When will all come home?

On goes the river


And out past the mill.
Away down the valley.
And down the hill.
Aw'ay down the river,
A hundred miles or more.
And other little children
Shall bring my boat ashore.
(Robert Louis Stevenson)

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Introductory Course Unit 5

$ THE LAND OF STORY-BOOKS


At evening when the lamp is lit,
Around the fire my parents sit;
They sit at home and talk and sing.
And do not play at anything.
Now. with my little gun, I crawl
All in the dark along the wall.
And follow round the forest track
Away behind the sofa back.

There, in the night, where none can spy.


All in my hunter's camp 1 lie,
And play at books that I have read
Till it is time to go to bed.

There are the hills, there are the woods.


There are my starry solitudes;
And there the river by whose brink
The roaring lions come to drink.

So, when my nurse comes in for me.


Home I return across the sea.
And go to bed with backward looks
At my dear land o f Story-books.
(Robert Louis Stevenson)
***

$ NIGHT
The sun descending in the west.
The evening star does shine.
The birds are silent in their nest,
And I must seek for mine.
The moon like a flower,
In heaven’s high bower.
With silent delight
Sits and smiles on the night.
(William Blake)

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Unit 5 Introductory Course

k k k

$ THE SEASONS
Oh, do you remember
When springtime was here,
The snowdrops and catkins.
The bird songs so clear?

Oh, do you remember


The long summer hours.
The hum o f the bees
And the scent o f the flowers?
And do you remember
When autumn came round.
How leaves red and yellow
Lay thick on the ground?

But now it is winter,


The branches are bare;
There’s ice on the puddles
And frost in the air.

I played in the sunshine,


1 play in the snow.
And which is my favourite?
I really don’t know!
(Ivy Russel)

54
MAIN COURSE

ФМФФ UNIT 1 ффффф


ABOUT MYSELF. FAMILY LIFE

1. About Myself
GRAMMAR Study the following
Forms o f the verb be
Present Forms
I am (not) a student. Am I a student?
We, vou, thev are (not) students. Are thev students?
He, she. is (not) a student. Is he a student?
It is (not) a desk. Is it a desk?
Past Forms
I, he, she, was (not) a student. Was he a student?
It was (not) a desk. Was it a desk?
We, you, they were (not) students. Were they students?

• Examples
I am a student. W e are students. She is a teacher. They are teachers. Y ou are a pupil. You
are pupils.
I am sorry I’m late. All are present. N obody is absent. They are at hom e / in / out.
It is late. It is dark / cold / h o t... It is autum n now. It is 5 o ’clock p.m.
We are ready (to answ er the question).
I am sleepy / hungry / thirsty / tired / strong / healthy / ill ...
I am fond o f flowers.
I am interested in literature.
I am keen on sport.
We are eager to buy a country house.
I am going to join a sports club.
We are about to leave.
Y our tim e is up. T he lesson is over. T he lesson was interesting.
I was born on O ctober 10 th, 1984 (on the tenth o f O ctober in 1984).

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Unit 1 Main Course

Forms o f the verb have


Present Forms
I, we, you, they have (not) a lesson. Do I have a lesson?
He, she, has (not) a lesson. Does he have a lesson?
It has (not) a window. Does it have a window?
Past Form
I, we, you, they, he, she, had (not) a lesson. Did I have a lesson?
It had (not) a window. Did it have a window?

> Notes: Instead o f the main verb “ have” , in speech they often use the idiom “ have g o t” .
E.g., I ’ve got a new car. H e’s got a new car.

• Examples
I have a family. We have a country house. It has five room s.
We have breakfast at 9 o ’clock in the m orning. We have a light breakfast.
We have a walk in the evening. L et’s have a talk / a rest ...
In the evening I have a bath.
He is not well. H e has a cold.
Let me have a look at the book.
C an / could / may I have the bill please?
We had a good tim e at the party.

The Indefinite Article


The Indefinite article is used: Example:
before a noun that names something or someone There is a picture on the wall.
that has not been mentioned before, or that the
listener / reader does not know about;
before a noun that is one o f a particular group or She is a teacher.
class o f people or things;
in the meaning o f "one"; A thousand pounds, a dozen eggs.
before certain words that express an amount of There are a lot o f people in the room.
something: a lot; a few; a little; a great deal, etc.;
In the meaning o f "two times each month / I go to the library twice a week.
week"; etc.: twice a month / a week;
before a noun to mean all things o f that type; A square has four sides.
before two nouns that are mentioned too often There's a cup and saucer on the table.
that they are thought o f as one thing: a cup and
saucer; a knife and fork, etc.;
before singular nouns, especially words for action; Let me have a look at it.

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Main Course Unit 1

before an uncountable noun when some informa­ He has a good knowledge o f physics.
tion about the noun is added by an adjective or
phrase;
before an uncountable noun to mean a type o f it; I like a fine Stilton cheese.
before someone's name when you do not know A Mr Brown is waiting for you.
who they are;
before names o f days, events in the year to mean Christmas falls on a Monday this year.
a particular one;
after such; what; rather; many to emphasize What a day! I lost my purse.
what you are saying.

The Definite Article


The Definite atricle is used: Example:
before a noun that names something or someone They have a son and a daughter. The son is a
that has been mentioned before, or that the listen­ teenager, the daughter is twenty two years old.
er / reader knows about;
before certain geographical names; The United Kingdom o f Great Britain and
Northern Ireland; The United States o f
America; The Indian Ocean; The Black Sea;
The Rockies...
part o f someone's title; His Holiness the Pope; The Defence Minister ...
before the name o f a family to refer to all the The Browns; the Smiths...
members of that family;
before an adjective to make it into a noun to refer People must help the poor.
to all the people who that adjective describes: the
rich: the poor; the elderly; the disabled;
used to refer to all the people from a particular
country: the British; the Germans...;
before a singular noun to make it general; The rhino is in danger o f extinction.
before activities that people do (not including She plays the violin well.
sports);
before the names o f certain not very serious ill­ The boy has (the) flu.
nesses: (the) flu ; (the) measles; (the) mumps;
used with an of-phrase, relative clause, superla­ I like the life of a traveller. This dress is the best
tive; one. The food that you cook is tasty.

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Unit 1 Main Course

The article is not used in the following situations:


with uncountable or plural nouns when you mean 1 love life / music / flowers.
"all" o f something in general;
after at. by, on: at noon; by night; on Sunday; I do not work on Sunday.
after at. before, during, after, for; the verb We discuss the events o f the day after / at /
"have", before / during dinner.
in some fixed expressions: by car / bus, etc. ; at / I go to the University by bus.
to school , in / to bed / prison / church; arm in They are husband and wife.
arm; face to face; husband and wife; from begin­
ning to end...;
with names o f languages and most diseases; I speak English. He speaks German.
He's got (the) mumps. He's got pneumonia.
with names o f airports and railway stations; Heathrow airport is in England.
with many names o f streets, places, countries. He lives in London. We live in Oxford Street.
They are in Holland now.

CHECK YOUR GRAMMAR


1. Comment on the usage o f the (indefinite article in the following sentences. Expand on
them to develop a situation.
1. He is a man o f middle age. 2. W hat is the age o f that girl? 3. They have a large coun­
try house. 4. Ask for a cup o f tea. 5. It’s a beautiful city. 6. G o to bed. 7. The schoolyear begins
in a few days. 8. The child isn’t very big but clever. 9. There is a clock on the wall. The clock is
on the wall. 10. This is a bit unusual. 11. She has black hair. 12. She has blue eyes and a straight
nose. 13. It's a fine blue day. 14. I t’s a fam ous book on history. 15. H e is an honest person.
16. They live in France. 17. It’s good advice. It’s a good piece o f advice. 18. We have dinner at
5 p. in. We have a substantial dinner. 19. Even the best needle is not sharp at both ends. 20. I
watch TV in the evenings. This week I have an evening off. 21. G ive me a cup and saucer.
22. C om pare the following examples. 23. K now ledge is power. He has a good knowledge o f
English. 24. Does he know the facts? 25. They are an average family in the middle class. 26. She
is an only daughter in a family o f boys. 27. He lives with the family o f his son. 28. It’s a great
day for all the family. 29. John is the head of the family. 30. W hat is the news about your father?
31. He has a deep respect for his father. 32. The night air feels fresh. 33. She knows the truth.
34. It's a room on the first floor. 35. The two friends share the room . 36. I have a great many
friends. 37. The w eather is nice. I dislike rainy weather. W hat is the w eather like today? 38. It’s
a house in an industrial town in the N o rth o f England. 39. R ead Text 5. 40. It’s the biggest
room in the house. 41. He has a p oo r com m and o f the English language. She speaks English.
42. A battery life is 500 hours. T he life o f the car may be 10 years. 43. He thinks money spent
on books is money saved. 44. He is shy by nature. N othing in nature moves him so much as
fruit trees in blossom .45. It is hot in the sun.

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Main Course Unit 1

2. A. Read out the following text. Fill in the blanks with the appropriate form s o f the
verbs “to be” and “to have”.
B. Build up a short story by analogy.

About Myself
My nam e ... K ate, short for C atherine. I ... 17 years old. I ... a m other, a father and a
brother. My family ... friendly. M y father ... an engineer. My m other ... a teacher. A nd my
b rother A lex... a pupil. We ... m any relatives and friends.
My father ... interested in politics. He ... clever and reasonable. My m other ... fond o f liter­
ature. She ... a well-read person. Alex ... keen on sport. H e ... strong and healthy. I ... a stu­
dent and I ... good at music.
W e ... a large flat and we ... eager to have a country house. We ... also going to buy a
new car.
I ... four lessons a day. W hen my lessons ... over, I go home. W e ... dinner at 5 o ’clock
p. m. At dinner we discuss the events o f the day. In the evenings we ... a walk. Sunday ... o ur
day off. We ... a rest on Sundays. In sum m er my parents ... their holiday, and my b ro th er and
I ... o u r vacation. W e ... a good time at the seaside in summer. T he w eather ... usually fine in
summer. I t ... warm and sunny.
I like music, flowers, fruit and sweets. I dislike rude people and bad weather. I ... fond of
my native town. I ... fond and proud o f my family.
3. Read out and translate into Ukrainian the following texts. Answer some questions about
the texts:
1. H ow old is M ary? 2. D oes M ary study? 3. W hat foreign languages does M ary speak?
4. W hat is M ary’s hobby? 5. W hat would M ary like to do? 6. Is Charles a student? 7. Does
Charles have any relatives? 8. W hat is C harles’s dream ? 9. Does Judy work? 10. Is Judy a good
pupil? 11. W hat would Judy like to do?
4. Say a) what kind o f fam ily you come from ; b) what your likes and dislikes are; c) what
your hobby is; d) i f you are the healthy-eating and sporty type; e) i f you have a role-
model; f ) what your dream is; g) i f you are pleased with your life.
5. Compare your likes and dislikes / your hobby and Mary's hobby. Say i f you share
Charles’'s views. Say i f Judy is a likable person. Give your reasons.

л
A.
Texts
Hallo! My name is Mary. I’m 22 years old. I’m a University graduate. I speak Russian and Czech.
My parents speak French and G erm an. My father is a teacher o f foreign languages, and
my m other is a translator. My b rother Charles is not interested in foreign languages. H e is inter­
ested in sport. H e is a sporty person.
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Unit 1 Main Course

I d o n ’t smoke. I have a glass o f wine now and then, but I ’m not


keen on it. I am not on a diet. If I know certain foods are bad for me,
o r make me fat, I d o n ’t eat them. My hobby is traditional Chinese
medicine. It helps with psychological things as well as physical prob­
lems. I ’m also fo n d o f literature and music. I ’d like to travel m ore
and see different countries.
B.
Hallo! I ’m Charles. I ’m nineteen. I am a would-be teacher o f
physical education. I play football and tennis. I t ’s good fo r my
health.
I started sm oking but I managed to give up after about one
year. I t’s a m atter o f will-power. Y ou can do absolutely anything if
you want to. T h a t’s w hat I believe.
I have a lot o f relatives and friends. I’m a good mixer.
M y role-model is Pete Sam pras, an outstanding A m erican ten ­
nis player.
I ’d like to have m ore m oney and an interesting jo b . N ow I ’m
quite pleased with m y life.

C.
Hi! I’m Judy. I’m fifteen. I attend a boarding school. It’s a good
school, but it does not affect me too much. F o r me the most impor­
tant thing about a school is the other kids th at go there. I find some
lessons rath er boring. I d o n ’t like swots. They say I ’m not hot on m y
subjects at school. B ut I ’m good at music and dancing.
I have a lo t o f friends, b u t my p a re n ts dislike them
because they sm oke an d rarely look a t th e ir b o o k s.
My parents travel around a lot. I do no t like living away from
my parents. Y d like to spend m ore time with them.

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Main Course Unit 1

2. Family Life
GRAMMAR Study the following
A.
a pen
some on the shelf
There is no dictionary
not any box on the desk
some
no pens
not any
There are (not) many dictionaries
a lot o f
few boxes on the shelf
a few
some cheese
no chalk on the table
not any bread
There is (no) much honey
a lot of salt
little juice
a little water

B.
pen
Is there any on the shelf ?
dictionary
any pens
Are there many
few dictionaries on the shelf ?
any honey
Is there much
little cheese on the table?

> Notes: Begin your sentences with there + be + noun phrase when you w ant to say that
som ething exists. In this pattern there is an “ empty gram m atical w o rd ” (not an adverb o f place)
(G. Leech). There is not stressed in this pattern. English sentences do not usually begin with an
indefinite noun phrase.

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Unit 1 Main Course

Some means a num ber o f people o r things or an am ount o f som ething, when the exact
num ber o r am ount is not stated (used in affirm ative sentences with countable and uncountable
nouns, in special, general questions expressing suggestion, request, e.g. W hy didn’t you buy
some butter? Can I have some water? In other types o f questions and in negative sentences any
is used instead o f some. ).
Many means a large num ber o f people o r things (used especially in form al English, or in
ordinary written or spoken English when in questions and negative sentences with countable
nouns. Much is used with uncountable nouns. A lot o f ^informal) is used with countable and
uncountable nouns).
A few is positive and means a small num ber but not a lot. Few is negative and means not
many. Few / a few is used with countable nouns. Few used alone is fairly formal.
A little is positive and means some, but not a lot. Little is negative and m eans not much.
This is fairly form al. Little / a little is used with uncountable nouns.

SIMPLE PRESENT

I do not study, Do I not study?


I study. Do I study?
(don't) (Don't I)
He studies, Does he study? He does not study, Does he not study?
(she, it) (she, it) (she, it) (doesn't) (doesn't he) (she, it)
We do not study,
We study Do we study? Do we not study?
(don't)
You do not study,
You study. Do you study? Do you not study?
(don't)
They do not study,
They study. Do they study? Do they not study?
(don't)

> Notes: Usage: 1. H abitual actions in the present (H e goes to the U niversity five times
a week); 2. G eneral timeless tru th s (W ater freezes at 0° C); 3. W ith be and other stative verbs
/sensory perception - see, hear, taste..., m ental perception, em otions - know, doubt, love,
hate), relationships - have, own, belong to .../ (I see a beautiful picture on the wall. She loves
flowers. The house belongs to the Smiths); 4. In the subordinate clause with verbs in future
tim e (A fter we finish o u r w ork, we’ll go for a walk); 5. In the sub o rd in ate clause o f future con­
ditional sentences (If the w eather is w arm , we’ll go for a walk); 6. Expresses future when a
scheduled event is involved (They have a meeting next M onday); 7. C onversational historical
present /used to refer to past events in n a rratio n / (“ So she waves her arm to catch their atte n ­
tio n ” ).

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Main Course Unit 1

SIMPLE PAST

I studied. I did not study, Did I not study?


Did I study?
(didn't) (Didn't I)
He studied, Did he study? He did not study, Did he not study?
(she, it) (she. it) (didn't) (didn't) (she, it)
We did not study, Did we not study?
We studied. Did we study?
(didn't) (Didn't we)
You did not study, Did you not study?
You studied. Did you study?
(didn't) (Didn't you)
They did not study, Did they not study?
They studied. Did they study?
(didn't) (Didn't they)
I did not go. Did I not go?
I went. Did I go?
(didn't) (Didn't I)
He went, Did he go? He did not go. Did he not go?
(she, it) (she, it) (she. it) (didn't) (Didn't he) (she, it)
Did we go? We did not go. Did we not go?
We went.
(you, they) (You, they) (didn't) (Didn't we) (You, they)

> Notes: Usage: 1. A definite single completed event / action in the past (I went to the
U niversity yesterday); 2. H abitual or repeated action / event in the past (It rained alm ost every
day last m onth); 3. An event with duration that applied in the past with the im plication that it
no longer applies in the present (My m other taught at school for twenty years); 4. W ith stative
verbs in the past time (She loved anim als and birds. I knew he was a teacher); 5. Past condi­
tional or im aginative events in the subordinate clause (If he studied well, he would pass his
exam successfully).

LIST OF IRREGULAR VERBS


The list below shows those verbs that have irregular past tense forms. The Infinitive form
is shown first.
be was, were choose chose
become became come came
begin began cost cost
blow blew cut cut
break broke dare dared
bring brought dig dug
build built do did
buy bought draw drew
catch caught dream dreamed or dreamt

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drink drank ring rang


drive drove run ran
eat ate say said
fall fell rise rose
feed fed see saw
feel felt sell sold
fight fought send sent
find found shake shook
forget forgot shave shaved
freeze froze sing sang
get got sit sat
give gave sleep slept
go went smell smelt
grow grew speak spoke
have had spend spent
hear heard
spread spread
hide hid
stand stood
hold held
sweep swept
keep kept
swim swam
knit knit or knitted
take took
know knew
teach taught
lavJ laid
lead led tell told
learn learned or learnt think thought
let let throw threw
light lit understand understood
make made wake woke or waked
meet met wear wore
pay paid weep wept
put put win won
read read write wrote

THE ADJECTIVE. DEGREES OF COMPARISON


The Positive Form The Comparative Form The Superlative Form
cold colder coldest
busy busier busiest
difficult more difficult most difficult
good better best
bad worse worst
little less least
much, many more most
far farther, further farthest, furthest
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SPELLING RULES

1. If the adjective ends in a consonant preceded bv a stressed short vowel the consonant is
doubled before -ei\ -est.
Big - bigger - ( the) biggest
2. If the adjective ends in -y preceded by a consonant, -y is changed into -i before -er and
-est.
Busy - busier - (the) busiest
If the adjective ends in -e the -e is dropped before -er and -est.
Fine - finer - ( the) finest
4. If the noun ends in -s, -ss, -x, -sh, -ch, -tch, the plural is formed by adding -
es to the singular.
Bus - buses, box boxes, brush - brushes, mutch - mutches
5. If the noun ends in -y preceded by a consonant, -y is changed into -i before -es.
Fly - flies, latly - ladies
6. If the noun ends in -o preceded by a consonant, the plural is generally form ed by adding
-es. Only a few nouns ending in -o preceded by a consonant form the plural in -s.
Cargo - cargoes, hero - heroes, potato - potatoes,
but Piano - pianos, photo photos
7. With certain nouns the final voiceless consonants are changed into the corresponding
voiced consonants when the noun takes the plural form.
Wife - wives, knife - knives, life - lives, le a f - leaves.
but R o o f-r o o fs , chief - chiefs, handkerchief handkerchiefs
8. As a rule, a com pound noun forms the plural by adding -s to the headw ord.
Brother-in-law - brothers-in-law
9. In the third person singular we find the following orthographical change. A
final -y is changed into -i if it is preceded by a consonant and then -es is added.
To study - he studies, to try - he tries
A fter a vowel -y is kept unchanged.
To play - he plays
10. Regular verbs form the Past Indefinite Tense by adding the suffix -ed to the infinitive.
The m ute -e is dropped before adding the suffix -ed.
To taste - tasted

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11. The final consonant is doubled before the suffix -ed if it is preceded by a vowel letter
expressing a short stressed vowel sound.
To stop - stopped
12. The final -1 is doubled if it is preceded by a vowel letter expressing a short vowel sound.
To travel - travelled
13. The final -y is changed into -i before adding the suffix -ed if it is preceded by a consonant
letter.
To try - tried
14. The letter -r is doubled if the final syllable is stressed.
To prefer - preferred, but to offer - offered

CHECK YOUR GRAMMAR


1. Look at the pictures (p. 67). Identify what the picture represents and introduce the things
you see in the picture.
E.g.: T h a t’s a picture o f a toy store. There are several shoppers in the store.

2. In a language class it is good i f all the students know each other’s names and something
about each other’s background. Fill in class information sheets and describe the geo­
graphic composition o f the class.
A.
Student Native Language Native Country / City Hobbv
Olga Petrenko U krainian Ukraine, Kyiv Swimming
Igor Tarasenko U krainian Ukraine, Donetsk Movies
N ina Ivanova Russian Russia, Rostov Reading

There are two students from Kyiv in the class.


There is one student from Russia in the class.

B.

Three adjectives Something you are good at

that describe you

YOUR NAME

Y our likes and dislikes

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Prompts: a ship; a steamer; a tugboat; on deck; a cabin; a wheel-house; a porthole; a life­


boat; a ladder; a lifebelt; a bicyclist; in the sky; a star; an astronomer; an abacus; a tourist; a
cave; a child; an adult; a castle; a tower; a park; a tree.

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3. A. Find the initial fo rm o f the following verbs.


B. Make up your own sentences with these verbs.
C. Use these verbs to say what you (your friend(s)) do / does usually / daily (did yester­
day /so m e time ago).
writes, reads , went, did, comes, were, works, hates, was, had, stayed, joins, are, looked,
wore, married, envies, makes, graduated, studied, chose, means, attends, does, likes, causes,
took, hangs, looks, applied, tries, encourages, keeps, feels, got, travels.

4. Refer the following sentences to the past and expand on them.


I. They look alike. 2. H e is a circus clown by profession. 3. John works as a teacher of
foreign languages. 4. He likes his job. 5. She envies her friend. 6. They stay at home all day.
7. They study English. 8. They choose roses. 9. He travels around a lot. 10. Judy does not like
apples. 11. She causes them a lot o f anxiety. 12. The girl is very gifted. 13. Peter tries to encour­
age her. 14. He has little time. 15. His work keeps him very busy.

5. Make up all kinds o f questions fro m these sentences and let your friends answer them.
1. The Browns and the Smiths are relatives. 2. They have dark brown hair. 3. She m ar­
ried John. 4. M ary ’s parents studied West European languages. 5. He is a doctor. 6. She rarely
looks at her books. 7. The cousins get along very well. 8. Jill looks old. 9. Helen stays at home
all day. 10. Charles has little interest in other countries.

6. A. Write the degrees o f comparison o f the following adjectives.


B. Make up your own sentences with these adjectives.
C. Compare the following people or things: hair, road, man, building, worker, trick, mis­
take, child, girl, student, secretary, dress.
i
Follow the model: This film is more interesting than that one. Thisfilm is the most interesting one.
D ark, long, thin, old, tired, dangerous, bad, little, young, gifted, busy, good.

7. Put the adjectives in brackets in the required degree o f comparison.


1. The twenty-second o f December is the (short) day in the year. 2. Elbrus is the (high)
peak in the Caucasian mountains. 3. His plan is (practical) than mine. 4. This room is (small)
than all the rooms in the house. 5. This wall is (low) than that one. 6. This book is (good) than
the last one. 7. My fllat is (bad) than yours. 8. This jo b is (interesting) than that one.

8. Fill in as...as, so...as.


Remember! A s old/fat/clever etc as somebody/something - equally old, fa t etc as someone or
something else. E.g.: M y brother is not as old as I am. Her ring is twice as big as mine.
Not so tall/big etc as - not as tall, big etc as something/someone else. E.g.: You know,
Harry's not so clever as I first thought.
1. T he temperature today is ... high ... it was yesterday. 2. He is not ... old ... he looks.
3. He is ... strong ... his brother. 4. This street is ... wide ... the next one. 5. She is ... tall ...
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her sister. 6. She is ... clever ... her mother. 7. They are not ... busy ... we are. 8. This boy is
n o t ... tired ... that one. 9. This road is ... long ... that one. 10. The child is n o t ... gifted ... his
sister.

9. Read the follow ing information about some people and make comparisons:

Age Height Weight Year in Number of classes Can run


College this term the mile in
John 22 5’8” 1701b Junior 4 4,5 minutes
Mark 19 5’10” 1801b Senior 3 5 minutes
Peter 18 5’9” 1651b Junior 3 5,5 minutes
Jack 23 540” 1751b Senior 5 5 minutes

• Examples
Peter is taller than John. M ark weighs more than John. John runs (the mile) faster than
Mark.

> Notes: 1 lb (libra = pound) = 0,454 kg 170 lb = 77,18 kg


1 inch = 2,54 cm 5 ’8 ” = 1,73 m
1 fo o t (ft) =12 inches = 30,48 cm
10. Say what members o f your fam ily a) like (e.g., I like English); b) do every day (e.g., I
go to the University); c) did yesterday (e.g., I went to the library).

11. Look at the following charts. Each o f them depicts Jack’s Daily Activities.

Chart 1 Chart 2
6:30 a.m. - get up 12:15 p. m. - talk to Mary
7:00 - fix breakfast 12:30 - eat lunch
7:45 - go to school 2:30 - study in the library
9:00 - attend English class 4:30 - go to work
(a lecture)

Say what Jack does every day.


12. Translate the following sentences into English:
1. Вони родичі. 2. Джон працює в школі. 3. Де вона навчається ? 4. У нього темне
волосся. 5. Олена - старш а дівчинка в родині. 6. Джон ходить до школи. 7. Й ому п о­
д об ається англій ськ а мова. 8. Він б а гат о п одорож ує. 9. Вона часто пише листи. 10. Во­
на читає англійською мовою. 11. Вона не любить яблук. 12. Він добре себе почуває. 13. Його
діти не ходять до школи. 14. П ’ятирічна д и ти н а не розуміє цього. 15. У мене є книга.
16. Ці квіти кращі. 17. Цей шлях довший. 18. Це найкращ а сукня. 19. Ця задача
найскладніша. 20. Вчора я ходив до інституту. 21. Вони взяли книгу. 22. Вони приїхали

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вчора. 23. Вони були в інституті. 24. Він був у кімнаті, чи не так? 25. Він залишився у
місті.

13. Think about the following questions. Then ask your friend the same questions and let
h im /h e r answer them.
1. W ho is an early riser (an early bird) in your family? 2. W ho keeps house, goes shop­
ping, does all the cooking, washing and cleaning? 3. W hat do you have for your meals? 4. W ho
in your family eats breakfast, dinner and supper together? 5. H ow many hours o f TV does each
member o f your family watch? 6. W ho are the people who come to see your family? Do you
enjoy your relatives’ / friends’ visits?

14. Answer the following questions. Then ask one o f the students the same questions.
1. Have you got many or few friends? 2. W ho is your best friend? 3. Is he (she) a student?
4. Does he (she) study or does he (she) work? 5. Is he (she) 17 years old or is he (she) older?
6. Is your friend married or is he (she) single? 7. Has he (she) a large or a small family? 8. Are
there any other children in his (her) family? 9. Does he (she) get up early or late on week-days
(days off)? 10. W hat does he (she) like to do in the evening? 11. Does he (she) study English?
12. W hat was his (her) favourite subject at school? 13. D o his (her) parents work? 14. How old
is his (her) father? H ow old is his (her) mother? 16. Is his (her) mother younger than his (her)
father? 17. Is his (her) grandfather older than his (her) grandmother? 18. W ho is the eldest per­
son in his (her) family? 20. Why do you like your friend?

15. It's an extract fro m Theatre by W. S. Maugham.


A. Put the verbs in brackets in the appropriate tense. The tenses used are Simple Past,
Simple Present.
B. Say a) what sort offam ily Michael came from ; b) why he didn’t tell his parents that Julia’s
father was a vet.
“ I (to ask) my m other to invite yo u ” . ‘‘You (to be) sweet.” “ Well, dear, you know, my
father (to be) rather old-fashioned, and there (to be) some things he can ’t be expected to under­
stand. When I (to write) and (to ask) if I could bring you down I (to say) your father (to be) a
doctor” .
“ Oh, that (to be) all right, M ichael” .
Л A A

The Colonel (to be) thin and rather small, with a lined face and close-cropped white hair.
He (to be) civil, but reserved. He (to read) The Times, (to go) to church on Sunday and (to
accompany) his wife to tea-parties.
His wife (to be) a tall, stoutish, elderly woman, much taller than her husband. She (to
have) the remains o f good looks. She (to wear) her hair parted in the middle with a bun on the
nape o f her neck. H er classic features and her size (to make) her at first meeting somewhat
imposing, but Julia quickly (to discover) that she (to be) very shy. H er movements (to be) stiff
and awkward.

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ESSENTIAL VOCABULARY

RELATIONSHIP
BY BIRTH BY MARRIAGE

aunt, brother, cousin, children, brother (sister)-in-law, father-in-


daughter, father, grandm other, law, fiance, fiancee, husband,
grandfather, grandparents, mother-in-law, stepmother,
great-grandmother, great-grand­ stepfather, stepchildren, step­
father, nephew, niece, mother, sister (brother, son, daughter),
parents, uncle wife

PEOPLE’S AGE OCCUPATION


(PROFESSION)
How old are you? W hat's your architect, artist, actress, actor,
age? bank manager, banker,beautician,
I’m under (over) 17. builder, composer, chemist, com­
I’m your age. puter programmer, circus clown,
He is in his twenties. He is in his doctor, dentist, driver, engineer,
early (late) fifties. She is a teen­ freelance translator, journalist,
ager. She is a middle-aged per­ lawyer, librarian, musician, me­
son. She is an elderly person. They FAMILY chanic, officer, pilot, police offi­
are senior citizens. They have a baby, cer. physicist, painter, plumber,
(a new-born baby, a small child, a shop assistant, sportsman, sur­
baby in arms, an infant, a toddler). geon, soldier, sailor, scientific
Last year he came o f age. worker, secretary, taxi driver,
At an early age. At the age of 30. teacher, typist, waitress, waiter,
worker, writer

APPEARANCE

What does he (she) look like? What is he (she) like?

How does he (she) look?

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M A N ’S APPEARANCE AND CHARACTER


What does he (she) look like?
He (she) is handsome, beautiful, ugly, attractive, broad-shouldered, dark-eyed, dark-
skinned, long-sighted, long-legged, long-armed, near/short-sighted, good-looking, plain, short,
stout, slim, slender, stooping, solidly-built, tall, thin.
His (her) hair is curly, dark, fair, grey, straight, short, long, bobbed, thin, scanty, rich,
wavy.
He (she) wears his (her) hair parted in the middle, parted on the left (right) side, combed
back, done in a knot, in plaits. Her hair falls over her shoulders.
His (her) eyes are dark, blue, hazel, green, close-set, deep-set. His (her) nose is straight,
hooked, flat, snub, up-turned, aquiline.

What is he (she) like?


He (she) is generous, reasonable, reserved, frank, modest, shy. timid, reliable, ambitious,
pompous, obstinate, obedient, (un)selfish, self-confident, gifted, kind, rude, naughty, chival­
rous, straightforw ard, introverted, (dis)honest, cold, vain, energetic, impulsive, even-tem­
pered, snobbish, hard-working, full of common sense, (un)practical, a man (woman) of action /
of few words, of strong will (power), irresponsible, thrifty, impudent, tactless, prudent, good-
humoured, two-faced, devoted, caring.

How does he (she) look?


He (she) looks tired, fresh, upset, happy, disappointed, sleepy, worried, miserable, pale,
unwell, healthy, surprised, as glum as a bear.

Phrases and Word Combinations


A nuclear family - a family consisting only of husband, wife and their children, without
grandparents, uncles, etc.
An extended family - a family consisting not only of parents and children but also of
other close relations such as aunts, uncles, grandparents.
One-parent family - a family of at least one dependent child and a mother or father who
has no partner.
To took alike (of two or more things or people) to have the same or nearly the same
appearance. E.g. : They are one of those families where all the members look alike.
A twinkle in i 'our eve - an expression in your eyes that shows you are happy or amused.
E.g. : Jill looks old and tired now but Jack still has a twinkle in his eye.
To gel alone with someone - to form or have a friendly relationship with someone. E.g. :
Despite the difference in their ages and interests, the cousins get along very well.
To marry somebody (for love / money) - to form a legal relationship with a person of the
opposite sex in a ceremony during which one makes particular promises to that person and
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becomes her husband / his wife. E.g. : Helen married her husband, John, when she was twenty
two and he was twenty five.
To be ( e e l) married to somebody. E.g. : She is married to my brother.
To follow in somebody's footsteps - to do the same jo b as someone else who did it before
you. E.g. : Their children decided to follow in their parents’ footsteps.
Elder brother (daughter, sister, e tc . ) - a brother etc who is older than other brothers etc.
E.g. : My elder brother looks nothing like me.
Older but not elder can be used with than. E.g. : She is older than her brother.
When you are talking about people, elderly is a polite way o f saving old. Com pare an old
church and an old /eld erly lady. Most people however prefer to be called senior citizens, and this
is the most common, polite, and acceptable expression to use.

SOUND AND INTONATION PRACTICE


Vowel and consonant practice in sentences
Willie’s quick-witted. [’wiliz kwik 'witid]
Never judge bv/ from appearances. ['neva сізлсіз bai a vpiaransiz]
Barbara's art and part of the party. ['bcubaraz 'cut and 'pent av da ,pa:ti]
My child's bright. [mai 'tjaildz brait]
Doll) is their adopted daughter, [ d D l i iz dear a'dDptid,da:tar
1 understand. at Anda staend]
Peg's as pretty as a picture. [’pegz az 'priti az a piktja]
B arbara’s as busy as a bee. ['ba:baraz az 'bizi az a bi:]

VOCABULARY ACTIVITY
1. A. Give another word fo r :
relations, occupation, good-looking, slim, modest, snub.
B. Make up some sentences with these words.
2. A. Match the adjectives in part A with their fitting opposites in part B.
B. Build up some sentences with these words.
A. Handsome, tall, attractive, dark, straight, long, ill, thin, hard.
B. Plain, snub, short, fair, ugly, short, stout, healthy, easy.

3. Select the odd word that does not f it into a list, giving reasons fo r your choice:
A. Father, daughter, husband, mother, son. brother.
B. Teacher, doctor, clown, teenager, translator, shop assistant.
C. Handsome, nice, ugly, good-looking, attractive, beautiful.
D. Kind, obedient, frank, rude, generous, shy.
E. Old, young, middle-aged, elderly, youth.
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F. Tired, upset, fresh, worried, sleep, healthy, surprised.


G. Dark. grey. fair. red. chestnut, hooked.
H. Job. work, profession, action, occupation, career.

4. Fill in the blanks with the vocabulary word that best fits the meaning o f each sentence.
Look, twinkle, wear out, marry, clown, freelance, anxiety, hang out, young, busy.
I. He was a ... by profession. 2. He ... old and tired. 3. Jack still has a ... in his eye. 4. His
tric k s ... her ... with worry. 5. She ... her husband, John, when she was twenty-two. 6. She does
her work as a ... translator. 7. Peter brown is two years ... than his sister. 8. The girl causes her
parents, a lot o f... . 9. H e with a bad crowd. 10. His work keeps him very ... .

5. Remember some ways o f referring to age. The following examples show ways o f saying
how old someone is.
- How old is she? - She is twenty-five years old.
She must be nearly eighty.
He was a man between fifty and sixty. She was a young girl o f sixteen. She died in 1999 at
the age o f 82. I know their children, Julie, aged 16, and Peter, aged 12.
I f you say that someone is in their twenties, you mean that they are between twenty and thir­
ty years old. I f you say that someone is in their early fifties, you mean that they are over fifty , but
less than fifty-five. I f you say that someone is in their late fifties, you mean that they are over fifty-
five, but less than sixty.
The following examples show ways o f referring to people who are a particular age.
She is a forty-year-old woman. It is a class o f four-year-olds. They have some nursery
schools fo r the fives and under.
The follow ing examples show ways o f referring to people and their birthdays.
Her fa ther died just before her fourth birthday. S h e ’s eighteen. She was thirty-four last
week.

Say it in English:
1. У неї є чотирирічна дитина. 2. їй майже сорок років. 3. Він - неповнолітній юнак.
4. Це клас для дітей шести років. 5. Вона пішла до школи у віці семи років. 6. Мій дідусь
помер у віці восьмидесятії років. 7. Вона - людина похилого віку.

6. A. Word choice: job, work, occupation, profession, career.


W hat you do to earn your living is your job, especially if you work for someone else. E.g.:
I need a part-time job.
Work is something you are paid for doing, especially regularly. E.g.: She wants to return
to work after having a baby. It can also be used where there is no payment or you are not w ork­
ing for someone else. E.g.: Voluntary work, housework.
M ore formally, your kind of work or jo b is your occupation. On a form you might see:
Please state your name and occupation.
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A profession is a kind o f work such as that o f a doctor o r lawyer, for which you need spe­
cial training and a good education. Some professions such as teaching and nursing, are also
called vocations, which suggests that people do them in order to help others rather than to earn
a lot of money.
A career is a type of work that you do or hope to do for most of your life. E.g.: Her teach­
ing career began 20 years ago.
Fill in the blanks with the vocabulary word that best fits the meaning o f each sentence.
1. The girl got a ... as a waitress. 2. His political... was over. 3. My mother started ... when
she was 19. 4. W hat made him choose teaching as a ...? 5. Please state your address and .. .
6. H e’s got a temporary ... .7. H i s ... as an English teacher d idn ’t last long. 8. There isn’t a lot
of ... at this time o f the year. 9. He is a social worker by ... . 10. Knitting is her favourite ... .

B. Word choice: beautiful, pretty, handsome, good-looking, attractive.


Beautiful and pretty can be used of women, children, and things, but not usually of men,
unless you want to suggest that they have female features. E.g.: A beautiful girl/house/view, a
pretty child/picture.
Beautiful is the strongest word to describe a very attractive appearance, it suggests that
someone has almost perfect good looks.
Pretty means good-looking in a more ordinary way, but not really beautiful.
Handsome is not common in spoken English. It's usually used to describe men, especial­
ly if they have the strong regular features that men in romantic stories are supposed to have.
A handsome woman is good-looking in a strong, healthy way.
Good-looking can be used about men and women, but not usually about things. E.g.: Jack
and Jane are a good-looking couple.
A ttractive can be used ab ou t men, women and things. E.g.: An attractive
colour/idea/young man.

Fill in the blanks with the vocabulary word that best fits the meaning o f each sentence.
1. The weather was . . . . 2. She was a very ... girl. 3. The woman had an ... dress on. 4. He
was tall and ... . 5. Ann is a strikingly ... woman. 6. Jack was a tall, dark, and undeniably ...
man. 7. It was a ... bunch o f flowers. 8. I find the idea of travel very . . . .

7. Say what sort o f person h e /s h e is. Give your reasons.


1. He is willing to give money, spend time in order to help people or give them pleasure. 2. She
is fair and sensible. 3. H e ’s unwilling to talk proudly about his abilities and achievements.
4. She can be trusted or depended on. 5. She’s determined to be successful and rich. 6. She’s
trying to make people think she's important. 7. H e’s unreasonably refusing to change his ideas
o r behaviour, even though people try to persuade him. 8. H e’s sure that he can do things well,
that people like him. 9. H e’s speaking in a way that is not polite. 10. He behaves badly, he’s
rude and disobedient. 11. He behaves in a polite, kind, generous and honorable way, esp.
towards women. 12. She spends a lot of time thinking about her own problems and interests

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and finds it difficult to talk to other people. 13. She's tending to do things as soon as she thinks
o f them, without considering the possible problems or dangers. 14. She’s sensible, she bases her
decisions on what is possible and what will really work.

8. Say what you think about these people and why you think so.
1. Kate loves to be admired. 2. Diana is too proud of her appearance, always calling
attention to herself. 3. Jack loves arguing. 4. Mike has a strange gift o f a ttractin g friends.
5. John loves to boast. 6. Denis is good at borrowing but bad at giving back. 7. Money burns
Betty’s fingers. 8. Money counts with Brian more than anything. 9. Ben falls for every pretty
face he sees. 10. M ark can make money but he cannot keep it. 11. Bob keeps bad company.
12. Beatrice keeps in with all the right people. 13. The Browns live honestly. 14. Charles lives
on his parents. 15. N ora is always looking in the mirror, admiring herself. 16. Mary always
seems to be acting. 17. Jim is devoted to his wife and family. 18. N othing helps when Vallery
becomes angry and trying to calm her down just adds fuel to the flames. 19. Norman is above talk­
ing behind somebody’s back. 20. Bill has too high an opinion of himself. 21. Donald cares only for
himself. 22. Earnest is practically married to his work. He lets nothing come between himself and
his work. 23. Don takes a rose-coloured view of the world. 24. Nick is a two-faced person.

9. Say what h is /h e r profession is, comment on it and say i f you fin d it interesting / exciting
/ challenging / useful / noble / dull / monotonous / difficult / easy / well-paid / badly-paid
/ underpaid.
1. Someone whose job is to design buildings. 2. A person who builds or repairs buildings.
3. Someone whose jo b is to give beauty treatments to your skin, hair, etc. 4. A professional
p erform er, esp. in music, dance, or the theatre. 5. Someone who produces art, esp. paint­
ings and drawings. 6. Someone who writes books, stories etc., esp. as a job. 7. One o f the peo­
ple who works for an organization, business etc. and are below the level o f a manager. 8. A
man/woman who serves food and drink at the tables in a restaurant. 9. A secretary whose main
job is to type letters. 10. Someone who works in a bank in an important position. 11. Someone
who is in charge o f a local bank. 12. A man who works at a fairly high level in a company.
13. Someone whose job is to teach. 14. Someone who works in an office typing letters, keeping
records, arranging meetings etc.. 15. Someone who works on a ship. 16. Someone who writes
music. 17. Someone who is trained to prepare drugs and medicines, who works in a shop; or a
scientist who has a special knowledge in chemistry. 18. A person who gives some instructions
to a computer in order to make it do a particular thing. 19. A member of the army of a country,
esp. s o m e o n e w ho is n o t an officer. 20. S o m e o n e w h ose jo b is to tre a t p e o p le ’s teeth.
21. Someone who drives a car, bus etc. 22. A doctor who does operations in hospital. 23. Someone
who designs the way roads, bridges, machines etc. are built. 24. Someone who has an impor­
tant jo b as a m anager in a company or business. 25. Someone whose jo b is to advise people
about laws, write formal agreements, or present people in court. 26. A person who plays a
musical instrument, esp. very well or as a job. 27. Someone who is skilled at repairing motor
vehicles and machinery. 28. Someone who operates the controls of an aircraft or spacecraft. 29. A
person whose job is to make sure that people obey the law, to catch criminals and to protect
people and property. 30. Someone whose job is to repair waterpipes, baths, sinks etc.

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Main Course Unit 1

10. A GAME. Take turns in giving expressions concerning :


a) people’s age; b) relationship; c) occupation; d) appearance; e) character.

Those who don Vknow any are out.


11. Spelling bee. One student writes the initial or the fin a l letter o f an English word related
to the topic they have covered in the unit on the hoard, and the other students suggest
the missing letters o f the word.
12. Draw a vocabulary map by grouping the words associated with the topic under the fo l­
lowing headings or categories: Family life; Man's Character.
• Model:
our town ( streets, s q u a r e s ,... )
our country (cities, p o p u la tio n ,... )
O ur Life
o ur University (classrooms, library, ... )
hobbies (collecting rare books, stamps, painting,...)

13. Answer the following questions:


1. W hat does your friend look like? 2. How old is he (she)? 8. W hat is his (her) occupa­
tion? 4. Is she pretty? Young? 5. Is he (she) hard to deal with? 6. W hom is he (she) married to?
7. Where does he (she) work? 8. W hat is he (she) interested in? 9. Do you get along well with
him (her)?

14. Translate the following sentences into English:


1. Джейн чотири роки. Вона гарна дівчинка, але інколи буває неслухняною. 2. У ми­
нулому році моя сестра вийшла заміж. 3. Наші родичі живуть у Москві. 4. Джейн - дуже
приваблива дівчина. У неї світле хвилясте волосся, блакитні очі. Вона - струнка та
завжди тримається прямо. 5. Джек дуже здібний хлопець. Йому приблизно 18 років. Він
вивчає іноземні мови. 6. Моїй бабусі вже 70 років, але вона виглядає добре на свої роки.
7. Вони живуть із родичами в злагоді. 8. Мій брат - добра, скромна людина. 9. - Як він
виглядає? - Я не знаю його. 10. Вони дуже схожі.

15. Look at the pictures. Say what the people look like and how they look (p. 78).

16. Describe the following people’s appearance and character.


Tom Sawyer ['soys] (The Adventures o f Tom Sawyer by M ark Twain [twein]), Robinson
Crusoe ['robinson'kruisouj (Robinson Crusoe by Daniel Defoe ['daenjsl di'fsu]), Alice (Alice’s
Adventures in W onderland by Lewis Carroll ['lu:is ’ksersl]), Sherlock Holmes ['|з:1ок 'hsumz]
(a detective in stories by A. C. Doyle ['кзипзп ’doil]), Hercule Poirot ['eskjud 'pwcnrau] (The
ABC M urders by A gatha Christie ['аедзОз ’kristi]), Miss Marpte [’mccpsl] (Miss Jane is a
character in many o f the stories written by A. Christie).

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Unit 1 Main Course

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17. Study the fam ily tree and answer the questions. Draw your fam ily tree.

FAMILY TREE
JACK BROWN JILL BROWN

■ІПНМ £МГТН H R FN (RROWNl SMITH PETER BROWN - ALLY BROWN

MARY SMITH CHARLES SMITH JUDY BROWN


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Main Course Unit 1

1. Whose children are Helen and Peter? 2. How are Helen and John related? 3. H ow are
Helen and Ally related? 4. H ow are John and Peter related? 5. How are Jill and Judy relat­
ed? 6. H ow are Charles and Jack related? 7. W hose wife's Aliy? 8. W hose d a u g h ter’s Mary?
9. Whose so n ’s Charles? 10. W hose so n ’s Peter?

$ Text

THE BROWNS AND THE SMITHS


The Browns and the Smiths are relatives. M r Peter Brown and Mrs Helen Smith are
brother and sister, the children of senior citizens, Jack and Jill Brown. They are one of those
families where all the members look alike. They have dark brown hair, brown eyes and a d ark­
ish skin. Their faces are long and thin. Jill looks old and tired now but Jack still has a twinkle
in his eye. He was a circus clown by profession, but some o f the tricks he did were quite d a n ­
gerous and wore Jill out with worry.
Helen is the oldest of their two children. She married her husband, John, when she was
twenty-two and he was twenty-five. John works as a teacher of foreign languages at a compre­
hensive school. He dislikes his job because the pupils he teaches have no interest in his subject.
He envies Helen who stays at home all day. She does her work as a freelance translator of
German and French in private. He wants to join her but he doesn't make enough money doing
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Unit 1 Main Course

the same. Their children, Mary, aged twenty-two, and Charles, aged nineteen, decided to fol­
low in their p arents’ footsteps. M ary is a University graduate. She studied foreign languages.
The only difference is that while M ary’s parents studied West European languages, M ary her­
self is more interested in Eastern Europe and studied Russian and Czech. Charles has little
interest in other countries, but he wants to be a teacher of physical education.
Peter Brown is two years younger than his sister, who is forty- seven. He is a doctor, and
because o f his circus background he chose to be a doctor to circus performers. This means that
he travels around a lot so it is impossible for his wife, Ally, to have a job. It also means that
their fifteen-year-old daughter, Judy, attends a boarding school. However, Judy does not like
living away from her parents and causes them a lot of anxiety by frequently getting into trouble.
She smokes and hangs out with a bad crowd. She rarely looks at her books, although she is
very gifted, especially in music. Peter tries to encourage her but he has so little time as his work
keeps him very busy. Ally is at a loss when it comes to her daughter. She doesn’t remember what
it feels like to be a teen-ager.
Despite the difference in their ages and interests, the cousins get along very well and both
families are regular visitors at each other’s homes.

CULTURE CONTEXT
1. A comprehensive school (Br E) is a school where pupils o f all abilities are taught from
the age o f 11.
2. A freelance translator does freelance work: he is not employed by one organisation, but
is paid for each piece of work he does by the organisation he does it for.
3. A boarding school is a school at which children live instead of going there daily from
home.
4. A senior citizen is an old person, especially someone who is old enough to receive an
old-age pension.

READING AND SPEAKING ACTIVITY


1. Read and translate the text. Answer the following questions.
1. W hat do the Browns look like? 2. H ow do Jill and Jack look? 3. W hat was Jack ’s p ro ­
fession? 4. W hat wore Jill out with worry? 5. W ho is the oldest o f the Browns’ two children?
6. When did Helen marry her husband ? 7. W h a t’s J o h n ’s occupation? Does he like his job?
8. Why does John envy Helen? 9. H ow old are J o h n ’s children? W hat do they do? 10. W hat is
Mary interested in? 11. W hat is Peter Brown? 12. Why does Peter travel a lot? 13. Why is it
impossible for his wife to have a job? 14. Where does Judy study? 15. Why does Judy cause her
parents much anxiety? 16. Why is Ally at a loss when it comes to her daughter? 17. Do the
cousins get along very well?
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Main Course Unit 1

2. Confirm or deny the statements. Make use o f the following phrases: That's it! Precisely.
Very true! I fully (quite) agree with you. I ’m afraid not. You are not quite right, I am sorry
to say. Far from it.
I. Jack looks old and tired. 2. Peter is the oldest of the Browns’ two children. 3. John
works at a comprehensive school. 4. John likes his job. 5. Helen envies John. 6. M ary is inter­
ested in foreign languages. 7. Charles is interested in other countries. 8. Peter is a circus per­
former. 9. Ally travels a lot. 10. Judy is a gifted girl. 11. Peter’s work keeps him very busy.

3. Choose two characters o f the text and discuss with your fellow-students their differences
and likeness.
4. Make up short conversations in the following situations (use the wording o f the text “The
Browns and the Sm iths”):
1. M ary comes back after her visit to her relatives. H er parents are interested to know
everything about their life.
2. Y ou are at a party. One o f the guests (Charles) attracts your attention. You ask the
hostess about him, his family and relatives. ,
3. Ally and Judy are talking about the girl’s friends. The m other is rather critically dis­
posed towards them. The girl is indignant and says that the elder generation can never under­
stand the young.
5. Answer the following questions about your family.
1. Do you come from a large family? 2. How many brothers and sisters have you got? 3. Do
you have any other members o f the family living with you? Say who they are. 4. D o you spend
much time with your family? 5. W ho looks after the children? 6. W ho looks after very old rel­
atives? 7. Are you homesick? 8. You are fond and proud o f your family, aren ’t you?

6. Minitalks:
1. L arg e families are h a p p y families. 2. N o w a d a y s people have quite small families.
3. Traditions in my family. 4. My family life. 5. Something about myself I’m trying to change.

ENVIRONMENTAL THINKING AND


LIFE STYLE
1. Skim through the following passage in order to get its general idea.
2. Summarize the information given in the passage about Laura Smith.
3. State briefly in 2 or 3 sentences what L aura thinks about education and different envi­
ronments.
4. W hat do you think o f Laura? Is she a likable person? Give your reasons.
5. W hat words can explain the main idea o f the poem?

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Unit 1 Main Course

Laura Smith is about the same age as


her husband. She is 75. She has the remains o f
good looks. Her hair is dark and wavy. She
wears it combed back. With her splendid eyes
and her fine figure she is still a good-looking
woman. So she carries off her age well.
Laura was a teacher o f Biology by p ro ­
fession. She was engaged in work which she
was capable o f doing with zest and efficiency.
She found new theories and methods in edu­
cation exciting and challenging. She taught
children to love and understand nature. The
culmination of her lifetime’s teaching was a
thoroughly good text-book on Biology. The
focus of her book is on the structure and func­
tion o f organisms with much regard fo r the role
o f organisms in their particular environment,
which means that learning about organisms includes knowledge about the relationship to the envi­
ronment that supports them.
Laura is sure that education helps to m ake the connection between different environments
as they become part o f our universe. In her book she cites the poem by Lawrence Collins which
illustrates this point.

Only a Little Planet


Every particle o f every thing
Rock, water, flower, human
Has been in the same place flaming
In the heart o f our ancient sun
Before the earth
Came flyin g out o f it
The irises in your eyes
The tissue o f roses

The slow giant rocks in mountain hearts


we're all born flaming
locked in the sun as it drifted
like a light on dark water.

Now all L a u ra ’s interest centres in her family. Her husband and she are on good terms
with the Browns and the Falcons. In fact, they are bound by a close friendship.
Laura is a well-read person. She’s got a nice collection of books. She is a real connoisseur
of books. Laura thinks that a book is a thing and not just a collection o f thoughts. In her opin­
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Main Course Unit 1

ion money spent on books is money saved. L aura is fond and proud o f her garden. She grows
different kinds of flowers. There are also some fruit trees and evergreen plants in her garden.
In the garden she doesn’t notice time passing.
As you see, L au ra is still an energetic and active woman.

CONVERSATIONAL FORMULAS
INTRODUCTIONS
1. Listen to the dialogues.
2. Read the following dialogues. Copy the melody.
3. Make up your own dialogues with a fellow-student. Introduce your friend to Mary,
Charles. Introduce Mary to your mother.
Item 1.
- Harry! This is Mary.
-H i!
- Hello!
- Harry! This is Mary.
- H ow do you do!
- H ow do you do!
- Harry! I’d like you to meet my sister Mary.
- H o w ’d you do, Mary! I ’m very glad to meet you!
- Thank you! I ’m glad to meet you too!
Item 2.
- I’m glad to meet you! I’ve heard so much about you!
- T h an k you! I ’m glad to meet you!
- I’ve heard so many nice things about you, so many nice things.
- Th an k you! I’m glad to meet you too!

Dialogues
THE FAMILY SNAPSHOT ALBUM
M ary and Charles decide to look at the family photograph album.
Charles: M ary, where is the ph oto album?
Mary: I t’s in the left-hand drawer in the sideboard.
Charles: Ah, here it is. L et’s start at the beginning.
Mary: Here’s an old photo of Mother and Father. They were rather a nice couple, weren’t they?
Charles: I t’s a pity, people get old, isn’t it?
Mary: O ur m other still looks attractive. She is a wonderful woman, and her qualities are
very special.

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Unit 1 Main Course

Charles: I think you have picked up some o f her traits.


Mary: A nd I ’m glad about that. And th a t’s you, when you were a month old, isn’t it?
Charles: I suppose so.
Mary: You were a funny little thing. A nd this is you again at the age of five, playing with a
dog.
Charles: Look, th a t’s you, isn’t it? You weren’t very beautiful yourself - a fat little girl with
short pig-tails and a sailor hat.
Mary: Look at this photograph. D o you recognize anybody?
Charles: H ere’s aunt Ally and uncle Peter. And th a t’s their daughter Judy.
Mary: Where is Judy? Which is she?
Charles: T hat one there. She has long curly hair. And th a t’s her friend Helen, next to her.
Mary: A nd th a t’s Helen’s mother, isn’t she? But where is Helen’ s father?
Charles: H e ’s probably taking the photograph.

A WEDDING CEREMONY
Ally: You know, M arth a got married to her childhood friend, Alex. Though her parents
were against their daughter marrying young.
Helen: When did they get married?
Ally: In July.
Helen: You were present at their wedding, weren’t you?
Ally: Yes, I was.
Helen: W ho were the bridesmaids?
Ally: Sarah and Lucy were.
Helen: And who took part o f the best man?
Ally: Alex’s best friend did. M artha looked wonderful. She had a long white dress and a
white veil on. By tradition she also wore “something old, something new, something
borrowed and something blue” . And the groom wore a morning suit. It was very
exciting to see the bride and her father walking slowly up the aisle o f the church. Then
Alex gave M arth a a wedding ring and said: “ With this ring I marry you” . At the end
o f the ceremony, the priest said: “ I pronounce you man and wife” . And after that they
signed the register.
Helen: Where did they have their wedding reception?
Ally: They celebrated the wedding at the Moonlight Hotel. The party was a great success.
The guests rained presents on them. The wedding cake was delicious.
Helen: Where did they spend their honeymoon?
Ally: In Spain. I think, they are a perfect match.
Helen: Oh, M arth a is a nice girl. I ’m sure, she’ll make Alex a good wife.

A HAPPY FAMILY
Mary: Congratulations! I here there’s to be an addition to the family!
Donald: Oh yes, thank you.
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Main Course Unit 1

Mary: H o w ’s your wife?


Donald: She is fine, thanks.
Mary: A nd how are the children?
Donald: Very well, thank you. Ben is a bright boy. He can already draw, count, read the clock
and buckle up his shoes. Last month I enrolled him in the swimming class.
Mary: A nd how is Betty, the baby o f the family?
Donald: H er teeth begin to come, and she likes to have something hard to chew on. Yesterday
I bought Betty a baby walker to support her while she’s learning to walk.
Mary: Y ou are a good caring father, I ’m sure.
Donald: I hope I am. I adore my children.

ACCIDENTS WILL HAPPEN IN THE В EST-REGULATED


FAMILIES
John: I heard A n n ’s parents didn’t approve o f her marriage to Jim, did they?
Mary: No, they didn’t. But she was in love with him. When he asked her to marry him, she was
over the moon. For the first two years of their marriage, she was blinded to his faults.
Helen: Y ou know, when they were first married, they had no home o f their own, so they had
to cam p out with A n n ’s parents. H er m o ther disliked Jim, and he found it difficult
to adjust to her. A n n ’s father used to say: “ N ever come between hu sb an d and
wife” . U n fo rtu n a te ly , she d id n ’t follow his advice.
Mary: Then Ann had a child who became at once the apple o f her eye. All her interest cen­
tred in her family. A nd Jim felt caged up. They began to argue with each other about
unimportant matters. That cooled A nn’s affection for him, and their marriage broke up.
Helen: Having different interests drove a wedge between them and they separated.
John: Oh, trouble comes along when you least expect it.
Helen: They are living apart now. Ann loves her child dearly. She cannot refuse him any­
thing. H er parents d o n ’t want him to become a m o ther’s boy and ask Ann to stop
dancing about him.
John: O f course, it’s not easy to bring up a child. It would be very nice for them to settle
their quarrel and raise their child well.
M ary: W h o know s w hat the fu tu re holds fo r us? They may come around.
Helen: L et’s hope for the best.
***
1. Listen to the dialogues. Practise the speakers’ intonation a) in questions; b) in statements.
2. Read and translate the dialogues. Make up short stories on the basis o f the dialogues.
Compare Martha and Ann; Donald and Jim. Say what you think about them, their family
life.
3. Enact similar dialogues.
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Unit 1 Main Course

4. Make up your own dialogues on the following situation:


Y o u ’re talking to your grandm other / grandfather. In her /his room there is a family
album. She /he knows every page o f it by heart. Turning the pages one can trace the family his­
tory by its pictures.

WRITTEN PRACTICE
1. Write a one-page long thank you-letter to your English friend.
Remember!
I t’s very im portant to learn how to write letters in English. Letters should be easy and
natural. G ood letters make friends, influence people favourably. Careless letters have the
opposite effect.
A letter consists o f the heading (the address o f the sender), the date line, the inside address
(the name and the address o f the recipient), the salutation (the form o f address), the opening
paragraph, the body, the closing paragraph, the complimentary close (conclusion), the signa­
ture, postscript (if any), the outside address (the envelope).
The address o f the sender is usually placed on the right-hand side at the top of the letter.
The date is written under the address. The name o f the day should precede the name o f the
month. The name and the address o f the recipient are usually written in formal letters in the
left margin o f the page lower than the date. In informal letters they are usually omitted. The
salutation is written under the inside address (if any) in the left-hand side. In intimate letters to
one’s friends, relatives Christian names with the adjective “ dear” are used as forms o f saluta­
tion. The usual endings are: Yours sincerely, Sincerely yours, Y our loving friend, etc. The clos­
ing paragraph o f an intimate letter may end in: H oping to hear from you; Give my kind regards
to your aunt; Please remember me to your grandmother; Give my love to the children etc.

A thank vou-letter
J. Bolland
Titchfield Street, 32
London, GB
N. Smith
Foresters House, 10
Birmingham, GB
August 25, 2001
D ear M r and M rs Smith,
T h an k you again for the wonderful weekend! I had such a good time visiting you and
your family, and I enjoyed meeting all your relatives. I’ll never forget the warm hospitality.
I hope that some day you’re able to visit me and my family.
I would like to return your kindness and to show you around my hometown.
Please, give my respects to all your family.
Sincerely, Jack.

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Main Course Unit 1

D ear Mary,

Thank you very much for the wonderful vacation! I enjoyed every minute o f it. Y our
parents and your brother were very kind and hospitable. 1 got a very good idea of your
native town. I liked it a lot. I hope that you can visit me and my family next summer. I'd like
to show you around my hometown.
My parents and my sister would like to get acquainted with you. I hope y o u ’ll make
friends with them. They are sociable and jolly.
Remember me to your parents, please. Say hallo to Charles.

Love, Kate

2. Describe a happy couple you know.


3. A. Read the following report on the life o f Helen Smith.
B. Write a brief biographical account o f H elen’s husband, John Smith.
C. Write a life-story o f a member o f your fam ily /y o u r relative / a fam ous person.
D. Write your own biographical account.

• Model:

Helen Smith was born on July 15, 1954. She was the first child o f a fam ily o f two children.
She was three years older than her brother, Peter. Helen came from a fam ily o f a circus per­
former. Her maiden name was Helen Brown.
After attending a ju n io r school she went to a gram m ar school. Helen obtained the General
Certificate o f Education (GCE) at the advanced level. It allowed her to enter the University of
London.
Helen studied West European languages. During her vacations she worked as a guide. She
graduated fro m the University with honours in 1977.
Helen married her husband, John when she was twenty two and he was twenty five. Until
she was twenty five she worked as a teacher of French at a comprehensive school.
Her daughter, Mary was born in 1979, and her son, Charles was born in 1982. When
Charles went to school, Helen began working as a freelance translator.

4. Comment upon the following proverbs or make up short stories o f your own, illustrating
their moral:
Appearances are deceptive. H andsome is as handsome does. Marry in haste and repent
at leisure.

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r

Unit 1 Main Course

Q Text
From THE PAINTED VEIL
by W. S. Maugham

There was a photograph of her m other in the room and K itty’s eyes fell on it. She did
not know why she kept it there, for she was not very fond of her mother; there was one of her
father too, blit that was downstairs on the grand piano. He was a little man, with lirecl eyes, а
long upper lip. mu! a thin mouth. K itty’s mother was very grand in the velvet gow n, with feath­
ers in her hair and flowers in her hand. She held herself erect. She was a woman o f fifty, thin
and jlat-chested, with prominent cheek-bones and a large, well-shaped nose. She had a great quan­
tity o f very smooth black hair. Her fine black eyes were never still and this was the most notice­
able thing about her. They moved from one part o f you to another, to other persons in the
room, and then back to you; she criticized you, sum m ed you up, and the words she spoke had no
connection with her thoughts.
Mrs Garstin was a hard, cruel, managing, ambitious and stupid woman. She was the daugh­
ter, one of five, o f a solicitor in Liverpool. Bernard Garstin was industrious, and capable, but
he hud not the will to advance himself. Mrs Garstin despised him. But she could only achieve suc­
cess through him. Bernard's daughters, Kitty and Doris, looked upon him as a source o f income.
They d id n ’t know the feelings of the subdued little man who went out early in the morning and
came home at night only in time to dress for dinner. He was a stranger to them, but because he
was their father they look it fo r granted that he loved and cherished them.
Doris gave no sign o f good looks, her nose was too long and her fig u re was lumpy. But
Kitty was a beauty. She gave promise o f being so when she was still a child, for she had large,
dark eyes, brown, curling hair in which there was a reddish tint, exquisite teeth and a lovely skin.
H er beauty depended a good deal on her youth, and Mrs G arstin realized that she must
m arry in the fir st flu sh o f her maidenhood. When she came out she was dazzling: her skin was
still her greatest beauty, but her eyes with their long lashes were so starry and yet so melting
that it gave you a catch at the heart to look into them. She had a charming gaiety and the desire
to please.
Mrs Garstin dreamed ambitious dreams; it was not a good marriage she aimed at fo r her
daughter, but a brilliant one.

> Notes:
To be fo n d o f someone - to like someone very much and have an emotional feeling for that
person which is not quite as strong as love.
To hold oneself erect - in a sraight upright position.
To advance oneself - to make progress and become more sofisticated.
To achieve something - to succeed in doing something good or getting the result one w an t­
ed, after trying hard for a long time.
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Main Course Unit 1

The source o f something - the person, place or thing which you get it from.
To take something for granted - to benefit from a person or situation without showing
that one is grateful.
In the fir st flush o f one's maidenhood - a state of being a maiden, period when one is a
maiden (a young unmarried woman).

* * *

/. Read and translate the text. Pick out the words in the text, which may be grouped under
the heading: Man's Appearance and Character.
2. Make up sentences illustrating the meaning o f the following phrases: to achieve success;
a source o f income; to take smtli fo r granted.
3. Listen to the text, read it aloud, copy the melody, answer the questions.
I.Why did Kitty keep her m other’s photograph in her room? 2. Where was her father’s
photograph? 3. What did K itty’s m other look like? 4. What was Mrs Garstin like? 5. Why did
Mrs Garstin despise her husband? 6. Did Kitty and Doris like their father? 7. Why did Mrs
Garstin aim at a brilliant marriage for Kitty?

4. Give a short summary in 9-Ю sentences according to the following outline. Use the top­
ical phrases which are helpful to sum the idea up.
I. K itty’s mother at large. 2. K itty’s attitude towards her parents. 3. K itty’s good looks.
4. What makes a woman beautiful.

5. Discuss the qualities o f an ideal husband, wife, daughter. Use the following phrases: An
ideal... is supposed to be ... ; He/She mustn 7 be ... ; He/She should always be ....

6. Minitalks: I. Sharing responsibilities between husband and wife. 2. What makes fam ily
life pleasant and easy.

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UNIT 2
DWELLING

GRAMMAR Study the following

SIMPLE FUTURE
I shall / will study. Shall / will I I shall /w ill not study. Shall / will I not study?
(I'll) studv? (I shan't / won't) (Shan't / won't)
He (she) will study. Will he study? He (she) will not study. Will he (she) not study?
(He'll, she’ll) (she) (He, she, won't) (Won't) he
We shall / will study. Shall / will we We shall / will not study. Shall / will we not study?
(We'll) studv? (We shan't / won't) (Shan't / won't we)
You (they) will Will you (they) You (they) will not study. Will (you, they) not study?
study, study? (You) they won't (Won't you, they)
(you'll, they'll)

> Notes: In an older or more formal kind o f English, “shall” is used istead of “ will”
after “ I ” and “ we” in statements about the future, especially in writing.
Usage: 1. An action to take place at some definite future time (He will go to the Univer­
sity tomorrow); 2. A future habitual action or future state (Everything will be fine); 3. A situ­
ation that may obtain in the present and will obtain in the future but with some future termi­
nation in sight (She will live in London until she graduates from the University); 4. Future con­
ditionals /main clause/ (If you wait for me, I’ll join you in some minutes).

Adverbial Clauses o f Time and Condition


Simple Present is used in the subordinate clause of future conditional sentences (E.g., If I
see him tomorrow, I sh a ll/ will ask him about it.), in the subordinate clause o f time (E.g., We
shall /w ill go for a walk when my mother comes home. As soon as she comes home, I shall /w ill
show her the letter.). Simple Future is used in the main clause.

CHECK YOUR GRAMMAR


1. Find the initial form s o f the following verbs and make up some sentences with these
verbs:
bought, are, likes, admires, fixed, opens, moved, turned, satisfied, tries, sunbathes, finds,
chose, looks, got.

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Main Course Unit 2

PREPOSITIONS

above/over -
— 2 --------------------

out o f
up dow n
a w ay from on
behind

insid©-^"^ У /

3
та 1*8 . у /
next to outside betw een

to the left o f to the right o f under

in front o f

2. Refer the following sentences to the future and expand on them:


1. They travel around a lot. 2. They own a house. 3 The Browns like the flat very much.
4. They get on well with their neighbours. 5. They live in one o f five flats on the fourth floor.
6. They have the park to stroll in. 7. They bought a house. 8. They had a swing in the garden.

3. Make up all kinds o f questions from these sentences. Let yourfriends answer your questions.
1. They will move from their old flat in a week. 2. She’ll buy a new flat. 3. They’ll have
a garden in front o f the house. 4. I ’ll come tom orrow . 5. W e shall invite them to the party.
6. They’ll make their house attractive. 7. Y o u ’ll admire their house. 8. Y o u ’ll see a larger garden
at the back. 9. We shall get on well with our neighbours. 10. Their flat will be on the fourth floor.

4. Translate the following sentences into English.


1. Ми будемо обідати, коли батько прийде додому. 2. Я піду гуляти, якщо буде теп­
ло. 3. Я кщ о я складу іспит, я поїду додому. 4. Я допоможу тобі, якщо у мене буде вільний

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Unit 2 Main Course

час. 5. Я кщ о ми зуміємо дістати квитки, ми підемо ввечері до театру. 6. Коли я прочитаю


цю книжку, я дам її тобі. 7. Я скажу йому про це, коли його побачу. 8. Я кщ о я встигну
на поїзд, то приїду вчасно.

5. Use the correct fo rm o f the verb in the adverbial clauses o f time and condition.
1. If you (to translate) the article into English, we shall use it in our report. 2. If you d o n ’t
(to hurry), you will miss the train. 3. If it (to rain), they w on’t go to the country. 4. When my
friend (to come) to Kyiv, we shall go to the theatre. 5. W hat will you be doing when they (to
come) to your place? 6. D o n ’t forget to switch off the light before you (to leave) the flat. 7 . 1 shall
be able to translate the text if you (to give) me a dictionary. 8. You will have to work extra hard
if you (to miss) your lessons. 9. Where will you go when you (to come) to London? 10 .1 shall lay
the table as soon as you (to wash) the dishes. 11. We shan’t have dinner before mother (to come)
home. 12. The moment they (to see) him, they’ll understand that something has happened. 13. He
will ring you up when he (to come). 14. They will do it when they (to return). 15. I shall have fin­
ished the letter by the time that you (to come) back. 16. She’ll not go to bed until they (to return).
6. Practise the specific-to-general or general-io-specific sequences typically signalled by ut-
on-in in English fo r addresses and dates:
................................ A T ..................................... O N ..................................................IN....
Most specific Most general
A. I live at 21 Westwood Blvd. Most specific.
I live on/in Westwood Blvd.
I live in Westwood.
I live in London. Progressively
I live in England. more general.
I live in G reat Britain.
B. O ur daughter was born at 6:30 a.m. Most specific.
O ur daughter was born on (a) Friday.
O ur daughter was born on October 10, (1999).
O ur daughter was born in the morning. Progressively
O ur daughter was born in October. more general
O ur daughter was born in 1999.
O ur daughter was born in the ‘90s.
1. He often goes to the cinema ... the evening. 2. They used to live ... Bakersfield. 3. They
will come ... 9 p.m. 4. They play f o o tb a ll... M ondays. 5. We bought o u r house ... 1995.6. This
style o f art was popular ... Europe and America ... the 1920 s. 7. We’ll go to the seaside ... July.
8. There are some shops ... the High Street. 9. They had a meeting ... September 8.
7. A) Say what members o f your fam ily will do tomorrow (e.g., I shall go to the University.)
B) Work in a group o f three and make up questions about what your friends will do after
the lessons. Then ask the other groups.
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Main Course Unit 2

C) A GAME: Fortune-teller. Work in a group o ffo u r or five. Write on a sheet o f paper


one sentence about what will happen to your fellow students in the future. You can
write something realistic orfantastic. Fold the paper over and pass it on to each other.
Then read your fortune (e.g., You will go to the circus next month.)

8. Fill in prepositions: on, inside, into, to, above, between, in fro n t of, in, out of, under.
1. T h eir flat is ... the fou rth floor. 2. T h ere is a garden ... the house. 3. There are six
rooms .... 4. They live ... one o f five flats ... the sixth floor. 5. She came ... the room. 6 . 1 go ...
the University every day. 7. They w e n t ... the house. 8. There is a picture ... the table. 9. There
is a ball ... the sofa. 10. There is a picture ... the lamp and the door.
9. Translate the following sentences into English:

A. 1. У мого друга велика квартира. Він придбав її минулого року. К вартира йому
дуже подобається. 2. Вони переїдуть у свій новий будинок завтра. 3. Я прийду наступ­
ного дня. 4. Ми відвідуємо своїх родичів влітку. 5. Я познайомлю тебе з моїми батьками.
6. Ми будемо вивчати англійську мову. 7. Він купив гарну картину. Він повісить її над
столом. 8. Вам сподобається ця книжка. 9. Я ввечері напишу листа бабусі. 10. Ти зможеш
порозумітися зі своїми сусідами.
B. 1. Перед будинком знаходиться садок. 2. Н а другому поверсі є дві кімнати. 3. Де
твоя кімната? - Праворуч. 4. Повернись ліворуч. 5. В кімнаті є шість стільців і стіл. 6. На
столі - лампа. 7. Вони вийшли з будинку і пішли у парк. 8. П арк знаходиться за будин­
ком. 9. П арк розташ ований між будинками. 10. Увійдіть до будинку. 11. П оряд з будин­
ком є садок. 12. Під столом - м'яч.
C. 1. Я була дуже зайнята. Я зроблю це завтра. 2. Цим літом я найму кімнату за
містом. Я була там минулого року. 3. Ми завітаємо до вас увечері. 4. Прочитай цю книжку.
Вона тобі сподобається. 5. Я подивлюсь цей фільм завтра. Кажуть, що він цікавий.

10. It's an extract from Theatre by W. S. Maugham. Put the verbs in brackets in the appro­
priate tense. The tenses used are Past Simple, Future Simple, Present Simple. Say why
Julia and Michael moved to a house in Regent Park and what kind o f house it
Think over the way Julia furnished the house.
They still (to live ) in the small flat that they had taken when they (to come) first to
London. Though Julia had been for some time earning a good income it had not seemed worth
to move while M ichael (to be) on active service, but now th a t a baby was coming the flat
(to be) obviously too small. Julia had found a house in R egent’s Park that she (to like) very
much. The house (to face) the gardens. Above the drawing-room floor (to be) two bedrooms
and above these two rooms that could be made into a day and a night nursery. Michael was
pleased with everything; even the price (to seem) to him reasonable. Julia had, during the last
four years, been earning so much more money than he that she had offered to furnish the house
herself. They (to stand) in one o f the bedrooms. “I (to get) you a nice suite at M aple’s” . “I (to
suppose) I (to use) it much, you know ,” he smiled.

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Unit 2 ______________________________________________ Main Course

ESSENTIAL VOCABULARY

ROOMS. LAYOUT FURNISHINGS


bathroom , bedroom, bedsitting- armchair, bed, bedroom suite,
room/bed-sitter, children’s room, bookcase, built-in-cupboard,
corridor, dining-room, hall, bunk bed, chandelier, chair, chest
kitchen/kitchenette, living-room/ of drawers, china cabinet, coat
lounge, lavatory/loo. pantry, rack, coffee table, cupboard, cur­
study, sitting-room, toilet tain rail, desk, dressing table/stool,
double/single bed, set/suite of fur­
niture, shelf, sideboard, sofa, stool,
PARTS OF A HOUSE table, wardrobe, wall units (cup­
attic, balcony, basement, ceiling, board base unit, display cabinet
cellar,chimney, door, fireplace, unit, drinks cupboard)
floor, landing, papered wall,
roof, stairs, staircase, shutter, DECOR
storey ,terrace, tiled wall, wall, carpet, clock, curtain, lights and
window,windowsill
DWELLING lamps, knick-knacks, mirror, pic­
ture, rug
HOUSING ESTATE J I !li
garage, garden, gate, fence, hedge, KINDS OF DWELLING
lawn block of flats, basement flat, cot­
tage, detached house, multi-storey
HOUSEHOLD APPLIANCES building/block of flats, semi-de­
AND UTENSILS tached house, two-roomed Hat
broom, carpet brush, coffee maker,
dishwasher, electric (gas) cooker, MODERN CONVENIENCES
electric coffee grinder, fridge, iron, bath, central heating, chute, elect­
microwave oven, mixer, stereo, stove, ricity, gas, hot and cold running
table lamp/standard lamp, telephone, water, lift, washbasin
TV set, toaster, vacuum cleaner,
video, washing machine HOUSE/FLATS MAY BE
accessible, attractive, beautiful,
comfortable/comfy, cosy, cluttered,
cramped, interesting, large, pleas­
ant, relaxing, spacious, small,
warm, well-kept, well/poorly fur­
nished; downstairs, upstairs
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Main Course Unit 2

Trees: oak, linden, chestnut, fir, pine, willow, ash, maple, poplar, elm, rowan, birch,
coconut palm, cherry, orange, olive, apple, plum, pear.
Flowers: rose, daisy, azalea, snapdragon, pansy, geranium, tulip, daffodil, orchid, carna­
tion, violet, dahlia, chrysanthemum, gladiolus, iris, tiger lily, white trum pet lily, water lily.
Wild Animals: lion, tiger, leopard, elephant, rhinoceros, hippopotamus, bear, polar bear,
zebra, camel, giraffe, deer, koala bear, kangaroo, monkey, fox, wolf.
Pets: puppy, dog, kitten, cat, hamster, guinea pig, rabbit, goldfish.
Domestic Animals and Birds: bull, cow, calf, pig/sow, piglit, hen/chicken, chick, horse,
foal, goat, kid, sheep, lamb, turkey, duck, goose.
Birds: swan, crane, gull, crow, eagle, owl, peacock, pigeon, swallow, parrot, sparrow.

Phrases and Word Combinations


To rent a flat/house - to regularly pay money to live in a house or flat that belon
someone else. E.g.: We rent our flat from an old retired couple.
To own a house - to have something. E.g.: W ho owns that beautiful house?
I t ’s a dream o f a flat/house - the flat / house you really want.
A housewarming - a party that you give to celebrate moving into a new house. E.g.: They
have their housewarming on Friday.
To have good taste - m ake good judgements. E.g.: Helen has good taste and every visitor
to the home admires its decor.
To be satisfied with - pleased because something has happened in the way that you want.
E.g.: Helen is not entirely satisfied with her home.
A blessing in disguise - something that seems to be bad or unlucky at first, but which you
later realise is good or lucky.
To be within easy reach o f something - within a distance that you can easily travel.
E.g.: The shops are within easy reach.
To look over a park. To move to/into a new flat/house. To furnish a room. To open /close
the door (the window, etc.). To turn o n /o ff the water (gas). To switch o n /o ff (turn on/off) the
light (the radio, etc.). To clean something with a vacuum cleaner.

SOUND AND INTONATION PRACTICE


Vowel and consonant practice in sentences
I d o n ’t care whether I live upstairs or [ai 'daunt 'kea w edar ai 'liv,Apstcazl
downstairs. o^'daunsteaz]
House and home. ['haus and .haumj
Trifles make perfection, and perfection ['traiflz m eik p a 'fe k fn la n d p aT ekJn
is no trifle. iz 'n au .traifl]
The Smiths keep themselves to themselves. [6a ’smiGs 'ki:p darnselvz ta 3am,selvz]

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Unit 2 Main Course

VOCABULARY ACTIVITY
1. Select the odd word that does not fit into a list, giving reasons fo r your choice.
A. Sideboard, lounge, cupboard, bookcase.
B. Study, cellar, living-room, dining-room , kitchen.
C. G round floor, basement, stairs, backyard.
D. Electricity, gas, gas-stove, chute.
E. Bookcase, chair, wardrobe, bed-sitter, bunk bed.
F. Carpet, attic, rug, curtain, knick-knacks.
J. Coffee maker, coffee grinder, toaster, balcony, mixer.
H. Block o f flats, house, building, flat, cottage, cellar.
I. Accessible, ceiling, comfy, cosy, cluttered, cramped.

2. Fill in the blank with the vocabulary word that best fits the meaning o f each sentence:
fridge, picture, carpet, telephone, vase, bed, wardrobe, door, chest o f drawers, curtain,
chair, stove, desk, lamp, cupboard, sink.
I. In the hall there is a ... , a ... and a ... . 2. T here are ... on the wall.
3. On the floor there is a ... . 4. There are ... on the table. 5. In the bedroom there is a ... , a ...
and a ... . 6. There are white ... on the window. 7. U nder the window there is a ... . 8. In front
of the desk there is a ... . 9. There is a ... above the picture. 10. In the kitchen there is a ..., a ...,
some ... and a ....

3. Learn to choose the correct word.


A. Word choice: house, collage, bungalow, f u l , becl-siner, mansion, palace, home.
A house is a building for people to live in, and is usually built on more than one level
(storey).
A cottage is a small, old house, especially in the country, and a bungalow is a house built
on only one level.
A set o f rooms (including a kitchen and bathroom ) within a larger building is a f a t , and
a small one-room Hat is called a bed-sitter.
A large grand house is called a mansion, or (if it belongs to a king or queen) a palace.
The place where you live is your home, whatever type o f house it is.

1. After the party, we went to o u r ... . 2. They divided the house into ... . 3. They lived
in a ... in the country. 4. A lot of students live in Hats and . . . . 5. It was a late eighteenth-cen­
tury ... .6. The Queen appeared with her family on the balcony o f the ... .7 . They dreamed of
buying a little ... in the country, 8. They built a block o f ... . 9. I left my bag at ... . 10. The
nobles o f Florence built splendid . . . .

Word choice: comfortable, convenient.


B .

Comfortable - having or providing comfort.


Convenient - suited to one's needs.

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Main Course Unit 2

1. It’s a ... chair. 2. She has a ... flat in London. 3. I’m afraid this isn’t a very ... time. 4. The
hotel was large and .. . 5. The train is ... - the service to London is fairly quick. 6. Are you ...
on that hard stool? 7. Will three o ’clock be ... for you?
4. Spelling Bee.
5. Say what you have in your kitchen, living-room, bedroom and hall.
6. Draw a vocabulary map by grouping the words under the following headings: House.
Flat.
7. Describe your friend's (or neighbour's) flat. Use the essential vocabulary.
8. Translate the following sentences into English:
1. Вчора моя сестра купила нові меблі. 2. Ми живемо в багатоповерховому
будинку. 3. Завтра у нас новосілля. Ми переїжджаємо на нову квартиру. Це квартира з
усіма зручностями: з газо-, водо- і електропостачанням. 4. У нас велика і затишна
квартира. 5. Де батько? - Він у кабінеті. 6. У мого друга є великий будинок за містом. У
ньому два поверхи. П оряд з будинком є гараж. Перед будинком - невеличкий сад. На
першому поверсі знаходяться кухня, їдальня, вітальня. Н а другому поверсі - дві спальні.
Кімнати дуже зручні. 7. Відкрий вікно та вимкни газ. 8. Треба почистити килим пило­
сосом. 9. Я наймаю квартиру в центрі міста. 10. Це - мрія, а не квартира. 11. Магазини роз­
ташовані близько від дому. 12. Н аш а нова квартира т е п л іш а і з а т и ш н іш а . Та квартира
була холодна і вогка, тому ми переїхали. Тож лихо не без добра.
9. Make up short stories about your / your friends' fla t / house using the essential vocabu­
lary.
10. Match the adjectives in Line A with the fitting nouns in Line B.
A. Stripy, blotchy, hairy, wooly, clumsy, dreadful, prickly, funny, slow, grey.
B. Elephant, crocodile, hedgehog, tortoise, monkey, rhinoceros, zebra, camel, leopard,
baboon.
11. Insert the necessary word: mice, cat, dogs, hares, sheep, horse, bird(s) (2), hen, fisli.
1. Barking ... seldom bite. 2. Better an egg today than ... tomorrow. 3. Better a small ...
than an empty dish. 4 . . .. o f a feather flock together. 5. D o n ’t look a g i f t ... in the mouth. 6. The
early ... catches the worm. 7. Every family has a black ... . 8. If you run after two ... y o u ’ll
catch none. 9. When the ... is away, the ... will play.
12. Anim al Idioms. How well do you know these “animal" idioms? Choose A, В or C as the
best explanations. Consult a dictionary.
1. I ’ve got a frog in my throat.
A. I keep having to clear my throat. B. I’ve got a sore throat. C. Something I ’ve eaten is
stuck in my throat.
2. M ary has got butterflies in her stomach.
A. She’s feeling nervous. B. She’s got indigestion. C. She feels sick.

4 В Янсон 97
Unit 2 Main Course

3. That vase is rather a white elephant.


A. It’s old and very valuable. B. Even though it was probably quite expensive, it’s useless.
C. It’s big and simple design.
4. He chickened out o f climbing the tree.
A. He refused to climb the tree. B. He apologized for not being able to climb the tree. C.
He decided not to climb the tree after all, because he was afraid to.
5. David drives at a snail's pace.
A. David drives in the middle of the road. B. David drives very carefully. C. David drives
very slowly.
6. There is something fishy about him.
A. He smells. B. He likes swimming. C. There is something about him that I don’t entirely trust.
7. You look very sheepish.
A. You look terrified. B. You look ashamed o f yourself. C. You look warm.
8. The little girl shed a few crocodile tears.
A. She shed big tears. B. Her tears were not real tears of sorrow. C. She was crying
because she was angry.
9. I haven’t been to the cinema for donkey’s year.
A. I haven't been to the cinema for a few years. В. I haven't been to the cinema for many
years. C. I haven’t been to the cinema for ages.
10. Jane thinks she's the cat's whiskers.
A. Jane’s too self-important. B. Jan e’s shy. C. Jane’s mad.

V 01 0 6 a '8 97. 0 9 O S O b Я Т V c V I

^ Text
THE SM ITHS’ AND THE BROWNS’ HOMES
M r and Mrs Smith have a two-storeyed semi-detached home in a pleasant suburb of
Birmingham. It is very nice and quiet there. The houses and the surrounding scenery seem to
blend into each other. The Smiths bought their house twenty years ago, or rather, the bank
bought it for them. They must pay the bank back. Charles and Mary are very fond of this
house as it is the home of their childhood. However, Helen is not entirely satisfied with it, she
likes buildings that have character. To compensate, she takes great pains to make Number
Sixty-Two, Heath Gardens, as interesting and attractive as possible. She has good taste and every
visitor to the home admires its decor. The house is always in apple-pie order. It is surrounded by
tall evergreen hedges. In front of the house there is a small garden with two large forsythia
bushes that flower in spring and some potted plants dotted about the yard in various corners. At
the back there is a large garden. This has an apple-tree and a pear-tree, plus several firs. Helen
likes to sunbathe here in summer. The Smiths often dine alfresco in w'arm summer evenings.
When the children were little they had a swing in this garden and John fixed them up with a
platform in the apple tree. Inside, there are six rooms - a lounge/dining-room and a kitchen
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Main Course Unit 2

downstairs, and four bedrooms upstairs. There is also a bathroom and toilet. The walls are cov­
ered with good wallpaper. T hey’ve got a parquet flo o r and an electric fire. The rooms are light
and spacious.
Because they travel around so much Ally and Peter Brown d o n ’t find it practical to own
a house. Instead they bought a flat in London. They chose London because it is pretty acces­
sible from any place in the country. Their flat is a comfortable size. It has three bedrooms, a
large bathroom and a kitchen which opens onto the living area.
The Browns like this flat very much. It looks over a park and the shops are within easy
reach. They find it a very relaxing place. They also get on well with their neighbours. Their
block is four-storeys high and they live in one o f five flats on the third floor. The building is
not very old. The Browns bought their flat five years ago. They moved from their old one
because it was damp. It turned out to be a blessing in disguise. It is warmer, the neighbours are
friendlier and they have the park to stroll in. Judy also likes living there.

CULTURE CONTEXT
1. Forsythia is a bush that has yellow flowers on it in spring before the leaves have grown.
2. A house is a building for people to live in, and is usually built on more than one level (storey).
3. A cottage is a small, old house, esp. in the country.
4. A detached house is not connected with any other building.
5. A semi-detached house is one o f a pair o f joined houses.

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Unit 2 Main Course

READING AND SPEAKING ACTIVITY


1. Read and translate the text. Answer the following questions.
1. Where do the Smiths live? 2. Do they own a house or a flat? 3. W hen did they buy their
house? 4. Are they fond o f their house? 5. Is Helen satisfied with her house? 6. W hat kind of
buildings does Helen like? 7. Why does every visitor to their home admire its decor? 8. W hat is
there in front o f the house? 9. W hat is there at the back o f the house? 10. W hat do the Smiths
like to do in the garden? 11. H ow many rooms are there in their house? 12. D o the Browns own
a house? 13. Why did they choose London to live in? 14. W hat kind of flat do they have? Where
is it situated? Why did it turn out to be a blessing in disguise?
2. Confirm or deny the statements.
1. The Browns live in a detached house. 2. They bought their house twenty years ago. 3. Mary
doesn’t like her house. She is not satisfied with it. 4. In front of the house there is a green lawn.
5. The Browns live in Birmingham. 6. The Browns’ flat looks over a square. 7. The Browns
d o n ’t get on well with their neighbours.
3. Describe the Sm iths’ house and the Browns’f a t . Discuss with your fellow-students their
differences and likeness.
4. Make short conversations in the following situations:
1. You meet M r and Mrs Smith. They d o n ’t know much about this country and the way
o f life of its people. Tell them what sort o f flats o ur people usually have. Describe your flat to
them.
2. Mrs Smith wants to improve the appearance o f her house. Ask her what changes she
wants to make.
5. Minitalks: 1. My dream house. 2. A n idealf a t . 3. A fam ily moves to another f a t . 4. A f a ­
mily buys a new set o f furniture. 5. A city fam ily moves to a country house.
6. Describe your room /fat to your friends. They must draw the picture o f the room/fat.
Then compare the drawings.

ENVIRONMENTAL THINKING
LIFE STYLE
1. Skim through the following passage to get its general idea.
2. Summarize the information given in the passage about Em m a Falcon.
3. State briefly in some sentences what E m m a thinks about family life.
4. W hat is E m m a ’s calling? W hat do you think o f Emma? Is she an interesting person?
Give your reasons.
5. Are there any animal shelters and animal hospitals in this country? D o you think a gov­
ernment should m ake laws to protect the rights of animals? M otivate your answer.

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Main Course Unit 2

6. D o you agree that people who are


cruel to animals should be punished?

Em ma Falcon, Ally’s mother, is 65. She


is her husband’s age. Emma is a short, slim
woman with dark curly hair and dark eyes.
She is even-tempered and full of common
sense. She is a retired medical nurse. Before
her da u g h ter was b orn E m m a was very
career-oriented. But then her daughter became
an immediate priority. Emma was in the habit
o f saying: “ My family comes first, my work
second” . She doesn’t understand young mar­
ried women saying that they feel that their
freedom is limited. She finds it difficult to
accustom herself to the new ideas o f younger
people.
Em m a keeps her fa m ily safe and sound. She believes in fresh air and exercise fo r every­
body's health. The w oman spends much time out-of-doors working in the garden or walking in
the park. She comes fresh from long hours in the open air. Em m a often visits Jill Brown. They
both enjoy each o ther’s company. The women love their granddaughter, Judy passionately.
They cannot refuse her anything.
Em m a is fond o f animals and birds. She likes to cite G.Eliot: “Anim als are such agreeable
friends - they ask no questions, they pass no criticism”. Em ma has a cat in the house. The cat’s
name is Blacky. It is fluffy and beautiful and funny. It likes to sleep in the daytime and walk at
night. In summer Blacky suns itself in the garden.
Em m a found it in the street and brought it home two years ago. The cat was little and
weak. Em m a has looked after it. A nd Blacky has grown quite a lovely cat. Em ma adores it.
Em m a is a very kind and warm-hearted woman. She follow s her calling and helps people
and animals.

CONVERSATIONAL FORMULAS
INVITING. ACCEPTING. REFUSING
1. Listen to the dialogue.
2. Read the dialogue. Copy the melody.
3. Make up your own dialogues. Invite your friends to your house-warming party.
- W e’re having a party next Saturday night! Can you come?
- I’d love to! That sounds great! I ’d love to!
- W e’re having a party! I hope you can come!
- T hat sounds nice! I’d love to! Sounds great! Sounds good! Sounds like fun! I ’d love to!

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Unit 2 Main Course

Dialogues
ARRANGING THE HOUSE
Ally: G ive me a hand with this table, Peter. I want it over there by the settee.
Peter: I think it is better under that picture by the armchair.
Ally: No. I only hung it on the wall because it was in the way on the floor.
Peter: You hung it askew.
Ally: We can arrange the pictures when all the furniture is in place.
Peter: All right. Where do you want the piano to go?
Ally: I want it in the corner. And put these knick-knacks on the table. They help to furnish.
Peter: Where did I put my big screwdriver? It’s not in the toolbox and I want to tighten up
these loose screws on the d o or hangers.
Any: You had it in your hand when you went into the kitchen just now. Perhaps you left it
there.
Peter: Yes, I think I put it down on the shelf above the sink. I’ll.go and fetch it.
Ally: Pass me that brush behind the chair before you go; and take your tools off that nice
polished table. Y o u ’ll spoil all our furniture before you finish.
Peter: I must put them somewhere. A nd where is the cat? Y ou d idn ’t shut him outside last
night, did you? H e ’ll get lost.
Ally: N o, he’s definitely inside the house. I expect he’s fed up with all the fuss and noise.
H e ’s probably in a cupboard somewhere. He wants to sleep.
Peter: T h a t’s just what I want to do. I ’m tired o f it all as well.

FLATS AND HOUSES


Ally: I think living in a flat is much more preferable to living in a house.
Helen: Really? I ’m afraid I can’t agree with you there. I prefer houses, because they general­
ly have more rooms.
Ally: T h a t’s all very well, but the rooms in houses are often smaller and less conveniently
arranged than in a flat.
Helen: There’s something in what you say, of course, but modern houses have a nice layout.
Besides, d o n ’t forget that most houses have a garden where one can relax and the chil­
dren can play in safety. Living in a flat must be like living in a box.
Ally: Nonsense, Helen! M odern flats often have balconies and there are lawns and gardens
near the buildings. Houses are all very well, but they’re much harder to keep clean than
flats.
Helen: I disagree with you, but I w on’t argue. I think the worst thing about flats is that they’re
so noisy, their thin walls let the sound through.
Ally: T h a t’s simply not true.
Helen: Well, I prefer houses.
Ally: Tastes differ, you know.

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Main Course Unit 2

HOUSEHOLD CHORES
Mciry: Hi, Ann! H ow's life?
Ann: A bit hectic at the moment. Having a large family means doing much work about the
house.
Mary: I d o n ’t know how you cope with looking after the family and doing a full-time job.
Ann: Oh, it's not easy. O f course, we do all the housework together. I do all the cooking and
washing, and Nick does the cleaning. It's my children's duty to wash the dishes. But
they often argue about who should do it.
Mary: I know you like to have everything in apple-pie order.
Ann: You know, my surroundings are very important to me. I like to have my possessions
arranged nicely around me. Nick is helpful. He never does anything by halves. If he
starts something you can be sure that he will finish it and produce excellent results.
H e’s a handy man.
Mary: Do you have any free time I wonder?
Ann: Oh, this work allows me no free time, I'm afraid. They say, a wom an’s work is never done.
Mary: I see. The trouble with your day is that you have too many activities crowded in.
* * *

1. Listen to the dialogues. Practise A lly’s intonation in orders and requests; A lly ’s intona­
tion contrasting H elen’s approach to houses; Mary's intonation in questions. Define the
intonation means for expressing contrast, surprise, interest.
2. Read and translate the dialogues. Make up short stories on the basis o f the dialogues.
3. Enact similar dialogues.
4. Make up your own dialogues on the following situations:
1. Y o u ’re helping your friend to move into a new' house. 2. Talk about any room you’ve
seen and which impressed you.

WRITTEN PRACTICE
1. Write to the landlady to say that you would like to rent her flat. Follow the model:

8 Mill Street,
London
1 May 2002

Dear Mrs Smith,


following our conversation I w’ould like to confirm that I am interested in renting your flat
for one year from I June 2002 to I June 2003 at 140 £ per month.
Yours sincerely,
Peter Blair
Unit 2 Main Course

2. You have to go out fo r h a lf an hour. Write a message to leave on your door fo r a friend
who is arriving today. Follow the model:

10:00
G one out. Be back at 10:30.
Key with next door N o 35.
M ake yourself at home.
Helen.

3. Read the following text to yourselves. Name some reasons fo r people’s love o f houses.
(Do the task in writing).
Almost everybody in Britain dreams o f living in a detached house; that is. a house which
is a separate building. The saying “ An Englishman's home is his castle” is well-known.
A large, detached house not only ensures privacy. It is also a status symbol. At the
extreme end of the scale there is the aristocratic “ stately hom e” set in acres o f garden. Of
course, such a house is an unrealistic dream for most people. But even a small detached house,
surrounded by a garden, gives the required suggestion o f rural life which is dear to the hearts
o f many British people.
Most people try to avoid living in blocks of flats (what the Americans call “ apartment
blocks). Flats, they feel, provide the least am ount of privacy. With a few exceptions, mostly in
certain locations in central London, flats are the cheapest kind of home. The people who live
in them are those who cannot afford to live anywhere else.
Only 20% of the country’s households live in flats of any kind.
(From Britain by J. O ’Driscoll)

4. Write a letter to your English friend about your house /flat.


5. Comment upon the following proverbs or make up short stories o f your own illustrating
their moral:
East or West, H om e is Best. There is no Place like Home.

$ Text
From CROME YELLOW
by A. Huxley
The house basked in fu ll sunlight. How ripe and rich it was. The door stood hospitably
open. Denis left his bicycle near the wall and walked in. He took nobody by surprise; there was
nobody to take. All was quiet; Denis wandered from room to empty room. He looked with
pleasure at the familiar pictures and furniture, at all the little untidy signs o f life that lay scat-
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Main Course Unit 2

lered here and there. He was rather glad that they were all out; it was amusing to wander
through the house.
There was the long gallery, with its rows of pictures. Its Chinese sculptures, its dateless
furniture. There was the panelled drawing-room, there the huge arm-chairs stood. There was
the morning-room, with its pale lemon walls, its mirrors, its modern pictures. There was the
library, cool and dark, booklinedfrom flo o r to ceiling. There was the dining-room, with its great
table, its eighteenth-century chairs and side board, its eighteenth-century pictures - family
portraits .
On the table in the morning-room he saw his own book o f poems. W hat tact! He picked
it up and opened it and read some lines at hazard. Then he put it down again.
Mrs W im bush’s boudoir was in the central tower on the garden front. A little staircase
corkscrewed up to it from the hall. Denis m ounted, tapped at the door. “ C ome in.” Ah, the host­
ess was there.

> Notes:
To bask in fu ll sunlight - to enjoy sitting or lying in the heat of the sun.
To take somebody by surprise - to happen unexpectedly.
A morning-room - old-fashioned - a comfortable room that is used in the morning, usu­
ally in a large house.
A boudoir - old use - a w om an’s bedroom o r private sitting-room.

***

1. Read and translate the text. Pick out the words in the text, which may be grouped under
the heading: House. Furniture.
2. Make up sentences illustrating the meaning o f the following phrases:
to bask in full sunlight, to wander through the house; booklined from floor to ceiling; at
hazard; to take smb by surprise.
3. Listen to the text. Read it aloud. Copy the melody. Answer the questions.
1. D id D enis take a n yb od y by surprise? 2. W hy was he glad th a t they were all out?
3. W hat rooms were there in the house? 4. W hat did he see on the table in the morning-room?
5. Where was the hostess? 6. W as Denis the host o f the house? 7. W hat was his occupation?
8. Was it his first visit to the house? Why do you think so?
4. Give a short summary o f the text. Use the topical phrases which are helpful to sum the
idea up. Follow the model:
At the beginning o f the text the a u th or introduces (describes) ... Then (further on) the
au th or portrays (depicts, m e n tio n s )... The concluding sentence of the text is ... . The text ends
in the description ... .

105
UNIT З
DAILY PROGRAMME

GRAMMAR Study the following


PRESENT PROGRESSIVE
I am studying. Am 1 studying? 1 am not studying. Am I not studying?
(I'm)

He is studying, Is he studying? He is not studying, Is he not studying?


(she) (He's) (she) (she) (she)

We are studying, Are we studying? We are not studying, Are we not studying?
(you. they) (We're) (you.they) (you. they) (you. they) Aren't we
studying?

> Notes: Usage: I. Event / action in progress (He is going to the University now); 2. Tem­
porary activity (She is living with her parents); 3. Repetition or iteration in a series of similar
ongoing actions (The child is kicking his ball in the yard); 4. Express future /when event is
planned/ (They are arriving tomorrow); 5. Emotional comment on present habit (They are
always quarrelling).

PAST PROGRESSIVE

I was studying. Was I studying? I was not studying. Was I not studying?

He was studying, Was he studying? He was not studying, Was he not studying?
(she) (she) (she) (she)

We were studying, Were we studying? We were not studying, Were we not studying?
(they, you) (they, you) (they, you) (you. they)

> Notes: Usage: 1. An action in progress at a specific point of time in the past (She was
working in the library at 6:30 this evening); 2. Past action /simultaneous with some other event/
(The children were doing their homework when their father came home); 3. Repetition or iter­
ation in some ongoing past action (The child was coughing all night long).

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Main Course Unit 3

FUTURE PROGRESSIVE
1 shall / will be Shall / will I be I shall / will not be Shall / will I not be
studying. studying? studying. studying?
He will be studying, Will he be studying? He will not be studying, Will he not be studying?
(she) (she) (she) (she)
We shall / will be Shall /will we be We shall /w ill not be Shall / will we not be
studying. studying? studying. studying?
You will be studying, Will you be studying? You will not be studying, Will you not be studying?
(they) (they) (they) (they)

> Notes: Usage: I . An action that will be in progress at a specific time in the near future
(She will be working in the library at 9 a.m. tomorrow); 2. Duration o f some specific future
action (He will be working at his book for the next two years).

SPELLING RULES
The following spelling rules should be observed in the formation of Participle 1:
1. The mute -e is dropped before adding the suffix -ing.
To take - taking
2. The final consonant is doubled (before the suffix -ing) if it is preceded by a
vowel expressing a short stressed sound.
To get - getting
3. The final -I is doubled if it is preceded by a vowel expressing a short sound.
To travel - travelling
4. In the verbs to die, to lie and to tie the letters -ie are replaced by -y before
the suffix -ing.
To die - dying, to lie - lying, to tie - tying.
5. The final -y is not changed before adding the suffix -ing no m atter whether it is preceded
by a consonant or by a vowel.
To say - saying, to dry - drying.
6. The letter -r is doubled if the final syllable is stressed.
To prefer - preferring, to offer - offering.

CHECK YOUR GRAMMAR


1. Write what people often do and what they are doing now. Use the following words:
A) Jack Smith, Helen, Mary, Charles. Peter, Judy, Ally;
B) go, write, translate, do, jog, look, have breakfast, enjoy, sit, play, put, discuss, spend,
read, travel.
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Unit З Main Course

2. Refer the following sentences to present, post anilfuture progressive and expand on these
sentences:
1. He jogs rou nd the p ark. 2. He goes home for a show er and breakfast. 3. He has his
free period. 4. She marks homework and prepares lessons. 5. They sit and enjoy a conversa­
tion. 6. The teachers discuss their pupils. 7. He leads an assembly himself. 8. They do it them ­
selves. 9. She writes a letter.
3. Ask your frien d about what he /s h e was doing at 5 o'clock yesterday, and what he /s h e
is doing now.
4. Translate the following sentences into English. Use the present, past or future progres­
sive tense:
1. Вони зараз снідають. 2. Де твій брат? - Він у своїй кімнаті. Він виконує домашнє
завдання. 3. Вона читала книгу, коли я прийшов додому. 4. Діти будуть спати, коли ми
повернемось. 5. Олена зайнята. Вона прибирає квартиру. 6. Хтось чекає вас у коридорі.
7. Де діти? - Вони грають в садку. 8. Говоріть англійською мовою. У нас зараз урок
англійської мови. 9. Куди ти йдеш? - В інститут. У нас сьогодні два заняття. 10. Щ о
робить Джон? - Він читає казку. 11. Завтра вранці о шостій годині вона буде працювати
вдома. 12. Увечорі о пів на шосту ми будемо дивитися кіно. 13. Коли діти повернулися зі
школи, мати ще готувала обід. 14. Коли вони обговорювали це важливе питання, до
кабінету увійшов директор.

5. I t ’s an extract fro m Theatre by W.S.Maugham. Put the verbs in brackets in the appropri­
ate tense. The tenses used are Past Simple, Present Progressive, Future Simple. Say
what Julia's occupation was and why it was important fo r her to have a short nap after
lunch.
There (to be) a knock at the door.
“Come in," (to say) Julia.
Evie (to enter).
“ (To go) you to bed today? She (to see) Julia sitting on the floor surrounded by masses
of photographs. “ W hatever you (to do)?"
“ Dream ing” .
“Come on now. or you (to be) fit for nothing tonight. I (to clear) up all this mess".
She (to bustle) Julia upstairs. When she (to have) no matinee Julia (to go) to bed for a
couple of hours in the afternoon and then (to have) a light massage. She (to undress) now and
(to slip) between the sheets.
She (to sleep) soundly till Evie (to come) to awake her because the masseuse (to be) there.

MODAL VERBS
The verbs below are all modal verbs. They are used as helping verbs with another verb to
change its meaning in some way. The lists tell you what the verbs mean, and how to use them.

108
Main Course Unit 3

She can speak English.


power I could skate when I was five.
I was able to lift the bag.
Can we go for a walk now, please? CAN is the most common word.
permission Could I turn the radio down? COULD, MAY and MIGHT are
You may go home now. more polite ways of asking for per­
Might I open the door? mission.
Can you open the window, please? COULD is more polite than CAN.
requests and
Could vou give me the book, please? SHALL is usually used with I
suggestions
Shall we stay in tonight? rmd w e .
I must be off now - it's late.
Do vou have to/Have vou got to go?
necessary I had to get up earlv vesterdav.
Need I do it?
What am I to do?
I didn't need to/needn't have put on DIDN'T NEED TO/NEEDN'T
not necessary my thick coat. HAVE means that it wasn't neces­
You needn't come until 10.00. sary to put my coat on, but I did.
SHOULD/OUGHT TO are used for
actions which are thought to be
good or right; MUST or HAVE TO
You should/oueht to be ashamed of for necessary actions.
right or wrong yourself. SHOULDN'T/
I should't have/ouehtn't to have OUGHTN'T TO are used f r ­
done that. actions which are thought to be bad
or wrong, NEEDN'T for unneces­
sary actions.
You mustn't tell him. You must keep it
commands secret. You are not to go. You are to stav
here.
You must be unwell. He can't be tired. CAN'T and CAN'T HAVE are the
certainly/
certainly not Thev must have gone home. Thev can't opposites of MUST and MUST
have left the place. HAVE in this meaning.
SHALL is usually used only
It will snow tomorrow.
future with I and ж , and is becoming less
We shall come next week.
common than WILL.
perhaps It mav/might rain tomorrow. MIGHT makes something sound
less likely than MAY.
We used to work together. WOULD can only be used to
past
We would often go to the cinema together. describe a repeated action.
How dare you say that!
brave enough
I daren't go there again.

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Unit З Main Course

CHECK YOUR GRAMMAR


1. A. Read the following words and word combinations and say what you /y o u r friend can
do and what you /y o u r friend can V do.
Play the piano, play tennis, swim, ride a bike, speak English, speak French, make tea,
play chess.
B. Tell us about the talents in your group. Say what sort o f group you are (musical,
sport}’...).
3. Speak polite English with your friends. Use the following verbs: MAY, CAN, COULD.
You want to: speak to your friend (on the phone); help him/her; close the door; have
another cup o f tea; open the window; have his/her pen; come in; ask him/her a question.

4. Say what a child should / shouldn Vdo: a) to be safe at home; b) to be safe in the road.
Close the window: turn the gas off; turn the gas on; put the knife in the drawer; turn the
water off; close the door; play with matches; open the window; open the door; play a noisy
game.
Cross the street at the crossing; cross the street when the light is green; cross the street
when the light is red; first look right when he crosses the street; first look left when he crosses
the street, play football near a busy road; wait for traffic to pass.

5. Choose between M U STN' T and SHOULD. Motivate your choice.


1. Danger! Thin ice. You ... go there. 2. Poison! You ... drink this. 3. You ... put litter in the
bin. 4. You ... give up your seat to old people. 5. You ... keep your town tidy. 6. You ... come
in time. 7. It’s cold. You ... open the window. 6. You ... interrupt me. 9. It's dark. You ...
switch off the light. 10. It’s getting dark. You ... leave the house. 11. You ... make a noise. The
children are asleep. 12. You ... work hard to make good progress. 13. He ... do it. It’s d a n ­
gerous. 14. You ... tell them the truth. 15. You ... do it right now. Never put off till tomorrow
what you can do today.

6. Read and remember the following:


Each modal verb expresses some degree o f prediction:
(Possibly) weak, outside chance: It (could, might) rain tomorrow.
(Perhaps) stronger chance: It may very well rain tomorrow.
(Probably, likely) strong chance: It probably will rain tomorrow.
(Certainly) certainty: It will rain tomorrow.

Express (using a modal verb) the following situations with the degree o f prediction
suggested by the context.
1. T here’s a 30 percent chance of rain tomorrow. 2. There’s an 80 percent chance of rain
later today. 3. The probability o f good weather this coming weekend. 4. The probability of
m an’s landing on Mars during the next 20 years.

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Main Course Unit 3

7. Make inferences (guesses) about current states / situations. Give a modal paradigm, e.g.:
Som eone’s knocking at the door.
Weak inference: T hat could/might be Jack.
Stronger inference: T hat may be Jack.
Strong inference: T h at should be Jack.
Very strong inference: T hat must be Jack.
Absolute certainty in
making an inference (rare): T hat will be Jack.

React to the following situations (using a modal).


1. Student X is not in class today. 2. Student Y is falling asleep/is thinking o f something
else. 3. Student Z is not listening to the teacher.

8. Translate the following sentences from Ukrainian into English.


1. Вона вміє плавати. 2. Вона вже вміла плавати, коли була маленькою дитиною.
3. Зачини вікно, будь ласка. 4. Ми повинні зробити це зараз. 5. М и повинні були з р о ­
бити це вчора. 6. Тобі не треба робити цього зараз. 7. Тобі не треба було робити цього.
8. Вам слід зробити це зараз. 9. Вам не слід було приходити сюди. 10. Ви, мабуть,
втомилися. 11. М абуть, завтра буде дощ. 12. М и колись працю вали разом. 13. Вони
колись були друзями. 14. Ми колись часто ходили до театру. 15. Я не наважусь зробити
цього ще раз.

PHRASES AND WORD COMBINATIONS


То get up (early), brush one’s teeth, take a cold shower, put on clothes, have breakfast (din­
ner, supper), go on foot, walk, go by bus (tram, trolley-bus), be busy doing something, be busy
with/over/at something, prepare lessons, call at a place, call on somebody, call fo r somebody,
watch TV, listen to the news (radio), have a short rest. It takes her (him...) an hour (half an
hour...) to get to some place.
To be in charge (of) - to be the person who controls o r is responsible for a group of peo­
ple or an activity. E.g.: John is in charge o f a class as well as being a foreign languages teacher.
To mark homework - to read a piece o f written work and put a num ber or letter on it to
show what standard it is. E.g.: John marks homework and prepares lessons in the afternoon.
Close at hand - near in time or space. E.g.: John always has a funny story, a reading from
the Bible and a num ber o f his favourite hymns close at hand.
To queue (for) - to form o r join a line o f people or vehicles waiting to do something or
go somewhere. E.g.: John keeps his pupils orderly as they queue for the bus home.

To be over - to end. E.g.: The lesson is over.


ill
Unit З Main Course

ESSENTIAL VOCABULARY

PARTS OF DAY DAILY ROUTINE


(in the) afternoon, evening, 1 the day-to-day life of
morning, (at) night people, doing one’s
morning exercises,
MEALS washing oneself, making
(at) breakfast, brunch, dinner, one’s bed and doing
lunch, supper; meals one's room, having one’s
working hours, spare/
DAYS leisure/free time
(on) Sunday, M onday, Tuesday,
Wednesday, Thursday,
Friday, Saturday. MONTHS
A week day, a day off. (in) January, February,
A five-dav working week. March, April, May, June,
July, August, September,
DAILY
TIME OF DAY (GB) October, November,
PROGRAMME
(at) 7.00 seven o'clock December
8.15 a quarter past eight
9.45 a quarter to ten HOUSEHOLD DUTIES
4.30 half past four to prepare (cook, make),
5.10 ten (minutes) past breakfast (dinner), make
five coffee (tea...), lay the
6.25 twenty-five (minu­ table, clear something
tes) past six away, clear the table,
9.57 three minutes to ten wash the dishes, wash up
10.30 ten thirty tidy up the room, do the
12.00 twelve o'clock^ room (fiat, house),
midday/noon give the house a special
24.00 midnight clean, clean the room
(window), sweep the
floor, iron linen, press
clothes, do the shopping/
the ironing/ the washing

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Main Course Unit 3

SOUND AND INTONATION PRACTICE


Vowel and consonant practice in sentences
W h o ’ll do the rooms? ['hud 'du: 9a 'ru:mz]
Trudie is too busy doing the rooms. [’tru:di iz 'tu: 'bizi .dung 9з ,ru:mz]
I’ll turn in early. [ail Чз:п in 'з:1і]
I had a white night. [ai haed з 'wait ,nait]
Tony o ug htn ’t to stay out late. ['tsuni 'o:tnt ta stei 'aut 'leit]

VOCABULARY ACTIVITY
1. Remember the following.
There is no simple rule for when to use make or do. Generally you make something that
did not exist before.
E.g.: You make lunch / trouble / peace / a noise / a plan / a joke / a mistake / a speech / a
promise.
But other verbs are used in phrases like these: I asked a question. He gave an answer. We
nearly had an accident.
M ake is also used when someone or something is changed in some way.
E.g.: She made him comfortable. He made a success o f it. They made friends. How much
money did he malcel
But they did a lot o f harm /damage.
When travel is involved, it is safer to use go.
E.g.: They went shopping / for a picnic / on vacation / on a trip.
But you can also say: They did the shopping and they made a trip to Boston.
You do other actions. E.g.: They did some exercises / some research / a test/ the TOEFL
exam. Would you do me a favour ?
But you make fu n o f someone, make use o f something, and make an effort / attempt /start.
Sometimes you would use take instead - you take a class/ take a look at something / take
a ride on something.
Do is especially frequent with words that describe work and activities, often ending in -
ing. E.g.: H er husband does all the shopping and cooking.
You make someone do something. E.g.: The police officer made them empty their pockets.
However, you do use to for the second verb when you are writing or speaking in the pas­
sive tense. E.g.: They were made to empty their pockets.

Choose the correct word.


1. I ’m going to ... a cake for his birthday. 2. Have you ... your homework yet? 3. She ,..
aerobics three times a week. 4. Did you ... this dress yourself? 5. It’s a pleasure to ... business
with you. 6. The car is ... in Japan. 7. We ... a shelter from leaves and branches. 8. It’s your

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turn to ... the washing. 9. Shall I ... you a cup o f coffee? 10. She spends ages ... her hair in the
mornings. 11. W ho ... those marks on the wall? 12. The children are ... very well at school.
13.1 ... French for 5 years. 14. It’s time to ... a decision. 15. He ... some mistakes in his dictation.
16. A break will ... you good. 17. The car ... 120 mph. 18. His one aim in life is to ... money.

2. Read and remember.


Call at something.
Call on somebody - to visit.
Call fo r somebody - to meet someone at their home in order to take them somewhere.
Choose the right word.
1. W e decided to call ... Jam e s on th e way hom e. 2. I ’ll call ... y ou at 8 o ’clock.
Then we’ll go to the theatre. 3. I called ... the drycleaner’s to collect your suit. 4. We went to
pay a call ... some people I used to know. 5. W e’ll go to the station tonight. I ’ll call ... them
about eight. 6. The nine o ’clock train calls ... every station between Glasgow and Edinburgh.
Remember the following.
Get along - to have a friendly relationship (with).
Gel away - to succeed in leaving a place especially when this is not easy.
Get back - to return to a place.
Gel down to - to finally start doing something that needs a lot of time or energy.
Get o ff - to finish work and leave your workplace at the end o f the day.
Gel up - to wake up and get out o f your bed after sleeping, especially in the morning.
Choose the correct word.
1. W hat time did you get ... this morning? 2. H e is a bit difficult to get ... with. 3. W hat
time do you g e t ... work? 4. T here’s a meeting after work, but I hope to g e t ... by seven. 5. After
Christmas I’m going to g e t some serious work. 6. W e’ll probably g e t ... at about nine.
Remember the following.
Go by - t o travel.
Go in fo r - to like something o r do something often because you enjoy it.
Go through - to read a document from beginning to end.
Go on doing something - to continue without stopping or changing.
Go on - to continue talking.
Choose the correct word.
1. We went ... bus. 2. G o ... working. 3. He g o e s sports. 4. G o ..., I ’m listening.
5. Could you just go ... this file and mark anything th a t’s relevant?
J. Fill in the blank with the word that best fits the meaning o f each sentence.
1. O u r University is situated an h ou r’s ... away from my home. 2. I t ... her an hour to get
to the University. 3. G o to the bathroom and ... your teeth. 4. W ho is ... the dishes? 5. He is

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busy ... his work. 6. It's cold today. Put your warm c o a t ... . 7. Do you go to the University by ...
or by ...? 8. - Where is John? - He is ... round the park. 9. Jack is a teacher. He is in ... o f a
class. 10. We're going to have dinner ... seven.
4. Spelling bee.
5. Draw a vocabulary map by grouping the words under the following headings: A week­
day. A woman’s household duties.
6. Answer the following questions:
1. When do you get up? Do you think that it is better for one’s health to get up early?
Why? 2. When do you like to work more, in the morning or in the evening? 3. How many meals
a day do you have? 4. Are you good at housekeeping? 5. When do we give our house a special
clean? 6. W hat kinds o f work do women do while their husbands are at work? 7. How much
time do you leave for rest? 8. Which is the best way to spend free time? 9. Do you like to work
and rest alone or in company? 10. How do you spend the evenings?

7. Translate the following sentences into English.


і. Я встаю раненько, роблю зарядку, потім іду у ванну і приймаю душ. 2. Я снідаю
о сьомій годині, Після сніданку я одягаюсь і їду в університет. Він знаходиться в годині
їзди від мого дому. 3. По понеділках у мене багато занять. Заняття починаються о восьмій
ранку і закінчуються о третій годині дня. 4. Я обідаю в університетській їдальні. Після
занять я трохи відпочиваю, а потім виконую домашні завдання. 6. По суботах я при­
бираю в квартирі. Раз на місяць у нас генеральне прибирання всієї квартири. 7. Звичай­
но. я допомагаю мамі, коли до нас приходять гості. Я готую чай або каву, накриваю на
стіл, мию посуд. 8. Моя мама - вчителька. Вона працює в середній школі. Вона викладає
англійську мову, а також вона - класний керівник. М ама приходить додому пізно. Після
обіду вона, звичайно, перевіряє зошити учнів. 9. Ввечері я дивлюсь телевізор або читаю.
Мій батько слухає останні новини. Я іду спати об 11 годині вечора. 10. По суботах і
неділях я не ходжу в університет. Інколи я відвідую своїх друзів. Інколи вони заходять до
мене. Ми добре проводимо час разом.

Q Text
M R S M ITH ’S WORKING DAY
John Smith’s school is situated a half-hour's drive away fro m his home. It is a comprehen­
sive school and all the pupils live near to it in its catchment area. The pupils there are aged
between eleven and eighteen. Every day John gets up at six-thirty in the morning. The reason
for this early start is that he is in training fo r the London Marathon. Every day he jogs round the
park near his home. Then he goes home for a shower and breakfast before driving to work. He
needs to be at school by half past eight.
John is in charge o f a class as well as being a foreign languages teacher. He takes the reg-

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ister for a first year class and looks after them if they have any worries. Registration is at ten to
nine and often they have an assembly, either with the other first year classes or with the whole
school. Sometimes John leads an assembly himself. He always has a funny story, a reading from
the Bible and a num ber o f his favourite hymns close at hand in case he is asked to lead unex­
pectedly.
After the assembly the lessons begin. John teaches every year in the school. This means
that he discusses Brecht’s plays with the oldest pupils in one lesson and teaches first years very
simple sentences in French in the next.
Som e o f his periods are free . He m arks homework and prepares lessons. In the morning
and afternoon breaks and at lunch-times John is either busy with his work or socialising with
the other teachers in the s ta ff room. This is a welcome break fo r him. He can have a cup of tea,
sit back and enjoy a conversation over a sandwich. The teachers often discuss their pupils. In
fact, the staff room is a real centre for gossip. Some o f the teachers are close friends. Others
find it difficult to get on with each other. It is a big school and there are many members o f the
staff.
The school day finishes at twenty-past three. Sometimes John is on bus duty. He keeps
the pupils orderly as they queue fo r the bus home. John hates such times. He is always glad to
get back home and pu t his feet up for half an hour. Then he starts on all the work he has to
mark.

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CULTURE CONTEXT
1. The catchment area o f a school, hospital, etc. is the area that it serves.
2. A Marathon is a race in which people have to run about 26 miles (about 42 km) along
roads.
3. Registration is the recording o f smth such as a person’s name in an official list of
record.
4. Assembly is a gathering o f all the teachers and pupils in a school at the beginning of
each school day (= meeting).

READING AND SPEAKING ACTIVITY


1. Read and translate the text. Answer the following questions.
1. Where is J o h n ’s school situated? 2. What kind o f school is it? 3. Where do all the pupils
live? 4. When does John get up? Why? 5. What does he do every morning? 6. W hat does John
do when he comes to school in the morning? 7. When do the lessons begin? 8. How does John
spend his free periods? 9. W hat is John busy with at lunch time? 10. When does the school day
finish? 11. What does John do after his lessons?
2. Confirm or deny the statements:
1. John works at the University. 2. John never has breakfast. 3. John likes to get up early
in the morning. 4. John teaches Russian. 5. John goes home when he has his free periods. 6. John
never discusses his pupils. 7. The school day finishes at three o ’clock. 8. John never brings
home any work to mark.
3. Describe and compare Jo h n ’s and Helen !v working days (resort to Unit I).
4. Make short conversations in the following situation: Helen and John Smith are talking
about their plans fo r a day.
5. Minitalks:
1. My activities in the morning. 2. My daily programme. 3. My daily program m e for
today. 4. My friend’s ordinary working day.5. The worst day o f my life. 6. The happiest day of
my life. 7. A typical day in my parents’ life. 8. My responsibilities at home. 9. Sharing house­
hold duties by different members of the family.

ENVIRONMENTAL THINKING AND


LIFE STYLE
1. Skim through the following passage in order to get its general idea.
2. Summarize the information given in the passage about James Falcon.
3. Stale briefly in some sentences what James understands by a healthy lifestyle.
4. What impression do you get o f James Falcon? Give your reasons.

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5. Are there any environmental clubs in


this country / your native city? W hy do people
join them? W hat is their goal?
James and Em m a Falcon are an average
fam ily in the middle class. James is 65. He is
tall and he has a gallant bearing. N ow his hair
is grey and his face is a good deal lined. But his
figure is still fine. Every morning, wet or fine,
he gets up at seven o ’clock to put on his sports
clothes and have a run round the local park. It
helps him to keep good health.
James is a doctor o f good reputation. He
works part-time now. James treats people ill
with asthma. This disease makes breathing
difficult. James is certain that asthma is a
result o f air pollution.
Being a member o f an environmental club,
James stands up for a healthy lifestyle. Thus, he is against too much dependence on private cars
because they damage the environment. Most people are aware of this fact but they still use their cars
because they’re warm and comfortable. James says that it’s all a question o f habit. H e’s sure one
can get used to anything if one tries. He relies on his car less than he used to. He asks his patients
not to use their cars except when absolutely necessary. James himself is not only economising
on petrol but keeping fit at the same time.
James is an all-rounder. He is interested in politics and he always listens to the latest news,
and every morning he looks through his favourite newspapers. James is also keen on music. He
plays the piano well. He likes to spend his evening in the fam ily circle talking about family
affairs. H e ’s never happier than in the company o f his daughter. H e brought up Ally to stand
on her own feet. Though he intended his daughter fo r the medical profession she went her own
way. James is proud o f his daughter. He also loves his relatives. They have common interests
and get along very well.

CONVERSATIONAL FORMULAS
INVITING. ACCEPTING. REFUSING
1. Listen to the dialogue.
2. Read it aloud. Copy the melody.
3. Make up your own dialogues. Invite your frien d to the evening party (the house-warming
p a rty...). Accept or refuse the invitation. Speak polite English with your friends.
- Would you like to go to the movies tonight?
- I’d love to!

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Main Course Unit 3

- I feel like going to the movies tonight!


- I do too! L et’s go!

- I d o n ’t feel like studying tonight!


- N either do I! L et’s go!

Dialogues
A MORNING QUARREL
Магу: . I say, Charles, do hurry up! Come out o f the bathroom . Y o u ’re too slow.
Charles: Certainly not!
Mary: I like that! You came in at least half an h our ago. You never think of others.
Charles: Y o u ’re wrong, I always do.
Mary: Oh, Charles, do come out! I ’m in such a hurry this morning. I have to go to the
University in an hour. A nd its your turn to lay the table.
Charles: I’m not very good at housekeeping.
Mary: It’s high time you learned.
Helen: Where is Charles?
Mary: He is taking a shower. F o r heaven’s sake come out! On, here you are at last. You have
to clean the bath.
Charles: But you asked me to hurry, didn’t you?
Mary: I like that! Y ou had plenty o f time to do it!
Charles: I had not.
Mary: Oh, go on with you!
Helen: W h o ’s going to do the washing up after breakfast?
Charles: I am.
Mary: T h a t’ll be the day.
Helen: Oh, please, stop quarrelling about trifles.

A LONG DAY
Donald: W h at’s the matter with you today? Did you get out o f bed on the wrong side?
Jim: It’s really not my day - 1 overslept, my car broke down, and I spilt coffee on my new
trousers. A nd now I’m dying with sleep.
Donald: Oh dear! Y ou sat up half the night again, didn’t you?
Jim: I read far into the night and went to bed at 3 o ’clock.
Donald: W ho ever heard o f going to bed at 3 o ’clock? Y ou should keep regular hours. As for
me, I’m accustomed to rising early. It comes easy with practice, you know.
Jim: I hope to catch up on sleep on Sunday.
Donald: Now, let’s get down to work. We have to work non-stop to do the task on time.
Jim: Oh, I cannot stand sitting at a desk day after day. I hate fixed working hours. I’ll
make some calls First.

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Donald: Y o u ’re on the phone morning, noon and night!


Jim: And you're a workaholic!
Donald: Not at all. 1 divide my time between work and play. But my motto is “ what is worth
doing is worth doing promptly". Besides, time drags when you have nothing to do.
W e’d belter work now and then have a walk to blow the cobwebs away, so to speak.
Jim: All right, settled.
***
1. Listen to the dialogues. Practise the speakers ’ intonation in exclamations.
2. Read and translate the dialogues. Make up short stories on the basis o f the dialogues.
3. Enact similar dialogues.
4. Make up your own dialogues on the following situation: You and your brother (sister,
friend) are arguing about who must prepare breakfast.

WRITTEN PRACTICE
1. Write a two-page letter to your English friend about your daily programme.
2. Make up a story. Begin it with the sentence: One day I woke up late.
3. Comment upon the following proverbs or make up short stories o f your own illustrating
their moral:
Business before pleasure. Early to bed and early to rise makes a man healthy, wealthy and
wise. All work and no play makes Jack a dull boy.

$ Text
Well, the first thing that I do as soon as I wake up is to go and have a shower. I start with
a warm shower and then, just before I gel out of the shower, I turn the water onto cold and for
a few seconds I have a really cold shower and let the water run over me. It really wakes you
up, you know. Let’s see, um, after that I usually go into my bedroom, open the bedroom win­
dow and breathe in some fresh air and sit on the floor and, er, do a few exercises. I think it’s
really important that you do a few exercises first thing in the morning: it makes your body feel
good and keeps the muscles firm. I usually exercise my stomach muscles and my leg muscles.
I also exercise my face muscles with my fingers for a few minutes and that keeps the skin on
my face very firm, which is, I think, important for a modei. Well, then, I go and have my break­
fast. N ow 1 really believe that it's important to have a really good breakfast. I d o n ’t think you
should just have a cup of coffee, like some of the girls do. Well, anyway, I have orangejuice every
morning and often I have an egg and toast and e r , ... oh, yes, I have yoghurt and a grapefruit.
After breakfast, I’m ready to get dressed and go to work. I usually take a taxi to work,
and I usually arrive at about 11. Um, I don't usually have lunch ... I have a sandwich some­

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times, and a glass o f milk. Then I work for about four hours with the photographer and he
takes pictures, a lot o f pictures. Usually they are the sort o f pictures, you know, that are used
in the weekly magazines, w om en’s weekly magazines. Well, I finish work then, about five, so
as you can see I’ve got quite good hours: I only work from about 11 to 5 and then it’s time to
go home. When I get home I make some telephone calls, watch the news on telly, have a bath
and change my clothes. Every night I usually go out. Um, I like dancing, I go dancing quite
often. I can’t cook very well, so I like to eat out as often as I can afford to. I have a good life
really, and I ’m well paid when you think about the num ber o f hours I work.

> Notes:
To take a picture - to use a camera to take a photograph.
Telly - informal-television. On telly.
To eat out - to eat in a restaurant instead o f at home.
* * *

1. Read and translate the text. Pick out the words in the text, which may be grouped under
the heading: Л WEEK DAY.
2. Make up sentences illustrating the meaning o f the following phrases:to take pictures; to
watch the news on telly; to go out in the evening; to eat out.
3. Listen to the text. Read it aloud. Copy the melody. Answer the questions:
1. W hat is the first thing the girl does as soon as she wakes up? 2. Does she do morning
exercises? 3. Does the girl have a su bstantial breakfast? 4. W h at is the girl’s occu pation ?
5. How does she get to work? 6. When does she finish work? 7. W hat does she do after work?
6. Is she satisfied with her work and life?
4. Give a short summary o f the text. Use the topical phrases which are helpful to sum the
idea up.
5. Discuss the qualities o f an ideal model.
6. Minitalk.
W hat Makes O u r Life Pleasant and Easy.

121
UNIT 4 Ф<3>ФФ<$>
UNIVERSITY

GRAMMAR Study the following

THE PRESENT PERFECT TENSE


I have studied. I have not studied.
Have I studied? Have I not studied?
(I've) (I haven't)
He has studied, Has he studied? He has not studied, Has he not studied?
(she) (he's) (she) (she) (he hasn't) (she) (Hasn't she)
We have not studied, Have we (you, they)
We have studied, Have we studied?
(you, they) not studied?
(you, they) (we've) (you,they)
(Haven't we)
(we haven't)

> Notes: Usage: Often expresses how the speaker views himself relative to the event(s)
he is talking about. 1. A situation that began in the past and that continues into the present (He
has been a teacher since 1998); 2. A past experience with current relevance (I have already read
this book); 3. A very recently completed action (The students have just finished their work); 4. An
action that went on over a time in the past and that is completed with the moment o f speaking
(The value of their house has doubled in the last 2 years); 5. With verbs in subordinate clauses
of time or condition (If he has done his work, he can watch TV. He w on’t go anywhere until
he has finished his work).

THE PAST PERFECT TENSE

I I
He (she) We
We had studied. He (she) had not
You worked
They You (hadn't)
They studied.
I I
he (she) he (she)
Had we studied? Had we not studied?
you you (Hadn't I)
they they

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Main Course Unit 4

> Notes: Usage: An action completed in the past prior to some other past event (When
I came to the University, the lecture had already begun); 2. In the subordinate clause o f past
conditional or imaginative events (If he had studied harder, he would have passed his exam
successfully).

THE FUTURE PERFECT TENSE


I shall have studied. 1 shall not have studied.
(I'll) (I shan't)
Shall I have studied? Shall 1 not have studied?
He will have studied. He will not have studied.
(She, it) (He'll) (She) (He won't)
Will he have studied? Will he not have studied?
(she. it) (he won't) (she. it)
We shall have studied. We shall not have studied.
(We'll) (We shan't)
Shall we have studied? Shall we not have studied?
You will have studied, You will not have studied,
(they) (You'll) (they) (You won't)
Will you have studied? Will you not have studied?
(they) (they)

> Notes: Usage: 1. A future action that will be completed prior to a specific future time
(He will have read the article by 5 p.m.); 2. A state or action that will be completed in the future
prior to some other future time or event /near or distant/ (At the end o f the month the Smiths
will have been married for 5 years).

LIST OF IRREGULAR VERBS


be was, were been
become became become
begin began begun
blow blew blown
break broke broken
bring brought brought
buy bought bought
catch caught caught
choose chose chosen
come came come
cost cost cost

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Unit 4 Main Course

cut cut cut


dare dared dared
dig dug dug
do did done
draw drew drawn
dream dreamed or dreamt dreamed or dreamt
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
forget forgot forgotten
freeze froze frozen
get got got
give gave given
go went gone
grow grew grown
have had had
hear heard heard
hide hid hidden
hold held held
keep kept kept
knit knit or knitted knit or knitted
know knew known
lay laid laid
lead led led
learn learned or learnt learned or learnt
let let let
light lit lit
make made made
meet met met
pay paid paid
put put put
read read read
ring rang rung
rise rose risen
run ran run
say said said
see saw seen

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Main Course Unit 4

sell sold sold


send sent sent
shake shook shaken
shave shaved shaved
sing sang sung
sit sat sat
sleep slept slept
smell smelt smelt
speak spoke spoken
spend spent spent
spread spread spread
stand stood stood
sweep swept swept
swim swam swum
take took taken
teach taught taught
tell told told
think thought thought
throw threw thrown
understand understood understood
wake woke or waked woken or waked
wear wore worn
weep wept wept
win won won
write wrote written

CHECK YOUR GRAMMAR


1. Find the initialform s o f the following verbs and make up some sentences with these verbs:
been, has, brought, called, gets, jogs, goes, needs, followed, plays, had, done, gone, spent,
finished.

2. Give all the form s o f the following verbs:


be, live, get, go, take, look, have, lead, ask, begin, mean, sit, spend, enjoy, discuss, find,
finish, keep, hate, put.

3. Refer the following sentences to the present or past perfect. Use openings: She (he) says;
She (he) said. Add the following words: fo r fo u r years, already, after, today, in the mor­
ning, fo r a month. E.g., She says she has learnt German fo r two years.
1. He learns Ukrainian. 2. She does her homework. 3. I make my bed, then I go to the
bathroom . 4. I have six lessons. 5 . 1 do my morning exercises. 6. They stayed at the seaside. We

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Unit 4 Main Course

came there too. 7. I read a book. 8. Do you translate the texts? 9. Does she do the flat? 10. Did
he write a letter?

4. Make up all kinds o f questions fro m these sentences. E.g., The students have read an
interesting article. Have the students read an interesting article? Have the students read
an interesting article or a book? The students have read an interesting article, haven't
they? What sort o f article have the students read?
1. He has come home late. 2. She has brought an interesting book. 3. They have done it
themselves. 4. We have finished our work in time. 5. He has got a good mark. 6. They had
brought some apples. 7. We had given him our address. 8. She has arrived in London. 9. They
had paid the bill. 10. He had stayed at home.

5. Ask your frien d about what he / she has done today. Use the present perfect o f the fo l­
lowing verbs:
be, see, play, read, go, write, do, buy, bring, read, ask.
Model: Have you done your room? - Yes, I have. / No, I haven’t.

6. Translate the fallowing sentences into English.


1. Я вже закінчив свою роботу, 2. Вони вже поснідали і збираються їхати в
університет. 3. Ти прибрав у квартирі? 4. Ти приготував чай? 5. Після того, як я приготую
уроки, я трохи прогуляюсь. 6. Вона вивчає англійську мову вже шість років. 7. Діти
проснулися? 8. Коли я прийшов додому, мати вже приготувала обід. 9. Вони закінчать
роботу до шостої години. 10. Я прочитав цю книжку. Вона мені дуже сподобалась. 11.
Ми прослухали текст, а зараз читаємо його вголос. 12. Я ходжу в університет п ’ять разів
на тиждень. Зараз я іду в університет. Я заходив до тебе вчора. Я вже був в університеті.
Я піду в університет завтра. Сьогодні я себе погано почуваю.

7. Imagine that your friends - Helen and her husband - have recently moved into a new flat.
They haven ’t much money so they are furnishing it very slowly. A sk them what furniture
they have managed to buy fo r their kitchen, bedroom, sitting-room.

8. Work in twos. Fill in the missing parts o f the dialogue and then act it out.
- W h a t’s everybody talking about?
- Haven’t you heard? Arm ...
- You are kidding. Has she ever been there before?

- Can she speak Spanish?


- Yes, she can.
-... ?
- She has made friends with a lot o f students.
- Then, A n n ’s dream has come t r u e , ... ?
- Oh, yes. I envy her.

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9. Do the following performance exercise. Your dream came true. You entered the English
Faculty o f the University after you had studied English at school. Think about the
following questions and answer them. Make use o f the questions while talking to your
friend. Take turns asking questions.
1. W hat was your favourite subject at school? 2. H ad you read any English books before
you entered the University? 3. Did you read much at school? H ad you read any English books
in translation before you began to learn English? 4. W ho had advised you to enter the
University before you made your own choice?

10. I t ’s an extract fro m Theatre by W. S. Maugham. Put the verbs in brackets in the appro­
priate tense. The tenses used are Past Simple and The Past Perfect Tense, Past
Progressive. Say why it created quite a little excitement when Julia went to Eton.
From the time that he first (to go) to his preparatory school Julia (to see) little of him.
During the holidays she (to act) always at night and he (to go) out with his father or with a boy
friend, and on Sundays he and his father (to play) golf together. If she (to happen) to be lunch­
ing out it often (to happen) that she (to see) him for two or three days together except for a few
minutes in the morning when he (to come) to her room. It (to be) a pity he (can) not always
have remained a sweetly pretty little boy who (can) (to play) in her room without disturbing
her and be photographed, smiling into the camera, with his arm round her neck. She (to go)
down to see him at Eton occasionally and (to have) tea with him. It (to flatter) her that there
(to be) several photographs of her in his room. She (to be) conscious that when she (to go) to
Eton it (to create) quite a little excitement, and M r Brackenbridge, in whose house he (to be),
(to make) a point of being very polite to her. When the half (to end) Michael and Julia already
(to move) to Taplow and Roger (to come) straight there. Julia (to kiss) him emotionally. He
(to be) not so much excited at getting home as she (to expect) him to be. He (to be) rather casu­
al. He (to tell) Julia at once that he (to desire) to leave Eton at Christmas, he (to think) he (to
get) everything out o f it that he (can), and he (to want) to go to Vienna for a few months and
learn G erman before going up to Cambridge.

Essential Vocabulary
Library: librarian, head librarian, assistant, reader, user, borrower, bookw orm , library
book, to borrow a book from a library, circulation department (lending department, loan divi­
sion), to loan books, to exchange books, to renew books, counter/charging desk, current peri­
odicals, main stocks, card index, classified catalogue, public catalogue, accessions/newly
acquired books, admission card/reader’s ticket/library card, date due, book card, call number,
display shelf, stack, stackroom, stand, bound set, books on ..., place o f publication, publish­
ing house, imprint house, imprint date, rare book, volume, cover, jacket/wrapper, d og’s ear, to
dog’s-ear the pages, to subscribe to/to register in a library.

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ESSENTIAL VOCABULARY

BUILDING INSTITUTIONS OF DEPARTMENTS


HIGHER LEARNING FACULTIES
assembly hall, basketball/ college, institute, pedagogi­ correspondence, evening,
tennis court, classroom, cal institute of/for foreign extramural courses;full­
cloakroom, dean’s office, guages, university time day studies; the Eng­
department, football field, lish Faculty
gymnasium, hall o f resi­
dence, hostel, language A STAFF OF TEACHERS STUDENTS
laboratory, lecture room, (THE TEACHING STAFF)
lending library and cata­ assistant professor, examiner, entrant, external/internal
logue, library, reading- instructor, (senior) lecturer, students, fellow students,
room, rector’s office, refe­ professor, reader first-year students, full­
rence library with reference time/part-time students,
books (handbooks, encyclo­ groupmates, senior stu­
pedias, dictionaries), refectory dents, top/bottom students
KEY SUBJECTS STUDENTS’ ACTIVITIES LESSONS/CLASSES
Grammar, History, concerts, drama, English speaking break, lecture on smth,
Latin, Linguistics, club, meetings, teaching practice, (double) period, seminar
Pedagogics, Phonetics, sports and games on smth, time-table-
Physical Education, tutorials, workshop class
Psychology, Written in smth (in Grammar,
Practice and Conversa­ UNIVERSITY Phonetics, Written
tion i Practice and Conversation)
EXAMS. MARKS ACADEMIC YEAR AT AN ENGLISH
LESSON
CLASSROOM
EQUIPMENT
entrance examinations, holidays, test period, term, blackboard sponge, board,
exam results, bad/good/ vacation chalk, cassette recorder,
satisfactory marks, final dictionary, headphones
exams, full/excellent marks, (headset), microphone,
mark/record book, oral/ notice board, overhead
written exams, question projector, register of atten­
paper, question card, a dance, teacher’s desk,
three-hour written exam textbook, three-part
board, television moni­
tor (a screen for educa­
tional programmes),
visual aids, work book,
exercise book

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Main Course Unit 4

PHRASES AND WORD COMBINATIONS


To enter the University, to attend classes, before (after) classes, in class, to be good at
smth., to be quick at smth., to be at the top (head) of the class in smth., to be at the foot (bot­
tom) o f the class, to be present at the lesson, to be away from the lesson, to be late for the les­
son, to miss lessons, to play truant from classes, to lag (to fall, to get) behind the group in smth,
to work by fits and starts, to get (receive) full marks in smth.,to give a mark, to take (to sit for)
an exam, to pass an exam, to fail an exam, to be examined in a subject, to catch up with the
group, to use cribs, to do exercises orally/in written form (in writing), to ask (answer) questions,
to make (correct) mistakes, to make a lot of progress, to become discouraged, to work hard at,
to get rid of mistakes, a weak point, to graduate from a college (university), to go in for (sports,
music, research work), to master the language, to join a dram a society, to make a report on
smth.

CLASSROOM ENGLISH
To have classes. Is this right (correct, wrong)? G o on reading (writing, speaking). To
give (set, check) homework. To collect (hand in) note-books. To give in (out), hand out
papers. Ask questions on (about) the text. May I say it this way? Shall I read (write, answer
your questions)? What's the English for . .. ? Will you repeat it? Will you pronounce (translate,
spell) it? Will you say it again? Stop talking. To write a test. T o do hom ew ork orally (in
written form , in writing).

SOME WAYS TO PRAISE A STUDENT


Super. Y ou're special. O utstanding. Excellent. G reat. G o o d . N eat. Well done.
Remarkable. I knew you could do it. I'm proud o f you. Fantastic. Nice work. Looking good.
You're on top o f it. How nice. G ood job. G ood for you. Magnificent. Marvellous. Terrific.
Super work. Super job. You learned it right. W hat an imagination! O u tstan ding perfo rm ­
ance. That's correct. T hat's the best.

CRITICISM AND INSTRUCTIONS


N ot really. I'm afraid that's not quite right. N ow that's wrong. Have another try. Not
exactly. You find it difficult to read aloud. You need some more practice with these words.
That is/was not very good. I am/was not very satisfied with that. You are still making the same
mistake. Untidy work. You should work extra-hard. I hope you do it better next time. It needs
the blue pencil and a rewrite.

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Unit 4 Main Course

SOUND AND INTONATION PRACTICE


Vowel and consonant practice in sentences
Eve, will you please read? [,i:v|wil ju 'pli:z ,ri:d]
Steve is eager to please the teacher. [’sti:v iz ’i:go to 'pli:z бо ,ti:t/o]
The teacher has every reason to be [бо 'tiftjo haez 'evri ri:zn to bi
displeased. dis'plbzd]
The exam will be rather hard to pass. [61 ig'zaem wil bi 'ra:5o 'h a:d to 'pa:s]
I can't stay after classes. [ai 'ka:nt 'stei a:fto ,kla:siz]
Just imagine! Sam wrote a bad exam. [’d3Ast 'imced5inl'saem rout o 'baed ig'zaem]
Fay’s afraid she may fail. ['feiz o'freid Ji mei , fell]
Ernest is determined to learn German. ['3:nist iz di't3:mind to ' 1з:п ’ф : ш п ]
Fetch some chalk. Cherry. ['fetj som ,tJo:k tjeri]
School keeps on till six o ’clock. ['skud kbps ,Dn til 'siks o'klok]
Money spent on the brain is never spent [ 'т л п і 'spent on бо .breinliz ’nevo spent
in vain. in ’vein]

VOCABULARY ACTIVITY
1. Read and remember.
Word choice: know, find out, get to know, learn, study.
If you know a fact, person, or place, or how to speak a language, drive a car etc you have
information about it in your mind, or the skills to do it.
Often you know something only after you have heard or read about it, or if you have fo u n d it
out (especially deliberately) or got to know about it (especially by chance). E.g.: When he heard
about the affair he became extremely angry. I use my dictionary to find out the correct p ro ­
nunciation (not know). During the visit we got to know something about the American way of
life. You also gel to know a person.
If you learn something, that may mean that you find it out, but this is a formal use of the
word. E.g.: He learnt the news/that he had won a prize. Usually to learn means to make an
effort to remember something you have found out or been taught, or to practise a skill, so that
you then know it. E.g.: I’m trying to learn the names of all the students in my class. He is learn­
ing English/learning to drive.
If you spend time learning about something, especially in a school, university etc. you study
it. E.g.: He is studying engineering at London University.

Choose the correct word.


1. W ho ... the answer? 2. He hurried off t o what the problem was. 3. I ... to drive
when I was 17. 4 . 1 ... some French. 5. Did y o u the fire?6. I’ve been ... English for 3 years
at London University. 7. The kids had a chance t o him.

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Word choice: say, tell, repeat, give, tell (somebody about), talk about, speak about.
In general you say words to someone, but what you tell someone is facts, information etc.
E.g.: I said hello/sorry/thanks/a fe w words to her.
I told her the reason/the truth/a lie/a story/a joke.
You usually only use say with the actual words that are spoken. E.g.: He said, “ Open the
d o o r” .
Only tell can be used to report commands. E.g.: He told me to open the door.
If you say something again, you repeal it.
With some kinds of information give is more usual than tell. E.g.: He gave (us) his opin­
ion/some advice/the details/a lot o f information/an order/ a message.
You usually tell someone about, talk about or speak about (form al) people, thing etc. that
are not themselves information. E.g.: He told us about them/the accident. Say cannot have a
person as its object. The person you are speaking to can be mentioned as well, but only after
to. E.g.: She said good-bye to her parents. I said to them “ W hat do you need?" However, where
the object is a that clause, and you want to mention the person you are talking to as well, peo­
ple often use tell, which can have a person as object. E.g.: You used to tell me that he was a
nice person. With a wh-clause in indirect speech tell is far more common. E.g.: Tell me what
you need. Where the object is a clause and you do not want to mention the person you are talk­
ing to it is usual to use say. E.g.: Call us to say when you’ll arrive.

Choose the correct word.


1. I ... to him “ I ’ll never do anything like th a t” . 2. ..., dear, d o n ’t grunt. 3. I ... her what
the doctor had ... . 4. She ... with an Irish accent. 5. She ... what she had been ... by Jane.
6. He ... me all the information I needed.

2. Fill in the blank with the vocabulary word that best fits the meaning o f each sentence .
1. He has missed a lot - lie’ll have t o the group. 2. We’ve done a lot of work today.
N ow let’s have a ... . 3. I ... you a four. 4. - Why are you so sad? - I ... my H istory exam.
5. I have ... from the University. 6. You look happy today - I have j u s t ... my Literature exam.
7. I think you are ... a lot o f progress. 8. Last year I entered the ... 9. How many ... is the
University year divided into? 10. What lectures do you ... ? 11. I'm going to be a teacher. I study
at ... . 12. He gets only good and excellent marks. He is a ... student.

3. Fill in the blank with the word that best fits the meaning o f each sentence and expand on
the sentences.
1. If you ... a book from a library, you take it away with you for a fixed period o f time.
2. Most ... allow their members to borrow items for certain periods of time. 3. Some public
libraries have good ... sections. 4. If he wants to find a necessary book he uses the .... 5. Jack ...
to a local library. 6. We can ... this book for you to use at home. 7. It’s a ... library; you can
use these books, but you cannot take them away. 8. If you want to find this book, use our clas­
sified . . . .

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Unit 4 Main Course

4. Take turns in giving expressions concerning: a) University; b) classroom; c) subjects;


d) students' life.
5. Spelling bee.
6. Answer the following questions:
1. Why do you want to take up the career of a teacher? 2. Was it difficult to enter the
University? What entrance exams to the University did you take? W hat marks did you get?
Were they oral o r written exams? Which examination turned out to be the most difficult exam
o f all for you? Why? 3. W hat is your purpose in learning English? Have you good knowledge
o f English? Which aspect do you find the most difficult one? W hat should you do to acquire
good knowledge o f English? 4. W hat subjects do you study? What is your favourite subject?
Why? 5. W hat do you do at y our English lessons? 6. Where do you do your English
assignment? 7. Are you doing well at (in) English ?

7. Translate the following text into English in writing:


Я закінчила школу рік тому. М инулого літа я склала три вступні іспити на
“ відмінно" і вступила до інституту іноземних мов. Наш інститут знаходиться в центрі
міста на вулиці Лесі Українки у триповерховому будинку. Це великий новий будинок з
багатьма навчальними кімнатами (аудиторіями), лабораторіям и, великим актовим
залом, бібліотекою, читальним залом та їдальнею. В інституті є шість факультетів. Вони
готую ть вчителів англійської, ф ранцузької, іспанської мови. В інституті багато
викладачів. Багато хто з них займається науковою роботою.
Наш навчальний рік ділиться на два семестри. Наприкінці кожного семестру сту­
денти складають іспити з іноземної мови, історії України, мовознавства та інших
дисциплін. Після іспитів у студентів канікули. Моя профільна дисципліна - англійська
мова.
Заняття з англійської мови у нас кожен день. На заняттях ми розмовляємо
виклю чно англійською мовою. Ми багато працю ємо, щоб оволодіти мовою та
позбутися помилок. 1 ми вже досягли певного успіху. М ої однокурсники вступили до
драмгуртка та спортивного товариства. Багато студентів беруть участь в роботі науко­
вого товариства. На заняттях з англійської мови ми виконуємо багато вправ в усній і
письмовій формі, на семінарах робимо доповіді. Я захоплююсь поезією, багато читаю,
учу вірші напам’ять, працюю над своєю вимовою. Хоч я - першокурсниця, я не можу не
думати про свою майбутню професію. Я сподіваюсь, що буду добрим вчителем.

$ Text
MARY'S LIFE AT THE UNIVERSITY
Mary has ju st graduated fro m the University. She studied foreign languages for four years
and now she looks back on those happy days with nostalgia.
In the first year o f her studies M ary lived in a Hall o f residence. She had a room to her-
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Main Course Unit 4

self with a sink. The showers were at the end o f the corridor. It was very easy to m ake friends
because every one was new and no one knew anyone else. The first few days were fun but
scary as she met new people and fo u n d her way around the town and University. It didn't take
long to settle in though, and by the end o f the first term M ary was getting along fine. She had
twelve hours o f classes a week - six in Russian and six in Czech. Czech was a new language
for her, so m ore time was devoted to g ram m ar than to literature. However , Russian she had
already learnt for four years in school, so much time was spent reading Russian literature
and analysing it. M ary enjoyed her studies but sometimes she became discouraged when her
m arks in Czech were poor. She found it difficult to learn as she was always confusing it with
Russian!
Outside her studies, Mary was an active member o f the ball-room dancing club and the wind­
surfing club. She found many friends in these societies, some o f whom she chose to rent a flat
with in her second year. Two boys and two girls along with M ary lived in an old house. There
were some flats in it. They had mice in their flat and a leaky roo f when it rained heavily, but
they enjoyed their year together. Often they would invite friends over to dinner and during
exams they helped each other to revise.
M ary spent the third year o f her study abroad. As part o f her course M ary had to spend
some months in Prague, the Czech Republic and some months in Voronezh, Russia. These
trips were very exciting for her, even though she had occasional moments o f homesickness. She
learnt a lot and made some interesting friends. At the end o f the year she was reluctant to go

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home. But the final year of University beckoned. It was the most stressful year o f her course
because the whole year she was preparing for her fin a l exams. These contributed in a large way
to the grade she received in her degree. Nonetheless, she still found time to enjoy herself and
when the exams were over everyone held a big party.
M ary’s University education ended with her graduation ceremony . A month after the
exams she returned to her University to shake hands with the Vice-chancellor and be declared
a graduate. It was also a good opportunity to meet up with friends and find out what they
would be doing in the future.

CULTURE CONTEXT
1. Halls o f residence are blocks o f rooms or flats, usually built by Universities o r colleges,
in which students live during termtime.
2. The Vice-chancellor o f a British University is the person who is in charge o f its aca­
demic and administrative policies and activities.

READING AND SPEAKING ACTIVITY


1. Read and translate the text. Answer the following questions.
1. H ow long did M ary study foreign languages? 2. Where did M ary live in the first year
o f her studies? 3. Why was it easy to make friends? 4. W hy were the first few days at the
University scary? 5. W h at was a new language for M ary? 6. H o w long did she learn
R ussian? 7. W hy did M ary becom e discouraged? 8. W hat did the girl go in for outside her
studies? 9. Where did M ary spend her second and third academic year? 10. W hat was the most
stressful y ear o f her course? W hy? 11. W h at did M ary's U niversity e d u c a tio n end with?
12. W hy did she return to her University a month after the exams?

2. Confirm or deny the statements:


1. M ary studied foreign languages for five years. 2. In the first year o f her studies M ary
rented a flat. 3. It was hard to make friends with her neighbours. 4. Russian was a new lan­
guage for Mary. 5. M ary spent three years abroad. 6. The trips to the Czech Republic and
Russia were very exciting for Mary.

3. Compare Mary's and your studies, lessons.


4. Make short conversations in the following situation:
1. M ary is speaking to her mother/friend about her Russian lessons. She thinks much o f
them. H er mother/friend asks her what they usually do at their lessons.

5. Minitalks:
1. Learning a foreign language takes a lot of effort. 2. O u r University. 3. O ur Classroom.
4. At an English lesson.

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Main Course Unit 4

ENVIRONMENTAL THINKING
AND LIFE STYLE
1. Skim through the following passage
in order to get its general idea.
2. Summarize the information given in
the passage about John Smith.
3. State briefly in some sentences what
John thinks about his profession. Say if he’s
a good teacher o r not. Give your reasons.
What is John in charge of?
4. W h a t’s the aim o f their school’s
Environmental club?
5. H ow do you like the poem? W hat
must people do to keep the world wonderful?

John Smith is 50. H e is tall and thin.


The man has regular features. He looks the very picture o f his father.
When he was still a young boy his parents set their hearts on his becoming a teacher. John
took his p arents’ advice and followed in his m other’s footsteps.
Now John is an experienced teacher. His prestige stands high in the school. They say he’s
a born organizer and very good at creating order fro m chaos. H e ’s able to keep order and never
attem pts to shout his pupils down. John teaches carefully prepared lessons. H e ’s body and soul
absorbed in the school.
His responsibilities as a teacher are really heavy. H e ’s got four or five lessons a day.
Sometimes he’s got remedial classes. John is a form teacher too. He is also in charge o f the
school’s Environmental club which is mainly a weekly lunchtime activity and is open to all. Its
aim is to expand the knowledge, understanding and skills o f the pupils o f his school to care fo r
the environment.
John is a gifted person. He likes poetry and writes poems. He often recites poems to his pupils.
One of his favourite poems is “The Wonderful World” by William Brightly Rands. Read it! You’re
sure to like it too!

Great, wide, beautiful wonderful world,


With the wonderful water round you curled,
And the wonderful grass upon your breast -
World, you are beautifully dressed!

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Unit 4 Main Course

The wonderful air is over me,


And the wonderful wind is shaking the tree -
It walks on the water, and whirls the mills.
And talks to itself on the top o f the hills.

CONVERSATIONAL FORMULAS
ABILITY OR INABILITY TO DO SOMETHING.
GIVING ENCOURAGEMENTS
1. Listen to the dialogues.
2. Read them aloud. Copy the melody.
3. Make up your own dialogues. Express your ability or inability to do something.
Item I.
- Can you speak English?
- N o t very well.
- Can you speak Spanish?
- Not very well.
- Can you speak French?
- Just a little.
- Can you speak Chinese?
- N o t at all.
- Can you understand French?
- Just a little.
- Can you understand Spanish?
- M ore or less.
- Can you understand Turkish?
- N o t at all.
- Can you understand your teacher?
- M ost o f the time.
- Can she speak French?
- O f course, she can. It's her native language. She was born in France.
- Can he speak Japanese?
- O f course, he can. It's his native language. He was born in Japan.
Item 2.
- Will I ever learn to speak English?
- O f course, you will. You're doing fine. You're getting better all the time.
- Will I ever learn?
- O f course you will.
- Do you think I can do it?
- O f course, you can!
- Am I doing all right?

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Main Course Unit 4

- Of course, you are. You are doing fine. You are getting better all the time.
- You are getting better every day. You are getting better all the time.
- W ill I ever learn?
- O f course, you will. You're doing fine. You're getting better all the time.

Dialogues

CONGRA TULA TIONS


Judy: You look happy today!
Charles: I'm happy. I have just passed my Literature exam and my History exam.
Judy: Congratulations! I'm glad somebody's happy.
Charles: Why? What's the matter?
Judy: Oh, I'm just worried I guess. I have to take a History exam next week.
Charles: Oh, come, you are always worried about your exams. You've passed some exams
already, haven't you?
Judy: Yes, I've passed my French exam.
Charles: Oh, I give up. I simply can't learn French.
Judy: Why do you say that? I think you're making a lot o f progress.
Charles: N o, I'm not. I try and try and I still can't speak it very well.
Judy: Learning any language takes a lot of effort. But don't give up. One can scarcely get
on without some knowledge o f a foreign language. Why don't we practise those dia­
logues together?
Charles: G ood idea. That just might help.

AT THE UNIVERSITY
M ichael: After I ’ve been on my vacation, I find it hard to get started again.
Denis: So do I. 1 have to make an effort to get up an appetite for studying every day. I think the
best part of University life is exchanging ideas with other students. I hate exams.
Michael: I look forward with fear to my exams, especially my French exam. I always pull an all-
nighter before it and feel rather nervous at the exam.
Denis: Have you heard that Prof Greene gives us lectures on Linguistics this term? He is known
for his progressive methods of teaching.
Michael: He is also known for his difficult questions at the exam. So. I’d better get down to my
studies. Г ve been lazy too long.

1. Listen to the dialogues. Practise the speakers' intonation in utterances expressing sad­
ness, sympathy; in exclamations.
2. Read and translate the dialogues. Make up short stories on the basis o f the dialogues.
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Unit 4 Main Course

3. Enact similar dialogues.


4. Make up your own dialogues on the following situations:
1. You meet your friend. She/he has just passed her/his exam. You congratulate her/him.
2. Y our friend has failed his English exam. Try to cheer him/her up.

WRITTEN PRACTICE
1. Write a two-page letter to your English friend about your studies at the University.
2. Comment upon the following proverb or make up a short story o f your own illustrating
its moral: You never know what you can do till you try.

$ Text
From THE SANDCASTLE
by I. Murdoch

M or taught history, and occasionally Latin, at St Bride's. He enjoyed teaching, and knew
that he did it well. His authority and prestige in the school stood high; higher than that o f any
other master. M or was well aware o f this too, and it consoled him more than a little fo r failures
in other departments o f his life.
"Rigden", said Mor.
A long silence followed. M or was taking the Fifth Form Latin class, a chore which some­
times came his way during the absence on sick leave o f M r Baseford, the classics master. It was
a hot afternoon, the first period after lunch, a time which M or hated. A fly buzzed on the win­
dow. Twenty boys sat with the Elegies of Propertius open before them. Rigden clearly could
make nothing of the line in question.
"Come on, Rigden", said M or rather wearily, "have a bash". You can translate the first
word anyway". "You", said Rigden. He was a slight crazy-looking boy with a small head. He
idolized Mor. His inability to please him was one o f the tragedies of his school days. He leaned
intently over his book.
"That's right", said M or, "and the second word". A yell o f uncontrolled laughter went up
in the next room. T hat was M r Prewett's mathematics class. Prewett was unhappily quite
unable to keep order. M or knew that keeping order was a gift o f nature but he could not but de­
spise Prewett a little all the same. M or himself had but to look at the boys and they fell silent.
"Only", - said Rigden. "Yes", said M or, "now go on". Rigden stared wretchedly at the page.
"Carde?" said Mor.
Jimmy Carde was one of Mor's enemies. He was also the bosom-friend o f Mor's son
Donald. M o r never felt at ease with Carde. He spoke in a casual and superior way.
"That's right” , said M or. "Now, Rigden, you go on." Rigden was beginning to look des­
perate. He gazed into the book, biting his lip.

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"Get a move on", said M or, "we haven't got all day. Did you prepare this, Rigden?"
"Yes, sir", said Rigden.
"Well, you'd better stay behind afterwards and talk to me about it", - said M or. "Our
time's nearly up. C ould somebody finish translating? Carde, what about you, could you do the
last six lines for us?" C arde cleared his throat.
"Yes", said M or. He looked at his watch. He saw that the period was nearly ended. Carde
was a good performer.
"Yes", said Mor. Yes. Very nice, Carde. Thank you. Now you can al 1 go."
An immediate chatter broke out, and amid a banging o f books and desk tops there was
a rush for the door. The admonishing of Rigden took but little time, and M o r strode into the
corridor. A moment later he emerged from the centre door o f what was called Main School
into the sunshine and looked about him.
***

The chief buildings o f St Bride's were grouped unevenly around a large square of asphalt
which was called the playground, although the one thing that was strictly forbidden therein was
playing. The buildings consisted o f four tall red-brick blocks: M ain School, which contained
the hall, and most o f the senior classrooms; Library, which contained the library and more
classrooms, and which was built close against Main School; School House, opposite to
Library, where the scholars ate and slept, and "phys" and "Gym" opposite the M ain School,
which contained the gymnasium, some laboratories, the administrative offices, and two flats
for resident masters.

> Notes:
1. Chore - a task that must be done and that you find unpleasant o r boring.
2. Propertius Sextus (c.50 - c. 15 B.C.) - the greatest of the elegiac poets of Rome.
3. To have a bash - to try, to make an attempt.
4. Phys. - a physics room , a room used for lessons in natural science.
5. Gym - gymnasium, a hall or room used for gymnastics.

***

1. Read end translate the text. Pick out the words in the text, which may be grouped under
the heading: LESSONS, SCHOOL.

2. Make up sentences illustrating the meaning o f the following phrases:


to stand high, to be aware o f smth, to keep order, a gift o f nature, to look desperate, to
have a bash.

3. Listen to the text, read it aloud, copy the melody. Answer the questions:
1. What subject did Mor teach? 2. What was Mor well aware of? 3. What class was Mor tak­
ing? 4. Who was translating the text? Was he good at it? 5. Who finished translating? 6. What was

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Jimmy like? Why didn’t Mor like him? 7. Why did Mor despise Prewett? 8. What did Mor do after
the lesson?
4. Describe the buildings o f St Bride's.

5. Give a short summary o f the text. Use the topical phrases which are helpful to sum the
idea up.

6. Discuss the qualities o f an ideal teacher/student; an interesting and instructive lesson.

7. Acting the scene. Characters: two students o f a Teachers' Training Institute. They
exchange opinions about their teaching practice (the school, the pupils, the lessons, the
teaching staff) they have had.

8. Read the following text and comment on it:


I've come to a frightening conclusion. I'm the decisive element in the classroom. It's my
personal aproach that creates the climate. It's my daily mood that makes the weather. As a
teacher, I possess tremendous power to make a child's life miserable or joyous. I can be a tool
o f torture or an instrument o f inspiration. I can humiliate o r hum our, hurt or heal. In all situ­
ations it's my response that decides whether a crisis will be escalated o r de-escalated and a child
humanized or de-humanized.

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UNIT 5
SHOPPING

GRAMMAR Study the following

THE PASSIVE VOICE


Indefinite Continuous Perfect
I am invited. I am being invited. I have been invited.
Present Am I invited? Am I being invited? Have I been invited?
I am not invited. I am not being invited. I haven't been invited.
I was invited. I was being invited. I had been invited.
Past
Was I invited? Was I being invited? Had I been invited?
I was not invited. I was not being invited. I hadn't been invited.
I shall be invited. I shall have been invited.
Future
Shall I be invited? Shall I have been invited?
I shan't be invited. I shan't have been invited.
Future in the Past I should be invited. I should have been invited.

CHECK YOUR GRAMMAR


1. Make up your own sentences. Follow the model.
• Model 1: Present Indefinite Passive.
She is always asked this question.
(to call, to wait for, to answer, to look at, to watch, to play, to do, to make, to read out,
to tra n s la te )
• Model 2: Past Indefinite Passive.
The boy was taken to the hospital yesterday.
(to thank, to give, to bring, to ask, to cover, to send, to buy, to build, to sell, to rent)
• Model 3: Futu re Indefinite Passive.
He will be allowed to go for a walk to-night.
(to translate, to read, to see, to find, to show, to display, to arrange, to announce, to fin­
ish, to receive)
• Model 4: Present Continuous Passive.
The room is being cleaned.
(to build, to do, to watch, to write, to lead, to look for, to boil, to wash, to iron, to describe)

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Unit 5 Main Course

• Model 5: Past C ontinuous Passive.


She was being asked when I entered the classroom.
(to close, to telephone, to examine, to put down, to discuss, to polish, to build, to arrange,
to analyze, to watch)
• Model 6: Present Perfect Passive.
The letter to M r G ray has been posted already.
(to write, to send, to visit, to build, to read, to translate, to type, to receive, to organize,
to announce)
• Model 7: Past Perfect Passive.
The report had been discussed by the time he came.
(to do, to tell, to buy, to check, to clean, to tell, to listen, to repair, to watch, to sell)

2. Translate the following sentences into English. Use the Passive Voice.
I. Листа було отримано вчора. 2. В наступному році на цій вулиці буде збудовано
нову школу. 3. Коли буде перекладено цю статтю? 4. Н е заходьте до кімнати. Там зараз
прибирають. 5. Я ке питання обговорювали, коли ви прийшли? 6. К ого опитують зараз
на екзамені? - Іваненка. 7. Переклад закінчено. 8. Листа надіслано. 9. Ц е питання вже
обговорено? - Щ е ні. 10. Н аш клуб збудовано в цьому році. 11. Мене щойно запитали
про це. 12. Н ам щойно сказали про це. 13. Й ому вже дали це завдання? 14. Вчора до цієї
години роботу було закінчено. 15. Завтра о цій годині роботу буде закінчено.

3 .1. Answer the questions.


A. What language is spoken in the following countries?
• Model: G erm an is spoken in Switzerland.
(French, Italian, English, Spanish, Russian, Ukrainian, Bulgarian, Greek, Dutch, H u n ­
garian, Polish, Swedish)
(Russia, Ukraine, France, Italy, Poland, England, Hungary, Sweden, Holland, Greece,
Bulgaria, Spain)

B. What are the following people bothered by?


• Model: Some people are bothered by smoke.
(They, I, we, some people, he, you, she)
(Noise, scent/perfume, buzzing, loud music, sharp sounds, husky voice, rattle).

II. Talk about city planning in your town.


• Model: New hospitals must be built.
(Parking spaces, airport, schools, monuments, restaurants, museum)
(Provide, expand, build, reconstruct, refurbish, restore)

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III. Use the following passage as a model fo r writing on a similar topic (e.g., about some
changes which have been made in your f l a t / house).
An old section o f the city has recently been restored. M any changes have been made.
M any o f the old houses have been repaired. New businesses have been started. One old build­
ing has been converted into a theatre, and many cultural activities have been developed.
Education has not been neglected. New elementary and secondary schools have been built, and
a new college has recently been opened. N o w this old section o f the city is no longer a slum. It
has been changed into an exciting place to live and work.

I V I t ’s an extract fro m Theatre by W. S. Maugham. Put the verbs in brackets in the appro­
priate tense. The tenses used are Past Simple, The Past Perfect Tense. Use either The
Active Voice or The Pasive Voice. Say why Julia fe lt like a queen returning fro m exile.
She (to arrive) in Paris in the afternoon, and when she (to show) into her suite at the Ritz,
she (to give) a sigh o f satisfaction. It (to be) a treat to get back to luxury. Three o r four people
(to send) her flowers. She (to have) a bath and (to change). Charley Deverill, who always (to
make) her clothes for her, an old friend, (to call) to take her to dinner in the Bois.
T o drive up the C ham ps Elysees on that lovely evening (to fill) her with exhilaration. It
(to be) good to smell once more the smell o f petrol. The cars, the taxis, the hooting of horns,
the chestnut trees, the street lights, the crowd sitting outside the cafes and the crowd on the
pavement; it (to be) an enchantment. A nd when they (to get) to the C hateau de M adrid, so gay,
so civilized and so expensive, it (to be) grand to see once more well-dressed women, decently
made-up, and tanned men in dinner-jackets.
“ I (to feel) like a queen returning from exile” .
Julia (to spend) several happy days choosing her clothes and having the first fittings. She
(to enjoy) every moment o f them.

NUMBERS
> Note: “ a hundred “ is a less formal usage than “ one hundred” .

Cardinal Ordinal

1. one 1. st first
2. two 2. nd second
3. three 3. rd third
4. four 4. th fourth
5. five 5. th fifth
6. six 6. th sixth

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Unit 5 Main Course

7. seven 7. th seventh
8. eight 8. th eighth
9. nine 9. th ninth
10. ten 10. th tenth
11. eleven 11. th eleventh
12. twelve 12. th twelfth
1 3.thirteen 13. th thirteenth
14. fourteen 14. th fourteenth
15. fifteen 15. th fifteenth
16. sixteen 16. th sixteenth
17. seventeen 17. th seventeenth
18. eighteen 18. th eighteenth
19. nineteen 19. th nineteenth
20. twenty 20. th twentieth
21. twenty-one 21. st twenty-first
22. twenty-two 22. nd twenty-second
23. twenty-three 23. rd twenty-third
30. thirty 30. th thirtieth
38. thirty-eight 38. th thirty-eighth
40. forty 40. th fortieth
50. fifty 50. th fiftieth
60. sixty 60. th sixtieth
70. seventy 70. th seventieth
80. eighty 80. th eightieth
90. ninety 90. th ninetieth
100. a/one hundred 100. th a/one hundredth
1000. a/one thousand 1000. th a/one thousandth
10000. ten thousand 10000. th ten thousandth
100000. a/one hundred thousand 100000. th a/one hundred thousandth
1000000. a/one million 1000000. a/one millionth

1/4 a /o n e quarter
1/2 a / one half
1/3 a /o n e third
3/4 three / quarters

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Main Course Unit 5

MATHEMATICAL EXPRESSIONS
+ plus / and = is equal to / equals
- minus / take away % per cent
X (is) multiplied by 0 degree
(is) divided by

MONEY

GREAT BRITAIN:
£-pound; p - pence
100 pence (100 p) = 1 pound (£1)
amount coin
1/2 p a half penny, half a penny a half penny
1 P a penny, (colloq.) one p. a penny
2 p twopence, two pence, (colloq.) two p. a twopenny piece
5 p five pence a fivepenny piece
10 p ten pence a tenpenny piece (note)
50 p fifty pence a fifty pence piece (note)
1 a pound, (si.) a quid a pound note
5, 10, 20 five / ten / twenty pounds, a five / ten / twenty pound note
(si.) five / ten / twenty quid
3.82 three pounds eighty-two (pence)

THE USA
$ - dollar; e - cent
100 cents (100 <t) = 1 dollar (1$)
amount coin
1 a cent a penny
5 five cents a nickel
10 ten cents a dime
25 twenty-five cents a quarter
50 half a dollar, (si.) half a buck a half-dollar (note)
$1 a dollar, (si.) a buck a dollar bill
$5, S10, $20 five / ten / twenty dollars a five / ten /twenty dollar bill
$3.82 three dollars eighty-two (cents)

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Unit 5 Main Course

WEIGHT
GREAT BRITAIN A N D THE USA
1 ounce (oz) 28.35 grams
16 ounces = 1 pou n d (1 b) 0.454 kilograms (kg)
2.2046 pounds 1 kilogram
1 ton 1016.04 kilograms

LENGTH
GREAT BRITAIN A N D THE USA
0.3937 inches (in) 1 centimetre (cm)
12 inches = 1 foot (ft) 30.479 centimetres (cm)
39.37 inches o r 1.094 yards (yd) 1 metre (m)
0.62137 miles o r about 5/8 mile 1 kilometre (km)
1 mile 1.6093 kilometres

LIQUID MEASURE OF CAPACITY


GREAT BRITAIN THE USA METRIC
1 pint (pt) 1.201 pints 0.5679 litres
1 quart (qt) 1.201 quarts 1.1359 litres
1 gallon (gal) 1. 201 gallons 4.5435 litres

Write in words.
• Model: 2+5 = 7 (Two plus five is seven)
30 - 5 = 25 (Thirty minus five is twenty five)
40 : 10 = 4 (Forty divided by ten is four)
3 x 7 = 21 (Three multiplied by seven is twenty one)

2 4 + 12 = 36 6 :2 = 3 134 + 5 6 = 190 (854+ 1 0)- 14 = 850


1 9 - 4 = 15 55 : 11 = 5 2 0 0 -3 1 = 169 13-(9+ 2) = 2
93 + 7 = 100 8 x 7 = 56 1000 + 284 = 1284 127 + 3 2 = 159
7 2 - 18 = 54 99 : 3 = 33 9 7 4 - 13 = 961 738 - 19 = 719

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Main Course Unit 5

Shoppers and Shop Utensils: basket, bill, cashier, cashdesk, change, changing booth (fit­
ting booth), check out, computing scale, counter, customer, dummy, fashion journal (maga­
zine), money, price, price card, price label, purchase, receipt, receipted bill, shopping bag,
shelves, shop assistant, shopping list, showcase (display case, indoor display window), trading
hours, trolley, wrapping paper.
Kinds of Shops: (bargain) sale, bookshop/store, book stall, boutique, cash-and-carry, co­
op (co-operative), departm ent store, flea market, gift shop, grocery store/the grocer’s, private
shop, provision shop, state-run, supermarket, the butcher’s, the confectionery, the dairy m ar­
ket, the greengrocer’s.
Departments: Cosmetics, Electrical Goods, Footwear, F u r Department, Haberdashery,
Household Goods, Jewelry, Knitted Goods, Ladies’ Wear D epartment, Leather G oods, Linen
G oods, M en ’s W ear D epartm ent, Millinery, Perfumery, Ready-made Clothes, Stationery and
Office Supplies, Textiles, Toy Department.
W omen’s Clothing: bathing costume, blouse, cardigan, dress, dressing gown, evening
gown, frock, fur coat, gloves, hat, handkerchief, house frock (dress), jum per, kerchief, over­
coat, raincoat, scarf, skirt, stockings, suede jacket, summer dress, sweater, T-shirt, tights,
underwear, cast-off(s) (clothes, shoes), casual clothes ( s h ir t...).
M en’s W ear: blazer, braces, cap, clothcoat, collar, coat, dinner-jacket, jacket/coat (of
suit), jeans, pullover, pajamas, shirt, shorts, short-sleeved shirt, socks, tails, T-shirt, tie,
trousers, two (three) piece suit, vest, waistcoat.
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Unit 5 Main Course

Children’s Clothes: baby clothes (baby’s first walking boot, pramsuit, hood, bootees,
wrapover, vest, playsuit). Infants’ wear (child’s sundress, playsuit, children’s shorts).
School children’s wear (raincoat, snow suit, dungarees, bib skirt). Teenagers’ clothes
(girl’s overblouse, slacks, anorak).
Fabrics: cloth, material (cotton, nylon, silk, woolen), coloured, checked, plain, striped.
Length of cloth.
Footwear: boots, court shoes, evening sandals (sandal court shoes), ladies’ boots, mules,
sandals, shoes (platform shoes, tennis shoes), shoes (bareheeled, open-toed, high/low-heeled,
heelless, walking, for country/town wear), tennis shoes, tieshoes/laced shoes, training shoes.

Food: bread, canned food, chain-sausage, confectionery, dairy products, eggs, fish, fruit,
frozen food, ham, hard/soft drinks, herring, kipper, meat, poultry, sausage, sprats, tinned
fish/meat, vegetables.

PHRASES AND WORD COMBINATIONS


To go shopping, to run out o f something, to pay the bill, to join a queue, to wrap up the pur­
chase, to try something on, to be tight/loose on somebody, to sell, to be in fashion/out o f fashion,
to come into fashion, to go out o f fashion.
Trading hours, a cheap/expensive/dear purchase, sky-high/soaring prices, reasonable price,
the most economical buy.
What size is it? I wear size ... M y size is ... What do you charge fo r it? (How much is it?
What does it cost?) I t ’s too dear, I can’t afford it. What would you like? Just to have a look round.
I ’m just looking round. Can I help you? Help me on /o ff with it, please. Here is your change. I have
a lot o f shopping to do today. Prices are going up/coming down. You can buy it at a reasonable
price. Prices are at an all-time high/low; bargain prices.
Browse around the shops - to look at the goods in a shop without wanting to buy any par­
ticular thing. E.g.: I f Helen wants to buy something other than food, she goes into the city centre.
Often she will take an afternoon o ff from her work and browse around the shops.
Fit somebody - i f something is not too big and not too small fo r a person or other thing, it
fits them. E.g.: A size 12 dress should fit.
Suit - i f clothes or other personal things are the right style, colour etc fo r someone, you say
they suit them. E.g.: Casual clothes really don’t suit her. A green dress won’t suit me. That new
haircut suits you.
Match somebody - i f things are almost the same in some way and look good together, they
match. E.g.: The curtains don’t match the carpet (=they are not the same pattern/colour).
I f things look right together in style, colour etc, they go together or go with each other. E.g.:
The curtains don j go with the carpel ( =they are not the same colour and do not look good togeth­
er either). Things can go together in other ways too. E.g.: Fish and white wine go particularly well
together.

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Main Course Unit 5

SOUND AND INTONATION PRACTICE


Vowel and consonant practice in sentences.
I expect Bell spends a pretty penny on [ai ik s'p ek t 'bel spendz a'priti peni Dn
dress. ,dres]
The sweater will wear well. [da 'sweta wil 'wea wel]
W hat size shoes does Susan wear? ['wDt saiz Ju:z daz ,sju:zn ,wea]
Advertisement helps to sell. [ad'v3:tismant helps ta sel]

VOCABULARY ACTIVITY
1. Match the nouns in part A with the fitting adjectives in part B:
A. Fashion, dress, shoes, material, bag, size, purchase, buy.
B. Well-made, woollen, latest, tight, small, shopping, expensive, economical.

2. Read, match and write. Make up some sentences with these word combinations.
A. 1. a pound o f . . ; 2. a bottle o f ...; 3. a box o f ...; 4. a bar o f ...; 5. a j a r o f 6. a loaf
o f ...; 7. a dozen ...; 8. a bunch o f ...; 9. a length o f ... .
B. a) bread; b) honey ; c) chocolate; d) cheese) e) lemonade; f) eggs; g) cereal; h) grapes;
i) cloth.
3. Select the odd word that does not f t into a list, giving reasons fo r your choice.
A. Vest, dressing gown, clothesbasket, socks, blouse.
B. Sweater, trousers, cardigan, pullover, jumper.
C. Collar, sleeve, belt, velvet.
D. Slippers, sandals, tights, walking shoes, court shoes.
E. Changing booth, computing scale, shelf, trolley, glove.
F. Boutique, department store, bouquet, gift shop, bookshop.
G. Frock, dress, dinner-jacket, blouse, kerchief.
H. Confectionery, confession, meat, poultry, sausage, vegetables.

4. Fill in the blank with the vocabulary word that best fits the meaning o f each sentence:
I. G o to the fitting-room and ... the s u i t .... 2. What did she ... at the party? - A white dress.
3. The jacket is ... on you. 4. How much do these s h o e s ... ? Nine pounds. 5. On ou r way to the
station we ... at the b a k er’s and bought some buns. 6. I ... the bill, took my parcel and left the
shop. 7. The hat is too ... . Will you ... me something cheaper? 8. The salesgirl... the parcel and
gave it to me. 9. The coat is just your size. I t ... you well. 10. Have you a blue tie to ... the shirt?

5. Fill in the blanks with "fit, match, suit, become”.


1. I don't feel comfortable in these shoes. Do you think they ... me? 2. Could you show
me a pair o f gloves ... my bag? 3. Buy a blue scarf; this colour ... you more than any other and
your coat. 4. The carpet should ... the curtains. 5. She was wearing a brown dress with hat and

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Unit 5 Main Course

gloves ... 6. Oh, yes, the size is all right; it ... you very well but it does not ... you to wear such
a short skirt. 7. Y ou should also have shoes that ... well when you intend to go for a walk.
6. Read and remember.
Word choice: price, cost, charge.
When you are talking about the money you need to buy a particular thing, the usual word
is price. E.g.: The price o f a piece o f land/packet o f cigarettes, cauliflower.
Cost is like price, but is used less for objects, and more for services or activities. E.g.: The
cost o f having the house painted/going on holiday. It is also used for general things. E.g.: The cost
o f living/the cost o f food/the cost o f production/postage. The cost of something may be high or
low. The amount o f money you pay fo r something is what it costs you. E.g.: It cost $1000 to have
the house painted. Things may cost a lot.
The person who is selling goods or services to you charges you for them. E.g.: How much
did he charge you for mending the car? A charge is a sum of money asked, especially for allow­
ing someone to do something or for a service. E.g.: There will be a small charge for admission.
M ake up you own sentences with the words mentioned above.
7. Take turns in giving expressions concerning: a) kinds o f shops; b) departments; c) clothes;
d) food.
8. Spelling bee.
9. Answer the following questions:
1. How often do you go shopping? 2. W hat shops do you call at? 3. Where can you buy
a sweater, a pair o f shoes, a book, a newspaper, a loaf of bread, sweets, vegetables, fruit, milk?
4. Do you like to go shopping? 5. Do you usually buy cheap things? 6. W hat are the latest
fashions?

10. Translate the text into English in writing:


Кожного дня по дорозі додому я заходжу до магазину. Але я не люблю ходити по
магазинах. Це забирає дуже багато часу. Д о того ж не завжди можна придбати необхідні
продукти та речі. Я також не люблю стояти в черзі. Зазвичай, мені потрібно приблизно
годину, щоб завітати до декількох магазинів і купити необхідні товари. Я ходжу кожен
день до овочевого магазину, булочної, до магазину “ Бакалія” та в кондитерську. М ’ясо
я звичайно купую на базарі.
У вихідні дні я ходжу до великого універсального магазину. Це новий двоповерхо­
вий будинок. В ньому багато різних відділів: “Взуття”, “ Головні убори” , “Трикотаж” ,
“ Галантерея”, “ Косметика”, “ Відділ готового одягу” .
Звичайно, в неділю я ходжу за покупками разом з моєю приятелькою. Вона любить
ходити по крамницях. Особливо вона любить заходити до універмагу. Вона відразу ж іде
до відділу готового одягу і приміряє різні речі. Потім ми йдемо до відділу “ Взуття” . Моя
приятелька і я витратили багато часу, примірюючи взуття і одяг. Вчора ми знову були в
магазині. Я купила собі нові рукавички, а приятелька - новий капелюшок. Говорять, це
модний капелюшок.

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Main Course Unit 5

Q Text
HELEN SMITH GOES SHOPPING
When both her children are at home from University for the holidays, Helen Smith often
has to go shopping. M ary and Charles eat her out o f house and home. Usually Helen does a big
shop once every two or three weeks. On these occasions she drives to a supermarket near her
home. She takes with her a list of all the things she wants to buy. If John goes with her, he takes
a calculator to add up the price as they go along and to work out the most economical buy. A t
the entrance to the supermarket, Helen collects a trolley. She then walks up and down the aisles
picking out the items she wants. If Charles is helping, she usually ends up with things she doesn't
want as well.
When all the aisles have been covered, Helen goes to the checkout and waits in the queue
until it's her turn to pay. Then she packs up her car with the goods she's bought and drives
home. Helen does not often buy fruit and vegetables in the supermarket, because they are
cheaper at the market. Every Friday lunchtime she meets John there and together they buy
enough fruit and vegetables to last them the week. When the children are at home, Helen will
often have to stock up at a local greengrocer's or small supermarket, which are within easy
reach of her home.
If Helen wants to buy something other than food, she goes into the city centre. Often she
will take an afternoon off from her work and browse around the shops. If there's a sale on she

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may fin d a good bargain on a skirl or jacket. Helen buys most of her clothes when she is not
looking for anything in particular. Whenever she needs something, for example, a new outfit
for her cousin's wedding last year, it is impossible to find the right thing. Helen is not as gifted
as Mary in that. She cannot find any old outfit at a jumble sale and make something stunning
out of it. However, she is good at buying presents for people. At birthdays and Christmas, she
delights her family and friends by giving them just the right thing. She picks things up when she
sees them and often visits Stratford. This is the town where Shakespeare was born. It is not far
from Birmingham and is a tourist centre, so it has many gift shops.
With all this shopping and with her translating work, it is surprising that Helen has time
for housework. She cleans the house twice a week. One time is a thorough going-over. The other
time is just a quick flick. When Mary and Charles are at home, they help a lot. Charles will sort
the washing out and put it in the machine. Mary will do the ironing. Having children at home
may mean buying more food, but it also means more help around the house.

CULTURE CONTEXT
1. Check-out - a desk in a self-service shop where one shows the goods one has chosen and
pays for them.
2. Jumble sale (Br.E.) - a sale of used articles to get money, esp. for some good work.
3. Eat someone out o f house and home - make life difficult for someone by eating more food
than one can afford to provide.

READING AND SPEAKING ACTIVITY


1. Read and translate the text. Answer the following questions.
1. Does Helen often go shopping? 2. Does John help Helen to do the shopping? 3. What
does John take a calculator for when he goes shopping? 4. Where does Helen buy clothes? 5.
What is Helen good at? 6. Where does she prefer to buy presents for her friends? 7. How often
does Helen do her house? 8. W ho helps her about the house?

2. Confirm or deny the statements.


I. Helen never buys things and food at the market. 2. Every Friday lunchtime Helen goes
to Stratford. 3. Helen buys most o f her clothes when she is not looking for anything. 4. John
hates going to shops 5. When Mai;v and Charles are at home, Helen buys more food.

3. Describe Helen's visit to the supermarket / the department store.


4. Make short conversations in the following situations:
1. Helen is going to do some shopping. She is not sure whether there is enough food in her
refrigerator, in her cupboard. Mary is going to help her mother.
2. You've stayed at the Smiths'. On Friday Mary and you went shopping. Mary acted as
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an interpreter and helped you in your talk with the shop assistant at the ready-made clothes'
department.

5. Minitalks :
1. At the D epartm ent Store. 2. At the Supermarket. 3. Some o f the complaints house­
wives have about shopping. H ow can the problem be overcome?

ENVIRONMENTAL THINKING AND


LIFE STYLE
1. Skim through the following passage
in order to get its general idea.
2. Summarize the information given in
the passage about Ally Brown.
3. Is Ally a likable person? Is she practi­
cal? Give your reasons.
4. Does Ally support her father’s ideas?
5. W hat makes Ally’s life happy?

Ally Brown is approaching 41, but her


energy and youthful looks are the envy of
many younger women. She carries herself
very well. Ally doesn’t look her age. She looks
younger. H er eyes make her beautiful. Ally
never dresses anyhow. She does herself well in
clothes. She is always very well-dressed, but
quietly, in good taste.
Ally is a lender and sensitive soul by nature. She is warm-hearted and kind but she is
unpractical. She doesn’t work. Ally spends her time reading, listening to music, attending exhi­
bitions and art galleries, fashion shows and theatres or browsing about the shops. She is well-
read in English literature. Ally likes to read fa r into the night. Time passes quickly when she is
absorbed in reading a good book.
When it comes to money matters and other serious things she’s at a loss. She always relies
on her husband’s decision.
Ally loves her parents. She often calls on them. She finds them very nice people. But Ally
doesn’t support her father’s idea o f making people use their cars only when it’s absolutely nec­
essary. She thinks that her father is fighting windmills. The reality is that a person’s life is eco­
nomically determined. F o r instance, one may live in an area where public transport is impossi­
ble and perhaps be unable to sell one’s house and move nearer to work.
Ally and her husband travel around a lot. It’s impossible for her to have a job. But she
w ouldn’t change places with anyone for anything. S h e’s happier the way she is.

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CONVERSATIONAL FORMULAS

GIVING AN D RECEIVING COMPLIMENTS


1. Listen to the dialogues.
2. Read the dialogues. Copy the melody.
3. Make up your own dialogues. Use the topical words and phrases.
Item 1.
- T h a t’s a nice sweater! Is it new?
- Yes, it is!
- Where did you get it?
- I got it at M acy’s.
- It’s beautiful.
- T hank you! I ’m glad you like it.

- Those are nice boots! Are they new?


- Yes, they are.
- W here did you get them?
- I got them at M acy’s.
- They are beautiful.
- T h an k you! I ’m glad you like them.

> Note: M acy’s - the largest departm ent store in New York. It’s m otto is “ It’s Smart
to be Thrifty” .
Item 2.
- I like your gloves! Are they new?
- Oh, no! I ’ve had them for years.
- Where did you get them?
- I got them in London.
- They are beautiful!
- Thank you!

- I like your ring! Is it new?


- Oh, no! I ’ve had it for years.
- Where did you get it?
- I got it in India.
- It’s beautiful!
- T hank you!.
Item 3.
- H ow much does it cost?
- It costs a lot. I can’t believe how much it costs.
- It costs a lot, an awful lot. It costs a lot, to live in the city.

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Item 4.
- Why d o n ’t you buy it?
- I can’t afford it. It’s too expensive. I can’t afford it.
- Why d o n ’t you buy it?
- I d o n ’t have the money. It’s not worth it. I can ’t afford it.

Dialogues

A T THE DEPARTMENT STORE


Shopwalker: W hat can we show you today, madam?
Ally: Millinery, please.
Shopwalker: Certainly, madam. This way. First floor. Please take the lift.
Shop-assistant: C an I help you, madam?
Ally: Please show me a really smart hat to go with this coat and skirt.
Shop-assistant: Certainly, madam . N ow here is a really chic little hat. Personally, I should call
it exquisite. Will you try it on, madam? A little small in the head? We can alter
it for you. M adam looks three years younger.
Ally: N o, I don't like it very much. H av en’t you something a little quieter - not so
striking. There were some very pretty hats in the window.
Shop-assistant: N ow here is a lovely little hat, very quiet. Isn't that becoming?
Ally: I like it awfully. H ow much is it?
Shop-assistant: Twenty-nine pounds, madam. A bargain.
Ally: All right, I’ll buy it.

SHOPPING
Helen: Hallo, Ann! H ow are you?
Ann: Hallo! I’m fine. A nd how are you?
Helen: Fine, thanks. We have our children staying with us now. You know, they eat us out
o f house and home.
Ann: Oh, young people have a healthy appetite.
Helen: I have to buy a lot o f things. I ’d better call at the supermarket. A nd where are you
going now?
Ann: Y ou see, I’m taking an afternoon off from my work and I ’m browsing around the
shops.
Helen: Are you looking for anything in particular?
Ann: Oh, I ’d like to have a look round. I ’ve already been to some boutiques. But the prices
are at an all-tim e high, I’m afraid.
Helen: Well, I must be going now. I have a lot o f shopping to do today.
Ann: D o n ’t hurry! The shops are open late on Saturday.

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***
1. Listen to the dialogues. Practise the speakers' intonation in utterances expressing admi­
ration, doubt, hesitation.
2. Read and translate the dialogues. Make up short stories on the basis o f the dialogues.
J. Enact similar dialogues.
4. Make up your own dialogues on the following situations:
1. Y our friend and you have come to the Department Store. You're choosing a dress for
evening wear.
2. You're at a men's ready-made clothes department. You want a suit for everyday wear,
some shirts and a tie to match the suit. The shop assistant is ready to help you.

WRITTEN PRACTICE
1. Make up your own shopping lists. Work out the cost o f your shopping .
2. Comment upon the following proverb or make up a short story o f your own illustrating
its moral. "Tastes differ".

$ Text
From SISTER CARRIE
by Th. Dreiser
In the morning Carrie got up and started out a little early. She reached D earborn Street.
Here was the great Fair store with its crowd of shoppers. She thought she would go in and see.
She would look at the jackets .
Carrie began wandering around the Store. The jackets were the greatest attraction. When
she entered the store, she already had her heart fix e d upon the little jacket with large m oth­
er-of-pearl buttons which was all the rage that fall. When she got it in her hand it seemed so
much nicer. The saleswoman helped her on with it. and it fitte d perfectly. She looked quite
smart. "That's the thing", Drouet said.
Carrie turned before the glass. She could not help feeling pleased as she looked at herself.
"That's the thing", said Drouet. "Now pay for it".
"It's nine dollars", said Carrie.
"That's all right - take it", said Drouet.
She reached in her purse and took out one o f the bills. In a few minutes the saleswoman
was back and the purchase was closed.
Then they went to a shoe store, where Carrie was fitted for shoes. Drouet stood by, and
when he saw how nice they looked, he said, "Wear them". Drouet bought her a purse and a pair
o f gloves and let her buy the stockings.
"Tomorrow", he said, "you come down here and buy yourself a skirt" .

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> Notes:
1. Fall - autum n in the American variant o f English.
2. D rouet [dru: 'ei]
* * *

1. Read and translate the text. Pick out the words in the text, which may be grouped under
the heading: Shopping.
2. Make up sentences illustrating the meaning o f the following phrases:
the greatest attraction; to be all the rage; to help smb on with smth; to look smart; can’t
(couldn’t) help doing smth.
3. A. Listen to the text. B. Read it aloud, copy the melody. C. Answer the questions.
1. Where did Carrie go to in the morning? 2. W hat did she want to look at? 3. W hat was
the greatest attraction? 4. H ow much was the jacket? Was it expensive? 5. W hat other things
did Carrie buy?
4. Give a short summary o f the text. Use the topical phrases which are helpful to sum the
idea up.
5. Discuss the qualities o f a good department store.
6. Minitalks:
1. A visit to the shops. 2. A present for my friend.

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UNIT 6
MEALS

GRAMMAR Study the following

DIRECT AND INDIRECT SPEECH


“Direct speech" means using the actual words spoken by someone. T he direct speech can
be placed at the beginning, at the end, or at the beginning and end o f the sentence.
E.g., “ The cake is tasty", Ann said.
Ann said, “The cake is tasty”.
“ I th in k” , Ann said, “the cake is tasty” .
When we report what someone else has said, we use “indirect speech”.

CHANGING FROM DIRECT TO INDIRECT


SPEECH

Present forms change to Past forms

Present Simple Present Perfect

E.g., “ I speak English” . E.g., “They have done their work”.

Past Simple Past Perfect

E.g., He told us that he spoke English. They said that they had done their work.

Present Progressive Present Perfect Progressive

E.g., “ Switch off the radio. I’m reading a E.g., “They’ve been having a good time at the

book”. seaside” .

Past Progressive Past Perfect Progressive

E.g., She told him to switch off the radio E.g., They said that they had been having a good

because she was reading a book. time at the seaside.

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> Notes: It is not always necessary to change the verb from present to past. E.g., “ I like
flowers” , A nn said. A nn said that she liked / likes flowers. (Ann probably still likes flowers at
the time o f the report.
After “tell” the person addressed must be mentioned (Ann told Jim...), after “say” we do not
mention the person addressed (Ann said that...).

Past Forms change to Past Perfect Forms

Past Simple Past Progressive

E.g., “ I saw you when you were in the library” E.g., “ I was watching TV when they arrived” .

Past Perfect Past Perfect Progressive

E.g., He told her he had seen her when she was


E.g., H e told her he had been watching TV
in the library.
when they arrived.

> Notes: A Past Perfect form in direct speech does not change in indirect speech. E.g.,
“ I visited her yesterday to find out if they had arrived” . H e said that he had visited her the pre­
vious day to find out if they had arrived.

Other Changes in Indirect Speech

this that
these those
here there
now then / a t that moment
today that day
yesterday the previous day
tomorrow the next day

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Unit 6 Main Course

Study the following: Pieces

Sometimes it is difficult to know which word you should use when you mean “ a small
part o r piece of something” . This diagram will help you find the right word.

(Active study Dictionary o f English)


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Main Course Unit 6

CHECK YOUR GRAMMAR


1. Transform the following sentences fro m direct into indirect speech and expand on them.

1. “ I like sweets” , said Helen. 2. “ My sister is fond o f ice-cream” , said Mark. 3. Ann said,
“ My m other is good at cooking” . 4. Peter said, “ My sister is preparing dinner now” . 5. Jane
smiled and said, “ I have eaten the cake” . 6. “They have been having a birthday p arty” , said
Michael. 7. “ We dined out yesterday” , said Jack. 8. “ We saw them when they were in the
re s ta u ra n t” , said Helen. 9. “ We were having dinner when the telephone ra n g ” , said Julia.
10. “The father called at the kitchen to find out if 1 had prepared dinner” , Mary said.

2. A. Read the following extract. B. Give a summary o f the extract. Avoid direct speech.
Francis heard Joyce’s high voice down the table. “ After tea we are going to play hide and
seek in the d a rk ” .
“Oh, n o,” Peter said, watching Francis’s troubled face with pity and understanding,
“ d o n ’t let’s. We play that every year.”
“ But it’s in the program m e,” cried Mabel Warren. “ I saw it myself. I looked over Mrs
H enne-Falcon’s shoulder. Five o ’clock tea. A quarter to six to half past, hide and seek in the
dark. It’s all written down in the program m e.”
Peter asked for another piece o f birthday cake and drank his tea slowly. The children
were already leaving the table. He finished his cake thinking o f the words, “There’s nothing to
fear in the d a rk .” The last to leave the table, the brothers came together to the hall to meet the
impatient eyes of Mrs Henne-Falcon.
(From The End o f the Party by G. Greene)

3. Put one word into each gap to express a unit. Sometimes there are several possibilities.
Make up some sentences with these word combinations. Prompts: dash, drop, patch,
dove, speck, breath, bar, slice, pinch, sliver.
A ... o f chocolate/soap; a ... of meat; a ... o f water; a ... of garlic; a ... salt; a ... o f fog;
a ... of fresh air; a ... o f dust; a ... o f glass; a ... of sauce.

4. Fill in the blank with the vocabulary word that best fits the meaning o f each sentence and
expand on the sentences.
1. Look at this ... of rock. 2. Give me a ... of cheese. 3. Let’s buy a ... o f chocolate. 4. Bring
a ... of soap. 5. I’d like two ... of sugar. 6. Take this ... of banknotes. 7. Cut the pork into thin ... .
8. Everyone wants a ... o f cake. 9. Put this ... of newspaper on the desk. 10. Pick up this ... of paper.
11. There are a lot o f ... of bread on the table. 12. Add a ... of salt to the soup. 13. Look at these
wonderful ... of snow. 14. Give me a ... of chocolate and a ... of orange, please. 15. There wasn’t
a ... of truth in what he said. 16. Her offer of help was our only ... of comfort.

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Unit 6 Main Course

5. Work in pairs. Write questions to ask your fellow-students which will elicit the use o f some
o f the above collocations.
• Model: A. What do you need from the butcher’s?
B. A nice joint of meat.

6. I t ’s an extract fro m Theatre by W. S. Maugham. Put the verbs in brackets in the appro­
priate tense. The tenses used are Past Simple, The Past Perfect Tense, Future Simple.
Say i f Julia enjoyed her supper. Find in the text an example o f a humorous hint.
The head waiter (to be) surprised that Julia should be having supper by herself.
“ I'm very tired, Angelo”.
“A little caviar to begin with, madam, or some oysters?”
"Oysters. Angelo, but fat ones”.
“I (to choose) them myself, Miss Lambert, and to follow?”
Julia (to give) a long sigh, for now she (can), with a free conscience, order what she (to have)
in mind ever since the end of the second act. She (to feel ) she (to deserve) a treat to celebrate her tri­
umph.
“Grilled steak and onions. Angelo, fried potatoes, and a bottle of Bass. Give it to me in a sil­
ver tankard.’’
She probably (not to eat) fried potatoes for ten years. The oysters (to come) and she (to eat)
them with enjoyment. She (to eat) two pieces of brown bread and butter and she (to take) a long
drink from the silver tankard. The steak (to arrive). It (to cook) exactly as she (to like) it, and the
onions (to be) crisp and brown. She (to eat) the fried potatoes delicately, with her fingers.
The head waiter (to come) up to her with a smile.
“Everything all right, Miss Lambert?”
“Lovely. You know, it’s strange how people differ. Mrs Siddons (to be) a rare one for chops;
I’m not a bit like her in that; I’m rare one for steaks.”

PHRASES AND WORD COMBINATIONS


To have breakfast, lunch, dinner, supper: to have a bite, snack; to be hungry, thirsty; to taste
something; to one's taste; on the menu; to order something; to prefer something to something; to
begin with something; to pass something; to be out o f the question; to help yo u rself to something;
to enjoy a good appetite; to give smb an appetite; to sit down to table; to be/sit at table; to dine
in/out; to treat smb to smth; to lay the table: to clear the table; to wash/dry the dishes; to pay the
bill; to have a sweet tooth; to gel thinner; to keep to a slimming diet; a light breakfast/supper; a
substantial breakfast; ...neither...nor...; Have some more! No more, thank you! I don't like it. - You
don 7 say so!
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Main Course ___________________________________________________________ Unit 6

ESSENTIAL VOCABULARY

MEALS KITCHEN UTENSILS


TABLEWARE
(at) breakfast, brunch, dinner, bottle/can/tin-opener, bread basket, bowl, but­
lunch, supper; alfresco lunch, ter dish, cockscrew. coffeepot, coffee set, cof­
cream tea, high tea. packed meal, fee cup, cup, dinner plate, dinner set, fork, fry­
snack/bite; a light/substantial ing pan, jug, knife, (soup) ladle, mug, oil and
meal vinegar bottle, (deep, soup) plate, saucer, sauce­
pan, serving trolley, spoon, soup tureen, sugar
bowl, tablecloth, tablemat, tea-kettle, teapot,
tray, toast rack, tumbler, vase, wine glass
MEALS

PLACES WHERE ONE CAN FOOD. TYPICAL DISHES


HAVE A MEAL Meat: bacon, beef, beefsteak, chops, cold meat,
(at a) bar. bistro, buffet, cafe, cafe­ cutlets, jellied meat, rissoles, rumpsteak, sausage
teria, canteen, chip shop, open-air Fish: herring, jellied fish, smoked fish, sea-food
cafe, refectory, restaurant, take­ Poultry': grilled chicken, goose, stuffed duck
away Soup: clear/cabbage/pea/potato/onion/tomato
PARTS OF A MEAL soup, borsch
(for) the first course, the second Bread, butter, boiled/lfied eggs, cheese, (mixed)
course; dessert, appetizer, beve­ salad
rage Vegetables: cabbage, carrot, cucumber, horse­
LAY THE T A B L E _______ radish, lettuce, radish, potato, pumpkin, sauer­
clear the table, take away the dirty kraut. tomato
dishes, set the dinner table Spices: garlic, mustard, pepper, salt
MENU Drinks: beer, cocoa, coffee, fruit-juice, milk,
(on the) menu card, full a la carte mineral water, tea, wine
menu(s) Fruits: apple, banana, grapes, orange, peach,
RECIPE __________ pear, plum, prunes with whipped cream, tange­
ingredients, cook book=cookery rine
book Biscuit, cake, pancake, pie, pudding, roll
FOOP(S) MAY BE Candy floss, condensed milk, convenience food
bitter, bitter-sweet, boiled, bubbly, =fast food, honey, ice-cream, jam, jelly, stewed
crispy, crunchy, delicious, fresh, fried, fruit, sweet, sugar
overdone (overcooked), rare, salty,
smooth, sour, sweet, tasty, tender,
underdone, well done

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Unit 6 Main Course

SOUND AND INTONATION PRACTICE


Vowel and consonant practice in sentences
Eating between meals? ['i:tirj bitwirn 'midz]
Pete eats chiefly meat. f’pirt i:tS ’tji:fll ,mi:t]
I'll treat Jean to peach ice-cream. [ail *tri:t d 3 i:n ta 'p k tj ais kri:m]
Rita likes her tea weak. ['ri:ta ’larks ha 'ti: ,wi:k]
Rod wants his coffee strong. ['rod wonts hiz 'kofi ,stroq]
Here’s your cook-book. [’hiaz jaykukbuk]
I can always do with a cup of tea. [ai kan 'odwaz du: wid a Jo\p av ti:]
I don’t like my tea too strong. [ai 'daunt laik mai 'ti: 'tu: vstror)]
1 adore Dutch cheese. [ai a ’da: ,dAtf ,tfi:z]
Henry is as hungry as a hunter. ['henri iz az 'Ьлрдп az a ’hAnta]

VOCABULARY ACTIVITY
I. Fill in the blank with the vocabulary word that best fits the meaning o f each sentence.
Jug, snack, washing-up, sandwich, teapot, to butter, slice, prefer, tea towel, kettle, help
oneself.
1. M ary and Charles only want a quick ... and a cup o f tea. 2. There weren't any clean
cups or plates, so first Mary did the ... 3. She dried a few cups and glasses with a .... 4. Charles
has cut a couple o f... of bread from the loaf to make himself a .... 5. Charles ... the bread, and
then put some ... of cheese and tomato in the sandwich. 6. He pours himself a glass of orange
juice from the ... 7. Mary puts some teabags into the . . ., and then pours boiling water into it
from the ... . 8. C h a r le s to some tea as well. 9. Mary has his tea with milk, but C h a r le s ...
tea with lemon.
2. Spelling bee.
3. Answer the questions.
1. W hat do you usually have for breakfast (dinner, supper)? 2. Which drinks do you like
and which don't you like? 3. Which fruit do you like? 4. Which is your favourite food? 5. What
can you make yourself?
4. Translate the following sentences into English.
1. Я зголоднів. Я б хотів попоїсти / випити / поснідати / пообідати / повечеряти /
покуштувати супу. 2. Я хочу пити. Дайте мені соку / компоту / кави. З, Давайте по­
снідаємо в ресторані / кав'ярні / буфеті / закусочній. 4. Де можна швидко перехопити? 5.
Дайте, будь ласка, меню / ще один столовий прибор / ложку / виделку / ніж / стакан. 6. Що
ви бажаєте замовити? 7. Які у вас є національні / м’ясні / рибні / овочеві страви? 8. Щ о ви
будете пити? 9. Що у вас є на десерт? 10. Передайте мені, будь ласка, гірчиці / перцю / оцту
/ соусу. 11. Чому ви надаєте перевагу - м’ясу чи птиці? - Я віддаю перевагу м’ясу над
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Main Course Unit 6

молоком. 12. С мак у цієї страви / напою дуже приємний. 13. Дайте, будь ласка, рахунок.
14. Дайте мені ще трохи молока / супу / салату / каші / сиру. 15. Д айте мені ще яблуко /
грушу. 16. Тут багато страв на мій смак. 17. Кожен Івась має свій лас / не в кожного на
мак однаковий смак. 18. - Як Ви щодо ще однієї склянки міцного чаю? - Я не хочу а ні
чаю, а ні кави. 19. Пиво недоречне, про це не може бути й мови. 20. Н акр и й на стіл, бу­
демо обідати. 21. Сідай до столу. Час снідати. 22. Прибери зі столу і помий посуд. 23. -
Беріть ще. - Ні, спасибі. 24. Заплати за рахунком. 25. Офіціант несе борщ. Борщ дуже
смачний. 26. Я ніколи не їм м’яса. - Щ о ви говорите! 27. Моя улюблена страва - яєшня і
шинка. 28. Зранку я завжди п’ю каву. 29. У мене завжди легка вечеря. 30. Я хочу
схуднути. ЗІ. Д ай мені води. Принеси води з кухні. 32. Випий молока. 33. Він завжди
обідає вдома.
5. A. Study the following recipes. В. Write the recipes o f the dishes you can make yourself
1. How to M ake Tea and Scones.
A. Fill the kettle with cold water. Boil the water. Warm the pot. Put one teaspoon of tea in
the pot for each person and one extra for the pot. Pour hot water into the pot. Enjoy your tea.
B. Mix the flour and baking powder. A dd the butter, sugar, raisins, an egg and milk.
Roll o u t th e p a stry to a b o u t 1 cm thick. C u t into ro u n d s . B ake 15-20 m inutes in a hot
oven. Enjoy your scones. F o r scones you need: 350 g flour, 1 teaspoon baking powder, 75 g
butter, 1 cup o f milk, 1 teaspoon of sugar, 1 teaspoon o f salt, 1 tablespoon o f raisins, 1 egg.
2. Scram bled Eggs.
Break three eggs and drop them in a bowl. A dd some salt and some milk. Mix the eggs
with a spoon. Oil the pan. Put it on the stove to heat it up. Pour the egg mixture into the pan
and cook it. Put it on your plate and eat it. Enjoy it.
6. A. Read and say what there is on the menu.
B. Make up your own dialogues in the following situation: two friends call at a cafe to
have a snack. They discuss the menu.

BREAKFAST MENU
Served from 7 a.m. until 10 a.m.
English Breakfast Continental Breakfast
Fruit juice Fruit juice
grapefruit or orange grapefruit or orange
hot or cold, cereal toast, roll or sweet
bacon, mushrooms, sausage, roll and butter
tomato with fried or scrambled eggs marmalade or jam
and butter tea, coffee or hot chocolate
marmalade or jam

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7. Write your healthy menu fo r dinner, supper.


8. Read and remember how to lay the table. Explain to other students the procedure o f lay­
ing the table.
I like to lay the table carefully. I put out the cutlery, which I clean and polish every week,
and I sharpen the carving-knife. The cutlery is kept in a drawer in the sideboard; the wine­
glasses are on shelves in the sideboard.
I spread the table cloth and then 1 put out table-mats to protect the table from hot plates
and dishes - a small mat for each guest and larger ones for the hot dishes. I take out o f the
drawer in the sideboard all the cutlery - a fish-knife and fork for the fish, a large knife and fork
for the meat, a small knife for the butter, and a fruitknife for the dessert. Then there is a pud-
ding-spoon and a fork for the sweet, and a soup-spoon for the soup.
I put the knives and the soup-spoon on the right-hand side and the forks on the left, except the
pudding-spoon and fork which 1 put across the top.
Then I put out the serving-spoons and forks, the carving-knife and fork, the bread-board
and a knife to cut the bread.
On the left o f each guest I put a small plate for bread and on his right a wine-glass if we
are having wine, and in the middle of the table I put a jug o f water with a few pieces o f ice from
the refrigerator in it. Then I put out the table-napkins for each guest, put the coffee-cups and
saucers, with cream and sugar and coffee-spoons on the tray, and I am ready for the guests to
come in.
(From Essential English fo r Foreign Students.
Book 2 by Eckersley C .)

^ Text
THE SM ITHS’ MEALS

Early in the morning, before John goes jogging, he has nothing to eat. It would be bad for
him to eat before exercise. But when he comes back, he has a shower and is more than ready fo r
his breakfast. It usually consists o f a bowl of cereal with milk and sugar. This he follows by two
slices of toast and marmalade. He always needs a cup of tea, however, to really wake him up.
Helen has a lighter breakfast o f just toast and jam . Mary often skips breakfast altogether. A
cup o f coffee does her. Charles, on the other hand, eats the same as his father.
The Smiths don't have a main meal at lunchtime. John takes sandwiches with him to
school. He usually buys some chocolate at the school tuck shop. To be healthy, he also eats
fruit. Helen is able to be more varied in her lunches. W orking at home means that she can pre­
pare what she likes. Her favourite is scrambled eggs and tomatoes on toast. As she likes to
bake, there is always some cake in the cupboard. Helen takes a break from her work. Sitting at
a desk all day can be rather tedious. Helen finds that baking is a pleasant break from translat-

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ing. Mary has inherited her mother's skill in cooking. At University she often impressed her
friends with interesting meals. M ost students just ordered pizza when they had friends over.
Charles is like that sometimes, but he is also into whole food. He likes to invent new recipes out
o f healthy ingredients.
The Smiths' evening meal is usually eaten at around half past six. They have one or two
courses, depending on whether or not Helen has prepared a pudding. The main course is often-
meat with vegetables. However, in the past few years the Smiths have begun to cook Italian
meals. They often eat pizza or pasta with a tasty sauce. John's favourite is roast chicken. This
they eat on Sunday at lunchtime, or some other kind o f roast meat.
Whenever they can, the Smiths try to eat their main meal together. In their busy lives it
is the one time o f day when they sit down and have a good talk.

CULTURE CONTEXT
1. Pasta - an Italian food made from flour, eggs, and water and cut into various shapes,
usually eaten with a sauce.
2. Toast - (U) bread that has been heated so th at it is brown on both sides and no
longer soft.
3. Tuck shop - a small shop near or in a school that sells cakes, sweets, etc.
4. Wholefood - food that is considered healthy because it is in a simple natural form.

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Unit 6 Main Course

READING AND SPEAKING ACTIVITY


1. Read and translate the text. Answer the following questions.
1. W hat does Jo h n do early in the morning? 2. Does John eat anything before he goes jo g ­
ging? 3. W hat does the Smiths' breakfast consist of? 4. D o the Smiths have a main meal at
lunchtime? 5. Does Helen like to cook? 6. W hat is Helen good at cooking? 7. Is M ary good at
cooking? 8. W hat kind o f food does Charles prefer? 9. W hat do the Smiths have for supper?
10. W hat do the Smiths eat on Sunday?

2. Describe the meals the Smiths usually have.


3. Answer the following questions:
1. H ow many meals a day do you generally have? 2. H ow many courses do these meals
consist of? 3. D o you eat out a lot? W hen do you mostly eat out? 4. W hat are your views, if
any, on English food?

4. Make up a short conversation in the following situation: The Smiths have invited their
relatives to dinner at their place on Sunday.

5. Read the text and do some role-playing on the part o f a teacher talking to h is /h e r school­
children about how to behave at table.

Table Manners
1. Don't put your elbows on the table. 2. Sit facing the table and keep your feet under
you, d o n 't stretch them all the way under the table. 3. Never stretch over the table for some­
thing you want, ask your neighbour to pass it. 4. Take a slice of bread from the bread- plate by
hand, don't harpoon your bread with a fork. 5. D on't bite into the whole slice, break it off piece
by piece. 6. Vegetables, potatoes, macaroni are placed on your fork with the help of your knife.
7. Cut your meat into small pieces, one piece at a time. 8. Chicken requires special handling.
Just cut as much as you can, and when you can't use knife and fork any longer, use your fin­
gers. 9. D on't eat o ff the knife. 10. D on't lick your spoon. 11. Try to make as little noise as
possible when eating or they say you are a noisy eater. 12. D o n ’t talk with your mouth full.
13. Never read while eating (at least, in company). 14. Never spoil your neighbour’s appetite
by critisizing what he is eating. 15. The customary way to refuse a dish is by saying: "No, thank
you'. D on't say: "I don't eat that s tu f f ’, and d o n ’t make faces to show you don't like it. 16. If
you are really hungry, ask for a second helping. 17. And, finally, don't forget to say "thank
you" for every act of kindness. By the way, the English don't wish each other “ G oo d appetite” .
They may say in French “ Bon appetitl” .

6. Minitalks:
1. English breakfast. 2. English/Russian/ U krainian Cuisine. 3. My Favourite Dishes.
4. Women are always thinking about their figures. They're afraid o f getting fat.

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ENVIRONMENTAL THINKING AND


LIFE STYLE
1. Skim through the following passage in order to get its general idea.
2. Summarize the information given in the passage about Kenneth Smith.
3. Say what kind of person Kenneth is. Do you like him or not? Why has he a lot of friends
and acquaintances?
4. Prove that Kenneth stands for a healthy
lifestyle. What do you understand by a healthy jo t TESTED I
0(4
way of life?

Kenneth Smith, J o h n ’s father, is a man


o f 76 years old. Kenneth seemed in his youth
a young man o f promise, they said he would go
far. He was industrious and capable and he
had the will to advance himself. The advertis­
ing agency he joined many years ago, was
about to fail when he was appointed as a new
director. He breathed new life into it and soon
it was successful. They say difficulties can
bring out a person’s best qualities.
Kenneth let nothing come between him ­
s e lf and his work. He was practically married
to his work. His business absorbed him.
Kenneth has a wide circle o f acquaintances. He’s got a strange gift o f attracting friends. It’s
easy to deal with him.
Kenneth is fond of sports and games. His favourite game is tennis. What he likes about tennis
is that one gets more exercise in half an hour than one gets in two hours from any other sport. He
stands up fo r a healthy way o f life. T h a t’s why he is against advertising cigarettes, hard drinks,
things tested on animals and those things which damage the environment.
K enneth loves his family with his whole heart, and they love him dearly.

CONVERSATIONAL FORMULAS
INVITING. ACCEPTING.REFUSING
1. Listen to the dialogue.
2. Read it aloud. Copy the melody.
3. Make up your own dialogues. Invite your friends to the evening party.

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- Can you come over for dinner tonight?


- I'd like that very much! W hat time shall I come?
- Come around at 6 if you can!
- Fine.
- Can you come over? Can you come over for a drink tonight?
- I'd love to!
- Can you come over for lunch tomorrow?
- 1 wish I could! But I'm afraid I can't!
- Oh, I'm sorry! That's too bad!
- I really wish I could.

Dialogues

BROTHER AND SISTER AT BREAKFAST


M ary: Hullo, you're early this morning, Charles. It's only a quarter to eight.
Charles: Ye-e-a. I'm going to be in time for the first lecture today.
M ary: I'm delighted to hear that. You've been late twice this week.
Charles: That's no business o f yours.
Mary: Have you passed your test in French? You'd better dig into your studies. The exams
start next week.
Charles: Please stop nagging me at this time of the day. M ind your own business. A nd if you
want to hear, I've made good progress in French.
M ary: Y ou don't say!
Charles: Can you cook up a simple egg dish for us right away?
Mary: O.K. Will you crush the juice from the oranges? And don’t eat chocolate. It will spoil
your appetite for breakfast.
Charles: This chocolate melts in the mouth. It’s delicious.
Mary: You should cut down on sweets and chocolate.
Charles: I’m dying with hunger. M ay I have some toast, please?
M ary: Help yourself, everything's ready for you.
Charles: Thanks. Has the post come in yet?
M ary: N o t yet. Will you pass me the butter; please?
Charles: Here it is. Honestly, I must hurry. Will you clear off the table?
M ary: All right.
Charles: I’ll be late tonight.
M ary: Why?
Charles: I've got a date.
M ary: Oh, I see.

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AT THE RESTAURANT
Peter: I’m hungry. Let’s go in here. H ere’s a table.
Ally: Let’s see what’s on the menu. I’ll have tomato soup, and stewed meat with mashed pota­
toes and peas.
Peter: And I’ll take broth and a steak with vegetables.
Waiter: How do you want the steak - rare, medium or well done?
Peter: Well done, please, and will you please bring a bottle of water?
Waiter: Certainly.
Ally: Tomato soup is my favourite. It’s delicious. I hope you like your soup too.
Peter: I’m not enjoying it at all. It tastes awful. Ah, here comes the meat. The stew smells love­
ly, Ally. I almost wish that I had ordered it too.
Ally: But don’t you like your steak? It looks lovely.
Peter: Oh, yes! I do. It’s very tender.
Ally: I ’d like some fruit.
Peter: Oh, I’d rather have some coffee and a cake.
Ally: Ask the waiter to bring black coffee and two cakes. And tell him to give us the bill.
Peter: Certainly.
Jc -ft Jc

1. Listen to the dialogues. Practise the speakers' intonation in utterances expressing grati­
tude, requests, friendliness.
2. Read and translate the dialogues. Make up short stories on the basis o f the dialogues.
3.Enact similar dialogues.
4. Make up your own dialogues on the following situations:
1. Y ou r friend invites you to lunch in a restaurant. Y ou don't feel like going and try to
find an excuse but fail and finally accept the invitation.
2. Y o u ’re a waiter/waitress in a busy restaurant and one o f your customers keeps chang­
ing his/her order.

WRITTEN PRACTICE
1. Make up a short story based on the following suggestion: You have ju st finished your
meal and when the waiter brings the bill you realize you don’t have enough money with
you to pay it. Begin with the following: "Pm terribly / awfully / dreadfully sorry b u t...
/P n t afraid I don't have enough money with me to pay the bill.
2. Comment upon the following proverb or make up a short story o f your own illustrating
its moral, "An Apple a Day Keeps the Doctor Away".

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$ Text
From THE SANDCASTLE
by I. Murdoch
There was a knock on the outside door, and then Nan stepped into the hall. “Nan!" said
Mor. "Miss Carter, my wife” . The women smiled and greeted each other.
“ As I said before, the meal is ready” , said Miss H andforth, who was standing in the d oor­
way. They all went in to dinner.
They had reached the dessert. N an was methodically eating a pear and Miss Carter was
picking at a bunch o f very small grapes. M or was enjoying the port. Demoyte sat at the head o f
the table and M or sal at the foot with the ladies between them.
“And now, dear friends, it's time for coffee”, said Demoyte. Coffee was taken in the library.
Mor wandered about the room. The others sat down near to one of the lamps. Mor felt free at ease-,
almost for the moment happy.
“ Mor, come and drink your coffee, or Handy will remove it” , - said Demoyte. M or
gulped his coffee down and the tray was removed. M or joined the conversation.
“ I think we ought to be starting for home", said Nan. After some little time she looked
at Mor. “ Yes, I suppose so” , said Mor. He did not want to go yet.
Nan rose with determination. Demoyte did not try to detain her. The company began to
drift in a polite group towards the door. “ G ood night, sir” , said M or, “ and thank y ou” .

> Notes:
Port - strong sweet Portuguese wine, usually drunk after a meal

***

/. Read and translate the text. Pick out the words in the text, which may be grouped under
the heading: MEALS. FOOD.
2. Listen to the text, read it aloud. Copy the melody.
3. Give a short summary o f the text. Use the topical phrases which are helpful to sum the
idea up.
4. Minitalk: Eating habits.

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GETTING ABOUT TOWN

GRAMMAR Study the following

MODAL AUXILIARIES IN INDIRECT SPEECH


Will, can, 1 f would, could,
M ay, shall J --------------------------- change to ---------------------------- \ might, should

E.g., “ I ’ll help you.” - He promised that he would help me.


“I can sing.” - She said she could sing.
“We shall buy him a book.” - We said we should buy him a book.
“He may be late.” - He said that he might be late.
> The modal auxiliaries must, ought to, used to do not change in indirect speech.
N o t e s :

Would, could, should, might do not change in indirect speech.

D ifferent Kinds o f Sentence in Indirect Speech


If the direct speech sentence is: In indirect speech, use
A statement Subject + verb (...) + (that) + subject + verb
E.g., "I'll come later", said he. E.g., He said (that) he would come later.
A question If + subject + verb...;
a wh-clause
E.g., The teacher asked the students, "Have E.g., The teacher asked the students if they
you done the task?" had done the task.
Ann asked her friend, "Where are you going?" Ann asked her friend where she was going.
A command (imperative) An Infinitive clause
E.g., A nn said, "Tom, give me the book!" Ann told Tom to give her the book.
Ann said, "Tom, don't open the window!" Ann told Tom not to open the window.

CHECK YOUR GRAMMAR


1. Translate the following sentences into English. Be ready to explain the use o f the tenses.
1. Вона говорить, що знає дві іноземні мови. Вона сказала, що знає дві іноземні мо­
ви. 2. Він сказав, що часто приїжджає до міста. 3. Вони сказали, що скоро повернуться.
4. Я гадав, що він чекає на мене на вулиці. 5. Ми чули, що вони були в Лондоні декілька

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місяців. 6. Він сказав, що Олена в селі з початку серпня. 7. Він говорить, що вони пра­
цюють зараз у бібліотеці. 8. Д жон сказав, що поїде до родичів після роботи. 9. Він думав,
що зробить домаш нє завдання до шостої години. 10. Вона сказала, що тільки що з а к ін ­
чила роботу. 11. Хлопчик сказав, що вже вивчив вірш нап ам ’ять. 12. Вона сказала, що
буде чекати на мене в бібліотеці. 13. Я сподівався, що побачу цей фільм по телебаченню.
14. Він запитав, чи є у неї словник. 15. Дівчинка запитала, чи приходили гості.
2. Imagine you spent your holidays in Kyiv / Moscow. Your fellow-students have never been
there, so they asked you a lot o f questions about it. Now you are telling your friend some
o f the things they asked you about.
E.g.: They asked me if I had visited Kyiv / Moscow.
3. Write down some requests you could ask your pupils before the lesson begins. Let your
frien d report them to your fellow-students.
E.g.: He asks / asked you / them not to speak Ukrainian / Russian at the lesson.
4. Paraphrase the following dialogue indirectly in a) the present; b) the past.
• Model: Jack: Hi, Mary. How are you?
Mary: Fine thanks, and you?
Jack: Pretty good, but I’m worried about my chemistry exam.
Mary: Have you studied?
Jack: O f course. It’s just that the class is very difficult.
A. A n immediate report in the present tense, “What happens?”
Jack says “ H i” to M ary and asks her how she is. M ary says that she is fine and returns
the question. Jack replies that he’s pretty good but that he is worried about the chemistry exam ...
B. A report (remote /form al) in the past tense.
Jack said “ H i” to M ary and asked her how she was.
Dialogue 1.
Mrs Black: W hat a charming house you have! And the location is simply superb. So green and
peaceful. A welcome change after the city noise.
Mrs Smith: Oh, I’m glad you like it here. But it’s so much better in spring when the fruit trees are
in blossom.
Mrs Black: Fantastic! And only 50 miles from Birmingham!
Dialogue 2.
Ally: I’m at a loss. I ’ve lost the keys to my flat.
Helen: Don’t worry! I expect they’ll turn up. And if not you can get another set made.
Ally: But I shall have to change the locks or the flat may be burgled. And I ’m going away
tomorrow.
Helen: Take it easy and have a good look for the keys first. Perhaps you haven’t really lost them
after all. I’m sure you haven’t seen the last of them yet.
5. I t ’s an extract fro m Theatre by W. S. Maugham. Put the verbs in brackets in the appro­
priate tense. The tenses used are Past Simple, The Past Perfect Tense. Say i f Julia was
in a good mood and why.
Charles (to be) extraordinarily nice at luncheon. His look, his manner bespoke the different

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Main Course Unit 7

world he (to live) in, and she (to feel) a sudden abhorrence for the circle in which on Tom’s account
she (to move) during the last year. He (to speak) of politics, of art, of books; and peace (to enter) into
her soul. Tom (to be) an obsession and she (to see) now that it (to be) hurtful; but she would escape
from it. Her spirits (to rise). She not (to want) to be alone, she (to know) that even though she went
home after luncheon she would not sleep, so she (to ask) Charles if he would take her to the National
Gallery. She (can) give him no greater pleasure; he (to like) to talk about pictures and he (to talk) of
them well. It (to take) them back to the old days when she (to make) her first success in London and
they used to spend so many afternoons together, walking in the park or sauntering through museums.
The day after that she (to have) a matinee and the next a luncheon-party, but when they (to separate)
they (to arrange) to lunch again together on the Friday and go to the Tate.
A few days later Michael (to tell) her he (to engage) Avice Crichton.

ESSENTIAL VOCABULARY

MEANS OF TRANSPORT - SIGHTSEEING


bus, (at the) bus-stop, bus station, places of interest; tourist attracti­
catch/miss a bus, car, full/empty bus, ons; architectural monument, ca­
to get on/off a bus, lorry, the metro, thedral, church, circus, exhibition,
motor-cycle. overcrowded bus, taxi, historical building, gallery, monu­
taxi rank/stand, tram, tram stopsign, ment, museum, palace, park, sta­
trolleybus, the tube, the underground, tue, theatre
underground station
TOWN
ASKING THE W AY----------- TRAFFIC RULES
Which is the way to ...? avenue, crossroads, crossing/zebra
Could you tell me the way to ...? crossing, heavy/light traffic, high­
Could you tell me where ... is? way, (in the) direction (of), pave­
Am I right for ... ? ment, pedestrian, road, safety is­
How long does it take me to ...? land, speed limit, square, street,
How far is it from here? street lamp, street sign showing
Can I get there by bus? the name o f the street, subway,
It’s on the way to ... . traffic lights, traffic police-man
Take the first turning to the right/left. on traffic duty, tramlines
G o as far as ... .
It’s close by; at the top/bottom of
the street
PEOPLE LIVING IN A TOWN - AREAS OF A TOWN
guest, guide, inhabitant, news vendor, back street(s), centre, district, d o r­
passer-by, road sweeper, stranger, tra­ mitory suburb, downtown, outskirts,
veller, travelled man, tourist, visitor; residential area, shopping centre,
a tourist information office suburb, uptown

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Unit 7 Main Course

PHRASES AND WORD COMBINATIONS


To arrive in (some country, a large city), to arrive at (some station, a village...), to go sight­
seeing, to do the sights, to travel round/about the city, to travel by the underground, to go by bus,
tram ..., to go on fo o t, to walk, to be on a concluded tour, to take a taxi, to change fro m No 7 to
No 12, to pay the fare, to go up/down/along the street, to show smb round the town, to cross to the
other side, to change fro m a tram to a bus. to lose one's way, to rush here and there, to walk down
the street, to be interested in smth, to be popular with smb, to be greatly impressed by smth, to
attract tourists (one s attention), to be surprised at smth, to be satisfied with smth, to get/give an idea
o f smth. to took forward to smth. to suggest (a walk, (our) taking a w alk; th a t we sh o u ld ta k e a
w a lk );th e ru sh /p ea k hours; im m en se size, tic k e t (season tic k e t) .

R u r a l L i f e . farm er, combine operator, tractor driver, farm worker, sower; house,
F a r m i n g :

farm yard, stable, cowshed, pigsty, machinery shed; agricultural machinery: tractor, combine har­
vester, plough; meadow, field, cornfield, stubble field, grazing cattle, seedlings, chemical fertiliz­
er; work in the fields: sowing, hay harvest (= haym aking), grain harvest and seedbed preparation;
vegetable grower, gardener, bee-keeper, cattle-breeder; flow er garden, fru it and vegetable garden,
market garden, poultry farm ing, egg production, rearing o f livestock, fish farm ing, dairy, bees and
beekeeping, wine growing.

SOUND AND INTONATION PRACTICE


Vowel and consonant practice in sentences
There’s a bus coining. Hurry up! [6 esz з 'bAS к л т і о II ’Ьлп,лр]
Does the bus run every other Monday? [’dAZ Зз ’bAS глп ’evri 'лЗз ,niAndi]
Cars can’t be parked here after dark. ['ka:z 'k a:n t bi pa:kt h is a:ft3 ,da:k]
Oh, no, don’t let’s go home yet. [su ’n s u fd s u n t lets дзи ’Ь з и т J e t]
The theatre is somewhere near here. [Зз 'Gistsr iz 'sAmwes піз his]
Come back as quick as you can. [ 'к л т 'baek sz 'kwik sz ju ’keen]

VOCABULARY ACTIVITY
1. Match the nouns in part A with the fitting adjectives in part B.
A. Traffic, road. bus. cathedral, hours, sights.
B. Overcrowded, rush, popular, busy, heavy, famous.
2. Give the names o f the means o f transport you can go by, drive, ride, take, get on. Model:
^ go by tram,
drive a car.
I can ride a bicycle.
take a taxi,
get on a bus.

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Main Course Unit 7

3. Explain what the following definitions refer to:


1. Money you pay for a taxi. 2. Crowded traffic at the beginning and the end o f the w ork­
ing hours. 3. The place where two streets meet. 4. A person who walks along the street. 5. To
go about to see places of interest. 6. A ticket for one or more months.
Key: fare; traffic jam; crossroads; pedestrian; to go sightseeing; a season ticket.
4. Fill in the blank with the vocabulary word that best fits the meaning o f each sentence and
expand on the sentences.
1. Cross the street with the ... light! 2. Are you getting off at the n e x t ... ? 3. I ’m a tourist.
I have just been on a ... tour. 4. They arrived in the morning and went ... at once. They were
eager to see as much as possible. 5. Each morning I go to the town by train because I live in
the ... . 6. Am I right for the centre o f the town? It seems to me I ’ve lost my ... . 7. How long
have you been there? W h a t ... have you seen? 8. We were greatly ... by the ancient city. 9. Let’s ...
a taxi, otherwise w e 'll... ou r train. 10. H ow long does it take me to ... to the underground?
5. Spelling bee.
6. Explain how to get to your home. Say what means o f transport to take, where to get off;
give directions to your home fro m the nearest bus/tram stop. Draw a sketch map with
arrows.
7. A GAME. Where do I want to go?
A. Think o f a place you want to go to and the others in the class must guess its name by
asking questions, for example: Is it far from here? Is it within walking distance? D o you have
to take a bus? W hat tram goes there? H ow far do you have to walk there from the tram stop?
A. Think of a destination and the others must say how to get there as quickly as possible from
the centre of the town.
8. Answer the following questions:
1. Which is the cheapest (quickest, most comfortable) means o f transport? 2. W hat are
the causes o f most road accidents? 3. H ow frequent are the buses in your area? 4.How far is the
nearest bus stop from your house? 5. H ow do you get to the University (the bus station, m a r­
ket)? 6. Have you ever been on a conducted tour? Where? W hat did you see? 7. Are there con­
ducted tours for tourists in your town? If there are, what do you know about them? 8. W hat
means of transport are there in your town? W h at’s the traffic like in your town? When is the
traffic the heaviest? Why?
9. Translate the following text into English in writing:
У минулому році я побувала в Лондоні. Місто справило на мене велике враження.
Я ніколи не була в Лондоні раніше, але багато чула і читала про нього. М ої друзі і я
багато ходили по місту, щоб подивитися визначні місця. Н айбільш е мене цікавив істо­
ричний центр міста. Він завжди приваблює туристів. Та, щоб побачити побільше, ми,
нарешті, вирішили взяти таксі.

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Мене вразила велелюдність у транспорті і на вулицях. У години пік усі види


транспорту переповнені. Лондон - дуже метушливе місто. Вцілому, я задоволена своєю
поїздкою, адже я завжди хотіла побувати у Лондоні. Я сподіваюсь приїхати до Лондона
ще раз. Думаю, що на той раз я буду мати більше часу, щоб подивитися всі визначні
місця, відвідати театри, багато з яких відомі в усьому світі. Я з нетерпінням чекаю на
мою наступну поїздку до Лондона.

Text
THE CITIES THE BROWNS AND THE SMITHS LIVE IN

The Browns have a fiat in London. London is a most interesting capital city. It is always
busy, full of traffic and people. There are many places of interest and sights to see. It would
take more than a week to do everything there is to do in London, and still you would need to
go there again. People who live in London are always rushing here and there. Life is very fast
there. Traffic is a big problem, so many people travel around London hy tube. If, however, you
want a rest from the hurly-burly, you can walk in a park. The Browns’ favourite park is Hyde
Park. They often go there on a sunny afternoon. Mrs. Brown also likes to shop in London. She
walks down Oxford street looking fo r a bargain, but she’s lucky if she can find one as London
is a very expensive city to live in. If she wants a cheap day out, she visits the National Gallery.
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It's free to get in and Ally spends hours looking at its famous paintings. She also enjoys the
Imperial War Museum, M adame Tussaud’s museum o f wax figures and the Tower o f London.
Ally, though, is rare am ong Londoners. Most of the people who live there do not visit these
famous sights unless they have visitors. Peter, for example, knows Birmingham, a city in which
he has only ever been a guest, better than London.
Birmingham is the home of his sister, Helen Smith. It is a large city in the centre of England.
In fact, not far from Birmingham in a village called Meriden, is the spot which marks the very
middle o f England. Birmingham is the heart o f the industrial midlands. A canal links all the
main industrial centres in the area. It was in use last century when the area prospered after the
Industrial Revolution. In Dudley, not far from Birmingham, there is a museum where people
dress up in old-fashioned clothes and perform the tasks o f last century’s workers. Peter loves this
museum as he is interested in the social history o f last century. Peter’s daughter, Judy, howev­
er, prefers a different museum when she visits her cousins in Birmingham. M ary often takes her
to a fam ous chocolate factory. It has opened its doors to visitors and is very popular, especial­
ly with children and chocoholics.

CULTURE CONTEXT
1. Hurly-burly - noisy activity; the hurly-burly o f city life.
2. H yde Park - a large L ondon p ark where people go to walk or to relax.
3. The National Gallery - an art gallery in Trafalgar Square, London, which contains the
largest permanent collection of western paintings in Britain, most o f which were painted
between 1200 and 1900.
4. The Imperial War M useum - a military museum in London, which contains informa­
tion about the wars which Britain has fought.
5. M adame Tussaud’s museum - a museum in London which contains wax figures of
famous people, both living and dead. New models are made regularly as people become famous
and old models are melted down.
6. Chocoholic - a person who cannot control the urge to eat chocolate.

READING AND SPEAKING ACTIVITY


1. Read and translate the text. Answer the following questions.
1. Where do the Browns have a flat? 2. W hat is a big problem in London? 3. W hat is the
Browns’ favourite park? 3. H ow does Ally Brown spend her free time in the city? 4. Is London
a cheap city to live in? 5. W here do the Smiths live? 6. W hat are the sights in Birmingham?
7. W hat kind o f museum is there in Dudley? 8. W hat is Meriden famous for? 9. W hat is Peter’s
favourite museum? 10. W hat place does Judy like to visit?
2. Compare London and Birmingham.
3. Make up short conversations in the following situations:
Unit 7 Main Course

A. Y o u ’ve come to see the Browns (the Smiths). They are ready to show you round
London (Birmingham).
B. Your brother/sister has just returned from London. Ask him/her about his/her trip.
4. Minitalks:
My Native Town. 2. The Town I’d Like to Live in.

ENVIRONMENTAL THINKING AND


LIFE STYLE
1. Skim through the following passage in order to get its general idea.
2. Summarize the information given in the passage about Michael Falcon.
3. State briefly in some sentences what Michael thinks about his profession.
4. What spheres o f interest has he? Is he a
good journalist? Give your reasons.
5. Is it important to write about ecological
movements in newspapers? Why?
Michael Falcon, Ally’s brother, is 30.
He is a handsome young man. His resem­
blance to his father is considerable. He is tall.
His hair is dark and his eyes are brown.
Michael is a very sociable man, a good mixer.
He is an easy-going person. The young man
has a good sense o f humour. Michael has a
deep respect for his father. He adores his
m other and loves his sister.
Michael is married. His wife, Caroline
and he have been married over a year. They
are a perfect match and th e y ’re very much
bound up in each other. They seem to be made
fo r one another. Michael has come out as a surprisingly good father.
He found it difficult to adjust to his wife’s parents. They were against their daughter marry­
ing young. But they couldn’t argue her out o f her marriage to Michael. N ow Caroline’s parents
and Michael are on good terms. But Michael thinks that some o f their ideas are behind the times.
Michael is a University graduate. He’s a journalist. His profession often calls upon him to trav­
el everywhere. He lives in his trunks. He finds his profession very interesting and exciting. He
has a gift o f observation and he describes the characters of his articles vividly. He is not keen
on politics. M ichael has several spheres o f interest: scientific discoveries, ecology and ecological
movements. H e writes about people concerned with the preservation o f the environment and natu­
ral resources and improving the quality o f life.

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CONVERSATIONAL FORMULAS
GREETINGS
1. Listen to the dialogues.
2. Read them aloud, copy the melody.
3. Make up your own dialogues. Follow the model.
- Jack! Y o u ’re back! I haven’t seen you for a long time! H o w ’ve you been?
- Just fine! It’s been a long time!
- I’m so glad you’re back, Jack!
- So am I!

EXPRESSING LIKES AND DISLIKES.


ASKING FOR AND GIVING AN OPINION
- How do you like it?
- 1 love it!
- How do you like it?
- I like it a lot! It’s wonderful!
- I’m glad you like it!
- Is this O.K.?
- It’s wonderful!
- Is this all right?
- It’s wonderful!
- Good! I’m glad you like it!

Dialogues
DETAILED DIRECTIONS
Bob: Hello, Charles. This is Bob. Y ou were quite right in your letter: very few people have
any idea where Heath G ardens is. I ’ve asked half a dozen people so far without suc­
cess.
Charles: I guessed you’d have difficulty. Where are you now?
Bob: I’m in a telephone box, outside a post-office, at a cross-roads about a mile from the end of
the motorway.
Charles: O.K. Listen carefully then. Carry on along the road until you go down a steep hill. Take
the turning to the right at the bottom of the hill - there’s a pub called the Willow on the
right just before the turning.
Bob: I’ve got that. Go on.

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Charles: The road winds through a small village, over a bridge across a river and then under a rail­
way. Just after the railway bridge the road forks: take the left hand fork ...
Bob: Slow down a bit! I ’m trying to write this down. I’ll never remember all that.
Charles: I’ve nearly finished. After about a mile you’ll drive through a wood and, asyou come
out of the wood, turn right and go up the hill to Heath Gardens. It’s the second turning on
the left, and our house is at the end on the right. You’ll see our car, packed outside.
Bob: I suppose. I'll find it, but if I’m not there by midnight send out a search party!

A VISIT TO LONDON
Ally: London is a great city. Every year crowds flock to see it. This is Whitehall. All those
big buildings are Governm ent offices. A t the beginning o f N ovem ber every year the
Queen drives down Whitehall from Buckingham Palace to open Parliament. Many
people come to watch the Queen and the soldiers who ride with her.
Judy: What are those buildings at the end o f the street?
Ally: You know the building with the clock; that’s the Houses of Parliament. The building beside
it with two towers is Westminster Abbey. Now we’ll go by boat to the Tower.
Judy: How far is it?
Ally: About three miles. It’s near Tower Bridge.
Judy: Is that the bridge that opens in the middle to let boats go through?
Ally: Yes, now w e’re going under London Bridge. This bridge isn’t old, but there was a bridge
here many years ago with houses and shops on it.
Judy: Is that the Tower of London? But there are lots of towers there.
Ally: Yes, but the one in the middle - the White Tower - is the Tower.
Judy: How old is it?
Ally: About a thousand years old. Years ago Kings and Queens lived and died here.
Judy: Let’s go and see it.

ON THE FARM
Anna: It’s a lovely house. It must be very old.
Simon: My great-grandfather bought it in 1856. The farm was much bigger then, but my father had
to sell a lot o f land. We’ve got about ninety acres now.
Anna: That’s about forty hectares. My uncle’s got a farm in Bavaria. I used to spendmost of my
holidays there when I was a schoolgirl.
Simon: What sort o f farm is it?
Anna: Well, mainly crops, but he does keep a few cows.
Simon: We do mixed farming too.We grow a lot o f corn. We’ve also got quite a bigherd of dairy
cattle. Well, I’ll show you round the farm.
( So after lunch, Simon took Anna on a lour o f the fa rm .)
Anna: So you keep chickens too?

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Simon: Only for our own use. This is the stable, though we’ve only got two horses. My father had
twelve, but he sold the lot. ( They moved on to a large building made o f brick and
glass.) A nd here is the cow-shed. We are very proud o f it. It is one of the most modern
in this p art o f the country. {They go inside.)
Anna: It’s luxurious! And so light and airy!
Simon: You see that thermostat? It controls the central heating. It keeps the temperature in the build­
ing at a steady 65° all the year round.
Anna: All the milking is automatic, I suppose?
Simon: Oh yes. It has to be nowadays. It’s very difficult to get labour - particularly in these parts.
Anna: How many men are working on the farm at the moment?
Simon: Only two. Frank, my son, helps at weekends. He’s still at school. He wants to be a farmer
but he’ll have to go to an agricultural college first. Those are our sheep on the hills, but we
rent the land from a neighbouring farmer. There’s some excellent grass on that slope. ( He
points to a nearby hill, where m ost o f the flo c k are grazing.) Anna, I ’m afraid we’ll have
to get back. F ran k and I are putting up a new fence around some land by the river.
Anna: I ’ll come and help you.
Simon: No, take things easy today. You can help us tomorrow if you like.
Anna: All right.
(From Anna in London by R. Beesley)
* * *

1. Practise the reading o f thefollowing names ofplaces o f interest in London. Consult a dictionary.
The National Gallery, Buckingham Palace, the Houses of Parliament, Westminster
Abbey, Hyde Park, R egent’s Park, Piccadilly Circus, the British Museum, the Tower,
Trafalgar Square, Kensington Gardens, St.James’s Park, M adam e T ussaud’s, St.Paul’s
Cathedral.
2. Listen to the dialogues. Practise the speakers’ intonation in the narrative parts o f the talk.
Define the intonation fo r expressing the communicative events o f the narration.
3. Read and translate the dialogues. Make up short stories on the basis o f the dialogues.
4. Enact similar dialogues.
5. Make up your own dialogues on the following situations.
A. Imagine you're a tourist and have just been on a conducted tour. Speak to your local
friend. You may use the following questions and words: How did you find ...? How did you
like ...? W hat did you think o f ... ? W hat a b o u t ... ? H ow did you spend ... ? (Impressive, inter­
esting, exciting).
B. Imagine you’re a guide. Give a short commentary on any well-known place of interest in
your city / town.
C. Suppose a tourist asked you for advice about places he could visit on foot. What directions
would you give him?
6. Describe A n n a ’s visit to the fa rm and her impressions o f it.

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Unit 7 Main Course

WRITTEN PRACTICE
1. Write a letter to your English friend about your city /tow n.
2. Write directions fo r someone driving fro m the railway station to your place. Use the fo l­
lowing structures: take the ... to; join the motorway at junction ...; leave the motorway
at junction...; etc.
3. Read the following extract and comment on the love o f nature o f the British.
Most o f the British live in towns and cities. But they have an idealized vision o f the coun­
tryside. To the British, the countryside has almost none o f the negative associations which it has
in some countries, such as poor facilities, lack o f educational opportunities, unemployment and
poverty. To them the countryside means peace and quiet, beauty, good health and no crime.
The countryside represents stability. Those who live in towns and cities take an active interest
in country matters and the British regard it as both a right and a privilege to be able to go "into the
country " whenever they want to.
Even i f they cannot get into the countryside, many British people still spend a lot o f their time
with "nature They grow plants. Gardening is one o f the most popular hobbies in the country.
(From Britain by J. O'driscoll)
4. Make up a short story. Begin it with the sentence: “One day I decided to take a bus as fa r
as it went".

$ Text
LONDON SIGHTSEEING TOUR
Hello, ladies and gentlemen! We welcome you to London. London is one o f the largest
cities in the world. About seven million people live here. London is more than two thousand
years old. London's most famous sights are Trafalgar Square, the Houses o f Parliament,
Westminster Abbey, the Tower o f London and St Paul's Cathedral. Y o u ’ll see all these places
and much more o f London from our red double-decker.
We start from Trafalgar Square, which commemorates Nelson's victory at the battle o f
Trafalgar in 1805 in which he was fa ta lly wounded. Trafalgar Square was designed between 1829
and 1840, with N elson’s Column as a centre-piece. The column is over 170 feet high while the
statue o f Nelson itself is 17 feet high. Bronze bas-reliefs at the foot o f the column, made from
the metal o f captured French cannon, represent Nelson's four great naval victories. The four
bronze lions at the base were added in 1867.
Now we are at the Houses of Parliament. Once a royal palace the Houses o f Parliament are
now the seal o f the Government and the heart o f the Commonwealth. This enormous edifice,
probably the largest in the world contains over 500 apartm ents as well as the Central Hall,
Clock Tower, and the House o f Lords and the House o f Commons. The Clock Tower, 320 feet
high is famous for its immense hour bell, known as “Big Ben ”. The Houses o f Parliament stretch
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Main Course Unit 7

fo r nearly 1.000 feet along the north bank o f the Thames. When the House is in session, a Union
Jack flies fro m the tower by day, and a light burns in the clock tower by night.
Now we are coming to Westminster Abbey. It’s a symbol of English tradition at its best. The
coronation o f nearly all English kings and queens since William the Conqueror has taken place
here. M any o f them are buried within the Abbey. Beneath the ro o f o f this Gothic building there
are also the graves and memorial slabs o f statesmen, philosophers, men o f letters and other dis­
tinguished people.
N ow we are crossing Tower Bridge over the river Thames. From here you can see the
Tower o f London. This massive pile which has been at one time or another citadel, palace,
prison, treasury, armoury is perhaps L o n d o n ’s most outstanding link in the long chain o f its his­
tory. N owadays the Tow er is a museum, housing the National Collection o f Arm our and the
Crown Jewels and Royal Regalia.
The City’s greatest m onum ent, S t.P a u l’s Cathedral was built by Sir Christopher Wren
between 1675 and 1710 . The dome, perhaps, the best known o f L o n d o n ’s landmarks, is 365 feet
high. Ch.W ren is buried there. His tom bstone bears a Latin inscription, “ Lector, si monumen-
tum requiris” (Reader, if you seek his monument, look around you).
We’ll stop at Co vent Garden, an area of London once famous for its fruit and vegetable mar­
ket, now replaced by expensive but popular shops, eating places. Our tour has finished. I hope that
you have enjoyed this tour of London. Thank you and good-bye.

* ic Je

1. A. Read and translate the text. B. Take part o f a guide. Name and describe the most inter­
esting places in London.
2. Take part o f a guide. Describe the most interesting places in Kyiv. See Writing. Unit 7. Text
“Kyiv”
3. Choose what you would like to see in London and act out a dialogue with your friend.
4. Choose what you would like to see in Kyiv and act out a dialogue with your friend.

185
UNIT 8
WEEK-END

GRAMMAR Study the following


Had belter is used for recommending action or giving advice. It is similar to a modal aux­
iliary. It does not change its form for tense, person etc.
E.g., I / We / etc. had better / better not + Verb ... .
You'd better (you had better) do it yourself.
We’d better not help him.
Would rather belongs to the so called “verb idioms” (G. Leech). It expresses wish.
E.g., I’d rather (I would rather) do it myself.

CHECK YOUR GRAMMAR


1. Translate the following sentences into English:
1. Вам краще залишитися вдома. Н а вулиці холодно. 2. Тобі краще поїхати на пів­
день і провести відпустку на узбережжі Чорного моря. 3. Я краще зроблю це сама. 4. Я кра­
ще напишу їм листа. 5. Вам краще купити цю зелену сукню. Вона вам дуже до лиця. 6. Ми
краще проведемо ці вихідні дні за містом. 7. Вам к ращ е зайнятися спортом і проводити
більш е часу на свіжому повітрі. 8. Н ам краще обговорити це зараз. 9. Вам краще їхати
зараз, інакше ви можете спізнитися на поїзд. 10. Вам краще допомогти їй.

2. Make up sentences giving advice, choosing one item fro m each column.

have a rest.
make some tea.
have a walk.
buy her some flowers.
get up earlier.
Y ou'd better go to the south.
work harder.
give up smoking.
eat more fruit.
see a doctor.
read more English books.
take a taxi.

3. Reply to the following offers and suggestions, politely expressing a preference fo r what is
given in brackets. Use “I ’d rather . . . ”
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Main Course Unit 8

1. Let’s go for a walk, (stay at home) 2. W ould you like an apple? (an orange) 3. What
about fish for supper tonight? (meat) 4. Why d o n ’t we discuss this question tomorrow? (on
Friday) 5. Have some more cake, (another chocolate) 6. L et’s take a taxi (w alk) 7. Buy this blue
dress (green) 8. Y o u’d better buy roses (carnations) 9. Would you like ice-cream? (fruit) 10. Let’s
go to the theatre on Sunday (cinema).

4. It's an extract fro m Theatre by W. S. Maugham. Put the verbs in brackets in the appro­
priate tense. The tenses used are The Past Perfect Tense, Past Simple, The Present
Perfect Tense, Present Simple, Past Progressive. Say a) where Julia spent her week-end;
b) i f she enjoyed her week-end.
Michael and Roger (to go) to bed, but supper (to wait) for Julia and Tom in the dining-room.
The silent house (to give) them the feeling of being there without leave. They might have been a couple
of wanderers who (to stroll) out of the night into a strange house. It (to be) romantic. It (to have) a
little the air of a tale in the Arabian Nights. Julia (to show) Tom his room, which (to be) next door
to Roger’s, and then (to go) to bed. She not (to wake) till late next morning. It (to be) a lovely day.
She (to have) her breakfast and her bath. She (to put) on a little white frock that suited the sunny
riverside and her. and a large-brimmed red straw hat whose colour (to throw) a warm glow on her face.
She (to be) very little made-up. She (to look) at herself in the glass and (to smile) with satisfaction.
She really (to look) very pretty and young. She (to stroll) down into the garden. There (to be) a lawn
that stretched down to the river, and here she (to see) Michael surrounded by the Sunday papers. He
(to be) alone.
“I (to think) you (to go) to play g o lf’.
“No, the boys (to go). I (to think) they (to have) more fun if I (to let) them go alone”. He (to
smile) in his friendly way. “They (to be) a bit too active for me. They (to bathe) at eight o ’clock this
morning, and as soon as they (to swallow) their breakfast they (to bolt) off in Roger’s car”.
“I (to be) glad they (to make) friends”.

PHRASES AND WORD COMBINATIONS


To do smth at the week-end. to go somewhere fo r the week-end, to watch TV, to listen to the
radio (concert o f modern and old music), to see dances (football matches, detective film s,
thrillers, comedies, romances), to hire a video, video shop, to go out, to be on (about a film ), to
get tickets, to dine out, to have guests to dinner, to play badminton ( a game o f badm inton), to
have a swim, to be tired after/ofsm th, to fe e l refreshed, to play the piano ( the violin), to get down
to work, to take a break fro m work, to spend one’s time in the open air, to swim in the river (lake),
to run about, to arrange smth, to have everything arranged (for), indoor/outcloor games, to real­
ize one’s plans/dream, to stay at home, to m ake up one’s mind/to decide to do smth, to get bored
with smth, to go fo r a walk, to go boating /fishing, to skate/ski, to m ake a dale, to go out with a
boyfriend/girlfriend, to date a girl, to have a steady, to have a date with smb, to go out on a date
with smb.

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Unit 8 Main Course

ESSENTIAL VOCABULARY

ENTERTAINMENTS LEISURE
cinem a, circus, club, dance day off, evening off, free time, collecting
hall/studio, (at a ) fair, film coins (stam ps...), knitting, sewing, embroi­
fan, museum, nightclub, dery, flying kites, photography, cookery,
open-air theatre, restau­ gardening, pottery, carpentry
rant, theatre, theatre-goer,
discotheque/disco

GUEST PICNIC
fancy-dress ball, garden am usem ent park, country-side,
party, get-together, party park/landscaped park

WEEK-END

STAY-AT-HOME SPORTS. GAMES. HOBBIES.


PASTIMES
reading, lie-in, children’s playground (swings, roundabouts,
radio, television, video climbing frame, see-saw, slide, sandpit), recreation
ground, soft toys, teddy bear, doll, bricks, jigsaw
puzzles, crayons, paints, tricycle, bicycle, skipping
rope, hopscotch, sports club, sports ground, tennis,
badm inton, other outdoor activities, dominoes, hide-
and-seek, Monopoly, draughts, chess, crosswords,
puzzles, ballet lessons, ballroom dancing lessons
(tango, waltz, foxtrot, quickstep, samba, cha-cha),
yoga, jogging, keep-fit classes

DATE
courting couple (young couple)

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Main Course Unit 8

SOUND AND INTONATION PRACTICE


Vowel and Consonant Practice in Sentences
They made a day o f it.
[беї 'm eid a 'd ei av it]
I had the time of my life at the Whites.
[ai haed da ’taim av m a i ' laif at 6a waits]
I dine with the Rights on Friday.
[ai 'dam wid da 'ra its dh /ra id i]
How about an outing?
['hau abaut an ,autii]]
Howell is seldom out o f town nowadays.
['haual iz seldam aut av taun ,nauadeiz]
Won’t you go for a stroll?
['w aunt ju gau fara ,straul]
Whatever will we do? [wDt'eva wil wi du:]

VOCABULARY ACTIVITY
I. Fill in the blanks with the vocabulary word that best fits the meaning o f each sentence
and expand on the sentences.
1. She ... her dream of becoming an actress. 2. ... the chairs around the table. 3. O u r... games
are table tennis, chess, cards. 4. I am ... o f this noise. 5. Newspapers tell us what is ... at cinemas
and theatres. 6. Let’s go to the sports club and play . . . . 7. After the game I feel ... but... . 8. If they
get ... with their work, they take a break from it and go for a walk. 9. If they are ... they stop off at
a Chinese takeaway. 10. Go to the video shop and ... a video.

2. Spelling bee.
3. Answer the questions.
1. How and where do you spend your weekends? 2. Are you a cinema / theatre-goer? 3. Do
you often go out in the evenings? 4. W hat games do you like to play? 5. Do you often go out
of town for a picnic? 6. W hat do you do when you stay at home?

4. Translate the following sentences into English:


Різні люди по-різному проводять вихідні дні. Влітку вони, звичайно, їздять за місто.
П огода влітку чудова. Ви маєте змогу купатися в річці чи в озері, грати в різні ігри, ка­
татися на човні або ловити рибу. Багато людей лю блять відпочивати на лоні природи.
М ої друзі часто їздять відпочивати за місто. Як правило вони зупиняються в лісі. Я
воджу машину і часто їжджу з ними. Взимку ми катаємось на ковзанах чи лижах. Ми
проводимо багато часу на свіжому повітрі. Чимало людей залиш аю ться вдома на вихідні
дні. Вони дивляться телевізор, читаю ть, займаю ться своїми справами або приймають
гостей.

5. Make up sentences by supplying a suitable beginning fo r the following.


I. ... a game o f badm inton. 2. ...b u t felt refreshed. 3. ... in the open air. 4. ... to stay at
home. 5. ... a garden party. 6. ... a lie-in. 7. ... a fancy-dress ball. 8. ... in the country-side.
9. ... to the amusement park. 10. ... for a picnic. 11. ... modern music. 12. ... a theatre-goer. 13.
... a film fan. 14. ... a sports club.
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6. Complete the following sentences and expand on them.


1. At the weekend ... . 2. On Sunday we had guests . . . . 3. I was tired after ... .4 . Let’s get
down to . . . . 5. We decided to take a break from . . . . 6. Do you like to swim ... ? 7. We have every­
thing arranged for ... . 8. Did he realize his ... ? 9. Soon the children got bored with ... . 10. Let’s
go f o r ... . 11. He went out on . . . . 12. We made up our minds . . . .

7. Give the meaning o f the following sentences in your own words.


1. They have little leisure time to spend together. 2. Now 1 can read at leisure. 3. He ate a
leisured luncheon. 4. They went oft' for a leisurely walk round the gardens. 5. It was not his idea of an
evening’s entertainment. 6. They entertained the guests with an interesting story. 7. There were a lot of
coin-in-the-slot amusements. 8. There was an amusing story in the paper this morning. 9. The lesson
does not begin until ten o'clock, so 1 can have a lie-in. 10. Have a cup of tea and a good lie-down.

$ Text
THE SM ITHS’ WEEK-END
On Friday night, after a long week at school, John Smith is very tired. But his work is not
over. He must mark his pupils' homework and prepare new tasks for the following week. First,
however, he goes with his wife, Helen, to a sports club. There they play a game o f badm inton
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and have a swim. Helen and John are members o f this club and can go there whenever they
like. Sometimes they will take a friend as a guest. A fter their exercise they fe e l tired but
refreshed. They are also hungry. They usually stop off at a Chinese takeaway on their way
home. Then they will put their fe e t up with their meal in fro n t o f the late night film . Helen likes
detective film s and thrillers, but John prefers comedies and romances. If nothing good is on they
hire a video. In this case, John will cycle to the video shop the next day to return the film.
Saturdays mean a lie-in. Helen will often have work to do, however. Being a freelance
tran slato r means that either she is inundated with work o r she has nothing to do. If the form er
is the case, there is no such thing as a day o f rest for her. She reads the new spaper and then gets
down to w ork. A fter a late morning jo g , Jo h n joins her with his w ork for school. If they get
bored with their own tasks, they swap to help each other out. A fter a light lunch they take a
break from work by doing som ething in the house o r garden. John may watch a football match
on television if a good m atch is on. Then they continue their work until it is finished. They cook
dinner, o r even go to friends for a meal. Sometimes, when Helen has little w ork, they have
guests to supper on Saturday evening.
On Sunday they do not get up early. A fter their Sunday lunch they go for a walk. As on
S aturday nights, they will sometimes spend this time with friends. Sunday afternoons are spent
relaxing with the papers, a good film o r a good book.

CULTURE CONTEXT
1. Romance - a story about the love between two people; a story th at has brave charac­
ters and exciting events.
2. Thriller - a book o r film th at tells an exciting story about m urder or crime.
3. Takeaway - a shop o r restaurant th at sells meals to be eaten som ewhere else; a meal
that you buy at a shop or restaurant to eat at home.

READING AND SPEAKING ACTIVITY


1. Read and translate the text. Answer the following questions.
1. W hat does John do on F riday night? 2. D o the Sm iths go in for sports? 3. W here do
the Sm iths stop o ff on their way home? 4. W hat kind o f films do the Sm iths like to watch?
5. W hat do Saturdays mean for the Smiths? 6. D o the Smiths go anywhere on Sundays? 7. Do
the Smiths work on Saturdays o r Sundays? 8. D o the Smiths invite their friends to their place?
9. W hat do the Smiths do on Sunday nights?
2. Compare the Smiths ’ week-end and your days off.
3. Make short conversations in the following situation.
Helen and John Smith are speaking about their plans for a week-end.
4. Minitalks:
1. The British week-end. 2. How not to spend a week-end. 3, When I am alone at home, I ... .

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Unit 8 Main Course

ENVIRONMENTAL THINKING AND LIFE STYLE


A. Use the words to fill in the blanks and learn
more about managed forests:

Faster, use, paper, wood, grow, renew­


able, never, planted.
I. Managed forests are used to p ro d u ce...
and ... products. 2. M anaged forests are ... .
T hat m eans they will ... back again. 3. Each
tim e we ... trees from a m anaged forest, new
trees are ... .4 . M anaged forests grow ... and
stronger, so we’ll ... run out o f trees.
B. While the trees are growing, a managedfor­
est can be a fu n place to visit. Unscramble the
words to complete the story: (nicpic, a nicpic
chuln, shifing, werflos, pelesbb, rameca, cybicle,
bulofaus).
Last summer, the Smiths went for a (...) in a managed forest. They packed a (...) and had lunch
by a stream. After they ate. John went (...). Helen found a clearcut and picked some (...). Charles
collected (...) by the stream. Mary took pictures of birds with her new (...). Judy rode her (...) on
an old logging road. It was a (...) day!

C. Draw a picture o f people having fu n in the forest. Describe it.

CONVERSATIONAL FORMULAS
INVITING. ACCEPTING. REFUSING
1. Listen to the dialogues.
2. Read them aloud, copy the melody.
3. Make up your own dialogues. Follow the model.
- L et’s have lunch today!
-O .K .
- Let's have lunch!

* There are tw o kinds o f forests and w e need both o f them . Som e forests are set aside as parks or w ilderness. O ther
forests are m anaged forests. T hat m eans w e take special care o f them so that the trees can be m ade into useful prod­
ucts.

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-O .K .!
- Let’s have dinner tonight!
- All right!

SAYING GOOD-BYE
Item 1.
- H ave a nice week-end!
- T hanks, you too!
- Have a nice week-end! See you on Monday! Have a nice week-end!
- Thanks, you too!
- Have a nice week-end! See you on Monday! Have fun!
- Thanks, you too!

Item 2.
- It’s getting late! A nd I really hate to say good-bye!
- Please, don’t go!
- It’s getting late! And I really hate to say good-bye!
- Please, don’t go!
- It’s getting late!
- Please, don’t go!
- I ’ve got to go home!
- Please, don’t go!
- It’s getting late! A nd I really hate to say good-bye! But I ’ve got to go home!
- Oh, no! Please, d o n ’t go!
- I ’ve got to go home!
- Oh, no! Please, don’t go!
Item 3.
- G ood-bye, Harry! Say hello to Mary!
- I will! Say hello to Bill!
- Bye-bye, Jack! Say hello to Jill! Tell her I miss her!
- 1 will!
- So long, Mary! Say hello to Harry! Tell him I miss him!
- 1 will.

Dialogues
MAKING A DATE
Charles: L ook, Jenny, w hat are you doing this evening? L et’s have dinner together.
Jenny: I’d love to, Charles, but I’ve promised to go and see my relatives.
Charles: Oh, you are always being asked out. Couldn’t you visit your relatives another day?

7 В. Янсон 193
Unit 8 Main Course

Jenny: I could, but they’d be very disappointed.


Charles: What a pity! I was thinking we could go to a little French restaurant Iknow.
Jenny: It is a pity, isn’t? But we could go there some other time, couldn’t we?
Charles: O f course we could. We could make a date for Saturday evening.Would th a t suit you?
Jenny: Yes, that would be fine. We could go to the theatre too.
Charles: Which would you prefer - a musical or a play?
Jenny: I’d like to see some good play. They say some famous actors are now appearing at the
Grand Theatre.
Charles: Would you like to sit in the stalls or in the circle?
Jenny: Oh, I don’t know ... Where would you like to sit?
Charles: I think, I ’d rather have the stalls. What time shall I call for you?
Jenny: At six.
Charles: All right, that’s settled.

PICNIC
Mary: Tim? This is M ary. I hope I haven’t woken you up.
Tim: Actually I got up ten minutes ago, but it’s only a quarter to nine. Why are you calling me
so early on a Sunday morning?
Mary: Because the sun’s shining and there isn’t a cloud in the sky, and Alan and I are going for
a picnic. Do you want to come?
Tim: It’s true we haven’t seen the sun lately, but I expect it’ll rain again soon.
Mary: No, it w on’t.
Tim: Well, I’m buried under a mountain o f work.
Mary: But I suppose you could put it off till tomorrow.
Tim: And where are you thinking o f going?
Mary: Well, there’s a lovely spot by the river on the road to Tiverton. There’s a big bend in the
road just before you get to Stoke. You leave your car and walk across a field to the left.
There are some tall trees by the river and that’s where w e’ll be. It’s very easy to find the
place.
Tim: Yes, I think I know where you mean. I ’ll come and I might even go for a swim.
Mary: By the way, the river abounds in good fish. So you may take fishing tackle with you.
Tim: Are you taking any food or drink? It’s a pity you didn’t mention it yesterday! I don’t think
there’s any beer in the house.
Mary: Don’t worry! We’ve got some bottles o f beer and lemonade and there’s half a chicken in
the fridge.
Tim: Right then. See you there in about an hour.
Main Course Unit 8

Tim: Right then. See you there in about an hour.

k k k

1. Listen to the dialogues. Practise the speakers' intonation in utterances expressing invita­
tion.
2. Read and translate the dialogues. Make up short stories on the basis o f the dialogues.
3. Enact similar dialogues.
4. Make up you own dialogues on the following situations:
A. Y ou're talking to your friend about your favourite recreation.
B. Your friend has invited you out to dinner and takes you to a restaurant.
C. Your friend never wants to go anywhere. There’s going to be a picnic tomorrow night.
Persuade your friend to go with you for a picnic.

WRITTEN PRACTICE
1. Write a letter to your friend about your last week-end.
2. Make up a story. Begin it with the sentence: “One day I decided to take a walk in the
park".

$ Text
From Humour Variety: Stories, Jokes, Cartoons
LET’S HAVE A PICNIC
Picnics ore popular with women and children and some men who know' how to m ake a fire.
Children are fond o f picnics chiefly because, as a rule, there are no tables at picnics and conse­
quently no table m anners and because they have an excellent opportunity to eat things that do
not agree with them. Since picnic lunches are always just about the same and therefore require
little imagination, women do not have to trouble thinking up a meal.
Picnic grounds are usually situated on a body o f water at some high altitude. One of these
features is essential, for no picnic can be a success unless the children have som ething to fall
into, or fall off. Also, a body o f w ater naturally suggests taking fishing tackle along. N o fish
was ever known to have been caught on a picnic, but fishing serves as an excellent excuse fo r
getting out o f the way while the heavy work is being done.
Quite the most important feature o f the picnic is the lunch. Fried chicken is always popular ...
Then there should be hard-boiled eggs. Almost everything else that comes in a can or a paper bag is
good for a picnic lunch. These containers are very im portant as, after the contents have been
eaten, they are strewn about and identify the picnic ground.

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After the lunch has been eaten a picnic is mostly anticlimax. But there is always the possi­
bility o f som eone nearly getting drowned or running into a hornets' nest o r twisting an ankle.
However, you must remain until well into afternoon, o r you may not appear to have had a
good time. To m ake matters worse, som eone will suggest singing.
Picnics, whatever m ay be said against them, have their advantages. A t least they reawaken
in the hearts o f m any the truth o f the old saying that there is no place like home.

> Notes:
1. Altitude - the height o f an object o r place above sea level.
2. Table manners - the way som eone follows the custom ary rules and correct social
behaviour when attending and eating a meal.
3. Fishing tackle - a l l the things, e.g. Fishing rod and net, needed for catching Fish in a river
o r lake.
4. Anticlim ax - som ething unexciting, ordinary, or disappointing com ing after something
im portant or exciting.
Vc -k *

/. Read and translate the text. Pick out the words in the text, which may be grouped under
the heading: Picnic.
2. Give a short summary o f the text. Use the topical phrases which are helpful to sum the
idea up.
3. Minitalk: What makes a week-end pleasant.

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UNIT 9
ENTERTAINMENT

MODIFIERS: VERY, RATHER, QUITE etc.

1. Some adverbs, like VERY, QUITE, RATHER etc., can be used to change the meaning o f
a word, phrase or sentence. They can be used to make the meaning stronger:
It's very hot today. (= M ore than just hot)

Or they can be used to make the meaning less strong:


It's fairly hot today. (=Less than just hot, but definitely not cold)

In the diagram below the meanings o f the groups o f words get stronger as you move down
the page:

This book is fairly long. (=It is long, but not very long)
quite
rather
pretty (infml)
I enjoyed it very much
a lot
a great deal
T hat car is amazingly fast. (=It's faster than expected)
rem arkably
surprisingly
I feel awfully (infml) tired. (Very, very tired)
extremely
terribly (infml)
dreadfully (infml)
I write to her alm ost every day. (=Most days, but not every day)
nearly
practically
virtually

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Unit 9 Main Course

The story is completely wrong. (= It is not at all correct)


absolutely
entirely
totally
utterly
quite

Note the two different meanings o f QUITE:


The book is quite long. (= N o t very long)
T he story is quite wrong. (^C om pletely wrong)

Note that the words FAIRLY, QUITE, RATHER and PR ETTY can have slightly different
meanings depending on the rest o f the sentence:
It's fairly warm today. (=Pleasantly warm )
But It's rath er warm today. (=Perhaps too warm)
(A ctive Study Dictionary o f English)

2. Look up these words in your dictionary to fin d some more examples o f their different
meanings and uses.

3. Fill in the blank with the vocabulary word that best fits the meaning o f each sentence and
expand on these sentences.
1. H e speaks Spanish ... well. 2. The house is ... expensive. 3. It's ... cold here. 4. She's
been ... w orried a b o u t him. 5. I'm ... sorry. 6. H e f e l t ... happy. 7. The train w a s ... full. 8. The
holidays are ... over; there's only one day left. 9. It's ... impossible. 10. The operation was ... suc­
cessful. 11. I'm n o t ... ready. 12. It's ... good, bu t no t perfect. 13. W e ... agree w ith you.
14. The story is ... wrong.

4. A sk questions to which these sentences might be the answers.


1. T hat's an absolutely fascinating piece o f w ork. 2. The m an was completely bald. 3. We
spent alm ost a week in L o n d o n . 4. O u r trip was am azingly cheap. 5. She was aw fully nice.
6. The w om an was dreadfully upset. 7. She seemed entirely at ease. 8. It's an extremely difficult
task. 9. I did fairly quickly. 10. The story is pretty long. 11. She is quite young. 12. H e was
rather puzzled by her question. 13. The car was surprisingly cheap. 14. It was a totally new sit­
uation. 15. T he view was utterly different there.

5. It's an extract fro m Theatre by W. S. Maugham. Put the verbs in brackets in the appro­
priate tense. The tenses used are Past Simple, Past Progressive, The Past Perfect Tense,
Present Simple. Prove that the Dexters' party was a success.
T he Dexters' party (to be) theatrical. G race H ardw ill, Archie's wife, (to play) in musical
comedy, and there (to be) a bevy of p retty girls who (to dance) in the piece in which she then

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(to appear). Julia (to act) with great naturalness the p art o f a leading lady, who (to put) on no
frills. She (to be) charm ing to the young ladies, with their platinum hair, who (to earn) three
pounds a week in the chorus. A good m any o f the guests (to bring) kodaks and she (to submit)
with affability to being photographed. She (to applaud) enthusiastically when G race Hardwill
(to sing) her fam ous song to the accom panim ent o f the composer. She (to laugh) as heartily as
anyone when the comic w om an (to do) an im itation o f her in one o f her best-know n parts. It
(to be) all very gay and light-hearted. Julia (to enjoy) herself, bu t when it (to be) seven o'clock
(to be) not sorry to go. She (to thank) her hosts for the pleasant party when R oger (to come)
up to her.
"I say, m um , there (to be) a whole crowd going on to M aidenhead to dine and dance, and
they (to w ant) Tom and me to go too. Y ou not (to m ind), (to do) you?"
"All right, darling. But don't be too late".

PHRASAL VERBS
Traditional grammarians define a phrasal verb as a verb follow ed by a particle ( variously
described as a preposition, an adverb, or some combination o f the two). Som e grammarians view
these particles as being similar to though not identical to prepositions, and they call them parti­
cles, i.e. a new part o f speech distinct fro m adverbs or prepositions.
A verbal combination can have not only its normal meaning (e.g., H old up your right hand
and repeat these words after m e.), but it can also mean something different, "to stop by force in
order to rob" (e.g., The criminals held up the train and stole all the passengers' m oney).
It's an example o f a phrasal verb ( idiomatic combination).
Som etim es the parts o f the phrasal verbs can be separated (e.g., The soldiers blew up the
bridge. The soldiers blew the bridge up). Som e phrasal verbs are always used as in (a). Others
m ust always be used as in (b).

1. Render the following sentences in your own words. Rely on an English-English dictionary.
1. D on't m arry him, he's only after your money. 2. W hy is Jane so often behind the rest
o f her class? 3. This m agazine tells us w hat's on in town this week. 4. W e were up late last night
for we expected a telephone call from L o n d o n . 5. N ick is up to his ears in debt. 6. W hen the
epidemic broke out all the doctors of the region had to join their efforts to break it down. 7. He
broke off in the m iddle o f the story. 8. A quarrel broke out. 9. Let's break off and have a cup
o f tea. 10. The meeting was officially called off. 11. F o r a very long time the doctor couldn't
m ake him come to. 12. G o ahead, we're all listening. 13. Prices go up. 14. Keep off! There's
wet paint here. 15.He can't keep up with the class. 16. She will look after the children while the
m other goes out to work. 17. I'm looking for my dictionary. 18. She's all m ade up. I prefer n at­
ural beauty. 19. Let's m ake up our quarrel and be friends again. 20. H e could m ake out n o th ­

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Unit 9 Main Course

ing at that distance. 21. N ever put off till tom orrow w hat you can do today. 22. H e was taken
aback when he heard about his son's w rong-doings.

2. State the contextual meaning o f the idioms form ed fro m a phrasal verb. Rely on an
English-English dictionary.
1. I was never at ease in their house. 2. We were at a loss to know what to do when the
jewels were stolen. 3. I'm up to my eyes in work. 4. Jim broke o ff telling the story to answer the
telephone. 5. D idn't you hear me ask you to get down to work? Everything I say goes in one
ear and out the other. 6. This is a very fashionable area o f tow n now, but when we first came
the houses were going for a song. 7. Their m other tries to keep the children under her thum b.
8. Keep your nose out o f my affairs! 9. Stop m aking a fuss about nothing. 1 0 .1 can't make head
o r tail o f this m ap. 11. Try to p u t yourself in his shoes . 12. She p u ts on airs. 13. I p u t two
and two together and knew th at he intended to leave. 14. The view from the top o f the hill took
our breath away.

3. Read and translate the following extracts. Comment on the meaning o f the phrasal verbs
used in them.
A. "It's shameful the way you neglect your w ork. Be o ff with y ou..."
"You seem in a devil o f a hurry to get rid o f me", he said lightly. "You know th at I hate
to let you go". (M augham W. S. The Painted Veil)
B. "Come on, Rigden", said M or rath er w earily... "You can translate the first w ord any­
way." "O ur time is nearly up. C ould som ebody finish translating?" (M urdoch I. The
Sandcastle).

C. She consoled herself by telling Sibyl how desolate she felt her life would be, now that
she had only one child to look after. (W ilde O. The Picture o f D orian G ray).
D. W hen the two men had gone Julia looked through the p h o to g rap h s again before p u t­
ting them back. "N ot bad for a wom an o f forty six", she smiled. Julia came across a photograph
o f herself as Beatrice. (M augham W. S. Theatre).
E. In the midst o f an apology, Bobby broke off. "Why, it's you, Frankie!" he said. "I
haven't seen you for ages." "I've been up in tow n two days, had to see a friend o f mine about a
garage business we're going in for."
Bobby inform ed his father that he would be going up to town on M onday week to take
up a job." (Christie A. W hy didn't they ask Evans?).

4. Read the following sentences. Choose the correct variant. Rely on an English-Russian /
English dictionary.
1.H urry up. Y our time is (up, down). 2. Let's break (away, off) for ten minutes. I'm tired.
3. Y our reading is m onotonous. If you read it that way the message o f the poem will never
come (in, across). 4. Y our m ark is bad. Y our answers do not come (on, up) to the m ark. 5. G o
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Main Course Unit 9

(to, on) from where Peter left off. 6. Let's go (backw ards, back) to the last lesson. 7. Omit
details and keep (with, to) the subject. 8. Look (about, up) the w ords in the dictionary. 9. Try
to make (out, about) the m eaning o f the rule. 10. M ake (over, up) a story about your sum m er
vacation.

ESSENTIAL VOCABULARY

PARTIES AND HOLIDAYS PERFORMANCE

(at a) birthday party, C hristm as party, am usem ent p ark = funfair, car­
cocktail/lunch/tea/dinner/supper party, nival, cinem a, circus, concert,
farewell/leaving/ party, flat-w arm ing/ ballet, opera, theatre, variety
house-warm ing p arty, hen party, show
New Y ear party, stag party,
wedding party, buffet (meal),
sit-down meal, w edding feast
ENTERTAINMENT

GAMES HOBBIES

PHRASES AND WORD COMBINATIONS


To entertain smb; to enjoy the role o f the hostess/host; to have an impromptu party; to have
a get-together; to invite smb to a party; to get everything arranged fo r the party; to hear a ring at
the door; to present the hostess with flowers; to exchange greetings, kisses, handshakes, compli­
ments; to help the guests out o f their coats; to tidy one's hair; to put lipstick on; to make oneself
comfortable (comfy) at home; to start the conversation going; to discuss politics, studies, the lat­
est news, fashions, music, books; to make the conversation common; to get on one's hobby-horse;
to laugh to one's heart content; to pour out tea/coffee; to bring refreshments on a trolley/on a tray;
to enjoy oneself; to have fun; to be a success/a failure, a flop, a frost -about a party; the music was
a real treat.

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Unit 9 Main Course

SOUND AND INTONATION PRACTICE


Vowel and Consonant Practice in Sentences
Shan't we dance after classes? ['JQ:nt WI dcnns cufta kla:siz]
Come back and keep us company. ['клш 'bask and 'ki:p 3s,kAmpani]
Anything's better than going on doing nothing. ['eniGipz ‘b e ta San ‘gamp 'Dn du:ip упл0ір]
Conversation is a pleasure, but it wants leisure. [^D n v a'seijn iz a,ple 3 a } b a t it 'w onts 'Іеза]
Every man has his hobby-horse. ['evri 'maen haez hiz 'hDbiha:s]

VOCABULARY ACTIVITY

1. Read about some holidays and special days in Britain . Say a) what special days exist in
your country; b) what your favourite holidays are.

JA N U A R Y 1 - N EW Y EA R 'S DAY. On D ecem ber 31 people usually visit their friends.


There is a lot o f dancing and eating. In Scotland people bring a piece o f coal for good luck in
the New Year.

FEBRU A RY 14 - S T V A L E N T IN E 'S DAY. People buy o r m ake Valentine cards and


send them to people they love. They should not write their nam es on the cards. Those who get
them must guess who sent them.

M A R C H - M O T H E R 'S DAY. On M other's D ay children help their m other at home and


give o r send them cards and presents.

A PR IL - EA STER . A t E aster children eat chocolate E aster eggs. Sometimes p arents hide
them in the house o r in the garden and the children look for them.

JU N E - F A T H E R 'S DAY. On Father's D ay children give or send their fathers and


grandfathers cards o r presents.

O C T O B E R 31 - H A L L O W E 'E N . They say ghosts and witches com e out on Halloween.


C hildren m ake lanterns out o f pum pkins. Some people have Halloween parties and dress as
witches and ghosts.

D E C EM B ER 25 - C H R IST M A S DAY. In the weeks before C hristm as people are busy.


They m ake o r buy C hristm as cards and send them to their friends, grandparents, cousins, aunts
and uncles. They also buy C hristm as presents. M any children m ake their C hristm as cards at
school. People buy C hristm as trees and pu t them in their living room s. They decorate the
C hristm as tree with toys and little coloured lights. There are beautiful C hristm as decorations
out-of-doors.

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On C hristm as Eve everybody puts their presents under the C hristm as tree. People say
th at at night F ath er C hristm as puts presents into the stockings which children usually hang on
their beds. The traditional C hristm as meal is roast turkey and C hristm as pudding.

2. Remember the following greetings.


C hristm as greetings and best wishes for the New Year. Will you be my Valentine? H appy
Valentine's Day! Best wishes for a happy Easter. This comes with love to wish you every h ap ­
piness for today and always. H appy Father's D ay. Love you, M um m y, very much. So here's a
great big kiss. F o r the nicest person in the world - the one who's reading this! H appy M other's
Day! H appy B irthday and m any happy returns o f the day.

3. Read the following invitations. Create your own invitation.


A. D ear Ally,
There will be a party on Saturday 15 July at 62 H eath G ardens
From 6 p.m. to 9 p.m. Please let me know if you can come.
Helen.
B. To John,
Com e to 62 H eath G ardens on Saturday 15 July at 6 p.m.
There will be a party.
Charles.
4. Make up your own dialogues in the situation "An invitation to a party".
• M odel:
- I'm having a (little) party on Sunday and I'd like you to come.
- Is it your birthday o r something?
- O h, no. N othing special. Just a few friends.

5. Read and play the game.


P arty G am e "Pass the Parcel"
Y ou wrap a small toy o r a bar o f chocolate in a lot o f paper. We all stand o r sit in a circle
and pass the parcel to the person next to us. There's music playing when we're doing this. W hen
the music stops you take off one piece o f paper and reproduce an English proverb o r a poem.
Then the music starts again. The person who takes the last piece o f paper off wins the prize.
6. Answer the following questions:
1. W hen do you give people presents? 2. W hat sort o f presents do you like to give and to
get? 3. W hen do people have parties? 4. W hat British holidays and special days do you know?
5. W hat holidays in your country do you know?
7„ Translate into English:
1. У мого друга сьогодні день народження. Він запросив мене на вечірку. 2. Ти вже
надіслав листівку своїй сестрі? 3. Чим ти займаєш ся у вільний час ? У тебе є яке-небудь

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Unit 9 Main Course

хоббі? 4. - Щ о роблять діти? - Вони граю ть в гру "Передай пакет". 5. М аленькі діти дуже
лю блять одержувати подарунки. 6. Ввечері я збираю ся піти до театру. - А я піду на
концерт. Я дуже лю блю слухати популярну музику.

* * -к

ENVIRONMENTAL THINKING AND LIFE STYLE

SEEDLINGS
Song written by Bob Hoffman
Seedlings are baby trees. We plant them in the ground.
Lots o f Water and sunshine, it makes the world go round.
Oh plant a tree fo r you and me. A nd m ake the world turn g reen ...
Plant a tree. Oh can't you see what a difference it could mean.
For the Whole wide work! depends on us. The future's in our hands.
Come join us and plant a tree. We can do it. Yes we can!
Do it, yes we can!

> Notes: M usical N otation: &> - treble clef; scale: c, d, e. f, g, a, b, c.

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Main Course Unit 9

$
Soncj w ritte n by Bob Hoffm an
G

P lant a tr e e for yo u a n d m e . And m a k e th e world turn g r e e n ...


C
С ., F
P Dm C Am F G C

ФГ ; ; > і - Г Т ї У П
P lant a
P
tre e . Oh
Cm
c a n 't y o u s e e
—-■
w hat a
Dm ,
m m
d lf-fe re n c e It co u ld m e a n
G , C
m
For th e

&
w hole w ide world d e - p e n d s o n u s. The fu -tu re 's in our hands.
P Em і D ----- D 7, Q

ф C o m e jo in us and p la n t a tr e e We c a n d o it.

Y es we can!
m

G C .....------------------
J*- L ---------
M " * -----------2 P--------- П f™ P U * f j
■ ■ ......... — V-----------b----------------------------------------------- ------- k=------------ J
Do it, yes we can!

^ Text
M R SMITH'S BIRTHDAY PARTY
This year John turned fifty. Because this is a special birthday in England, Helen decided to
throw a surprise party fo r him. A month before the event she booked a room in a restaurant in
Stratford. She chose Stratford because it is a pretty town. It is also one o f John's favourite places.
Helen then set about secretely contacting all their fam ily and friends. It was sometimes difficult to
keep John from suspecting anything. It was also difficult to make some people understand that it was
to be a surprise. For example, the only time she could ring John’s father was when John happened
to be in the house. Helen sent him out to work in the garden, then picked up the phone. John's dad
is hard o f hearing, and just as Helen was shouting the invitation to him. John came back in. O f
course, he wanted to talk to his dad and Helen was in terrible suspense lest old Mr Smith should
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Unit 9 Main Course

mention the party. She knew he had not really understood her. However, he said not a word and
everything was alright.
A month o f such secret planning was more than Helen could stand. She was glad when the day
actually arrived, but nervous in case something went wrong. She had told John that for this birthday
they would just go to Stratford and potter round. He agreed as he did not often make a big fu ss o f
his birthday. Helen had bought him a new watch and he wore it when they went out. Arriving in
Stratford it was difficult to find a place to park the car, but eventually they found a very convenient
spot. They wandered along the river and then around the shops. It was a lovely day and many peo­
ple were out. It therefore was not at all surprising that they should bump into some old friends out­
side Shakespeare’s house. Nor that they should meet a couple o f John’s colleagues near the theatre.
John was certain that he saw his father somewhere in the distance. Helen, however, argued that his
father could not possibly be in Stratford. Why would he come all the way from London just to visit
Stratford for the day when Birmingam and his son were so near? Helen was by now very nervous.
Surely John would guess and her surprise would be ruined! Eventually it was time for her to suggest
having a meal at their favourite restaurant. It would be her treat as a kind o f birthday present. John
readily agreed, little guessing that not just a quiet luncheon with his wife was awaiting him. Great
was his surprise when he saw his brother-in-law’s car parked outside the restaurant, and greater still
when in the foyer he saw his son and daughter! They were supposed to be in their respective
University towns! What a crowd of people he found inside ready to wish him a happy birthday.
Needless to say, it was a happy one indeed.

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Main Course Unit 9

CULTURE CONTEXT
1. People, especially children, often celebrate their birthdays with a birthday party where peo­
ple play games, sometimes wear special paper hats, eat birthday cake, and sing a special song called
Happy Birthday to you. People are usually given presents and birthday cards on their birthday.
2. Stratford-upon-Avon - a town in Warwickshire, central England, on the River Avon. It is
famous as the birthplace o f William Shakespeare and very popular with tourists. Places o f interest
include the Royal Shakespeare Theatre and the house where Shakespeare lived with his wife,
Anne Hathaway.

READING AND SPEAKING ACTIVITY


1. Read and translate the text. Answer the following questions.
1. W hat is a special birthday in England? 2. W hat did Helen decide to organise? W as it
easy to do? 3. W hat did Helen present John with? 4. W hat did the Smiths do in Stratford in the
morning? 5. W hom did the Smiths see in the town? 6. W hy was Helen nervous? 7. W hom did
John meet at the restaurant? 8. W as John happy?
2. Describe John's birthday party.
3. Make up short conversations between:
1. John and Helen; 2. Helen and John's father; 3. John and Peter; 4. Charles and M ary;
5. Ally and Peter.
4. Minitalks:
1. My birthday party. 2. My favourite holiday. 3. W ays to entertain guests.

Dialogues
LEISURE HOURS
Teacher: W hat d'you do in your leisure hours?
Charles: H aven't got any.
Teacher: H aven't got any what?
Charles: Leisure hours.
Teacher: Oh, come, we all have some time off. D on't you go in for any hobbies, like stam p
collecting or things like that? There m ust be som ething you like doing when you've
got time off.
Charles: N ot particularly. I used to collect coins when I was at school.
Teacher: T here, you see. I knew you had a hobby. M ost people have.
Charles: Oh no, but I've given mine up. My studies take up m ost o f my time.
Teacher: N o spare time at all?
Charles: O h, yes, the odd hour here and there.

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Unit 9 Main Course

Teacher: Well, w hat d'you do then?


Charles: I read a book o r watch television. M y favourite are o u td o o r activities like tennis,
w ind-surfing, water-skiing. I'm not an idoor type, you know. But sport is not my
hobby. It's my profession.

AN EVENING PARTY
Ann: Hallo! W hat are you busy with?
Mary: I'm m aking a dress for Helen's evening party.
Ann: A party? T hat's the first time I've heard about it. W hy didn't they tell me?
Mary: But everybody knows and is getting ready.
Ann: W here and when is it going to be?
Mary: At her place, on the first o f June.
Ann: A nd who's invited?
Mary: You for one, if you'd like to come. I'm sure everyone will be glad to see you again.
Y ou're com ing, aren't you?
Ann: I may. H ow long will the party last?
Mary: We plan to stay till 11 p.m . There will be a dance.
Ann: T hat sounds interesting. I think I'll go with you.
Mary: Y ou ought to. It's going to be great fun.
***

1. Listen to the dialogues. Practise the speakers' intonation in utterances, expressing inter­
est, doubt, invitation.
2. Read and translate the dialogues. Make up short stories on the basis o f the dialogues.
3. Enact similar dialogues.
4. Make up your own dialogues on the following situations:
A. Speak with your friend about your hobbies. U se the cue-words.
(Collecting rare books, stam ps, coins; painting; swimming; m otor-racing; boxing; m oun­
taineering; language learning; cycling)
• M o d e l :

- D 'you go in for stam p collecting?


- Yes, I do. I took it up years ago.
Or: - N o, I don't. I've never taken it up.
B. Im agine you're the host / hostess at a party. M ake up a conversation with some o f the
guests.
C. Y our friend is having a party. Suggest a game to play and explain how to play it.
Main Course Unit 9

D. Y our friend has invited you to the cinem a / theatre / concert-hall. Speak about the p er­
form ance you're going to see. M ake use o f the following vocabulary: to be much (little) o f a
cinema / theatre-goer; to put up a play at the theatre; to be popular with theatre-goers; to book
a ticket at the last m inute; the perform ance/ballet/film is w orth seeing; to enjoy every m inute of
it; to be bored to death; to feel like walking out; the play / film is a success / a failure.

WRITTEN PRACTICE
1. Write a letter to your frien d about your birthday party.
2. Write to your friend, inviting him to a party at your home. Follow the model.

June 15, 2002


D ear A nn,

We are having a party from 6 p.m. to 10 p.m. on Saturday 20 June in our house.
We do hope you'll come.
Best wishes, M ary

3. Comment upon the following proverb or make up a short story o f your own illustrating
its moral: Don't look a gift horse in the mouth.

$ Text
From THEATRE
by W. S. M augham

Julia decided that Tom must come again. It was not long before an opportunity presented itself.
“ You know that young accountant o f yours,” she said to Michael. “Tom Fennell's his name. I
met him out at supper the other night and I’ve asked him to dinner next Sunday. We want an extra
man”.
“Oh, d ’you think he’ll fit in?’
“He will” .
It was rather a grand party. It was on that account she had asked him. She thought it would
please him to meet some o f the people he had known only from their pictures. She had realized
already that he was a bit of a snob. Well, that was all to the good; she could give him all the smart
people he wanted.
Their play was running through August, and Michael had taken a house at Taplow so that they
could spend the height o f the summer there. Julia was to come up for her performances and Michael
when business needed it, but she would have a day in the country and Sundays. Tom had a fortnight’s
holiday; he accepted the invitation with alacrity.
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Unit 9 Main Course

On Sundays they had a good many people down for the day, actors and actresses, an occasional
writer, and a sprinkling o f some o f their grander friends. Julia found these parties very amusing and
she knew that people liked to come to them. On the first Sunday after Roger’s arrival there was a
great mob. Roger was very polite to the guests. He did his duty as part host like a man o f the world.
But it seemed to Julia that he held him self in some curious way a lo o f and she had an uneasy feeling
that he was not accepting all these people, but coolly judging them. She had an impression that he
took none o f them very seriously.

> Notes:
1. Snob - a person who pays too much attention to social class, and dislikes or keeps away
from people o f a lower class.
2. Alacrity - quick and willing readiness.
3. Mob - a large noisy crowd.
4. A lo o f- not very open or friendly in one’s relations with other people, reserved.
* * *

1. Read and translate the text.


2. Give a short summary o f the text. Use the topical phrases which are helpful to sum the
idea up.
3. Minitalk: What makes a party pleasant.
* * *

Read and comment on the following. Say what things make you fe e l happy and why.

NATURAL HIGHS
Falling in love. Laughing so hard your face hurts. W atching a child do som ething for the
first time after you taught him. G etting mail. Lying in bed and listening to the rain outside.
H earing a song that rem inds you o f som eone you love. W hen your boss says, "Perfect". Having
flowers sent to you. A clear day at the beach. A n unexpected present. A surprise visit from a
friend. A project with a good friend. Friends. Being in love. Finding out th at the sweater you
want is on sale for half-price. Seeing som eone you love do som ething outstanding. M aking the
winning score. The first time your child says, "I love you". W hen your dog jum ps around
because he's glad to see you. Finishing a good book. Pay day. Seeing a falling star. Sledging
down a hill, a big snow flake. A new hobby. A beautiful sunset. H itting the lottery. Solving a
problem . A hot air balloon ride. Eating pizza. Y o u r favourite meal. A jo b well done. A long­
distance call from a friend. A spider web with dew on it in the early m orning sun. Reading
under an electric blanket on a cold, rainy day. A long, hot shower. M aking som ebody laugh.
W alking on the beach. D ecorating a C hristm as tree. Music. International travel. A great idea.
Plunging your hot body into a cool pool. Singing. The quiet after a snowfall. A letter from a
friend. D ancing. Breakfast in bed. A candlelit dinner with the one you love. H earing someone
say, "I love you". Clean hair. The first spring flower. H aving a wish come true.

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UNIT 10
VACATION. WEATHER

GRAMMAR Study the following

PERFECT PROGRESSIVE

Present Perfect Progressive Past Perfect Progressive Future Perfect Progressive


I (we, you, they) have been liv­ I (we, you, they) had been By the 5,h of July I (we) shall /
ing in L ondon for 5 years now. walking to work before I (we, will have been living in London
you, they) bought a car. for 10 years.
They (you) will ...
H e (she) has been living in He (she) had been walking to By the 5th o f July he (she) will
L ondon for 5 years now. work before he (she) bought a have been living in London for
car. 10 years.
Have I (we, you, they) been liv­ Had I (we, you, they) been Shall / will I (we) have been
ing in L ondon for 5 years? walking to w ork before I (we, living in London for 10 years
you, they) bought a car? by the 5th o f July?
Has he (she) been living in Had he (she) been walking to Will he (she) have been living
L ondon for 5 years? w ork before he (she) bought a in London for 10 years by the
car? 5lh o f July?
I (we, you, they) have not been I (we, you, they) had not been By the 5,h of July I (we) shall /
living in London for 5 years. walking to work before I (we, will not have been living in
you, they) bought a car. London for 10 years.
They (you) will ...
H e (she) has not been living in He (she) had not been walking By the 5th o f July he (she) will
London for 5 years. to w ork before he (she) bought not have been living in London
a car. for 10 years.

> Notes. Present Perfect Progressive: a) a situation or habit that began in the past and that
continues up to the present (We have been living in london for 5 years); b) the incompleteness of an
action in progress (I have been waiting for Mr Brown for a long time. He has been reading a book).
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Unit 10 Main Course

Past Perfect Progressive: a) an action or habit taking place over a period o f time in the past
prior to some other past event (She had been working very hard, so the doctor told her to take a
vacation); b) a past action that is in progress gets interrupted by another past action (It had been
raining for some hours when we left home. She had been reading for a long time when her mother
came).
Future Perfect Progressive: durative or habitual action that is taking place in the present
and that will continue into the future up until or through a specific future time (By the 10th o f
March he will have been working at the factory for 15 years).

CHECK YOUR GRAMMAR


1. Refer the following sentences a) to the past; b) to the future. Make all the necessary
changes.
1 .1 have been w aiting a long time for a bus. 2. The students have been w riting their essays
since 10 o ’clock. 3. She has been reading the novel since 5 o ’clock. 4. H e has been preparing for
his exam ination since early morning. 5. We have been living in Kyiv for four years. 6. My
m other has been teaching French since 1990. 7. We have been w orking a lot lately. 8. It has
been raining since m orning. 9. It has been snowing for some hours. 10. They have been w atch­
ing TV for two hours.

2. Use the Present Perfect or the Present Perfect Progressive in the following sentences. Add
something to them to develop a situation.
1. 1 (to be) in Kyiv for three years. 2. We (to live) in M oscow fo r twenty years. 3. It (to
be) very cold lately. 4. It (to rain) fo r m any hours. 5. I (to know ) him since my childhood.
6. He (to have) this car for two years. 7. He (to work) at this plant since 1998. 8. The students
(to wait) for the teacher for an hour. 9. H e (to sleep) for three hours. 10. The children (to play)
football for a long time.

3. Make up some sentences using the Past Perfect Progressive. Expand on the sentences.
I. I, to w ork, fo r a long tim e, my, b ro th e r, to come. 2. It, to rain , fo r som e hours,
w hen. I, to leave hom e. 3. T he child, to sleep, fo r som e h o u rs, w hen, we, to retu rn . 4. She,
to live, in Kyiv, fo r ten years, w hen, we, to arrive. 5. They, to w atch TV , for an h o u r, w hen,
the p h o n e, to ring. 6. He, to go on fo o t, to the U niversity, before, he, to buy, a car. 7. We,
to p lan , to spend, o u r, vacation, at the seaside, b u t, to change, o u r m inds, w hen, th e w eath ­
er, to becom e, rainy. 8. She, to w ork, very h ard , so, the m o th er, to send, her, to the sea­
side.

4. Use the Future Perfect Progressive in the following sentences. Expand on them.
1. W hen you return hom e at six o ’clock I (to work) for five hours. 2. By the 5th o f M arch,
he (to work) at this plant for ten years. 3. By the end o f the lesson, the students (to write) their
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Main Course Unit 10

stories for an hour. 4. By the lOth o f N ovem ber, she (to w ork) at her book for six m onths.
5. On C hristm as Eve we (to live) here for tw enty years. 6 . 1 (to write) the letter for an hour when
you come. 7. They (to play) tennis for two hours when you join us. 8. They (to watch) TV for
two hours when their parents come back.

5. Answer the following questins. Add some sentences more to develop a situation.
1. F o r how long have you been living in Kyiv (your native town)? 2. H ow long have you
been studying English? 3. H ow long have you been going in for sport? 4. H ow long had you
been studying English before you entered the University? 5. H ow long had you been preparing
for your entrance exams before you passed them? 6. F o r how much time will you have been
studying English at the U niversity before you are declared a graduate?

6. Translate the following sentences fro m Ukrainian into English and expand on them.
1. М и живемо в цьому будинку з 1989 року. 2. Я чекаю на мого друга вже декілька
годин. 3. М и дивимось цю цікаву передачу вже годину. 4. Вони працю ю ть у садку з са­
мого ранку. 5. Д іти вже б агато часу граю ться на вулиці. 6. Вона прибирала в кімнаті,
коли прийш ли її батьки. 7. Він вже попрацю вав у бібліотеці декілька годин, коли його
друг зайш ов за ним. 8. Д ощ йшов вже декілька годин, коли вони вийшли із дому. 9. Н а ­
ступного тиж ня виповню ється три роки, як вони ж ивуть у цьому будинку.

7. Supply the missing prepositions or adverbs.


1. We are planning to go ... train. 2. She travelled alone ... the United States. 3. They arrived
back ... their hotel at night. 4. It was raining when we arrived ... London. 5. She went ... a journey
to Paris. 6. We went ... a tour o f the North Scotland during our vacation. 7. They stayed ... a fash­
ionable hotel. 8. They’re listening ... the weather forecast. 9. D on’t stay long ... the sun. 10. There
were a lot o f stars ... the sky.

8. I t ’s an extract fro m Theatre by W. S. Maugham. Put the verbs in brackets in the appro­
priate tense. The tenses used are Past simple, Past Perfect Progressive, The Past Perfect
Tense. Comment on the use o f the tenses.
Michael (to end) the war as a major, with the Military Cross and the Legion o f Honour.
Meanwhile Julia (to play) a succession o f important parts and (to be) recognized as the best
o f the younger actresses. Throughout the war the theatre (to be) very prosperous, and she (to profit)
by being seen in plays that (to have) long runs. Salaries (to go) up. Michael (to come) over to
England on his leaves and Julia (to be) divinely happy.
He (to be) wonderfully handsome still, after all he was only thirty-six, but he (to be) not a boy
any more. He (to loose) his coltish grace and his movements (to be) set.
Though Julia (to earn) for some time a good income it (to seem) not worth while to move while
Michael (to be) on active service.

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Unit 10 Main Course

ESSENTIAL VOCABULARY

ENTERTAINMENTS SIGHTSEEING TRAVELLING


. I
an armchair traveller; a busman’s airport, boat, camera, coast,
holiday: carnival, cinema, circus. journey, luggage, ferry, trip.
discotheque, fair, bullfighting, plane, train, ship, voyage,
theatre. TV, zoo, nightclub; shore, seaside, sea port,
recreation, games, sport; excur­ photograph, railway station,
sion. to go on a day excursion to tour, to tour a country; to
go on a (conducted) tour,
to go to the caravan; to go
caravaning; to go camping,
to go youth-hostelling

VISITING VACATION AT THE HOTEL


guest, host(ess), hospitality, foyer, reception hall, chief
hospitable, visitor receptionist, hotel register,
hotel bill, porter, hotel bar,
a double/single room

AT THE SEASIDE CLIMATE


WEATHER CONDITIONS
camping, camping site, bun­ snow-storm, snow, rain, sleet,
galow, tent, surf riding, ba­ frost, slush, melting snow,
thing beach, paddle boat, to (first) frosts, hoar-frost, mud,
water ski. bathing suit (cap, drought, hail, mist, fog, smog,
trunks), a sandy beach; to dew, thunderstorm, shower,
walk on the beach dull/frosty day, drizzling rain
(drizzle), lightning, wet/humid
climate, dewdrop, raindrop,
icicle

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Main Course Unit 10

PHRASES AND WORD COMBINATIONS


V ISITIN G : to call on smb/for smb; to call at a house; to be in /out; I ’ll call on you one o f these
days. Come this way, please. It’s time I was going. I must be leaving now. I must be off now. It’s
getting late. I must be going home now. I’ve had a delightful time. Remember me to your parents /
wife. It was so good of you to come and see me. Drop in when you’re passing (this way).

TRAVELLING: to go by (train, plane, ship); to arrive in (at); to go on a journey; on board (a


ship, a plane); to change trains; to board the ship; to buy a ticket; to go on holiday; to be abroad;
pleasant memories; to go on a walking tour/holiday; to go hiking/on a hike; a hiker; to hitch-hike; to
go hitch-hiking; a hitch-hiker; to thumb a lift.

AT T H E H O T E L : to book a room at a hotel; to stay (to put up, to stop) at a hotel; a sin­
gle/double room; to leave the hotel.

AT TH E SEASIDE: to go to the sea/seaside; to spend one’s holiday at/by the sea/seaside; a


sandy/pebble beach; to suffer from sunburn; to stay in the sun too long; to go red; to go swimming;
to go boating; to hire a boat; to go on a boating trip; holiday-maker; to lie/play on the sand; to make
a sandcastle; to splash in the water; beach; waves; to swim in the sea; to bathe; to sunbathe; to get a
tan; to do a bit o f sunbathing; to tan; to become/get tanned.

SEASONS:
Unit 10 Main Course

Winter: A snowstorm broke forth. The branches were bowed down with the weight of the
snow. Our windows were covered with wonderful frost-flowers. The whole garden was blanketed
with snow. On frosty days the trees were clothed in silver. The long cruel winter came to an end at
last, yielding to a gentle warm spring.
Spring: The sun burnt away the snow. The wind changed from north to east. The sun came
out. Trees break out into buds. Spring brings warm weather, flowers. Birds make nests. Spring paints
the fields with a thousand hues. The weather will consist o f sunshine alternating with periods o f
light rain.
Summer: The sun brings out roses and other flowers. The cool water o f the lake invites us to
swim. Bees play among flowers, butterflies play in the air. The moonlight/the sunlight/the first rays
o f the rising sun play on the water. The heat o f a wonderful summer lasted into September. The
weather looks like changing to rain. I like to walk in the woods, communing with nature.
A utum n : In autumn leaves change from green to brown. The days close in. Dry leaves blow.
Leaves dance in the wind. A thick fog hangs over the town. I like autumn woods with rich colour.
Fields are dull and wet under a grey sky. The heat o f the summer has given way to the brightness of
early autumn. I like to walk in all weathers/in any weather, wet or shine. You cannot expect good
weather at this time o f year.

W EATHER:
What is the weather like today? It’ s raining cats and dogs. The wind is from the north. It’s a
north wind. It’s windy / gusty, stuffy, cloudy today. It’s snowing / thawing. It’s slippery. It’s spotting
(with rain). What nasty weather we are having! What a clap of thunder! What a flash o f lightening!
What a glorious day! It’s wonderful weather we are having. The temperature is twenty-five degrees
above (below) zero. It looks like rain / snow. To get caught in a shower; to be wet to the skin; to keep
fine; to be too good to last; to freeze hard; to be frozen over; to sparkle; to hang from the roof; to
float; harvest time; unpredictable weather; weather forecast.

SOUND AND INTONATION PRACTICE


Vowel and Consonant Practice in Sentences
Percy’ll certainly prefer to start the journey [’p3:sil 'S3:tnli р п Т з: ta 'sta :t da Д зз:п і уз:1і]
early.
Join me in the voyage. ['d3 ain m i in da 'v o n d 3]
What's the air-fare? ['wDts di 'є а fea]
Ed expects better weather yet. ['ed ikspekts 'b e ta yveda Je t]
It may rain today. [it m ei 're in ta,d ei]
John arranged your journey to Japan. ['d3Dn a 're in d 3d jo 'd33:ni ta d 3a'paen]
You never know with the weather. [ju 'neva 'n au wid da.w eda]
Luke always travels by land. [’lu:k 'odwaz 'trasvlz b aijaen d ]
We’ll walk whatever the weather. [wil 'work WDt'eva da ,weda]
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VOCABULARY ACTIVITY
1. Fill in the blank with the vocabulary word that best fits the meaning o f each sentence.
Add some sentences more to develop a situation.
1. It’s wonderful ... w e're having today. 2. It’s a terribly ... day today! 3. I'm wet to the ... .
I haven’t got my umbrella with me. 4. The w eath er... was “rain, rain, the whole day” . 5. I ’m sim ­
ply .... This m ust be the coldest w inter w e’ve ever had. 6. - W hat’s the temperature outside? -
It’s about twenty-five ... below zero. 7. Where are you planning to go during your winter ... .
8. What do you think o f the weather? Did you hear the weather ... this morning? 9. The sky is ...
and the sun is going in. 10. They say English weather is . . . . 11. They were tired when they board­
ed the ... home at Calais.
2. Give expressions concerning: a) entertainments; b) travelling; c) vacation at the seaside;
d) seasons; e) weather.
3. Spelling bee.
4. Answer the following questions:
1. How do you like to spend your free time? 2. Do you often visit your friend(s)? What do you
do when you gather together? 3. Do you like travelling? Where did you spend your last summer?
4. How do you like to spend your vacations? 5. Have you ever spent your vacation at the seaside (in
a village)? 6. Where do you stay when you come to a large city? Do you like to go sightseeing?
7. What is the weather like in spring (summer, autumn, winter) in your town? What is the average
temperature? 8. Do you ever listen to the weather forecast? Why? 9. -W hich part o f this country has
the best climate? What would be the ideal climate for you? 10. Which is the best season for a holi­
day? Why?
5. Read and translate the following weather forecast. Describe the weather, the seasons.
Give fo u r different forecasts fo r typical days in spring, summer, autumn and winter in
your town.
1. Most o f England and Wales will enjoy a day o f prolonged sunshine. In parts o f the South-
East there will be slight frost early on, but temperatures should recover to today’s levels by after­
noon.
2. A mostly cloudy misty day over England and Wales with outbreaks o f rain or drizzle and
fog patches on higher hills. But clearer weather with showers will spread from the North-West in the
afternoon into northern England and North Wales by the evening. Scotland will have rain, heavy at
times but in the morning turning to showers. Some o f these showers will become sleet or snow on
hills. Northern Ireland will be generally cloudy and showery.

6. Translate the following sentences into English:


A. 1. Зайди до мене завтра. 2. Стає темно. Я повинен іти. 3. Я добре провів час. 4. За­
ходьте, коли будете в наших краях. 5. Ми піднялись на корабель пізно ввечері. 6. Коли я
приїжджаю до К иєва, я завжди зупиняюсь у цьому готелі. 7. Я завчасно замовляю місце
в готелі. 8. Я люблю подорожувати. 9. Звичайно я проводжу літо на березі моря. 10. Якщо
погода буде гарна, ми поїдемо за місто.

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В. I . Д умаю , що погода протримається гарною . 2. С ьогодні похмурий день. 3. Коли


іде дощ, машини розбризкую ть воду і бруд на перехожих. 4. Я ка ж ахлива сьогодні пого­
да! Я кий гидкий сьогодні день! 6. Іде сильний дощ . 7. Дуже (сильно) підморожує. 8. Ріки
і озера замерзаю ть взимку. 9. Іній виблискує на гілках дерев. 10. Краплини роси блищ ать
на сонці. 11. Бурульки звисаю ть з дахів будинків. 12. Н еприєм на пора приходить, коли
починається відлига. 13. П о небу пливуть білі хмари. 14. Осінь - пора збирання врожаю.
15. Вчора температура була 10 градусів нижче нуля. 16. Т ут дуже парко. 17. Н ареш ті ми
відчули подих свіжого повітря. 18. Д итина важ ко дихає. 19. - Ти чув прогноз погоди на
сьогодні? - Щ е ні. - Я теж. 20. М рячить. 21. Який удар грому! Я кий спалах блискавки!
22. Небо похмуре, вкрите хмарами. Іде дощ. Н а щастя, я взяв парасольку. Відкрий її
скоріше, бо ми змокнемо. 23. Навесні всі дерева розпускаю ть листя. 24. Перед нашим
будинком багато квіткових клумб. 25. Влітку я лю блю ходити в ліс, збирати квіти, ягоди,
гриби. 26. Ми граєм о в різні ігри на свіжому повітрі. 27. Я люблю подорожувати
автомобілем. 28. Які великі сніжинки! 29. Який чарівний день! 30. Сьогодні дуже вогко, не
сиди на траві! 3 1. М и завжди зупиняємось на березі річки або озера, тому що ми лю бимо
купатися і загоряти. 32. Влітку ми завжди вируш аємо на південь і залиш аємось на березі
моря до осені. 33. Д авай пограєм о в теніс. 34. Д іти граю ть з м ’ячем перед будинком.
35. П одивись на цю чудову райдугу! 36. Схоже, що буде дощ. Бою сь, наближається
гроза.

7. Read , translate and remember.

COUNTRY ADJECTIVE, PERSON LANGUAGE CAPITAL


Australia [o 'stre ilis] Australian [D 'streilisn] English ['ip g lij] Canberra ['каепЬзгз]
Austria ['DStna] Austrian pDStrisn] Austrian Vienna [v i'en s]
Bulgaria [Ь дГ дєзп з] Bulgarian Bulgarian Sofia ['ssu fis]
Canada ['ksenads] Canadian English/French Ottawa [ Dtsws]
France [frarns] French/Frenchman French Paris fp a e n s]
(Federal Republic of) German German Boim [bon]
Germany ('с^з:гпзш ]
Great Britain [,g reit British/Briton English London ['U n d sn ]
'b ritn ]
Greece [gri:s] Greek Greek Athens faeGsnz]
Holland fh D lsn d ] Dutch [dAtf] Dutch Amsterdam ['aem stsdsem ]
also: Hollander
the Netherlands
['n ed alan d z]
Hungary ['Ь л р д зп ] Hungarian Hungarian Budapest [,b ju :d 3 'p est]
Italy [ 'itali] Italian Italian Rome [гзиш]
Poland fp a u ls n d ] Polish ['p su lij] Polish Warsaw ['wo:so:]
Romania [гзи'ш еїпіз] Romanian Romanian Bucharest [,b u :k 3 'rest]

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Russia ['гл /з] Russian Russian Moscow pmDskau]


Spain [spein] Spanish/Spaniard Spanish Madrid [m a'd rtd ]
Sweden ['sw i:dn] Swedish f'sw i:dif]/ Swedish Stockholm
Swede [swird]
Switzerland Swiss French/German Geneva [d jo 'n k v s]
['sw itsslond]
(the) United States American English Washington f'w D jip to n ]
of America [a'm eriko]
Ukraine [ju fk re in ] Ukrainian |ju :'k rein jan ] Ukrainian Kyiv

Text
MARY’S VACATION
When Mary was at University she had very long summer holidays. She finished her exams in
the middle o f June. University began again at the beginning o f October. That meant that she had three
months to fill. The first two she usually spent working. Mary had a job selling ice-cream in summer.
One year she took the money she earned and went on holiday with a friend. They bought a ticket

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which entitled them to a month s travel on European trains. Mary, o f course, wanted to visit the Czech
Republic and other Eastern European countries. Her friend was more interested in sun, sea and sand.
Therefore, they planned to take in Greece and Spain on their tour. They took a boat from England to
Holland. There they spent a day in Amsterdam, enjoying being abroad. They visited Anne Frank’s
house before leaving. She was a Jewish girl who hid from the Nazis in the war and who wrote a now
famous diary about her experiences.
From Holland they went on to Germany. Mary had friends in Hamburg: they spent the week­
end with them before catching the train to Berlin. Berlin was a very exciting place to be, because
when Mary was there the Wall had come down only the year before. It was easy for them to go from
Berlin to Warsaw. Mary and her friend, however, preferred Prague, their next stop. It was charming
and they could have spent a week there but there was no time. They wanted to see other places. As
they were already short o f time, they decided to miss out Greece. They travelled through Austria,
stopping a couple o f days in the mountains, and then went down into Italy. They stopped at the sea­
side town for a few days, before making their way to France. Time was running out now so they
nipped into Spain, before travelling home through France. Paris was their final stop. They liked it,
but after all the interesting places they had seen, they could not say it was their favourite. Tired and
hungry they boarded the ship home at Calais. In England they parted company fo r their different
homes. They each had pleasant memories and a camera full o f photographs.

CULTURE CONTEXT
Calais [ 'kaelei] - an industrial city and port in NW France, used especially as a port for fer­
ries from Dover, England.

READING AND SPEAKING ACTIVITY


1. Read and translate the text. Answer the following questions.
1. When did Mary finish her exams? When did University begin again? 2. How did Mary
spend the first two months o f her vacations? 3. W hat countries did Mary want to visit? Why?
4. Where did Mary and her friend go to one year? What countries and cities did they visit? What
were their impressions o f the countries like?
2. Describe M ary’s travel.
3. Make up short conversations in the following situations.
A. Mary and her friend are planning their travel. B. Mary speaks to her parents (brother, rela­
tives, friends) about her impressions o f the countries she’s visited.

4. Answer the following questions:


1. A lot o f people are fond o f travelling. Do you belong to them? What is your favourite way
o f travelling? Why? What are its advantages and disadvantages, if any?

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2. What countries/places in your country have you already been to? What impressed you most
of all? What places o f interest did you see?
3. Do you like to go to the seaside? Do you swim well? Can you water-ski?
5. Minitalks:
1. My best vacation. 2. Planning the trip. Choosing the places to visit. 3. Being idle is not my
idea o f a good holiday. 4. Travelling broadens one’s outlook and knowledge. 5. It’s better to see
something once with your own eyes than read or hear about it many a time.

ENVIRONMENTAL THINKING AND


LIFE STYLE
1. Skim through the following passage in order to get its general idea.
2. What does the passage centre on? What single word explains the central idea o f the passage?
Can you determine what time of the year is described?
3. Read the passage very carefully. Try to grasp both the central idea and the details. Use a dic­
tionary.
4. Summarize the information given in the passage. Use the words o f the author
5. What impression do you get of the author? Give your reasons.
6. Do you like the description o f the countryside? What makes it interesting?
7. Do city-dwellers often commune with nature? Do you spend much time out of town?

A COUNTRY DIARY
From the road, the path into the western woods led down the steep valley slope to the river
bank and. once under the trees. I was out of the bitter easterly wind that had persisted for several
days. It was still cold but at least 1 was sheltered from those cutting, icy blasts. A passer-by, being
walked by his dog, paused long enough to tell me how quiet it was. “Everything is still asleep,” he
said, and so it appeared at first glance. Only the sound o f running water broke the silence, as the
river rushed over and round smooth-edged rocks that had been exposed as the water level dropped
in the prolonged drought. But life was beginning to stir in the wood: in a secluded corner, hidden
away from general view, straight and narrow, grey-green leaves o f the w'ild daffodil had appeared,
and were about two inches tall; still curled over, with tiny green buds brushing the soil, and leaves
tightly closed, some stems of dogs mercury had been tempted out into the open. But most noticeable
were the few bright yellow hazel catkins that had fully opened. 1 hadn't noticed much bird activity
until a nuthatch flew into a beech tree close by and started to call. Almost immediately, a nearby sil­
ver birch was w ith birds - a winter feeding flock on its rounds. Long-tailed tits made up most of the
group, chattering to each other as they flitted through the branches, the remainder being a mixture

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of great and blue tits and two tiny goldcrests working hard to keep up with the rest o f the group. I
watched them searching each nook and cranny, pecking, hovering and hanging, but never still.
Suddenly, without warning, they were off, moving quickly through the trees along the river bank and
as I turned to head back to the road, the wood had gone quiet again.

CONVERSATIONAL FORMULAS
EXPRESSING ABILITY OR INABILITY TO DO SOMETHING.
MAKING EXCUSES
1. Listen to the dialogue.
2. Read the following dialogue. Copy the melody.
3. Make up your own dialogues. Follow the model.

- I am afraid I w on’t be able to go. I’m coming down with the cold.
- Oh, no! What a shame!

- 1 am afraid I w on’t be able to go. I’m coming down with the cold.
- I ’m afraid I w on’t be able to go. I have to work tomorrow.
- Oh, no! That’s too bad!

Dialogues
VACATION
Tim: Did you say you were going to take a vacation next month?
Mary: Yes, my friend and I are going to Ukraine for a week. We want to visit Kyiv.
Tim: I envy you. I haven’t had a vacation for a long time. I wish I could get away for a while.
Mary: You can take a vacation some time soon, can’t you?
Tim: No, there’s too much work to do. Maybe in winter I’ll go to the mountains though.

SUMMER HOLIDAYS
Ally: Where are you going for your summer holidays?
Charles: I’m going to the seaside. I wonder what the weather will be like?
Ally: Naturally, you’ve got to think about the weather... It could make or break your trip. It’s
one o f the biggest concerns on the trip, because much o f your fun depends on having good
weather.
Charles: That’s right.
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IN THE COUNTRYSIDE
Helen: It's a fine day today, isn’t it?
Ally: Yes, it is. The wind has changed from north to east. Theskyis clearing.And the sunhas
come out.
Helen: The spell o f rainy weather has broken at last.Soon thespring willbringwarm weather,
flowers, and the sun will bum away the snow.
Ally: The trees are breaking out into buds. 1 think in some weeks the sun will bring out the cher­
ry blossoms.
Helen: You know, w e’re planning to go out o f town on Sunday. It’s very pleasant to walk in the
country when the weather is nice. The scenery is beautiful there. I like to walk at night,
breathe in the fresh clear air, feel a chilly wind blowing in my face, look at the sky. 1 like
to watch the stars come out at night. I’m charmed by the beautiful sight. What about
going to the country with us? You w on't be sorry if you join us. A change o f air would
do you a lot o f good.
Ally: All right. I'll talk it over with my husband and let you know as soon as possible.
Helen: O.K. I count on fine weather for the picnic.
Ally: I hope the weather will keep fine. Well, I must be going now. I'll ring you up as soon as
I can.
Helen: All right. See you soon.

SEASONS
Mary: Look! The sky is clearing. The wind has changed from north to east. The sun has come out.
Tim: But the rain is still dropping from the trees. And the streets are covered with mud. It’s
unpleasant to walk in wet weather.
Mary: I think the weather is good for the time o f year. It's breaking. In some days leaves will
clothe the trees and the sun will bring out flowers. As for me. I like to go out in all weath­
ers. In winter I like to walk in frosty weather and see beautiful snowflakes fall gently down
on the ground. After a long winter we yearn for warm sunshine, first flowers and cherry
blossoms. Spring gives place to summer with its fruit, long sunny days, a gentle breeze
blowing from the sea in our faces. Autumn has some wonderful days. I like to watch leaves
dance in the wind. The days close in. We feel first frosts in the air. It’s pleasant to breathe
in the cool fresh air.
Tim: Oh, you’re a great romantic! Personally. I don’t walk in any weather. It’s too cold in win­
ter. The wind and frost bite the face. The cold weather often reaches well into the spring. It
often rains in spring. I dislike chilly windy weather. It’s usually too hot in summer. And
autumn wretched weather with its rain and mist gets me down.

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Mary: I'm afraid, you’re a pessimist. Look on the bright side: at least every season has its fabu­
lous days. And variety is the spice o f life.
***

1. Listen to the dialogues. Practise the speakers' intonation in parentheses and exclama­
tions.
2. Read and translate the dialogues. Make up short stories on the basis o f the dialogues.
3. Make up your own dialogues on the following situations:
A. You have just returned after your vacation you spent at the seaside. Talk to your parents/
friends about your vacation.
B.Your friend and you are looking at some old photographs you took while travelling. What
do they remind you of?
C.You went to the seaside, but bad weather spoiled your summer vacation.

WRITTEN PRACTICE
1. Write a letter to your friend about your last summer vacation.
2. Write a postcard to your friend about your vacation. Follow the model.

Dear Ann,

I'm having a lovely time. We're staying on a farm and food is very good. The scenery
is beautiful. Tire weather is nice. Yesterday we went to the wood. It was great.

Best wishes, Mary

3. Comment upon the following proverb or make up a short story o f your own illustrating
its moral: Seeing is believing.

^ Text
From A New Way to Proficiency in English
An Ideal Holiday
by J. Cook
If we are fond of travelling we see and learn all sorts o f things that we can never see or learn at
home, though we may read about them in books and newspapers, and see pictures o f them at the cin­
ema. The best way to study geography is to travel, and the best way to get to know and understand the
people is to meet them in their own homes.
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Most people who spend a holiday travelling take a camera with them and photograph anything
that interests or pleases them - the sights o f a city, views o f mountains. lakes, valleys, plains, water­
falls. forests, etc; famous men and women: the ruins o f ancient buildings; and even animals and
birds. Later, perhaps years later, they will he reminded by the photographs o f the happy time they
had had.
When 1 was a boy every holiday that I had seemed ideal. All day I played on the sands with
my friends. We made sandcastles with huge yellow walls, and watched the incoming tide destroy
them: we played football, we splashed each other in the water and shrieked -with excitement. When
the tide went out, we climbed over the slippery rocks and stared down at the fish and the seaweed in
the rock-pools.
In those fctr-off days the sun seemed to shine constantly and the water was always warm.
Sometimes we left the beach and walked in the country, exploring ruined houses and dark woods and
climbing trees that overhung streams.
Although I am now an adult, my idea of a good holiday is much the same as it was. I still like
the sun and the warm sand and the sound o f waves breaking on the beach. 1 no longer wish to build
sandcastles, but 1 love sunbathing and the feel of sand running through my fingers, and I look for­
ward to sitting down to a good meal in the evening. I think too, that 1 prefer travelling. I w'ant to
smell different smells; 1 want to see different kinds o f trees, flowers and plants; and I also want to
see people wearing different kinds of clothes.
But I still need my companions - not, o f course, to play on the sands and eat ices with, but to
talk to on warm moonlit nights.

$ Text
SEASONS AND WEATHER
The year is divided into four seasons: spring, summer, autumn and winter. In spring nature
awakens from her long winter sleep. The trees are filled with new life, the earth is warmed by the
rays o f the sun. and the weather gets gradually milder. The fields and meadows arc covered with
fresh green grass. The woods and forests are filled with the songs o f the birds. The sky is blue and
cloudless. At night millions of stars shine in the darkness.
When summer comes the weather gets warmer still and sometimes it's very hot. It’s the farmer’s
busy season - he works in his fields from morning till night. The grass must be cut and the hay must
be made, w'hile the dry weather lasts. Sometimes the skies are overcast with heavy clouds. There are
storms with thunder, lightning and hail.
Autumn brings with it the harvest-time, when the crops are gathered in and the fruit is picked
in the orchards. The days get shorter and the nights longer. The woods turn yellow and brown, leaves

8 В. Янсон 225
Unit 10 Main Course

begin to fall from the trees, and the ground is covered with them. The skies are grey, and very often
it rains.
When winter comes, we 're obliged to spend more time indoors because out-of-doors it’s cold.
We may get fog, sleet and frost. Ponds, lakes, rivers and streams are frozen, and the roads are some­
times covered with slippery ice or deep snow. The trees are bare. Bitter north winds have stripped
them o f all their leaves.
(LLC)
Л •k "k

1. Read and translate the texts. Pick out the words in the texts, which may be grouped under
the headings: Holidays, Travelling, Weather, Seasons.
2. Give a short summary o f each text. Use the topical phrases which are helpful to sum the
idea up.
3. Discuss the qualities o f an ideal vacation.
4. Talk about the weather and say how it can influence people’s mood.
5. Minitalks:
1. Ideal holiday as I imagine it. 2. My favourite season.

226
WRITING

Within the communicative framework o f language teaching, the skill o f writing enjoys special
status - it is via writing that a person can communicate a variety of messages to a close or distant,
known or unknown reader or readers. Such communication is extremely important in the modern
world, whether the interaction takes the form o f traditional paper-and-pencil writing or the most
advanced electronic mail. Writing as a communicative activity needs to be encouraged and nurtured
during the language learner’s course o f study.
The writing process, in comparison to spoken interaction, imposes greater demands on the text,
since written interaction lacks immediate feedback as a guide. The writer is obligated to try to write
a clear, relevant, truthful, informative, interesting, and memorable text. Linguistic accuracy, clarity
o f presentation, organization o f ideas are all crucial in the efficacy of the communicative act. It is
also most important to present a product which does not suffer from illegible handwriting, heavy
spelling errors, faulty punctuation, or inaccurate structure, any o f which may render the message
unintelligible.
Dictation can be viewed as a kind o f controlled writing exercise which allows students to get
the kinesthetic experience o f writing in their own hand a well-structured text, which can then also
serve as a model for the more difficult task o f imitation in which students might use the passage dic­
tated as a guideline for another passage they produce following either the content area and/or the
sentence structure o f the dictated text.
A summaiy is the expression in a condensed form o f the content o f the text. It’s a good test of
a students’ ability to understand what they have read.
“Free” writing tasks ask students to produce complete texts in response to a variety of writing
stimuli, such as texts which have been read, or the more “traditional” type o f writing assignments
which provide some suggestions as to content and/or method o f text organization. Readings serve
some very practical purposes in the writing class; they provide models o f what English texts look
like, and even if not used for the purpose o f imitation where students are asked to produce an English
text to match the style o f the model text, readings provide input which helps students develop aware­
ness of English prose style.
This section contains ten units. All the texts included in it are authentic. The following kinds
o f exercises are provided: dictation, translation, summary, guided composition. The exercises
involve vocabulary and structures which build up the learner’s repertoire.
The use of a correction code to guide students in correcting their own errors makes writing
more o f a learning activity. Using the correction code does not make marking papers more efficient,
but it does provide students with an opportunity to learn from their mistakes and to gain confidence
in their ability to write.

227
Unit 1 Writing

Sample Correction Code


Symbol Type of Error

cap capitalization
P punctuation
SP spelling
X omit this
Л
add a word
() optional
11 paragraph
# number (singular or plural)
sv verb agreement
VT verb tense
VF verb form (gerund, participle, etc.)
WC word choice
WF word form (noun, verb, adjective, etc.)
WO word order
connect this
unclear

TO BUILD GOOD SPELLING HABITS


FOLLOW DIRECTIONS FOR LEARNING GOOD SPELLING
1. Establish the habit o f using the dictionary to check your spelling.
2. Observe the form o f words with your eyes; hear them with your ears.
3. Let correct pronunciation and enunciation aid you in spelling words that give you difficulty.
4. Learn the rules that govern the spelling o f many words. Be certain o f the meaning o f terms
used in spelling rules (vowel, consonant, syllable, prefix, suffix), or the rules will mean little to you.
5. Correct every spelling error that is called to your attention.
6. Be determined to spell correctly.
7. Make up your own devices to fix in your mind the spelling o f troublesome words:
a) find words within words: vegetable, business, ache;
b) pair a troublesome word with one that you know how to spell: dance, balance, gain, certain,
rich, sandwich:
c) make up a sentence to help you remember: you are certain to gain much.

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Writing Unit 1

USE THE FOLLOWING DIRECTIONS FOR OUTLINING


1. Use only one method in an outline.
2. Begin each point with a capital letter and place a period after each division number or letter.
3. If a topic is divided, have at least two subheadings; it is impossible to divide anything into
fewer than two parts.
4. Indent correctly.
5. Do not place periods after the points in a topic outline.
6. If a sentence is too long for one line, begin the second line under the first letter of the line above.
7. Use Roman numerals for main ideas, capital letters for chief subpoints, Arabic numerals for
important details, and small letters for less important details.

FOLLOW THESE DIRECTIONS TO WRITE A PARAGRAPH


1. Make the central idea clear. In the paragraph o f explanation, state the central idea in a topic
sentence, which as a rule should be the first sentence, but which may come at the end or within the
paragraph.
2. Check each paragraph to see that it has unity; that is. that every sentence in it is related to
the central idea.
3. Check each paragraph for coherence; that is, to see that the ideas expressed by the various
sentences are arranged in a logical order.
4. Be sure that emphasis (sometimes called force) on the central idea is evident. Now and then
you can secure effective emphasis by use of a clincher sentence that sums up the idea in the para­
graph or reinforces the topic sentence. (Do not tack a clincher sentence to every paragraph; use one
only for effective emphasis).
5. Develop a paragraph by using definitions, details, comparison or contrast, cause and effect,
illustrations or examples, repetition, or any combination of methods that will be most helpful.

USE THE FOLLOWING DIRECTIONS FOR GIVING


A BRIEF SUMMARY OF A STORY
1. Make use of the key vocabulary.
2. Pick out the essentials, omit details.
3. In order to select the essential points o f the text you should find the topic sentence o f each
paragraph.
4. Make up a list o f the topic sentences and the major points of the content of the text.
5. Link all the sentences in a logical, progressive or chronological arrangement.
6. Prepare in draft form and then rewrite. Write legibly.

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Unit 1 Writing

USE THE FOLLOWING TRANSITIONAL WORDS AND PHRASES


TO PROVIDE CONTINUITY AND ESTABLISH THE PATTERNS
OF PARAGRAPHS
These words and phrases act as a bridge between sentences to make it easier to follow the
writer’s thought.

Continue Thought: and, also, likewise, similarly, furthermore, in addition, moreover, besides,
neither, at any rate, in fact, more, more than that.
Change Direction: but, however, yet, on the contrary, in spite of, nevertheless, although, not,
rather, whereas, even, on the other hand, otherwise, despite, notwithstanding, rather still.
Signals "Stop": as a result, finally, concluding, in conclusion.
Go ahead, hut more weighty: thus, so, and so. therefore, consequently, meanwhile.

WORDS THAT SIGNAL PARAGRAPHS PATTERNS

Comparison-Contrast like-unlike, similarly, compares, then, contrast, differences, on the


other hand, but, conversely, likewise, more, yet, despite, in spite of,
nevertheless, otherwise, although
Cause-Effect as a result, because, consequently, for this reason, effect-cause, if
attributed, it is because, unless
Simple Listening next, then, finally, and, also, in addition to, to begin with, moreover,
furthermore, again
Time Order first, second, third, one. on (date), not long after, now, as, before,
after, when

FOLLOW THESE DIRECTIONS TO DESCRIBE A CHARACTER


It is useful to be able to estimate and describe character, personal appearance, physical fea­
tures, stature and build, clothes or individual details. Clothes and appearance are often an index to
character.
Characters may be described in several ways: by description, by suggestion or by action. If you
wish to describe people well, you should notice such things as habits, mannerisms, amusements or
hobbies, clothes.
Character shows itself through such details as one’s voice, walk, features, eyes, hands,
make-up.
Simple description is, perhaps, the easiest, but also the least satisfactory method, e.g.: You may
say “John Brown is a very tidy person”, which is a plain statement o f fact. The description of his
habits (careful and accurate work, tidy desk...) will suggest his character far better.
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UNIT 1
FAMILY LIFE
1. Read the texts. Note all unfamiliar words. I f the context does not help, look up the words
in a dictionary. Write out the initial form s o f the words. Transcribe the words.
2. Study the morphological structure o f the words.
3. Remember the spelling o f the words.
4. Practise writing fro m dictation the following texts.

Dictation 1

From CHARLES DICKENS

The Dickenses by K' Peer


The Dickenses were a cheerful and noisy family. In good times or bad they found ways to be
merry. Their friends and neighbours often came in for dinner. Charles Dickens recited poems for
them. His father set him down on the dinner table. Charles was small for his age, and standing on
the table made him feel tall. The boy looked at seven-year-old Frances, his father, his mother, his
cousin and his neighbours. He loved them very much. The parents and the guests laughed and
enjoyed the performances o f the five-year-old boy.
ЛAA
The Dickenses went on living gaily, enjoying life to the full and having dinner parties. Frances
and Charles went to school, the baby Letitia became old enough to leam her letters, and a new infant,
Frederick, added more noise to the family gatherings.
By the time Frederick was bom Charles was eight and he felt quite grown-up because o f the
books he read.
Ten-year-old Frances was studying music and showed great talent.
“All of my children are talented”, said Mr. Dickens. “Look what a reader my boy is, and see
how beautifully he writes”.
Being the eldest boy in the family did give Charles some sort o f position. He wanted to become
the most responsible. He wanted to help his parents.
“We are a very happy family”, Mrs. Dickens would say.

> Notes:

Dickens Charles ['d ik in z 't/a d z ]


Frances ['fra:nsis]
Frederick ['fredrik]
Letitia [li'tijia]

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Unit 1 Writing

Dictation 2
From THE PAINTED VEIL
by W. S. M augham
Though Kitty had met his wife at various tea-parties she had been some weeks in Hong Kong
before she saw Charles Townsend. She was introduced to him only when with her husband she went
to dine at his house.
It was a large party. They were the last to come. Mrs Townsend greeted them.
Charles Townsend was tall, and he had a beautiful figure; he was in very good condition and
he had not a spare ounce of fat on him. He was well-dressed, the best-dressed man in the room, and
he wore his clothes well.
Kitty liked a man to be smart. His face was deeply sunburned, but the sun had not taken the
healthy colour from his cheeks. She liked the little curly moustache which did not conceal his full
red lips. He had black hair, short and brushed very sleek. But o f course his eyes under thick, bushy
eye-brows, were his best feature: they were so very blue. No man who had those blue eyes could
bear to hurt any one. There was a delightful expression in his kind, shining blue eyes, which made
you feel very much at home with him. O f course he had charm. That was what made him so
pleasant.

> N o te s :

W. S. Maugham [mo:m]
Hong Kong [hDi] 'kor)j

Dictation 3

From THEATRE
by W. S. M augham
Julia came across a photograph o f herself as Beatrice. It was the only Shakespearean part she
had ever played.
She knew that she didn’t look well in costume. She could never understand why, because no
one could wear modern clothes as well as she could.
She had her clothes made in Paris, both for the stage and for private life.
She had a lovely figure. She was tall for a woman, and she had long legs.
Her nose was delicate, and there was a melting look in her fine eyes.
Julia’s husband was fifty-two. He still had a very good figure. As a young man, with a great
mass o f curling chestnut hair, with a wonderful skin and large deep blue eyes, a straight nose and
small ears, he had been the best-looking actor on the English stage.
Now his chestnut hair was very grey, and he wore it much shorter. His face was a good deal
lined. But with his splendid eyes and his fine figure he was still a very handsome man.
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Writing Unit 1

He boasted that his weight had not changed since he was twenty. He was good-humoured and
kindly.
A man called James Langton was running their theatre. James was a fat, bald-headed man of
forty-five. He worked his company hard. They rehearsed every morning from ten till two. Then he
sent them home to learn their parts and rest before the evening’s performance. The company laughed
at him and did everything they could to please him.

> N o te s :

Beatrice ['bratris]
James [djeim z]
Julia [ 'd3u:lis]
* * *

/. Read the passage. Note all unfamiliar words. Look them up in a dictionary.
2. Split the following passage into parts and think up appropriate titles fo r each one.
3. Pick out 10-15 sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4. Make up a written summary o f the passage. Avoid minute details and direct speech.

From CHARLES DICKENS


b y K . P e e r

Charles Dickens wrote sketches for the Evening Chronicle. George Hogarth, the editor of the
newspaper liked the clever, witty young man and soon invited him home in the evening to meet his
wife and several daughters and his son Robert. The Hogarths lived in a fashionable district of
London called Chelsea. They were cultured and interesting, and an evening spent with them was full
o f charm. Nineteen-year-old Catherine was particularly pretty, with blue eyes and curls.
Charles began to call often, very often indeed. At last Dickens moved to rooms in their neigh­
bourhood.
One evening Charles asked Mr Hogarth for an opportunity to speak to him alone.
“Come into my study”, said Mr Hogarth, trying not to smile, and trying not to notice the wor­
ried expression on Catherine’s face.
The kindly way that George Hogarth looked at him and asked him to sit down made Charles
feel terribly young. He was usually a solid man o f the world, but this evening...
“You have something to ask me, Charles?”
“Sir, it’s ...”
“Is it Catherine?”
“Yes! Oh, yes!”
“Do you want to marry her?’
“Oh, yes. I do, more than anything else in the world!”
“It’ll make both Mrs Hogarth and myself very happy indeed”.

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Unit 1 Writing

Charles Dickens and his future father-in-law settled down to talk about money matters and the
cost of supporting a wife and bringing up a family. Then they returned to the room where the whole
family was waiting for the good news.
* * *

Charles and Kate were going to be married in spring. The date for the wedding was set for
April the second.
* * *

He and Kate were a most attractive bridal couple when they went to the church for the wed­
ding ceremony. Catherine was looking her loveliest in a silk gown with a very full skirt, and a large-
brimmed hat. Dickens was as handsome as his pictures show him. His wavy brown hair was brushed
back from his high forehead and his face was young and boyish. Men at that time wore trousers with
a strap under the shoe, a jacket and top hat.
After the ceremony Charles and Kate spent their honeymoon in a quiet cottage in the village
o f Chalk on the Thames River. Dickens was on top o f the world.

> N o te s :

Catherine fkaeG orin]


Hogarth ['hougoQj
Thames [temz]
***

Translate the text fro m Ukrainian into English. Use the essential vocabulary included in
Unit 1. Family (Main Course).
У родині Смітів шість чоловік. Джону Сміту. главі родини, 68 років. Він високий і
худорлявий. У нього правильні риси обличчя, прямий ніс, сірі очі, густі брови, темне
волосся. За фахом Джон архітектор. Зараз він не працює. О днак він дуже енергійна
лю дина. Він часто зустрічається зі своїми колиш німи колегами та допом агає їм
корисними порадами. Друзі Д ж она говорять, що з ним легко мати справу. Він - чесна,
скромна і надійна лю дина. Джон лю бить свою родину і пиш ається нею.
Й ого дружині, Еліс, 65 років. Але вона не виглядає на свій вік. Еліс і зараз дуже при­
ваблива жінка. Багато років тому вона закінчила університет. Еліс робила переклади з
німецької і ф ранцузької мов.
Дж он та Еліс мають єдиного сина, його ім’я - М айкл. Й ому 40 років. М айкл схо­
жий на Еліс. У нього каш танове волосся і великі карі очі. М айкл пішов слідами своєї
матері і став перекладачем. М айкл багато подорожує, дуже лю бить свою професію.

"к "к к

М айкл одруж ився 15 років тому. У нього чудова друж ина, гарн а і розумна. її
звуть Кетрін. їй 38 років. За фахом вона музикант. Вона чудово грає на скрипці. Усі
говорять, що вона дуже обдарована людина. Але Кетрін грає тільки для своєї родини і
234
Writing Unit 1

друзів. У М айкла і Кетрін двоє дітей: Генрі, чотирнадцятирічний хлопчик, та Вільям,


якому зараз 8 років. М айкл часто від’їздить у справах, тому Кетрін сама повинна
піклуватися про дітей.
Генрі та Вільям схожі один на одного. В обох коротке, пряме, темне волосся, великі
сірі очі. Генрі - дуже жвавий хлопчик, проте часто буває неслухняним. А Вільям
скромний і сором ’язливий. О бидва хлопчики дуже здібні. Генрі чудово малює, мріє стати
архітектором. Вільям добре грає на піаніно і взагалі цікавиться музикою.
Батьки Кетрін, Дейв і К ерол Брауни, живуть у Л ондоні. Вони вже літні люди і не
працю ю ть. Батько Кетрін був лікарем, а мати викладала в школі.
Брауни мають ще молодш ого сина, Д ж ордж а, якому зараз 33 роки. Він не одру­
жений. Д ж ордж - журналіст. У нього завжди обмаль вільного часу. Д о того ж, він часто
працю є за кордоном.
Сміти і Брауни часто відвідують одні одних. Вони живуть у злагоді. Дейв і Керол
дуже лю блять своїх онуків, приїздять до них на їхні дні народження. А Д ж ордж часто
надсилає хлопчикам кумедні іграш ки.
***
1. Read and translate the passages. Consult a dictionary.
2. In no more than 10-15 sentences describe M r Forestier’s appearance and character. Use
the essential vocabulary included in Unit 1. Family.
3. In no more than 20 sentences describe the members o f the author's family. (Passage 2).
1. Mrs Forestier was a very nice woman. Kindly people often say that o f a woman when they
can say nothing about her. Mrs Forestier was neither charming, beautiful, nor intelligent; on the con­
trary, she was absurd, homely and foolish; yet the more you knew her, the more you liked her, and
when asked why, you found yourself forced to repeat that she was a very nice woman. She was as
tall as the average man; she had a large mouth and a great hooked nose, pale-blue, shortsighted eyes,
and big ugly hands. Her skin was lined and weather-beaten, but she made up heavily. She wore her
hair long. It was dyed golden. She spent a great deal o f money on her clothes, which she got from
the most fashionable dressmakers in Paris, but though a woman o f fifty, she had an unfortunate taste
for choosing dresses that looked exquisite on pretty little mannequins in the flower o f their youth.

But she had a tender, romantic soul. When you came to know her you found her as simple as
a child; she was touchingly grateful for any attention you paid her.
Unfortunately, she was also a damned fool. This you discovered when you met her husband,
Mr Forestier.
(From The Lion’s Skin by W. S. Maugham)

2. At the time we were in Corfu the family were all quite young: Larry, the eldest, was twen­
ty-three; Leslie was nineteen; Margo eighteen; while I was the youngest, being o f the tender and
impressionable age o f ten. We have never been very certain o f my mother’s age, for the simple rea­

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Unit 1 Writing

son that she can never remember her date of birth; all I can say is that she was old enough to have
four children. My mother also insists that I explain that she is a widow for, as she so penetratingly
observed, you never know what people might think.
(From My Family and Other Animals by G. Durrell)
> Notes:
Corfu [ko:'fu:]
k k k

Make up short stories based on the dialogues.


- Julia dear, will you marry me?
- Michael!
- Not immediately, I don’t mean. But when w e’ve got our feet on the ladder. I know that you
can act me off the stage, but we get on together like a house on fire, and when we do go into man­
agement I think w e’d make a pretty good team. And you know I do like you most awfully. I mean,
I’ve never met anyone who’s a patch on you.
- Michael, you’re so handsome. No one could refuse to marry you!
- Darling! I must tell mother.
(From Theatre by W. S. Maugham)

- Aunt Hermione says she wants to come and stay... the doctors have advised a warm climate!
- N o , I refuse! I couldn’t bear it! You’ll have to put her off, M other... tell her there’s no room.
- But I can’t, dear; I told her in the last letter what a big villa we had.
- She’s probably forgotten.
- She hasn’t.
- Write and tell her w e’ve got an epidemic o f smallpox raging out here.
- Don’t be silly, dear. Besides, I told her how healthy it is here.
- Really, Mother, you are impossible!
- Don’t be unreasonable, dear; after all, she is a relation.
- My dear Mother, of all the relatives with which we are cluttered, she is definitely the worst.
Why you keep in touch with her I cannot, for the life o f me, imagine.
(From My Family and Other Animals by G. Durrell)

236
UNIT 2
DWELLING
1. Read the texts. Note all unfamiliar words. I f the context does not help, look up the words
in a dictionary. Write out the initial form s o f the words. Transcribe the words.
2. Study the morphological structure o f the words.
3. Remember the spelling o f the words.
4. Practise writing fro m dictation the following texts.

Dictation 1
From M Y FAMILY AND OTHER ANIMALS
by G. Durrell
We w anted to find a house in the country. In the m orning we started on o ur househunt.
Soon we found a small and square villa. It stood in its tiny garden. It looked like some fruit
lying in the greenery. Its shutters were green. The garden was surrounded by tall hedges. There
were som e flower-beds there. Roses had big and sm ooth petals. The warm air was thick with
the scent o f a hundred dying flowers. As soon as we saw the villa, we w anted to live there. But
the villa was only ju st big enough to house the family. A nd we wanted o u r friends to come and
stay with us. So we needed a large house.
A nother villa was enorm ous, a tall and square mansion with yellow walls, green shutters
and a fox-red roof. It stood on a hill overlooking the sea, surrounded by silent orchards of
lem on-and orange-trees. There were very large room s and verandas in the house. We liked the
place very much.
The next morning we went to the town to buy furniture. Soon we settled into the villa.
I liked my brother’s study. It met with my full approval. It was, in my opinion, just what a room
should be. The walls were lined with tall book-shelves filled with books on botany, medicine and
other subjects. There were also crime stories there. Thus Sherlock Holmes rubbed shoulders with
Darwin. At one window o f the room stood a telescope. On one side o f the room there was a massive
desk with note-books on it. On the opposite side o f the room there was a small table with a lamp and
collection o f slides on it. I spent much time in the room.
I liked the villa. It was a dream o f a house.

Dictation 2
From MARTIN EDEN
by J . London
M artin left his sister’s house and rented a small room in which he lived, slept, studied,
w rote and kept house.
Before the one window, looking out on the tiny front porch, was the kitchen table that
served as desk, library, and typew riting stand. The bed, against the wall, occupied tw o-thirds

237
Unit 2 Writing

of the total space o f the room . A bureau stood in the corner, and in the opposite corner, on the
table’s other flank, was the kitchen - the oil-stove on a dry-goods box inside o f which were
dishes and cooking utensils, a shelf on the wall for provisions, and a bucket o f water on the
floor. Over the bed, hoisted to the ceiling was his bicycle.
A small closet contained his clothes and his books for which there was no room on the table
or under the table. When the one chair in the room was not in use. he put it on top o f the bed, though
sometimes he sat on the chair when cooking, reading a book while the water boiled. Pea soup was a
common article in his diet, as well as potatoes and beans. Rice, cooked as American housewives
never cook it. and can never learn to cook it, appeared on Martin’s table at least once a day. Dried
fruit were less expensive than fresh, and he had usually a pot of them, cooked and ready at hand, for
they took the place o f butter on his bread. Coffee, without cream or milk, he had twice a day, in the
evening substituting tea. There was need for him to be economical.

> Notes:
Porch - BrE a built-out roofed entrance to a house; A m E fo r veranda
Bureau - BrE a large desk or writing table with a wooden cover which slides over the top to
close it; A m E a chest o f drawers fo r bedroom use
M artin [ m a:tin]

Dictation 3
From THE DEVOTED FRIEND
by O. Wilde
H ans lived in a tiny cottage all by himself, and every day he worked in his garden. In all
the countryside there was no garden so lovely as his. There were dam ask Roses, and yellow
Roses, lilac Crocuses and gold, purple Violets and white there. M aijoram and Daffodils and
other flowers bloom ed or blossomed in their p ro p er order as the m onths went by, one flower
taking another flow er’s place, so that there were always beautiful things to look at, and pleas­
ant odours to smell.
So little H ans w orked away in his garden. D uring the spring, the sum m er and the
autum n he was very happy, but when the w inter came and he had no fruit or flowers to bring
to the m arket, he suffered a good deal from cold and hunger, and he often had to go to bed
w ithout any supper but a few dried pears or some hard nuts. In the winter, also, he was
extremely lonely. His friend used to say to his wife: ‘'There is no good in my going to see little
H ans as long as the w inter lasts, for when people are in trouble they should be left alone. T hat
is my idea about friendship, and I am sure I am right. So I shall wait till the spring comes, and
then I shall pay him a visit, and he will be able to give me a large basket o f prim roses, and that
will m ake him so happy” .

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Writing Unit 2

Dictation 4

The anim als o f the British Isles look like those o f north-w estern Europe, though there are
fewer kinds. Some o f the larger animals, the wolf, the bear, and the reindeer, have become
destroyed, though reindeer rem ained in Scotland. There are foxes in many districts o f the coun­
try. O ne can see seals on different p arts o f the coast. Sm aller anim als are rats, squirrels,
hares, etc.
There are many song-birds. The sparrow s and starlings are many. M any kinds o f sea­
birds which live round the coast often fly far inland looking for food. Some kinds o f birds are
protected by law.
Reptiles are few. There are only three types o f snakes, o f which only one is dangerous.
In spring and just before the winter colds begin, millions o f birds flying from the north to the
warmer lands stop for a rest on a little rocky island off the west coast of Britain. The rocks are
absolutely covered with birds. And the local people bring food and water for them while the long­
distance travellers are there.
"k "k -k

1. Read the passage. Note all unfamiliar words, look them up in a dictionary.
2. Spot the key words which denote the scheme o f the passage. Make an outline using the
key words.
3. Pick out 8-Ю sentences which convey the basic information in the passage, link them
smoothly. Use transitional words and phrases.
4. Make up a written summary o f the passage. Avoid minute details and direct speech.

From ANNA IN LONDON


by Alan R. Beesley
A Big Decision
Mrs Bond is a widow. Her husband died two years ago. She has three children - two boys and
a girl. Michael, the younger son, is thirteen years old. He goes to the local grammar school. Her elder
son. John, is twenty-nine. He is an engineer. He works for a large oil company. His job often takes
him abroad and he is now in Venezuela.
Mrs Bond’s daughter, Susan, is nineteen. She is studying at a business college in London. She
will finish her course next year.
The Bond family live in a suburb of London. They have quite a large house. It has four bed­
rooms, a living-room, a dining-room, a small study, a kitchen, a bathroom and two lavatories. There
are also two empty rooms at the top o f the house. Susan’s parents bought the house when they got
married. They paid eight hundred pounds for it. That was a lot o f money in those days, but now the
house is worth twenty times that amount.

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Unit 2 Writing

M rs Bond likes the house but she sometimes thinks th at she will have to sell it and buy
som ething smaller. She has a part-tim e jo b at the local Public Library. The w ork is interesting,
but the pay is not very good. So the big problem in the lives o f the Bond family at the moment
is money. Susan thinks, they can let one o f the two empty room s upstairs. But Mrs Bond doesn’t
like the idea. She doesn’t w ant a stranger in her house. Besides, the room is unfurnished. Susan
says they have plenty o f spare furniture, and they can make th a t room look very nice.
Jc Jc Jc

At last Mrs Bond made up her mind to let one o f the rooms. That week the Bond family
worked hard. They cleaned the big spare room at the back o f the house. Michael painted the door
and window frames. Susan made some new curtains. They took various pieces of furniture from the
other rooms. Mrs Bond bought an electric cooker. By the beginning o f the following week, the room
was ready. It really looked very attractive.
* Jc *

Anna Klein arrived in London from Hamburg exactly three weeks ago. This is her first visit to
England - and she is not very happy. She is working in the London sales office o f Lufthansa, the big
German airline. She is going to be in England for at least two years. She likes the job; she likes
London. The reason she is not happy is that she cannot find a room o f her own. She must find a room
for a reasonable rent.
On Tuesday she went to the offices o f the local newspaper to put an advertisement. There she
got acquainted with Susan. Susan Bond told Anna they could let a room to Anna. The girls left the
offices o f the newspaper together and went to Susan’s house.
It was a tall, well-built house. The girls came into the house and Anna followed Susan into her
room. Anna liked the room very much. It was a big room. One end had a curtain in front o f it. Anna
looked behind the curtain. In one comer there was a wash-basin. There was also an electric cooker
there. Beside the cooker there was a small cupboard. This part o f the room was really a small
kitchen. Anna pulled back the curtain and looked at the rest o f the room.
The carpet was light grey and covered most o f the floor. In front o f the gas fire there was a
thick red rug. The curtains were also red-but o f a lighter shade. The walls were white. It was a com­
fortable room.
Beneath the window there was a dressing-table with three drawers and a mirror. There were
two armchairs, a small table with three chairs round it, a desk and a bookcase. There were two read­
ing lamps and a few pictures on the walls. Next to the reading lamps there was a bookshelf. On the
left there was a large built-in cupboard for clothes.
So Anna got a room with a view over the river Thames.

> N o te s :

M ichael ['m aikl]


Venezuela [^veno'zw eila]
H am burg ['Ь аетЬ з:д]
Jc Jc Jc

240
Writing Unit 2

Translate the text fro m Ukrainian into English. Use the essentiaI vocabulary included in
Unit 2. Dwelling. (Main Course).
Сміти живуть у передмісті Бірмінгему. їхній будинок розташ ований на тихій,
зеленій вулиці. Це гарн и й , просторий двоп оверхови й м аєток. П еред будинком
знаходиться квітник, а за будинком - великий сад, з одного боку якого Сміти посадили
фруктові дерева, а з другого декілька ялинок і вічнозелених кущів. С ад - чудове місце
для відпочинку. Влітку тут можна загоряти і плавати в басейні, який знаходиться зразу
ж за будинком. Діти лю блять гратися в саду. Вони проводять багато часу на свіжому
повітрі. А дорослі, працю ю чи в домі, знаю ть, де їхні діти, і що вони завжди в безпеці.
Дж он пиш ається своїм садом, лю бить працю вати в ньому. Еліс особливо любить
вирощ увати троянди. Вона, справді, може похвалитися своїм квітником.
Дім Смітів великий і затиш ний. У ньому достатньо місця для всіх членів сім’ї. З
великого холу на перш ому поверсі ви потрапляєте до вітальні. Це найбільш а кімната в
домі. На підлозі лежить гарний пухнастий килим. Ліворуч - м’який диван і два крісла, а
перед ними - маленький стіл. Н авпроти ви бачите рояль. С права - шафа з посудом. У цій
кімнаті є камін. Н ад ним висить чудовий пейзаж. У вітальні є два вікна, одне з них
виходить в сад, а інше - в квітник. К ольори стін, килима, ш тор і меблів приємно
поєднуються. Це дуже затиш на кімната. Тут Сміти приймаю ть гостей. Вечорами, після
вечері, вони часто збираю ться тут, дивляться телевізор, слухають музику, розмовляю ть.
Н а першому поверсі будинку також знаходяться їдальня, кухня, ком ора, ванна і
туалет. З холу сходи ведуть на другий поверх, де розташ овані кімнати хлопчиків,
спальня батьків, кімната Еліс та Д ж она, а також кабінет Д ж она.
Кімнати дітей невеликі, але світлі та затиш ні. В кімнаті Вільяма багато іграш ок, а
у Генрі є безліч книжок і відеокасет.

У кімнаті батьків світлі меблі, на стінах велике дзеркало і декілька акварелей.


Джон та Еліс віддаю ть перевагу старовинним меблям, бо вваж аю ть, що вони роблять
кімнату кращ ою і затиш ніш ою .
Н айулю бленіш а кімната дітей в домі - це кабінет їхнього дідуся. Стіни в цій кімнаті
заставлені книжковими полицями від підлоги до стелі. Біля вікна стоїть великий, масив­
ний стіл. На ньому ми бачимо настільну лампу і ком п’ютер. У цій кімнаті Дж он зберігає
багато цікавих і дорогих для нього речей: книг, фотографій, альбомів, картин, чудову
колекцію марок та ін.
М айкл, Кетрін і їх діти вваж аю ть, що жити разом з батьками зручно і приємно.
Коли М айкл у від’їзді, Кетрін почуває себе не такою самотньою . Батьки ж все-таки
поруч, вони складаю ть чудове товариство. Д о того ж вони допом агаю ть їй наглядати за
дітьми і вести домаш нє господарство.
Однак справи часто вимагаю ть присутності М айкла в Лондоні. М ож ливо, наступ­
ного року М айкл купить невелику квартиру в столиці. Це також дасть змогу Смітам
частіше приїжджати до Л ондона і відвідувати батьків Кетрін.

& it

241
Unit 2 Writing

1. Read and translate the passage. Consult a dictionary.


2. In no more than 10-15 sentences describe the M ors’ house and their garden. Use the
essential vocabulary included in Unit 2. Dwelling. (Main Course).
Bill and N an M or seated themselves at the table at opposite ends. The casement windows
were open as wide as they could go upon the hot dry afternoon. They revealed a short front
garden. Beyond the garden lay the road where the neat sem i-detached houses faced each other
like m irror images. The housing estate was a recent one, m odern in design and very solidly
built. A bove the red-tiled roofs, and over the foliage o f th e trees th ere rose th e tow er o f
St. Bride’s school where Bill was a housem aster.
(From The Sandcastle by I. Murdoch)
kkk
Make up a story based on the dialogue.
- I ’ve asked a few people out for a week or so.
- That will be nice, dear.
- 1 thought it would do us good to have some intelligent and stimulating company around. We
don’t want to stagnate.
- You’d better let the Pension Suisse know when they’re coming.
- What for?
- So they can reserve the rooms.
- But I’ve invited them to stay here.
- Larry! You haven’t! Really, you are most thoughtless. How can they possibly stay here?
- 1 really don’t see what you’re making a fuss about.
- But where are they going to sleep? There’s hardly enough room for us, as it is.
- Nonsense, Mother, there’s plenty o f room if the place is organised properly. If Margo and
Les sleep out on the veranda, that gives you two rooms; you and Gerry could move into the draw­
ing-room, and that would leave those rooms free.
- Don’t be silly, dear. We can’t all camp out all over the place like gypsies. Besides, it’s still
chilly at night, and I don’t think Margo and Les ought to sleep outside. There simply isn’t room to
entertain in this villa. You’ll just have to write to these people and put them off.
- I can’t put them off, they’re on their way.
- But, dear, it’s so silly to invite people when you know there’s no room in the villa.
- I do wish you’d stop fussing, there’s quite a simple solution to the whole business.
- What?
- Well, since the villa isn’t big enough, let’s move to one that is.
- Don't be ridiculous. Whoever heard o f moving into a large house because you’ve invited
some friends to stay?
- What’s the matter with the idea? It seems a perfectly sensible solution to me; after all, if you
say there’s no room here, the obvious thing to do is to move.
(From M y Family and Other Animals by G. Durrell)
242
UNIT З
DAILY PROGRAMME
1. Read the text. Note all unfamiliar words. I f the context does not help, look up the words
in a dictionary. Write out the initial form s o f the words. Transcribe the words.
2. Study the morphological structure o f the words.
3. Remember the spelling o f the words.
4. Practise writing fro m dictation the following texts.

Dictation 1
From ANNA IN LONDON
The D ay’s Work Begins b> R‘ Bees,e>
A n n a’s alarm -clock rings at a q u arter past seven as usual. A nd, as usual, A nna lies in bed
for another ten minutes. Then she gets up, washes, cleans her teeth and com bs her hair. She
puts on a dress. It looks simple but attractive. Then she has breakfast.
Anna can travel to work by bus. or by underground. The bus takes longer, but Anna prefers it.
It is a little cheaper than the tube, and it is usually easier to get a seat. O f course, most buses are
crowded during the rush-hours in the morning, when people arc going to work, and in the early
evening when they are coming home.
A nna gets on the bus and sits down in one o f the front seats. Twenty-five minutes later
the bus stops in Picadilly. A nna gets off and walks to her office. She gets there at a q uarter to
nine. Fifteen m inutes later one o f the office girls opens the main door. The first custom er
arrives. The days work begins.
kkk
Susan is always in a hurry, generally late and often absent-minded.
Classes at her college usually start at nine fifteen, except on Fridays, when the first class begins
at ten.
Michael, her brother, usually bangs on her bedroom door at eight o'clock. He did so this morn­
ing. ‘‘All right”, said Susan, but she just turned over and went to sleep again. At half past eight
Michael went upstairs and banged on his sister’s door again - this time more loudly.
Susan jum ped out o f bed, hurried into the bathroom , washed quickly and ran back to her
room . She put on a dress, com bed her hair and went dow nstairs to the kitchen, where she and
her m other usually have breakfast. A fter breakfast Susan went to her college. H er m other did
the washing-up. She had ten minutes before she had to leave for work. She was glad that she
had a job. It was not only that she needed the money, she did not want to be alone all day in
an empty house.
* * k

243
Unit З Writing

1. Read the passage. Note all unfamiliar words. Look them up in a dictionary.
2. Spot the key words which denote the scheme o f the passage. Make an outline using the
key words.
3. Pick out 6-8 sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4. Make up a written summary o f the passage. Avoid minute details and direct speech.

From MARTIN EDEN


by J . London
“ I w ant to tell you about fath er’s friend M r B utler” , R uth said one afternoon when gram ­
m ar and arithm etic and poetry had been put aside. “ His father had come from A ustralia and
when he died M r Butler, Charles Butler he was called, found him self alone in the world w ith­
out any relatives in C alifornia. He went to w ork in a printing office - I have heard him tell o f
it many times - and he got three dollars a week at first. His income today is at least thirty th o u ­
sand a year. H ow did he do it? H e was honest and industrious and economical. H e denied him ­
self the enjoym ents th at m ost boys had. H e had his eyes fixed always on the future. He worked
in the daytim e and at night he went to night school. He was am bitious. H e w anted a career, not
a livelihood and he m ade sacrifices for his ultim ate gain. H e decided upon the law and he
entered fath er’s office as an office boy, think o f th at, and got only four dollars a week. But he
had learned how to be economical and out o f that four dollars he continued saving money. He
studied bookkeeping and typewriting. He quickly became a clerk and m ade him self invaluable.
F ather appreciated him. It was on father's suggestion that he went to law college. He became
a lawyer and father took him as a ju n io r partner. H e is a great man. Such a life is an inspira­
tion to all o f us. It shows th at a man with a will may rise superior to his environm ent in life” .
She paused for breath and to see how Martin was receiving it.

“Do you know,” he said, “I feel sorry for Mr Butler. He robbed him self of life for the sake of
thirty thousand dollars a year. Working all day and studying all night - just working, never having a
good time!”
Martin was dissatisfied with Mr Butler’s career. There was something unpleasant about it after
all. Thirty thousand a year was all right, but inability to be humanly happy robbed such an income
of its value.

> Notes:
A ustralia [Ds'treiljo]
California [,kaelTfo:njo]
* &*

244
Writing Unit 3

Translate the text fro m Ukrainian into English. Use the essential vocabulary included in
Unit 3. Daily Programme. (Main Course).
Джон С міт прокидається рано вранці. О шостій годині він уже в саду, робить
ранкову гімнастику. Він впевнений, що це допом агає йому бути здоровим та енергійним.
Після зарядки він гуляє в саду, потім йде додому, приймає душ. випиває чашку кави,
читає ранкові газети.
О пів на восьму Еліс спускається вниз і готує сніданок. Кетрін будить дітей, до п о ­
магає їм одягнутися і веде їх до їдальні. Я кщ о М айкл вдома, він приєднується до сім’ї.
Сміти снідаю ть о восьмій ранку. Діти не лю блять вставати рано, особливо Генрі. Він,
звичайно, сонний і не хоче їсти.
Після сніданку Дж он відвозить дітей до школи. М айкл вирушає на службу. Еліс
прибирає зі столу і миє посуд. А Кетрін йде нагору прибирати в спальнях.
Ж інки мають декілька хвилин, щоб перепочити і скласти план на день. Звичайно,
Еліс і Кетрін вируш аю ть за покупками, а Дж он залиш ається вдома і працює в своєму
кабінеті. Через годину-півтори Еліс і Кетрін повертаю ться додому. Еліс починає готу­
вати обід, а Кетрін допом агає їй. Д ж он привозить дітей зі школи, і сім’я обідає.
Після обіду всі відпочиваю ть. Потім діти роблять уроки. Після цього Кетрін дає
Вільяму урок музики, а Генрі йде в кабінет дідуся, де він малює, читає, роздивляється
колекцію марок. Еліс вчить дітей говорити французькою мовою.
О п’ятій годині вечора Сміти п’ють чай у вітальні, а влітку вони вваж аю ть за краще
їсти в саду. Сміти вечеряють о восьмій годині вечора, бо М айкл, звичайно, повертається
додому біля восьмої.
Після легкої вечері настає час відпочинку. Діти і Д ж он лю блять проводити його в
саду. Кетрін грає на скрипці або на роялі. Еліс в’яже або читає книжку. М айкл слухає
останні новини.
О пів на десяту вечора діти прймаю ть ванну і йдуть спати. Д орослі проводять ще
якусь годину біля телевізора. Інколи вони приймаю ть гостей, а то й самі відвідують своїх
друзів. В п’ятницю Еліс і Кетрін прибираю ть у будинку, перуть білизну. Інколи в суботу
Сміти їдуть до центру міста, гуляють у парку, провідують друзів або йдуть до театру.

Зараз літо. У дітей канікули. С коро Сміти поїдуть до моря. А поки що вони у себе
в саду. Подивіться! Вільям і Генрі плаваю ть у басейні. Еліс в’яже сидячи у кріслі. Джон
поливає квіти. Кетрін читає книгу. Поки всі в саду, М айкл працює в кабінеті. Він
перекладає якусь статтю. Вчора він працю вав з дев’ятої години ранку до ш остої години
вечора. Сьогодні він мас закінчити свою роботу. М айкл, мабуть, втомився, але він не
може відкласти переклад статті, бо це термінова робота.
П евна річ. М айкл вчасно справиться з перекладом. А через тиждень у М айкла буде
відпустка, і він сподівається добре провести її разом з родиною .
ккк

245
Unit З Writing

1. Read and translate the passage. Consult a dictionary.


2. In no more than 10-15 sentences describe Mor's working day. Use the essential vocabu­
lary included in Unit 3. Daily Programme. (Main Course).
W hen M or aw oke it was cold. H e turned in bed and looked tow ards the window. A very
white dim light. It was early m orning. N o need to get up yet. H e turned again to settle down.
Then he looked at his watch. Ten to six. H e lay back on the pillow. But he found out that he
could not stay in bed. He began to get up and to dress.
( From The Sandcastle by I. Murdoch)

3. In no more than 15 sentences describe Miss Lemon's working day.


Miss Lemon was an efficient secretary. Her efficiency was terrific. She was forty-eight years
of age. Her job was to take down her boss’s letters, file his papers, deal with his telephone calls, type­
write his letters. All these things she did admirably.
Punctual to the moment, as always, the boss entered the small room where Miss Lemon await­
ed her instructions for the day.
She placed before him the morning’s mail, neatly arranged in categories. Then she uncovered
her typewriter, inserted a piece o f paper into it and let her fingers hover over the keys o f the type­
writer, waiting to be allowed to begin her work.
But the boss was in no mood to dictate letters.
There was to be this morning a slight change in routine.
(From The M ystery o f the Spanish Chest by A. Christie)

* * *

Make up a story based on the dialogue.


- G ood-m orning! M ay I come in?
- Oh, yes, come right in.
- Don’t trouble yourself. I was passing and thought I’d come in. How is your husband?
- H e’s well, thank you. H e’s out working today.
- Then he has found employment?
- Yes, he has.
- The children are all well now, and in school, I hope?
- Yes. You’ll have to excuse the looks this morning. We’ve been ironing, and it’s all upset.
- I know. Don’t you think I understand? You mustn’t feel nervous about me.
( From Jennie Gerhardt by Th. Dreiser)

246
UNIT 4
UNIVERSITY
/. Read the texts. Note all unfamiliar words. I f the context does not help, look up the words
in a dictionary. Write out the initial form s o f the words. Transcribe the words.
2. Study the morphological structure o f the words.
3. Remember the spelling o f the words.
4. Practise writing fro m dictation the following texts.

Dictation 1
From FOCUS ON BRITAIN
b y M . K i t c h i n

Some Aspects o f British University Life


A University in Great Britain is a place o f higher education to which young men and women
may go after finishing the course at a high school, that is, when they are about eighteen years old.
Most students go to a university to study some special subject or group o f subjects, a knowl­
edge of which will make it possible for them to earn their living as doctors, lawyers, engineers,
teachers... A university must train its students in such a way that they themselves will always be
eager to search for new knowledge and new ideas.
O f the full-time students now attending English universities three quarters are men and one
quarter women. Nearly half of them are studying arts subjects such as history, languages, econom­
ics or law, others are studying medicine, agriculture.
The University o f London, for example, includes internal and external students. External stu­
dents come to London only to sit for their examinations. The colleges in the University o f London
provide instruction by means o f lectures, which are attended mainly by day students. The colleges
of Oxford and Cambridge mainly use a tutorial method. There’s one member of the teaching staff
for every eight students in these universities.
The three terms into which the British University year is divided are eight to ten weeks. The
students have vacations between the terms. A university usually has longer holidays than a school,
and in England, in addition to the long summer holiday, which lasts three or four months, there are
a few weeks at Christmas and Easter, during which the students can go home. Many o f them travel
in July, August and September, partly for pleasure and partly for study. The students o f some uni­
versities, who have to earn the money to pay for their education, spend the summer in doing differ­
ent kinds o f work.
If a person has a London degree, that means he has graduated from the University o f London.
A person studying for a degree at a British University is called an undergraduate; one who has taken
a degree is called a graduate.

247
Unit 4 Writing

Life at a university is not all hard work. Students of Oxford and Cambridge meet at almost
every kind o f sport. And sometimes there are sports meetings between American and British uni­
versities.
Dictation 2
Choosing one’s career is an important step in everybody’s life. Most children have only vague
ideas o f what they want to be. Boys usually dream o f becoming pilots...
Some children admire their parents and want to follow in their footsteps, or at least they take
their parents’ advice, others prefer to go their own way. Only very few have a definite idea o f their
future careers and strive to make their dreams come true.
Young people are encouraged to choose their own careers according to their personal abilities
and interests. They are given all sorts o f facilities.
Usually personal qualities show up at school and teachers should guide and encourage the
young people to take up the careers for which they are best suited.
Apart from the academic careers in science, medicine, law and the arts, a lot o f boys and girls
go in for special training in the trades and the professions and take up a career seriously.
Young people should be encouraged to see the value o f all trades, crafts and professions and
to look upon the career they have chosen with interest and pride. Career opportunities are open to all
young people who have the ability and the will to study. In Great Britain careers officers give their
students the necessary information on different professions in part in the option booklets, in part by
displays and in part through the teacher/pupil conversation in class-time.

Dictation 3
Susan works in a big public library as an assistant. The library opens at nine o’clock in the
morning. A lot o f people come to the library on Saturdays. On these days Susan is up to her eyes in
work. The hours of loan service are from 9 a.m. to 8 p.m. daily.
They’ve got a good choice of books there. A reader may borrow not more than five books at
a time, and he/she may keep them for up to ten days. If he/she wishes to keep them longer he/she
has to return them for renewal.
Susan stands behind the library desk. She takes books from the people who come in, and gives
them their tickets.
When there is a lot o f people in the library, Mrs Brown, the head librarian helps the assistants.
She takes books from the desk and puts them on the trolley. Then she pushes it down the library and
puts the books back on the right shelves.
Susan works quickly. In every book there is a little pocket. In this pocket there is a piece o f
paper with the name and number o f the book on it. Susan takes this piece o f paper out o f the pock­
et in the book. She puts the date on the piece o f paper and on the right page in the person’s ticket,

248
Writing Unit 4

which is like a little envelope. Then, at the end o f the day. the assistants put the tickets in the right
order in the drawers o f their desks.
Susan likes to read different books, serious and entertaining. Her friends call her a book-worm
because she is very fond o f reading. She knows every book in the library. She is said to be Mrs
Brown's right-hand. She likes her work, as much as one can like any job that imprisons one from
nine till five. Susan can recommend readers a book that has been a great success lately. She helps
people to find books on the subject they are interested in.
Susan finds her work very interesting and useful. She knows much about the most popular
authors. She can tell you about the reading habits o f the people who come to the library. Susan is a
sociable person, and she likes to have a talk to different people about the books they are interested in.

Л A A

1. Read the text. Note all unfamiliar words. Look them up in a dictionary.
2. Spot the key words which denote the scheme o f the passage. Make an outline using the
key words.
3. Pick out 8-Ю sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4. Make up a written summary o f the passage. Avoid minute details and direct speech.

TEXT FROM CHARLES DICKENS


by K. Peer
After breakfast Charles’s mother sat down with him for lessons. This was a happy hour! He
had long since learned his alphabet, and was able with help to read simple texts: Jack and the
Beanstalk, Little Red Ridinghood, Robin Hood. When lessons were done he simply took one o f the
thin books and went on struggling with it, word by word, line by line.
“H e’s a terrible boy to read,” said one o f the servants.
“He is really ready for school”, said his mother, and her husband agreed.
He went to a dame school, a small class o f young children taught by an elderly lady in her home.
He wanted to learn. He loved anything in books. The more he learned at school the bigger and
thicker were the books he could read at home.
School did not last all day. In the afternoon he and his companions could run to a nearby field,
play and invent games. There Charles came into his own.
When Charles was eight, he felt quite grown-up because o f the books he could read.
“Look what a reader my boy is, and see how beautifully he writes,” boasted Mr. Dickens.
When the family moved from their old house Charles left his dame school behind, and he was
soon enrolled in a regular academy in the Baptist Chapel next door. Mr. William Giles kept the
249
Unit 4 Writing

school. He was young, fresh from college. He loved books and teaching and children. He and young
Charles quickly became good friends. For nearly two years Charles worked hard with Mr. Giles on
his Latin. English grammar, arithmetic, history and geography.
When the end o f the term came around Charles and his parents left for London. Charles’s
father was sent to the debtors’ prison. The worst news o f all was that the boy could not go to school.
But fate took a hand and the boy went back to school. His new teacher was quite different from Mr.
Giles. He went up and down the row hitting his students with a ruler.
But Charles was in school to learn, and no ruler could discourage him. He hadn’t forgotten too
much since his last school days. He remembered his Latin, his English grammar, and his arithmetic,
and he rose rapidly to the top o f the class. He remembered his love o f all kinds of fiction, too.
Charles began to write stories of his own. He wrote so well that the boys formed a reading club
to keep his tales going from one boy to another.
The two years between sixteen and eighteen flew by. Charles was going to apply for a post as
a Parliamentary reporter on one of the city’s newspapers.
He read every book he could find in the second-hand bookshops. He knew where there were
thousands of books waiting for him. They were in the National Library, a part o f the British Museum.
At the age o f 18 he was admitted. From then on. whenever he had a spare hour, he hurried
to the British Museum, to sit at one o f the tables with a lot o f books before him, to read, and read,
and read.
He decided, he was going to study everything and learn everything and read everything, so that
he could be someone. He was going to climb up and up. He wanted to rise in life.
> Notes:

Mr. Giles [<±5ailz]

Translate the text fro m Ukrainian into English. Use the essential vocabulary included in
Unit 4. University. (Main Course).

k k k

П 'ятнадцять років тому М айкл і його друзі закінчили університет. Н а минулому


тижні вони організували вечірку з цього приводу. М айкл і його колишні однокурсники
згадували час, який вони провели в університеті.
Було нелегко вступити до університету. М айкл мав складати вступні іспити. На
щастя, він склав їх успішно, і його прийняли до університету.
М айкл вивчав німецьку і французьку мови. Д о вступу в університет він вже мав
певне уявлення про ці мови. Тому йому було легко вчитися. Заняття в університеті були
п'ять разів на тиждень. М айкл відвідував лекції, семінари і практичні заняття. Н а
практичних заняттях М айкл і його друзі слухали тексти французькою і німецькою
250
Writing Unit 4

мовами, дивилися і обговорю вали на відповідній іноземній мові переглянуті відеофіль-


ми, читали книжки, перекладали статті, писали твори.
В університеті були чудові читальні зали і бібліотека, лекційні зали, аудиторії,
фонетичні лабораторії. Крім іноземних мов, М айкл вивчав історію, літературу, психоло­
гію, філософію. Я к правило, М айкл одержував відмінні оцінки на іспитах. Й ого сильною
стороною завжди був переклад, тому М айкл вирішив стати перекладачем.
В університеті М айкл займався спортом. Він захоплю вався плаванням та бігом. Під
час канікул М айкл бував за кордоном - в П ариж і, Бонні, Бремені, М арселі. Тут він
познайомився з багатьм а французами і німцями, потовариш ував з ними. Н езабаром
М айкл міг вільно розм овляти як по-французьки, так і по-німецьки.
К ращ і друзі М айкла - Роберт Стоун та Джеймс Броуді. Роберт викладає французь­
ку мову в університеті, а Джеймс працю є перекладачем на одній із фірм. Н а жаль, зараз
вони не можуть часто зустрічатися. Тому вони були дуже раді нагоді побачитися і
поспілкуватися.
* * *

1. Read and translate the passages. Consult a dictionary.


2. In no more than 10-15 sentences describe the boy's French lessons. Use the essential
vocabulary included in Unit 4. University. (Main Course).
3. In no more than 10-15 sentences describe the qualities o f a good teacher. (Passage 2).
1. Once a week we tortured ourselves by devoting a morning to French. My new tutor spoke
French beautifully, and to hear me massacring the language was almost more than he could bear. He
very soon found that it was quite useless to try to teach me from the normal text-books, so these were
set aside in favour o f a three-volume set o f bird books; but even with these it was up-hill going.
Occasionally a look o f grim determination would settle on his face. He would slam the book shut
and say: “I think it would freshen us up a little... blow the cobwebs aw ay... if we went for a short
walk. It will be a good opportunity for us to practise our conversational French, w on’t it? So no
English, please - everything to be said in French. It is in this way that we become familiar with a
language.
(From My Family and Other Animals by G. Durrell)

2. You get your bad days, but you get some fabulous days in teaching as well. It’s a job in a
million.
Life in the classroom is changing fast. New developments in technology, in methodology, and
in society at large mean that, for today’s children, school will differ vastly from what you yourself
remember. Teaching can use your personal and professional qualities as few other careers can - and
it needs them. Teaching today is dynamic, progressive, exciting. This is your chance to be part o f it.

251
Unit 4 Writing

The profession is what you make o f it. Every year is different, every pupil is unique and in that
variety lies much o f the challenge. Teaching is a profession where you have much freedom to inno­
vate and implement new ideas. People are not necessarily “born teachers”. However, there are some
common denominators. Namely, the ability to think fast on your feet, an inquiring mind, patience,
flexibility, good communication skills and, o f course, strong self-motivation. It’s not enough for
interviewees simply to say “I like children”, as a reason for entering teaching. There’s far more to it
than that. At the heart o f good teaching lies genuine respect for the dignity o f pupils - when that
exists, the whole atmosphere o f the classroom and the school changes. It’s important for the kids to
feel that you like them and are really interested in them. You have to make it clear that it’s not just
the bright ones that count. Everyone has an equal right to your time.
(From Why Teaching? TASC Teaching as a Career. Department
o f Education and Science, 1989)

* * *

Make up a story based on the dialogue.


- What you need you realize yourself, and it is education. You should go back and finish gram­
mar-school, and then go through the high-school and University.
- I’ve got to study by myself I guess, an’ what I want to know is where to begin.
- 1 should say the first thing of all would be to get a grammar book. Your grammar is...not
particularly good.
- I know I must talk a lot o f slang an’ words you don’t understand. But, then, they’re only
words I know ...how to speak. I ’ve got other words in my mind - picked’em up from books - but I
can’t pronounce’em, so I don’t use’em.
- It isn’t what you say so much as how you say it. You don’t mind me being frank, do you? I
don’t want to hurt you.
- No, no! Fire away; I’ve got to know, and I'd sooner know from you than anybody else.
- Well, then, you say “ You was”; it should be “You were”. You say “I seen” for “I saw”. You
use the double negative -
- W hat's the double negative? You see, I don't even understand your explanations.
- I ’m afraid I didn’t explain that. A double negative is...let me see...w ell, you say, “never
helped nobody”, “Never” is a negative. “Nobody” is another negative. It is a rule that two negatives
make a positive. “Never helped nobody” means that, not helping nobody, they must have helped
somebody.
- That's pretty clear. I never thought o f it before, and I’ll never say it again.
- You’ll find it all in the grammar book. There’s something else 1 noticed in your speech. You
say “don’t” when you shouldn’t. “Don’t” is a contraction, and stands for two words. Do you know
them?
252
Writing Unit 4

- “Do not”.
- And you use “don’t” when you mean “does not”..
- Give me an illustration.
- W ell...”it don’t do to be hasty”. Change “don’t” to “do not”, and it reads, “It do not do to be
hasty”, which is wrong. It must jar on your ear.
- Can’t say that it does.
- Why didn’t you say, “Can’t say that it do?”
- That sounds wrong. As for the other, I guess my ear ain’t had the trainin yours has.
- There is no such word as “ain’t”. And you say “ben” for “been”, “I come” for “I came”; and
the way you chop your endings is something dreadful.
- What do you mean? How do I chop?
- You don’t complete the endings. “A-n-d” spells “and’. You pronounce it “an”, “I-n-g” spells
“ing”. Sometimes you pronounce it “ing”, and sometimes you leave off the “g”. And then you slur
by dropping initial letters and diphthongs. “T-h-e-m” spells “them”. You pronounce it - oh, well, it
is not necessary to go over all o f them. What you need is a grammar book. I’ll get one and show you
how to begin.
(From Martin Eden by J. London)
> Notes:

Grammar school - (in Britain, especially formerly) a school for children over the age o f 11,
who are specially chosen to study for examinations which may lead to higher education. AmE -
(becoming rare) for elementary school
High school - AmE a secondary school especially for children over age 14.

253
UNIT 5
SHOPPING
1. Read the texts. Note all unfamiliar words. I f the text doesn 7 help, look up the words in a
dictionary. Write out the initial form s o f the words. Transcribe the words.
2. Study the morphological structure o f the words.
3. Remember the spelling o f the words.
4. Practise writing fro m dictation the following text.

Dictation 1
From TOWN LIFE TROUGH THE AGES
by P. Moss
U ntil the second half o f the nineteenth century shops had, except in the largest cities, usu­
ally been small with one o r two windows. People went to them largely because they really w ant­
ed to buy.
A lthough in the early nineteenth century m ore ready-m ade goods were available, a great
deal o f the better footw ear, clothing and furniture was still hand-m ade by craftsmen in tiny
w orkshops after the custom er had chosen the materials.
Many o f the big departmental stores, which exist today, date from the middle o f the century.
These stores were something completely different in shopping: it is true their object was to sell any­
thing from rice to motor cars. A lot o f people wandered from department to department, from floor
to floor, just enjoying the light, the warmth, the company. Most stores had chairs for the shopper
while the assistants ran to and fro opening packets and boxes.
At the grocer’s buyers dictated their weekly list to the assistant who later made up the order
and sent it to the custom er’s house by one o f the firm’s many errand boys. Rows o f large bins, boxes
filled with biscuits, tea, sugar, flour and rice, dried fruit were stacked round the shelves and on the
floor o f the grocer’s shop instead o f the pre-packed, plastic-wrapped goods as we see today.

•k і t &

Dictation 2
From FIFTY MODEL ESSAYS
FASHIONS
by J. Miller
Fashion is entirely unnecessary and yet delightful detail o f hum an life. To be in the fash­
ion has given joy in age after age, not only to the women who are thus up-to-date in their cos­
tum e, but to the men who behold them.
As a rule, men’s attitude towards women’s fashions is one o f amused tolerance. They pretend

254
Writing Unit 5

that they are unable to detect the nice distinctions between the latest model from Paris and a dress
that is hopelessly out o f date. But they are in reality just as eager to conform to the popular idea of
what is and what is not worn.
But men’s fashions change slowly, and men, unlike women, like to be the last to leave an old
fashion rather than the first to embrace a new. They have no desire either, that their womenfolk
should be in the very front rank o f fashion. It would make them embarrassed to be seen in public
with a woman who was wearing something which caused every eye to be turned upon her. But they
like their wives to be dressed as most other women are dressed.
Fashion is an arbitrary mistress to whom most women are slaves. She is followed willingly,
for the reward she offers is that sense o f adventure and variety which is the spice of life.
* * *

1. Read the passage. Note all unfamiliar words. Look them up in a dictionary.
2. Split the following passage into parts and think up appropriate titles fo r each one.
3. Pick out 6-8 sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4. Make up a written summary o f the passage. Avoid minute details and direct speech.

From ANNA IN LONDON


л | g» m. m .. by Alan R. Beesley
A Visit to the Shop
Sum m er has come early this year and the sun is shining brightly through the window.
This Saturday m orning A nna does not have to go to w ork. She has already been up for an
hour. She has had her breakfast - orange juice, two pieces o f toast, and coffee. She has made
the bed and tidied the room . She is now w aiting for Susan. They are going to do some shop­
ping. The first shop they go to is the grocer’s. M rs. Bond has been a custom er there for many
years. She does not like superm arkets and big stores. She prefers the sm aller shops, where you
get personal service.
it

At the grocer’s the girls bought a pou n d o f butter, a dozen eggs and half a pound o f
bacon, a ja r o f honey, a bottle o f orange juice and a small packet o f salt. Then Susan and A nna
went to the greengrocer’s. They bought some apples, tom atoes, a large cauliflower and a bag
o f potatoes. They left the greengrocer’s and went next d o o r to the chem ist’s. A nna w anted to
buy a new lipstick. In England a chem ist’s shop sells medicines, toilet articles - and sometimes
other things, such as films and cameras. A nna bought a rose-pink lipstick and some soap. She
paid the assistant and the two girls left the shop. Then they walked down the road to the post-
office. A nna bought two airmail letters while Susan bought three three-penny stam ps. She took
a couple o f letters out o f her handbag, stuck a stam p on each and posted them in the letterbox.
The girls bought some m eat at the b utcher’s, some bread at the b ak er’s and a bottle o f milk
at the dairy. Finally they went to a shoe shop. A nna wanted a pair o f sandals. She didn’t really
255
Unit 5 Writing

know her size. Sizes were different in England. The shop assistant measured her foot and gave
her a pair o f sandals to try them on. They were very com fortable. A nd the price was reasonable.
It was nearly one o'clock. The girls left the shop and hurried to the bus stop. In ten minutes
they were home.
***

Translate the text from Ukrainian into English. Use the essential vocabulary included in
Unit 5. Shopping. (Main Course).
В родині Смітів усі лю блять робити покупки. Еліс подобається купувати продукти.
Вона вміє ви бирати свіжі та смачні овочі і ф рукти, знає найкращ і сорти сиру і масла.
Д о обов’язків Д ж она входить купівля кави, чаю, вина та іншіх напоїв. Невеликі покупки
Еліс робить практично кож ного дня. Вранці вона заходить на базар, до овочевого м ага­
зину, бакалії, кондитерської. Часто Кетрін йде за покупками разом з Еліс.
Щ одо одягу, то Еліс надає перевагу речам, які пошиті на замовлення. Вона добре
в’яже, часто купує вовняну пряжу і сама виготовляє чудові речі для хлопчиків - светри,
шарфи, ш апки, рукавиці, ш карпетки.
Кетрін більш е подобається готовий одяг, який вона купує у великому універмазі,
де можна придбати зручний, практичний і більш -менш недорогий одяг. К оли ж Кетрін
необхідно купити яку-небудь особливо елегантну і гарну річ - сукню, блузку, костюм
або черевики, - вона заходить до невеликих магазинів, де у продажі є модний і дорогий
одяг та взуття. У Кетрін чудовий смак. Вона завжди купує красивий одяг, який їй пасує.
М айкл лю бить купувати речі для дому - меблі та електроприлади. Він також
придбав декілька чудових акварельних малюнків. Всі ці речі кош тую ть дуже дорого.
Джон часто просить М айкла не викидати грош і на вітер і п ам ’ятати, що є багато речей,
які вони не можуть дозволити собі купити.
Батьки Кетрін часто роблять онукам подарунки. Звичайно, вони надсилаю ть їм
іграшки. А в минулому році вони подарували Вільяму скрипку. Дейв і К ерол сподіва­
ються, що Кетрін навчить його добре грати на скрипці. Іншому онуку Брауни подару­
вали ком п’ютер.
У Д ж она чудове захоплення. Він колекціонує не тільки марки, але й книжки з істо­
рії Великобританії. Тому він постійно відвідує міські книжкові магазини, де він може
знайти нову книжку для своєї колекції.

Будинок Смітів був збудований майже сорок років тому. Д о того, як вони пере­
їхали в нього. Сміти жили в центрі Бірмінгему, в невеликій квартирі. К оли народився
М айкл, Дж он виріш ив, що родині буде кращ е жити в просторому домі, в тихому перед­
місті. Були куплені нові меблі та інші необхідні речі. В саду були посаджені дерева та
квіти. П озаду дому влаш тували невеликий басейн. Коли все було готово, Сміти пере­
їхали в новий дім.
***

256
WritinQ Unit 5

1. Read and translate the passages. Consult a dictionary.


2. In no more titan 15 sentences describe the fa m ily’s visit to some shops. Use the essential
vocabulary included in Unit 5. Shopping. (Main Course).
3. In no more than 15 sentences describe “a corner shop ” (Passage 2).
1. The day before my birthday the entire family m ade an expedition into the town. There
were some reasons for it. Firstly, they w anted to purchase my presents. Secondly, the larder
had to be stocked up. We had agreed th at we would not invite a lot o f people to the party; we
said we did n ’t like crowds, and so ten guests, carefully selected were the m ost we were prepared
to put up with. It would be a small but distinguished gathering o f people we liked best.
(From M y Family and other Animals by G. Durr ell)

2. D ave and Irene G ray own a little shop in a small town. Essentially, it is a new sagent’s,
but they sell a large range o f other goods - basic food items, household goods, sweets, ice­
cream and, in the sum m er, a variety o f equipm ent for people on holiday: suntan oil, beach toys
for children and so on.
D ave and Irene have got three kids - two girls and a boy. T he kids all go to school, and
D ave and his wife spend all day w orking in the shop. Sally, their fifteen-year-old daughter
sometimes helps out on Saturdays and in the school holidays.
At 9 o ’clock things look fairly busy at the shop. It’s like that all day.
Dave is up at five thirty, then he has to sort out all the newspapers to give to the delivery boys
and girls, who deliver them to the houses - they’re off on their rounds by six thirty, and by that time
things are beginning to warm up. Irene gets the kids up, gives them breakfast, and she’s usually down
in the shop by eight o ’clock. They try to give each other a bit o f break during the day, but it’s real­
ly all go until they shut at half past five or six in the evening. And then there’s all the paperwork -
the shop’s accounts and the new orders - to be done after they shut.
Dave’s experience sounds typical o f the boss o f that very typical British institution, the “comer
shop” (so called because they are often to be found on street comers - in even the smallest o f villages).
(From Understanding English. England, 2/1993)
* * *

Make up a story based on the dialogue.


- Are you being served? W hat can I do for you?
- I need a p air o f sum m er shoes. M ay I try on this pair?
- H ere you are, m adam . How are they? D o they pinch anywhere?
- N o, it’s a perfect fit. I ’ll take them.
- I ’m sure, m adam , you’ve chosen well. They will w ear fo r a long time. H ere is your bill,
m adam . Pay at the cash-desk, please. T hank you.

9 В. Янсон 257
UNIT 6
MEALS
1. Read the texts. Note all unfamiliar words. I f the context does not help, look up the words
in a dictionary. Write out the initial form s o f the words. Transcribe the words.
2. Study the morphological structure o f the words.
3. Remember the spelling o f the words.
4. Practise writing fro m dictation the following texts.

Dictation
From ENGLISH THROUGH QUESTIONS AND ANSWERS
by A. S. H ornby
An Englishman’s idea o f a good breakfast is the following: porridge with milk and sugar,
bacon and eggs or fish, hot buttered toast with jam or marmalade, and a cup o f coffee or strong tea
with milk.
Between twelve and one o ’clock they have a light meal called lunch. It may consist o f cold
meat or fish, a meat pie or a salad. The third meal o f the day is tea, which they have before five.
Sandwiches, cake and biscuits may be served at this meal. Dinner is at seven. This is usually a heavy
meal consisting of soup, roast beef and vegetables. Pie and pudding are served at dinner. Some peo­
ple have an early dinner and then the evening meal is called supper. Everywhere it is the custom to
have meals at regular hours.
English people drink a lot o f tea. Some English people have tea for breakfast, tea in the middle
o f the morning, tea after dinner, tea in the middle of the afternoon, tea at tea-time and tea with supper.
At work they take five or ten minutes in the middle of the morning and the afternoon to have
a cup o f tea.
At tea-time they have one, two or more cups o f tea, bread and butter, or cakes.
Some English families have “high tea” and no supper. For “high tea” they may have meat,
bread and butter, cakes and, o f course, a lot o f tea. The English usually drink tea with sugar and milk.
When you go to an English house for tea, the housewife always asks you, “How many lumps of
sugar do you take in your tea?” The answer is “I take one lump (or two lumps) or sometimes: “I don’t
take any sugar”. Tea with lemon in it is called “Russian tea” in England.
Englishmen always eat bread with their soup. With meat and vegetables they don’t eat any
bread. Some Englishmen eat only one thin piece o f bread at dinner.

***
1. Read the text. Note all unfamiliar words. Look them up in a dictionary.
2. Split the following passage into parts and think up appropriate titles fo r each one.
3. Pick out 6-8 sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4. Make up a written summary o f the passage. Avoid minute details and direct speech.
258
Writing Unit 6

From CAKES AND ALE: OR THE SKELETON


IN THE CUPBOARD
by W. S. M augham
Roy was at his club. He got up from a leather sofa and warmly greeted me. He led me up a
flight o f heavily carpeted stairs. We entered the strangers’ dining room. A waiter handed up the bill
o f fare. Beef, mutton and lamb, cold salmon, apple tart, gooseberry tart. As my eye travelled down
the list I sighed as I thought o f the restaurants round the comer where there was French cooking, the
clatter o f life.
“1 can recommend the veal-and-ham pie”, said Roy.
“All right”.
“I’ll mix the salad m yself’, he told the waiter in an off-hand and yet commanding way. “And
what about some asparagus to follow?”
“That would be very nice” .
“Asparagus for two and tell the chef to choose them himself. Now what would you like to
drink? What do you say to a bottle o f hock?” When I had agreed to this he told the waiter to call the
wine steward. I could not but admire the authoritative and yet perfectly polite manner in which he
gave his orders. The wine steward came in with the wine list in his hand.
“Hullo, Armstrong, we want some o f the Liebfraumilch, the 21”.
“Very good, sir”.
“Well, chill it, Armstrong; not too much, you know, but just right. I want my guest to see that
we know what’s what here.” He turned to me.
“I hope you don’t mind coming here. It’s quiet and we can have a good talk. It’s ages we did”.
Roy looked the picture of health. He talked o f our common friends and the latest books, o f the
opera. His cordiality took my breath away. He lamented that we saw one another so seldom and told
me how much he liked me and what a high opinion he had o f me. He asked me about the book I was
writing. I asked him about the book he was writing. We ate the veal-and-ham pie and Roy told me
how he mixed a salad. We drank the hock and smacked appreciative lips. And I wondered when he
was coming to the point. It began to look as though luncheon would end without his finding the
opportunity to say what he had in mind. I knew he was cautious. Perhaps he thought that this meet­
ing, the first after so long a separation, had better be employed in establishing friendly relations.

***
Translate the text fro m Ukrainian into English. Use the essential vocabulary included in
Unit 6. Meals. (Main Course).
У минулому місяці у Кетрін був день народження. Було виріш ено провести його у
родинному колі. Сміти та Брауни подарували Кетрін багато чудових речей. Звичайно ж,
вона була їм дуже вдячна. Д ж он та Еліс купили Кетрін чудового годинника, М айкл по­
дарував дружині прекрасні парфуми, батьки Кетрін вручили їй красиву брош ку, а
Д ж ордж надіслав сестрі сумку з крокодилової шкіри. Генрі намалю вав портрет Кетрін,
а Вільям зіграв матусі нову сонату, яку він вивчив самостійно.

259
Unit 6 WritinQ

Еліс - чудова господиня. Т ого дня вона приготувала багато смачних страв. Стіл у
їдальні був накритий за всіма правилами. Посередині столу стояла ваза з квітами. В
голові столу сів Д ж он, справа від нього розмістилися Еліс та хлопчики, зліва - М айкл і
Кетрін. Н авпроти Д ж она сів Дейв, а Керол - праворуч від нього. Н авпроти кож ного
члена родини знаходився столовий набір та серветка. П очали з легких закусок, салатів
та ікри. Потім Еліс принесла ф арш ировану качку, варену картоплю , різні соуси, гриби.
О собливо Еліс вдаю ться солодкі страви. Д есерт був розкіш ний. Всім сподобався чудо­
вий торт з горіхами, солодкий пудинг з варенням та хрустке печиво. Діти їли цукерки і
морозиво. Д орослі пили червоне вино і каву з лимоном.
Після обіду Кетрін і Вільям грали на роялі і скрипці. П отім усі танцю вали. Після
цього діти побігли гратися в саду. Чоловіки піднялись до кабінету Д ж она, а жінки р о з­
мовляли у вітальні. Еліс повідала К ерол рецепт торту, який вона приготувала. Керол
збиралась спекти такий самий тор т до дня народження Д ж ордж а. Кетрін сказала, що
Еліс готує дуже добре, і тому Кетрін їсть надто багато як для неї, але вона збирається
відмовитися від солодких страв і буде дотримуватися дієти, щоб схуднути. Еліс і Керол
не могли погодитися з нею, зауваживш и що у Кетрін чудова фігура. Кетрін, звісно, пере­
більш увала, коли говорила, що вона занадто повна.
Брауни і Сміти добре провели вечір. Н аступного дня Брауни збиралися повер­
нутися до Л он дон а, а Сміти мали намір зайнятися своїми звичайними, повсякденними
справами.

к к к

1. Read and translate the passages. Consult a dictionary.


2. In no more than 15 sentences describe the party, the hostess and her guests. Use the
essential vocabulary included in Unit 6. Meals. (Main Course).
3. In no more than 15 sentences describe the dinner prepared by the woman (Passage 2).
1. Lunch was announced. We went into the dining-room. We were only five, and it was a small
round table, so the conversation could not be anything but general. It was carried on chiefly by the
hostess and myself. My friend was silent. He was a little shy. He ate the omelette with good appetite
and when it was passed round again took a second helping. As the second course was produced he
began to talk more freely.
(From The Happy Couple by W. S. Maugham)

2. As I started to prepare the dinner I began to share my mother’s gloomy view o f myself, as
it dawned on me more and more that high-class cooking lessons are all very well, but a little practi­
cal experience is necessary, too.
1 made the fruit salad first. That was quite easy, as all I had to do was cut up fruit and mess it
together in a bowl. After a bit, I got tired o f scraping the pith off oranges, and I also caught sight of
the time, so I pushed the rest, all stringy, to the bottom o f the dish, and rushed the pheasants into the
oven. Then I washed the vegetables sketchily, and put them on to cook. Feverishly I opened the tin
of lobster. When I came to from the agonized delirium o f a tom thumb, I was confronted by the prob­

260
Writing Unit 6

lem of how on earth one made a lobster cocktail. I started to make them into a sticky mess with some
tomato, thinned down with a little of my lifeblood. At this critical point my mother entered the
kitchen.
(From One Pair o f Hands by M. Dickens)
* * *

Make up a story based on the dialogue.


- 1 never eat anything for luncheon.
- Oh, don't say that!
- 1 never eat more than one thing. I think people eat far too much nowadays. A little fish, per­
haps. I wonder if they have any salmon. I’d like some caviar too. I think you’re unwise to eat meat.
I don’t know how you can expect to work after eating heavy things like chops. I don’t believe in
overloading my stomach. I never drink anything for luncheon...
- Neither do I.
- Except white wine. These French white wines are so light. They’re wonderful for the
digestion.
- What would you like?
- My doctor w on’t let me drink anything but champagne. What are you going to drink?
- Water.
- 1 see that you’re in the habit o f eating a heavy luncheon. I ’m sure it’s a mistake. Why don’t
you follow my example and just eat one thing? I ’m sure you’d feel ever so much better for it. 1 never
eat anything for luncheon. Just a bite, I never want more than that, and I eat that more as an excuse
for conversation than anything else. I couldn’t possibly eat anything more - unless they had some of
those giant asparagus. I should be sorry to leave Paris without having some o f them. I’m not in the
least hungry, but if you insist I don’t mind having some asparagus. Aren’t you going to have any?
- No, I never eat asparagus.
- 1 know there are people who don’t like them. The fact is, you ruin your palate by all the meat
you eat.
- Coffee?
- Yes, just an ice-cream and coffee... You know, there’s one thing I thoroughly believe in. One
should always get up from a meal feeling one could eat a little more.
- Are you still hungry?
- Oh, no. I’m not hungry; you see, I don’t eat luncheon. I have a cup o f coffee in the morning
and then dinner, but I never eat more than one thing for luncheon. I was speaking for you.
- Oh, I see.
- You see, you’ve filled your stomach with a lot o f meat and you can’t eat any more. But I ’ve
just had a snack and I shall enjoy a peach. Follow my example and never eat more than one thing
for lunch.
(From The Luncheon by IV. S. Maugham)

261
UNIT 7
GETTING ABOUT TOWN
1. Read the texts. Note all unfamiliar words. I f the context does not help, look up the words
in a dictionary. Write out the initial form s o f the words. Transcribe the words.
2. Study the morphological structure o f the words.
3. Remember the spelling o f the words.
4. Practise writing fro m dictation the following texts.

Dictation 1
From TOWN LIFE THROUGH THE AGES
by P. M oss
The first decade o f the twentieth century was a great turning point in tow n life. Trains,
m otor cars, and m o to r buses, and in L ondon electric underground trains, were already carry­
ing the population to and fro; gas and electricity were lightening m ost o f the streets and shops
and many o f the houses; bicycles, gram ophones, and the first films were helping to fill people’s
leisure; hot w ater system, central heating, electric fires and irons and stoves, vacuum cleaners,
and prim itive washing m achines were available to m ake the wealthiest homes m ore com fort­
able. T he telephone netw ork was beginning to spread slowly in business, though rarely to p ri­
vate homes, and the first airplane had ju st m ade its first flight. From the adm inistration point
of view the tow n was run on much the sam e lines as it is today.
Because o f the greatly im proved tran sp o rt system, especially because o f the railways, the
w ealthier classes could move well out into the countryside and travel daily to the tow ns to busi­
ness. In large tow ns all over the country tram w ay building went ahead at great speed. M otor
cars appeared on the streets too. But they were a rare sight anyw here except in the capital. As
there were no traffic lights, no pedestrian crossings, no road signs o f any sort except milestones
and finger-posts, and in fact no road rules o f any sort, the busy main streets were a mad con­
fusion o f noise and bustle. The bicycle was every m an ’s transport: rich and p oor, old and
young, men and wom en, all cycled.

The busy life and entertainment o f the streets has always been one o f the main attractions of
town life in all ages, and one which makes urban life so different from that o f the country. The street
markets, the street sellers, the wandering musicians were still there.

Dictation 2
KYIV
The city on the D nieper is beautiful at any tim e o f the year. In spring it is filled with a riot
of chestnut blossom s, in sum m er time its streets and squares are shaded by the thick green
crowns o f trees. T he sum m er is the peak o f the tourist season, a time o f tours by theatre corn-

262
Writing Unit 7

panies and variety groups from other countries. Kyiv is justly called one o f the w orld’s green­
est cities.
Kyiv is a large cultural centre. The city's museum collections are rich and varied. The
State H istory M useum has a fund o f over four hundred thousand items. The U krainian Fine
A rts M useum is one o f K yiv’s leading art museums. It has some o f the finest examples of
U krainian painting, sculpture, drawings and other fine art from the 12th century to the pres­
ent. There are some m ore museums: The State Museum o f D ecorative U krainian Folk Arts,
M useum o f Russian A rt, M useum o f W estern and Eastern Art. The T aras Shevchenko
M useum is popular with both residents o f Kyiv and visitors.
Kyiv's Golden Gate dates from the 11th century. It is surrounded by a picturesque public
garden. It is from here th at tourists usually begin their rounds o f Kyiv o f the times o f Prince
Yaroslav the Wise. The grand entrancew ay’s oaken doors were decorated with precious metals.
Perhaps this fact was w hat gave the gate its name.
The St. Sophia Museum, a magnificent example o f ancient Ukrainian architecture, covers an
area of five hectares in the centre of Kyiv. The crowning glory o f the museum is the St. Sophia
Cathedral. The foundations of this multidomed Church were laid by Prince Yaroslav the Wise in
honour of his victory over the Pechenegs, and it was then erected by unknown masters in 1037. For
a long time it served as the burial place o f the Kyiv princes. Only the marble sarcophagus o f Yaroslav
the Wise has been preserved to this day.
The Mariinsky Palace is a fine monument o f the 18-19th century architecture, based on a
plan by Rastrelli. It was the residence o f the governor-general o f Kyiv.
The monument to the outstanding statesman Prince Vladimir Svyatoslavich was unveiled in
1853. The monument was erected according to a design by the sculptor Vasily Demut-Malinovsky
and the architect Konstantin Ton on one o f the most picturesque hills o f the Dnieper - Vladimir Hill
which towers 70 metres above the river. St. Vladimir holds a large cross in his right hand, and the
Crown of Monomakh in his left. The monument looks splendid from any angle and adds much to
the beauty o f the city.
Each street and every small corner o f Kyiv are witnesses o f m any past and recent events.
Kyiv, one o f the most ancient cities o f U kraine has much to show and tell its guests.

* * *

1. Read the passage. Note all unfamiliar words. Look them up in a dictionary.
2. Split the following passage into parts and think up appropriate titles fo r each one.
3. Pick out 10-15 sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4. Make up a written summary o f the passage. Avoid minute details and direct speech.

263
Unit 7 Writing

From THE SANDCASTLE


by I. Murdoch
They came out o f the station and began to walk tow ards the river.
“ Where shall we go?” said Mor. He had discovered that Rain knew London far better than
he did.
“First we cross the bridge”, said Rain, “and then I take you and show you something”. She was
pulling him along, as a child pulls an adult. They came on to Waterloo Bridge.
They both paused to look, and Mor felt within him the quick stir o f excitement which came
with the first sight o f London, always for him, as in his country childhood, the beautiful and slight­
ly sinister city of possibilities and promises. The wind blew upon them coldly. They looked eastward
in silence.
Rain shivered. “ You know,”, she said, “in this place it’s autumn already. I thought the leaves
fell in September. But here they begin to fall in July. I don’t think I could live in England all the
year”.
They reached the other side o f the bridge. It was beginning to rain.
“We go the rest o f the way by taxi”, Rain announced. Mor hailed a taxi.
The taxi stopped, at Rain’s request just off Bond Street, and they got out. Mor looked round
vaguely. He saw a poster beside a door near by. It read: FATHER AND DAUGHTER. An Exhibition
o f Works by SIDNEY and RAIN CARTER.
Rain watched him, delighted at his surprise, and began to lead him in. Rain’s appearance cre­
ated a mild sensation in the room above. Mor felt himself for the first time in Rain’s world.
She exchanged news and gossip with the three experts. They spoke a little o f her father’s work,
mentioned the recent sale o f one o f his pictures, and the price.
Rain had finished with the connoisseurs. They said good-day, and all departed together. Rain
and Mor began to walk round. They moved from picture to picture. Almost all were either pictures
of Rain’s house, or o f the landscape near it, or self-portraits, or portraits o f each other, by the father
and daughter. There were two or three pictures o f Paris, and about five portraits o f other people. Mor
looked with bewilderment upon this vivid southern world, and he could smell the southern air.
Then they went slowly down the stairs. As his heels bit into the thick carpet Mor felt the pain
of the transition, back to the cold rainy autumnal afternoon and the roaring traffic outside the door.
It was raining steadily. Rain had a small umbrella swinging over her arm. She handed it to him
in silence and he opened it above them both. Arm in arm they made their way back to Bond street.
“Tea at Fortnum and Mason,” Rain decreed. The rain began to pelt down with spitting vio­
lence. They started to run as quickly as they could in the direction o f Fortnum’s.

> Notes:
Fortnum and Mason - a fashionable departm ent store in K nightsbridge (the West End o f
London)
264
Writing Unit 1

* ★★

Translate the text fro m Ukrainian into English. Use the essential vocabulary included in
Unit 7. Getting About Town. (Main Course).
У минулому році М айкл разом з представниками фірми, з якою він співпрацює,
їздив на міжнародну виставку промислових товарів, що проводилася у Відні. Там він
познайомився з О лександром Ткаченком, перекладачем із Києва. О лександр виявився
чудовою лю диною , добрим фахівцем, цікавим співрозмовником. Н езабаром М айкл та
О лександр стали друзями. Ткаченко запросив М айкла приїхати до К иєва, обіцяв пока­
зати йому своє місто. М айкл прийняв запрош ення із задоволенням , оскільки його ціка­
вили країни Східної Є вропи, зокрем а, У країна, про яку він знав дуже мало.
М айкл приїхав до К иєва на початку літа і провів там три дні. Ткаченко зробив все
можливе, щоб М айкл зміг побачити яком ога більш е визначних місць Києва. Вони від­
відали Н аціональний історичний музей У країни, К иєво-П ечерську Л авру, гуляли в
парку на березі Д ніпра. М айкл побачив пам’ятники князю Володимиру, Богдану Х мель­
ницькому, Золоті ворота. Ввечері він ходив до Н аціональної опери імені Т.Г.Ш евченка.
Олександр показав М айклу будівлю університета, що в центрі міста, П алац культури
“У країн а” . Велике враж ення на М ай кла справили парки К иєва, чудові каш тани
Х рещ атика, всі у цвіту, ш ирокий Д ніпро, красиві мости через ріку. М айкл бачив
старовинні історичні будинки і сучасні, маленькі, затиш ні подвір’я і широкі площі,
театри і церкви, готелі і магазини.
М айклу сподобалося місто з його галасливими, жвавими вулицями, гостинними
киянами. Але надходив час від’їж дж ати, бо М айкла чекала родина і роб ота в Англії. Він
запросив О лександра відвідати його в Бірмінгемі восени та обіцяв показати йому Л о н ­
дон. М айкл висловив також сподівання (і в цьому його підтримав О лександр), що коли-
небудь він приїде до К иєва з друж иною та дітьми.
М айкл привіз додому багато листівок, ф отографій, книгу про Київ та декілька
сувенірів. Він був сповнений вражень від усього побаченого в У країні та охоче ділився
ними зі своєю родиною і друзями.
★★*

1. Read and translate the passages. Consult a dictionary.


2. In no more than 15-20 sentences describe some sights o f London. Use the essential vocab­
ulary included in Unit 7. Getting About Town. (Main Course).
3. In no more than 15-20 sentences describe some sights o f Kyiv (Passage 2).
1. In London there were relatives to meet us and take us home to stay with them. And every
day to take us round to see those sights that would most delight a little boy: the Horse Guards and
the Tower o f London, and the Crown Jewels.
(From It's M e O Lord by R. K ent)

265
Unit 7 Writing

2. Kyiv has much to show and tell its guests. Walk along Kyiv’s streets and parks, visit its
world-known historical and cultural monuments, talk with Kyivites whose traditional hospitality is
well-known - and you will like the city on the Dnieper for ever.
Kyiv’s parks and lawns, and flower-gardens make it beautiful. Kyiv has always been proud o f
its greenery. American painter Rockwell Kent after sightseeing the capital o f Ukraine, exclaimed, “I
have seen many parks in cities but this is for the first time that I see a city inside a park!”
Each street, every small comer of Kyiv are witnesses o f many past and recent events.

★★★

Make up a story based on the dialogue.


- And so this is your first visit to Chicago. You will enjoy it immensely. Have you relatives?
- I am going to visit my sister.
- You want to see Lincoln Park and Michigan Boulevard. They are putting up great buildings
there. It’s a second New York - great. So much to see - theatres, crowds, fine houses - oh, you’ll
like that. You will be in Chicago some little time, won’t you?
- 1 don’t know. Why do you ask?
- Well, I’m going to be there several weeks. I might show you round. Chicago is getting to be
a great town. It’s a wonder. You’ll find lots to see here.
(From Sister Carrie by Th. Dreiser)

266
UNIT 8
WEEK-END
1. Read the text. Note all unfamiliar words. I f the context does not help, look up the words
in a dictionary. Write out the initial form s o f the words. Transcribe them.
2. Study the morphological structure o f the words.
3. Remember the spelling o f the words.
4. Practise writing from dictation the following text.

Dictation

From LIFE IN MODERN BRITAIN


b y P . B r o m h e a d

The W eek-end
M ost people in Britain work a five-day week, from M onday till Friday; schools, colleges
and universities are also closed on Saturdays and Sundays. Therefore from Friday evening till
M onday m orning people are usually free.
Everyone looks forw ard to the week-end and when Friday comes along, as people leave
work they say to each other “ H ave a nice week-end".
Students, young people working away from home and single people in general like to go away
for the week-end. They may go home, go to stay with relatives or friends in different parts o f the
country, or stay in a hotel or boarding house in the country or at the sea. No one in England lives
more than 100 miles from the sea. Therefore it is possible to leave straight from work on Friday and
come back on Sunday evening. It is o f course more difficult for married couples with children to go
away for the week-end. They do so sometimes but, as they usually have a house, they more often
have people to stay.
Those who stay at home at the week-end try both to relax and to catch up with all the jobs they
are too busy to do during the week. For women who go out to work these include housework,
sewing, washing, shopping and sometimes gardening; for men - repairs and other odd jobs in the
house, cleaning the car, mowing the lawn and gardening.
Saturday morning is a very busy time for shopping, as this is the only day when people who
are at work can shop for any length o f time.
On Saturday afternoon the most important sporting events o f the week take place. Some men
go and watch others sit and watch the sports programmes on television.
Saturday evening is the favourite time for parties, dances, going to the pictures or the theatre,
in fact for “going out" generally. For many people it is the climax of the week-end. There is plenty
o f time to get ready and no one has to worry about getting up early for work the next day.
Having gone to bed late the night before, many people have a lie-in on Sunday morning. When
they finally get up they have breakfast. While having breakfast people start reading the Sunday
papers.
267
Unit 8 Writing

If the weather is fine, people may decide to go out for the day. Sunday dinner is the most
important family meal o f the week. People sit talking, reading the paper, watching television until
tea time. In the summer they sit in the garden, some people go out for a walk or to see friends. It is
tea time at 5 o ’clock. Besides the all-important tea there are sandwiches, sometimes cold meat and
salad, fruit and cream, bread and butter and jam , and cakes. Quite often friends are invited to
Sunday tea.
Some people spend Sunday evening quietly at home, others go to see friends, go to a concert
or film.
* * *

1. Read the passages. Note all unfamiliar words. Look them up in a dictionary.
2. Split the following passages into parts and think up appropriate titles fo r each one.
3. Pick out those sentences which convey the basic information in the passages. Link them
smoothly. Use transitional words and phrases.
4. Make up a written summary o f each passage. Avoid minute details and direct speech.

From ANNA IN LONDON


b y A l a n R . B e e s l e y

A Drive in the Country


John Bond has now been home for two weeks. He has bought a second-hand car. He has
already spent a lot o f time on the engine. It now runs very sm oothly.
This weekend he and Anna are going to drive to Avanford, a small village. John’s cousin,
Simon, has a farm just outside Avanford. When he was a boy, John used to spend most o f his sum­
mer holidays at the farm. Anna is very excited about the visit because she has not yet seen anything
of the countryside.
k k k

They set off early on Saturday morning. They w anted to get across London before the
week-end rush began and the traffic becam e really heavy. By nine o ’clock they were passing
through the outer suburbs o f L ondon, and in a few m inutes they were in the country. It was a
pity th at the w eather was not better. T he clouds were dark and low, and there was a cold wind.
They had plenty o f time, so John decided to show Anna as much of the English countryside as
possible. They got off the main road as soon as they could and drove along narrow country lanes for
several miles. Then they came to more open country.
They drove to the New Forest. It is now one o f the most popular tourist attractions in the south
o f England. There are plenty o f places where you can camp.
After they left the forest, they turned north-west. The country became more hilly. On either
side o f the road they saw rich farmland. Sheep and cows were grazing in the fields. Wild roses grew

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Writing Unit 8

in many o f the hedges. After about half an hour they came to a sign-post. It said: Avonford 2
miles.
They turned down a leafy lane, drove past a small pond and came to a pretty little village. It
consisted o f twenty or so houses, a couple o f shops, a church and a pub. Soon they came to a big
white house and saw John’s cousin. “Welcome to Avonbridge”, he said. Lunch was waiting for them
when they arrived. Simon introduced Anna to his wife Helen, and his son, Frank, a boy o f seventeen
or so. They sat round a big oak table in a large and simply furnished room.
After lunch Simon took Anna on a tour o f the farm. John did not come with them. He bor­
rowed a fishing-rod from his cousin and went down to the river. That night they went to bed at
12 o ’clock.
Anna slept in a small bedroom beneath the roof. When she woke the next morning, she dressed
quickly in jeans and a sweater and hurried down to breakfast. Simon and his son were already work­
ing. John was still in bed, so Anna and Helen had breakfast together in the big farmhouse kitchen.
It was an enormous one too, because all the food was homemade.
After breakfast Anna helped Simon to put up the fence around the field by the river. She was
sorry they had to leave immediately after lunch, but John had to meet a business friend in London
later that evening. They packed their things and said good-bye to their hosts.

From MARTIN EDEN


b y J . L o n d o n

There came a beautiful fall day, warm and languid, a C alifornia Indian sum m er day.
A m ong the hills, on their favourite knoll, M artin and R uth sat side by side, their heads bent
over the same pages, he reading aloud from love-sonnets.
But the reading languished. The spell o f passing beauty all about them was too strong.
“I don’t believe you know a word o f what you are reading”, Ruth said once.
“I don’t believe you know, either. What was the last sonnet about?”
“I don't know”, she laughed frankly. “I’ve already forgotten. Don’t let us read any more. The
day is too beautiful”.
“It will be our last in the hills for some time”, he announced gravely. “There’s storm gather­
ing out there on the sea-rim”.
The book slipped from his hands to the ground, and they sat idly and silently, gazing out over
the dreamy bay with ey.es that dreamed and did not see. Ruth glanced at him, and with an impulsive
movement rested her head upon his breast.
Now she knew she loved him and when Martin bent over her and kissed her she did not push
him away.
Not a word was spoken for a long time.
“When did you love me?” she whispered at last.
“From the first, the very first - the first moment I laid eyes on you. I was mad for love o f you
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Unit 8 Writing

then, and in all the time that has passed since then I have grown only the madder. I am maddest now,
dear. My head is so turned with joy.”
“I am glad, Martin, dear”, she said, after a long sigh.
He kissed her again and again, and then asked:
“And you - when did you first know?”
“Oh, I knew it all the time, almost from the first”.
“And I have been as blind as a bat”, he cried, “I never dreamed it until just now, when I - when
I kissed you” .
They were children together, so far as love was concerned, and they were as naive and imma­
ture in the expression o f their love as a pair of children, and this despite the fact that she was
crammed with a university education, and that his head was full o f scientific philosophy and the hard
facts o f life.
The cloud masses on the western horizon received the descending sun. The rosy light was all
about them as she sang, “Good-bye, Sweet Day”. She sang softly, her head on his shoulder, her hands
in his, their hearts in each other’s hands.
> N o t e s :

Fall - A m E for autum n.


* * *

Translate the text fro m Ukrainian into English. Use the essential vocabulary included in
Unit 8. Weekend. (Main Course).
У четвер Сміти були дуже зайняті. Вони готувалися до поїздки в Л ондон. Сміти
мали намір виїхати рано-вранці в п’ятницю. Дж он пішов за покупками. Еліс робила бу­
терброди. Кетрін складала речі. М айкл готував машину до поїздки. А діти бігали по
дому та заваж али дорослим працю вати.
Коли ввечері все було готове, Сміти відчули втому і пішли спати раніш звичайного.
За звичаєм, першим прокинувся Д ж он і розбудив інших. Смітам не було потрібно
багато часу, щоб поснідати і скласти речі в машину. Через годину вони виїхали з дому.
Це було рано-вранці, але діти не хотіли спати. Вони раділи тому, що мають змогу поїха­
ти до Л ондона і побачити багато цікавого. Д ж он сказав їм, що, якщ о погода буде добра,
вони покатаю ться на прогулянковом у кораблику по Темзі. М айкл і Кетрін обіцяли дітям
повести їх до зоопарку, якщ о вони будуть добре поводитися.
П о дорозі до Л он дон а Сміти бачили мальовничі місця, зелені долини, діброви. Во­
ни проїжджали повз невеликих міст, зупинялися, щоб перехопити, заходили до мага­
зинів і кафе.
Брауни з нетерпінням чекали приїзду своїх родичів. Коли Сміти прибули, Дейв і
Керол нагодували їх обідом і показали їм їхні кімнати.

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Writing Unit 8

Наступний день Сміти і Брауни проведи, прогулю ю чись містом. Вони відвідали
зоопарк, каталися на прогулянковому кораблику по Темзі, оглянули ряд лондонських
історичних пам 'ятників, пообідали в ресторані, а потім пішли в театр і подивилися весе­
лу комедію.
Задоволені, але дуже стомлені, вони повернулися додому. Після вечері Дж он і Дейв
грали в шахи, Кетрін читала книгу, діти та М айкл дивилися телевізор, Еліс і Керол
розмовляли у вітальні і розглядали зроблені в той день покупки.
У неділю Кетрін і М айкл повернулися до Бірмінгему, а Д ж он, Еліс та діти залиш и­
лись погостю вати у Браунів до наступних вихідних днів.

***

1. Read and translate the passages. Consult a dictionary.


2. In no more than 10-15 sentences describe the garden party (Passage 1). Use the essential
vocabulary included in Unit 8. Weekend. (Main Course).
3. In no more than 10-15 sentences describe the boy's day o ff (Passage 2).
4. In no more than 20 sentences describe Rosemary's weekend (Passage 3).
1. The glasses clinked, knives and forks clattered, and the wine-bottles glugged as we p ro ­
gressed through the meal. Delicacy after delicacy made its appearance, the guests showed their
unanim ous approval o f each dish.
Lunch over, the guests were too bloated with food to do anything except siesta on the
veranda. My b ro th e r’s attem pts to organise a cricket match were greeted with complete lack of
enthusiasm . A few o f the m ore energetic o f us got him to drive us down for a swim, and we
lolled in the sea until it was time to return for tea.
(From M y Family and Other Animals by G. Durr ell)

2. Denis woke up next morning to find the sun shining. He decided to wear white flannel
trousers - white flannel trousers and black jacket, with a silk shirt and his new peach-coloured tie.
And what shoes? White was the obvious choice, but there was something rather pleasing about the
notion o f black patent leather. He lay in bed for several minutes considering the problem.
Before he went down - patent leather was his final choice - he looked at him self critically
in the glass. Satisfied, he descended the stairs. Most o f the party had already finished their break­
fast.
(From Crome Yellow>by A. H uxley)

3. As R osem ary came into the beach a boy o f twelve ran past her and dashed into the sea
with exultant cries. She took o ff her bathrobe and followed. The w ater reached up for her,
pulled her down tenderly out o f the heat, seeped in her hair and ran into the corners o f her
body. She turned round in it, em bracing it.

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Unit 8 Writing

R osem ary turned on her back and drifted tow ard shore. On the beach between some dark
people and light, she found room and spread out her towel on the sand.
(From Tender is the Night by F. Scott Fitzgerald)

k k k

Make up a story based on the dialogue.


- I ’m going up to town tom orrow .
- Tomorrow. Oh - and I was going to suggest you should come for a picnic.
- I’d have liked to. However, it’s arranged. By the way, we might do something together in
London. You’ll be up soon?
- On Monday. But - well - it’s no good, is it?
- What do you mean - no good?
- Well, I mean I shall be working as a mechanic most o f the time.
- Even then I suppose you’re just as capable o f coming to a cocktail party and getting tight as
any other o f my friends. I’ll give a beer-and-sausage party if you prefer it.
- Oh, look here, Frankie, what’s the good? I mean, you can’t mix your crowds. Your crowd’s
a different crowd from mine.
- I assure you that my crowd is a very mixed one.
(From Why didn’t they A sk Evans?by A. Christie)

111
UNIT 9
ENTERTAINMENT
1. Read the text. Note all unfamiliar words. I f the context does not help, look up the words
in a dictionary. Write out the initial form s o f the words. Transcribe the words.
2. Study the morphological structure o f the words.
3. Remember the spelling o f the words.
4. Practise writing fro m dictation the following text.

Dictation
From LIFE IN MODERN BRITAIN
r* . . r- , . by P . Bromhead
Sunday in England
F o r m any English families Sunday begins with the by now traditional “ lie-in” , when,
instead o f getting up at 7.30 o r 8 o ’clock, as during the rest o f the week, m ost people stay in
bed for at least another hour. A nd there are many younger people who never see the light of
day before midday.
D uring the m id-m orning most people indulge in some light activity such as gardening,
w ashing the car, o r taking the dog for a walk. A nother most p o p u lar pre-lunch activity con­
sists o f a visit to a “ p u b " - either a walk to the “ local” , or often a drive to a m ore pleasant
“ country p u b ” if one lives in a built-up area. It is unusual for anyone to drink a lot, the idea
being to have a quiet drink and a chat, perhaps discussing the previous evening’s entertainm ent
o r afternoon’s sport.
Sunday has always been a favourite day for inviting people - friends, relations, colleagues -
to afternoon tea.
Television has become increasingly popular, and Sunday evening is regarded as the peak view­
ing period o f the week.
Concerning the differences between a typically English Sunday and a Sunday on the
Continent, there are many forms o f entertainment which a visitor from Europe would be surprised
to find missing on Sundays in England. Professional sport, for example, was for many years forbid­
den on Sundays. In most European countries Sunday afternoon is the most popular time for so-called
“spectator sports” - football, horse-racing.
On the Continent museums and art galleries also attract large numbers o f visitors on Sundays,
whereas in England it is only in recent times that such places as the National Portrait Gallery and “The
Tate” have been open on such days. One o f the most popular attractions in London on Sunday after­
noons, especially in summer, is the Tower, although this too was closed for many years on Sundays.
* * *

1. Read the passage. Note all unfamiliar words. Look them up in a dictionary.
2. Split the following passage into parts and think up appropriate titles fo r each one.
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Unit 9 Writing

3. Pick out 6-8 sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4. Make up a written summary o f the passage. Avoid minute details and direct speech.

From THEATRE
by W. S. M augham
The day passed exactly as she had hoped. Julia was at the top o f her form . A rchie D exter
had a quick wit, a fund o f stage stories and a wonderful gift fo r telling them ; between the two
o f them they kept the table during luncheon laughing uproariously; and after tea, when the
tennis players were tired o f playing tennis, Julia was persuaded (not much against her will) to
do her im itations o f G ladys C ooper, C onstance Collier and G ertie Lawrence.
After dinner when they were all sitting in the draw ing-room , w ithout w arning, starting
with a few words o f natural conversations Julia and A rchie burst, as though they were lovers,
into a jealous quarrel. F o r a m om ent the rest did not realize it was a jo k e till their m utual accu­
sations became so outrageous th a t they were consum ed with laughter. They finished with a per­
form ance th a t they had given often enough before at theatrical parties to enable them to do it
with effect. This was a C hekhov play in English, bu t in m om ents o f passion breaking into
som ething th at sounded exactly like Russian. Julia exercised all her great gift for tragedy, but
underlined it with a farcical emphasis, so th at the effect was incredibly funny. She p u t into her
perform ance the real anguish o f her heart, and with her lively sense o f the ridiculous m ade a
mock o f it. T he audience rolled about in their chairs; they held their sides; they groaned in an
agony o f laughter. Perhaps Julia had never acted better.
***
The Dexters had asked them all to lunch on Sunday. The D exter’s party was theatrical.
G race Hardwill, A rchie’s wife, played in musical comedy, and there was a bevy o f pretty girls
who danced in the piece in which she was then appearing. Julia acted with great naturalness the
p art o f a leading lady who put on no frills. She was charm ing to the young ladies, with their
waved platinum hair, w ho earned three pounds a week in the chorus. A good m any o f the
guests had brought kodaks and she subm itted with affability to being photographed. She
applauded enthusiastically when G race Hardwill sang her fam ous song to the accom panim ent
o f the com poser. She laughed as heartily as anyone when the comic w om an did an im itation o f
her in one o f her best-know n parts. It was all very gay, and agreeably light-hearted. Julia
enjoyed herself, but when it was seven o ’clock was not sorry to go. She thanked her hosts effu­
sively for the pleasant party.

> Notes:
Julia [djudio]
Archie ['a:tfi]
G ladys ['gleedis]
G ertie ['g3:ti]

274
Writing Unit 9

Л Л Л

Translate the text fro m Ukrainian into English. Use the essential vocabulary included in
Unit 9. Entertainment. (Main Course).
Д екілька місяців тому Д ж ордж купив квартиру в центрі Л ондона. Дейв і Керол
допомогли йому придбати меблі і все необхідне для квартири. Д ж ордж запросив своїх
родичів і друзів на новосілля. Гостям сподобалася квартира - невелика, але затиш на та
добре мебльована. Дж ордж у подобалось виступати в ролі господаря. Він привітав гос­
тей, показав їм квартиру, прийняв подарунки: настінний годинник і настільну лампу,
книжкову полицю , картину та інші речі.
Гості почувалися як вдома, ж артували, обміню валися компліментами. Я к завжди,
Д ж ордж і його друзі зразу ж почали обговорю вати політичні проблеми, але потім пе­
рейш ли до спільної розмови про музику і книги. Тепер Д ж он сів на свого улюбленого
коника і розповів багато цікавих фактів, пов’язаних з історією Англії.
Бесіду перервала Керол, яка запросила всіх до столу. Гості скуштували багато смач­
них страв. Після обіду слухали музику і танцю вали. М узика принесла справжню насо­
лоду. Всіх розсміш ив Вільям, який заспівав кумедну пісеньку французькою мовою.
Було вже доволі пізно, коли гості зібралися йти. Д ж ордж провів їх і запросив наві­
дувати його.
Без сумніву, вечірка вдалася. Д ж ордж був задоволений, що в нього з ’явилася в
Лондоні квартира, де він може приймати друзів, відпочивати після роботи і куди він
може повернутися після своїх поїздок. Д ж ордж сказав своїм батькам , що наступного р о ­
ку він збирається одружитися. Отже квартира була придбана вчасно. М айбутню друж и­
ну Д ж ордж а звуть Ділі. їй 25 років. Вона нещ одавно закінчила університет. Лілі пише
вірші і короткі оповідання. Вона також пише для одного відомого журналу для жінок.
Дейв і К ерол сподіваю ться, що Д ж ордж і Лілі будуть щасливі, тому що вони не
тільки лю блять одне одного, але в них багато спільних інтересів.

* * *

1. Read and translate the passages. Consult a dictionary.


2. In no more than 10-15 sentences describe the party in Demoyte’s house (Passage 1). Use
the essential vocabulary included in Unit 9. Entertainment. (Main Course).
3. In no more than 10-15 sentences describe the fo u n d er’s dance (Passage 2).
1. M or had supper at hom e at seven thirty, saw his wife off to her W om en’s Institute
meeting, and then, at about a quarter past eight, left the house on foot. H e told his wife, who
was not particularly interested, th at he was going to call on his friend, D em oyte, a thing which
he often did on evenings when she was engaged. M or usually cycled over to his place, but this
time he felt m ore.like walking. It was a very clear warm evening. H e enjoyed the w arm th and
light o f the evening.

275
Unit 9 Writing

He entered the hall without ringing, mounted the stairs and went to the library. But it was
empty. Mor went down, knocked at the drawing-room door, and entered. The drawing-room was
softly lit by many lamps and the curtains were drawn across.
(From The Sandcastle by I. Murdoch)

2. Such a social whirl w e’ve been having. The founder’s dance came last week - this was
the first year that any o f us could attend; only upper classmen being allowed!
O ur guests came Friday afternoon in time for tea in the Senior corridor, and then dashed
down to the hotel for dinner.
The next morning we had a joyful club concert. Our gay two days were great fun. Our guests
had a beautiful time - at least they politely said they had, and they’ve invited us to their dance next
spring.
(From D addy-Long-Legs by J. Webster)
•k -k •k

Make tip a story based on the dialogue.


- They’re going to give a play, and they wanted me to get them some young lady to take a pail.
Say, how would you like to take the part?
- Me? I can’t act.
- How do you know?
- 1 never did.
- That’s nothing. You can act all you have to down there. They need someone. And it will be
lots o f fun for you. You’d like that. I knew you would. I’ve seen you dancing around here and giv­
ing imitations and that’s why I asked you. You’re clever enough, all right.
- I don't believe I could act, Charlie.
- 1 bet you make a hit.
- What is it they’re going to play?
- “Under the Gaslight”.
- What part would they want me to take?
- Oh, one of the heroines.
- Well, I don’t know. I might go if you thought I’d do all right.
- O f course, you'll do. It’ll be good for you.
- When must I go?
- The first rehearsal is Friday night.
- All right. I’ll do it, but if I make a failure now it’s your fault.
- You won’t fail. Just act as you do around here. Be natural. You’re all right. I've often thought
you’d make a corking good actress.
- Did you really?
- That’s right.
(From Sister Carrier by Th. Dreiser)

276
UNIT 10
VACATION. WEATHER
1. Read the texts. Note all unfamiliar words. I f the context does not help, look up the words
in a dictionary. Write out the initial form s o f the words. Transcribe the words.
2. Study the morphological structure o f the words.
3. Remember the spelling o f the words.
4. Practise writing fro m dictation the following texts.

Dictation 1
From FIFTY MODEL ESSAYS
by J. M iller
Holidays and How to Spend Them
The whole point o f a holiday is that it should be a change. Most people like a change o f scene;
if they live upcountry, they like to go to a big town and spend their time looking at shops and visit­
ing cinemas and museums and art galleries, and having their evenings at hotels and dances; if they
are city-dwellers, they like a quiet holiday in the hills or by the sea, with nothing to do but walk and
bathe and lie in the sun.
But such changes o f scenes are usually expensive, and many people, for lack o f money, spend
their holidays in the same surroundings as their working days. What can these do to make their peri­
od of rest a real holiday?
The best thing is to choose some form o f occupation entirely different from their daily
vocation.
Holiday brings a change o f scene or occupation. But it is temporary. Sooner or later it comes
to an end, and the holiday-maker goes back to his normal life. If he has used his holiday well, he
ought not to feel a very deep regret that it is over, however much he has enjoyed it, for it ought to
have refreshed him and filled him with health for the true work o f his life to which he is now
returning.

Dictation 2
From ALONG THE ROAD
by A. Huxley
Why N ot Stay a t Home?
Some people travel on business, some in search o f health. But it is neither the sickly nor the
men of affairs who fill hotels. It is those who travel "for pleasure”, as the phrase goes. What do
tourists seek abroad? Do they find their happiness? Tourists are in the main, a very gloomy-looking
tribe. Only when they can band together and pretend that they are at home, do they look really happy.
One wonders why they come abroad.
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Unit 10 Writing

The fact is that few travellers really like travelling. If they go to the trouble and expense of
travelling, it is not so much from curiosity, for fun, or because they like to see things beautiful and
strange, as out o f a kind of snobbery. People travel for the same reason as they collect works o f art;
because the best people do it. To have been to certain places is socially correct. Moreover, travelling
gives one something to talk about when one gets home. The subjects of the conversation are not so
numerous that one can neglect an opportunity o f adding to one’s store.

Dictation 3
From IT IS INTERESTING TO KNOW
b y E . L i n d e r

The English and the W eather


The weather in England explains much about the English. The umbrella is carried even if it
does not rain, for good luck with the weather. The well-dressed man-about -tow n in England always
carries his umbrella tightly rolled. If it rains he takes a taxi in which he finds his refuge, with his
umbrella still tightly rolled.
To many English people the word “weather” means “good weather”. Seaside landladies say,
during a season o f rain: “Not having much weather, are we?”
The weather in England, wet, dry, hot, cold, tropical or arctic, is conversational topic for all
classes o f English society.
The weather has given a start for many o f the largest English manufacturing business. Apart
from umbrellas, there is an increasing demand for burberries, plastic coverings, gumboots etc.
The uncertainty o f the weather has made the English patient, enduring and wary. The follow­
ing rhyme proves it.
When the weather is wet
We must not fret, -
When the weather is cold
We must not scold.
When the weather is warm
We must not storm, -
But be thankful together
Whatever the weather.

Dictation 4
From LIFE IN MODERN BRITAIN
b y P . B r o m h e a d

Annual Holidays
Attitudes to leisure have been much influenced by the modern love o f moving around and by
the ease o f travel. Industrial workers have two weeks’ holiday with pay each year, most profession­

278
Writing Unit 10

al workers a month or more. State schools usually have six weeks off in summer, from about mid-
July to the end o f August.
The coast is the most popular objective o f English people for their annual holiday, and seaside
resorts have many hotels. Food in British hotels and restaurants is reasonably cheap, but rooms are
not. Few English people rent houses or flats for their holidays, but one o f traditional ways of spend­
ing a summer holiday is in a boarding-house, which may have a card in its window advertising
“apartments”, or “bed and breakfast”. In seaside towns there are whole streets o f houses almost
every one o f which has such a notice in its window. Some boarding-house keepers provide all meals
for their guests, others provide breakfast only.
One o f the most interesting institutions is the institution o f the so-called holiday camps. They
are really holiday towns or villages. They consist usually of great numbers o f small, and often quite
comfortable, chalets, together with central dining halls, dance halls and swimming pools. The camps
are mostly outside established towns, and aim at providing most of the things that people want on
holiday within their own areas.
The British may be conservative about the times at which they take their holidays, but they
have shown themselves very ready to take to new places. Each year more English men, women and
children become familiar with some part o f continental Europe. Many take their cars, often with
tents, crossing the Channel in ferries; others use the travel agents’ schemes for group travel and hotel
booking.
* * *

1. Read the passages. Note all unfamiliar words. Look them up in a dictionary.
2. Split the following passages into parts and think up appropriate titles fo r each one.
3. Pick out some sentences which convey the basic information in the passage. Link them
smoothly. Use transitional words and phrases.
4. Make up a written summary o f each o f the passages. Avoid minute details and direct
speech.

About Camping Holidays


The best camping holiday we ever had was entirely unplanned and unprepared for in any way.
Two weeks holidays suddenly popped up and at a day’s notice we took off for Scotland. We left
London at six in the morning, our two boys being barely awake. We were early enough to get well
clear o f the London traffic and made good progress. We had a long lunch break and went over the
Border by 5 o ’clock. We pitched our two tents and were eating our supper by seven.
That year Scotland was at its most beautiful. The flowers were in full bloom. We took the trav­
elling easily, making our way north. Most nights we camped in the wildest country without a soul
around, sometimes on the heather or on the edge o f a pine wood. O f course the weather was good.
Camping has always had this particular attraction for us. Our boys (9 and 11) are experienced
campers and know the jobs they have to do when we pitch tents. They are city boys, but I think they

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Unit 10 Writing

will grow up with a real love o f the countryside and nature, and this we count as o f some importance
in this day and age.
Equipment for camping - good quality tents, sleeping bags and cooking equipment are
essential.
It’s a good idea if you do a lot of camping to belong to one o f the campers’ clubs. There is an
excellent monthly journal, "Camping and Outdoor Life”, which is full o f ideas and information.
Life in most towns gets hectic, noisy and unpleasant. But it is remarkable how even near such
big cities as London, in between the great roads and motorways, there are whole areas o f beautiful,
quiet countryside.
The weather, of course, is a problem. Nobody cares much for camping in heavy rain. But it is
often possible to have a weekend camp in spring and summer and to feel all the better for it during
the coming week.

From THE SELFISH GIANT


b y O . W i l d e

Every afternoon, as they were coming from school, the children used to go and play in the
Giant's garden. It was a large lovely garden, with soft green grass. Here and there over the grass
stood beautiful flowers like stars, and there were twelve peach-trees that in the springtime broke out
into delicate blossoms o f pink and pearl, and in the autumn bore reach fruit. The birds sat on the trees
and sang so sweetly that the children used to stop their games in order to listen to them.
One day the Giant came back. When he arrived he saw the children playing in the garden. He
became angry and allowed nobody to play in his garden. He was a very selfish Giant.
Then the Spring came, and all over the country there were little blossoms and little birds. Only
in the garden of the selfish Giant it was still winter.
The birds didn’t sing in it. The only people who were pleased were the Snow and the Frost.
The Snow covered up the grass with her great white cloak, and the Frost painted all the trees silver.
Then they invited the North Wind to stay with them, and he came. He was wrapped in furs, and he
blew the chimney pots down. Then the Hail came. Every day for three hours he rattled on the roof
of the castle. He ran round and round the garden as fast as he could go. He was dressed in grey, and
his breath was like ice. So it was always Winter in the garden, and the North Wind and the Hail, and
the Frost, and the Snow danced about through the trees.
Once the children came into the garden. The Hail stopped dancing at once. The trees were so
glad to have the children back again that they had covered themselves with blossoms, and were wav­
ing their arms gently above the children’s heads. The birds were flying about and twittering with
delight, and the flowers were looking up through the green grass and laughing. The Giant became
happy. He let the children play in the garden. Every afternoon, when school was over, the children
came and played with the Giant in the most beautiful garden one had ever seen.

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Writing Unit 10

Translate the text fro m Ukrainian into English. Use the essential vocabulary included in
Unit 10. Vacation. Weather. (Main Course).
М айкл з нетерпінням чекав літньої відпустки, і, нареш ті, вона наступила. Сміти
вирішили поїхати до Америки. Перед поїздкою вони провідали Браунів, завітали до
Джордж а. Через тиждень вони вилетіли до Н ью -Й орка. М айкл і Кетрін вперш е в А мери­
ці, а Дж он та Еліс бували там вже декілька разів. Вони гостю вали у своїх друзів із Сан-
Ф ранціско.
У Н ью -Й орку Сміти зупинилися в готелі. Було виріш ено провести в Н ью -Й орку
три дні, а потім відправитися до західного узбережжя А мерики, в С ан-Ф ранціско. Під
час свого перебування в Н ью -Й орку Сміти оглянули місто. Вони були вражені його
розмахом, хм арочосами, гуркотом жвавих, переповнених людьми вулиць, діловим ж ит­
тям. Було дуже спекотно, тож всі воліли швидше вирушити до узбережжя.
Через три дні Сміти сіли в потяг і перетнули А мерику зі сходу на захід. З вікна
вагона вони могли споглядати цю чудову, велику країну, її лани, ліси, міста і селища. Все
справило на Смітів велике враження. Вони не могли не захоплю ватися тим, що бачили
навкруги.
У С ан-Ф ранціско С міти зупинились у будинку друзів, яких Д ж он та Еліс не
бачили вже давн о. Усі були дуж е раді зустрічі. С міти провели тиж день в С ан -Ф ран -
ціско. Вони гуляли містом, купалися в океан і, заго р ял и . П о го д а була чудова, сонячна
і суха. О днак інколи ставало занадто спекотно. Тоді Сміти поспіш али до океану, з якого
доносився прохолодний бриз. їм подобалось приходити на берег ввечері, спостерігати за
тим, як сідає сонце, слухати шум хвиль, дивитися на зоряне нічне небо над океаном.
Сміти чудово провели відпустку в С ан-Ф ранціско, але настав час від’їж дж ати. Було
шкода розлучатися з друзями та містом, але Сміти сподівалися на нову зустріч з ними.
Під час своєї поїздки вони зробили багато фотографій, купили багато сувенірів. Коли
Сміти показували їх у Л ондоні Браунам, ці ф отограф ії і речі викликали в них приємні
спогади про подорож.

* * *

1. Read and translate the passage. Consult a dictionary.


2. In no more than 15-20 sentences describe a seaside resort town, a restaurant situated in
it, the scenery and the weather. Use the essential vocabulary included in Unit 10.
Vacation. Weather. (Main Course).
We were dining on the terrace and a full moon was shining on the sea in front of us. Nature,
as though she knew what was proper to the occasion, had set just the right scene. The view was
framed by two tall black cypresses, and all round us on the terrace the orange trees in full flower
exhaled their heady perfume. There was no wind, and the candles on the table flamed with a steady
softness. It was a light that exactly suited us. We sat at the table, eating heartily and thoroughly

281
Unit 10 Writing

appreciating the champagne, and we were enjoying ourselves. I gave the moon a glance. On the sea
was a broad pathway of silver.
“How beautiful nature is”, said my friend.
(From The Voice o f the Turtle by W. S. Maugham)

***

Make up short stories based on the dialogues.


- What we all need is sunshine...a country where we can grow.
- Yes, dear, that would be nice.
- 1 had a letter from George this morning - he says Corfu’s wonderful. Why don’t we pack up
and go to Greece?
- Very well, dear, if you like.
- When?
- Well, I think it would be a sensible idea if you were to go on ahead, dear, and arrange things.
Then you can write and tell me if it’s nice, and we all can follow.
- You said that when I suggested going to Spain, and I sat for two months in Seville, waiting
for you to come out while you did nothing except write me massive letters. No, if we’re going to
Greece, let’s go together.
(From My Family and Other Animals by G. Durrell)

- I have come back. I think that now I shall be here for good.
- But, Loveday, what a short holiday. I’m afraid that you have hardly enjoyed yourself at all.
- Oh yes, sir, thank you, sir, I ’ve enjoyed m yself very much. I’d been promising myself one
little treat all these years. It was short, sir, but most enjoyable. Now I shall be able to settle down
again to my work here without any regrets.
(From Mr. Loveday s Little Outing and Other sad Stories by E. Waugh)

282
READING

L iterature offers potential benefits o f a high order for English as a second o r foreign lan­
guage (ESL /E FL). L iterature can help students m aster the vocabulary and gram m ar o f the
language as well as the four language skills: reading, w riting, listening, and speaking.
N um erous activities involving the students’ application o f these skills can be developed around
the reading o f a literary work.
Culturally, literature enables the reader to examine universal human experience within the con­
text o f a specific setting and the consciousness o f a particular people.
Aesthetically, benefits include the teaching o f literature for its own sake. Literature has often
been described as a window, mirror, or key to a culture, for it can help the reader understand and
empathise with another culture.
Literature continues to play a prominent role in the English curricula o f many non-English-
speaking countries.
Classic activities associated with reading to learn are: surveying the text to discover its over­
all meaning, general outline, and main points; asking questions based on the headings and topics
discovered during the “survey” step; reading the text, often paragraph by paragraph, taking notes
while reading; reciting by giving answers to the questions raised in step 2 ; reviewing the materi­
al by going back over the main points with the help o f the brief notes, citing major subpoints and
trying to memorize both the main points and supporting ideas. Learning-by-doing activities help
students extract meaning from texts by using note-taking skills, following directions, following a
sequence o f ideas, solving problems set up in the text, and similar methods.
This section contains ten units. All the texts included in it are authentic. Discussion evolving
from them can be the basis and inspiration for oral, written, and culture-related activities.

READ ING I S TO THE M IN D W HAT E X E R C ISE I S TO THE BO D Y

(RICHARD STEELE)

283
UNIT 1
I r i s M u r d o c h ( b o r n in 1 9 1 9 ) - was born in D ublin and educated at B adm inton School,

Bristol, and Somerville College, O xford, where she read classics. A fter W orld W ar I I she held
a studentship in philosophy at C am bridge and later returned to Oxford where for a num ber of
years she was a Fellow and T u to r in philosophy at St. A nne’s College. H er first novels '"'Under
the Net" (1954) and " The Flight front the Enchanter" (1956) reflected her interest in existential­
ism. M urdoch's novels o f the 70es undergo a considerable change. The authoress denounces
egotism and irresponsibility. H er inexhaustible powers o f invention, the brilliance o f her style
turn most o f her books into rem arkable events in m odern letters.

From THE SANDCASTLE


b y I . M U R D O C H

“ Shall we wait lunch for Felicity?” asked M or.


N o, o f course n o t.” said N an. “ She always s u l k s when she comes home. She w ouldn’t
want to eat anyw ay.” Felicity was their daughter. She was expected hom e that day from b o a r d ­
i n g s c h o o l , where an outbreak of m e a s l e s had brought the term to an early conclusion.

They seated themselves at the table at opposite ends. T h e c a s e m e n t w i n d o w s were open as


wide as they could go upon the hot dry afternoon. They revealed a short front garden. Beyond
the garden lay the road where the neat s e m i - d e t a c h e d h o u s e s faced each other like m irror
images. T h e h o u s i n g e s t a t e was a recent one, m odern in design and very solidly built. A bove the
red-tiled roofs and over the d r o o p i n g foliage o f the trees there rose high into the soft m idsum ­
mer h a z e the n e o - G o t h i c tow er o f St Bride’s school where M or was a housem aster. It was a cold
lunch.

“Is Donald coming in this evening to see Felicity?” asked Nan. Donald was their son. who was
now in the Sixth Fonn at St Bride’s.
“He's taking j u n i o r p r e p . ” said M or.
“He’s taking junior prep!” said Nan imitating. "You could have got him off taking junior prep!
I never met such a pair o f social cowards. You never want to do anything that might draw attention
to you.
“You know Don hates privileges.” said Mor briefly. This was one o f the points from which
arguments began. He j a b b e d unenthusiastically at his meat. “ I wish Felicity would com e.”
" I 'v e g o t a b o n e t o p i c k w i t h D o n ,” said Nan.
“ Don't n a g him about the clim bing,” said M or. D onald wanted to go on a climbing holi­
day. His parents were opposed to this.
“ Don’t use that word at me!” said Nan. “Someone’s got to take some responsibility for what
the children do.”
"Well, leave it till after his exam," said Mor. “He’s worried enough.” Donald was shortly to sit
for a Cambridge College entrance examination in chemistry.
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Reading

“If we leave it,” said Nan, “w e’ll find it’s been fixed. Don told me it was off. But Mrs Prewett
said yesterday they were still discussing it. Your children seem to make it a general rule to lie to their
parents for all your talk about truth.”

Mor believed in complete truthfulness as the basis and condition o f all virtue. It grieved him
to find that his children were alm ost totally indifferent to this requirem ent. H e pushed his plate
aside.
“Aren’t you going to eat that?” said Nan.
“It’s too hot to eat,” said Mor. He looked out o f the window. “I wonder how much longer the
heat wave will last.”
“In other countries,” said Nan, “they just have the summer-time. We have to talk about heat
waves. It’s dreary.”

Mor was silent while Nan finished her plate. He began to have a soporific feeling o f conjugal
boredom . H e stretched and yawned and fell to exam ining a stain upon the table-cloth.
Mor suffered deeply from the discovery that his wife was the stronger. He could not now make
his knowledge o f her into love, he could not even make it into indifference. In the heart o f him he
was deeply compelled. H e was forced. A nd he was continually offended. T he early years o f their
m arriage had been happy enough. A t th at tim e he and N an had talked ab o u t nothing but them ­
selves. W hen this subject failed, however, they had been unable to find an o th er - and one day
M or m ade the discovery that he was tied for life to a being who could change, who could w ith­
draw herself from him and become independent. M o r had m ade it a rule to apologize, w hether
or not he thought himself in the wrong. N an was prepared to sulk for days. H e was always the
one who crawled back. H er strength was endless.

“I wish Felicity would come,” said Mor.


“Don’t keep saying that, darling,” said Nan.
“1 think I ought to go into school,” said Mor, looking at his watch.
“Lunch isn’t over,” said Nan, “just because you’ve finished eating. And the two-fifteen bell
hasn’t rung yet. Don’t forget we must talk to Felicity about her future.”
“ Must we?” said Mor.
“Why do you say “must we?” in that peculiar tone o f voice?” said Nan.
“Because I don’t know what I think about it,” said Mor. He felt a cold sensation which gener­
ally preluded his becom ing angry.
“Well, I know what I think about it,” said Nan. “Our finances and her talent don’t leave us
much choice, do they?” She looked directly at Mor. Again it was impossible not to reply.
“I suggest we wait a while,” said Mor. “Felicity doesn’t know her own mind yet.” He knew
that Nan could go on in this tone for hours and keep quite calm. Arguments would not help him. His
only ultimate defence was anger.
“ You always pretend people don’t know what they want when they don’t want what you want,”
said Nan. “You live in a dream world. Bill. Neither o f your children are clever, and you’ve already
caused them both enough unhappiness by pretending that they are. You’ve bullied D on into taking

285
Reading

the College exam and you ought to be satisfied with that. If y ou’d take o u r m arriage m ore seri­
ously you’d try to be a bit m ore o f a realist. Y ou m ust take some responsibility for the children.
I know you have all sorts o f fantasies about yourself. But at least try to be realistic about
them .”
Mor w i n c e d . If there was one thing he hated to hear about, it was “ o u r m arriage.” “You
may be right,” he said, “ but I still think we ought to w ait.”
“I know I’m right,” said Nan.

Mor tried to change the subject. “I wish you hadn’t stopped your German,” said he. “You
haven’t done any for months, have you?”
Mor had hoped to be able to educate his wife. He had always known that she was intelligent.
He had imagined that she would turn out to be talented. The house was littered with the d i s c a r d e d
p a r a p h e r n a l i a o f subjects in which he had hoped to interest her. It irritated M o r th a t his wife
should com bine a grievance about her f r u s t r a t e d gifts with a lack o f any attem pt to concentrate.
She deliberately related herself to the world through him only and then disliked him for it. She
had few friends, and no occupations other than housew ork.

“Don’t go out o f your way to annoy me,” said Nan. “Haven’t you got a lesson at two-fifteen?”
“It’s a free period,” said Mor, “but I ought to go and do some correcting. Is that Felicity?”
“No, it’s the milkman,” said Nan. “I suppose you’d like some coffee?”
“Well, maybe,” said Mor.
“Don’t have it if you’re indifferent,” said Nan; it’s expensive enough. By the way, if we don’t
get some extra money from somewhere we shall have t o d r a w o u r h o r n s i n pretty sharply. N o m ore
C ontinental holidays, you know . Even o ur little trip to D orset this year will be practically
ruinous, especially if Felicity and I go dow n before term ends.”
“Oh, for Christ’s sake, Nan,” said Mor, “do shut up! Do stop talking about money!” He got up.
He ought to have gone into school long ago.
“When you speak to me like that, Bill, said Nan, “I really wonder why we go on. I really think
it might be better to stop.” Nan said this from time to time, always in the cool, unexcited voice in
which she concluded her arguments with her husband. It was all part o f the pattern. So was M or’s
reply.
“Don’t talk that nonsense, Nan. I’m sorry I spoke in that way.” It all passed in a second.
Nan rose, and they began together to clear the table.

There was a sound in the hall. “Here’s Felicity!” said Mor and pushed quickly past his wife.
Felicity shut the front door behind her, put her suitcase down at her feet. Her parents stood
looking at her from the door o f the dining-room. “Welcome home, dear,” said Nan.
“Hello,” said Felicity. She was fourteen, very thin and straight, and tall for her age. She had
her mother’s dreamy eyes. N an’s hair was a dark blond, u n d u l a t i n g naturally about her head, the
ends o f it tucked away into a s u b d u e d h a l o . Felicity’s was fairer and straighter, draw n now into
a straggling tail which e m e r g e d from under her school hat. In looks, the girl had none o f her
father. It was D onald who had inherited M o r’s dark curly hair and his bony face.

286
Reading

Felicity took off her hat and threw it in the direction o f the hall table. It fell on the floor.
N an came forw ard, picked up her hat, and kissed her on the brow . “ H ad a good term , dear?”
“ O h, it was all right,” said Felicity.
“Hello, old thing,” said Mor. He shook her by the shoulder.
“Hello, Daddy,” said Felicity. “Is Don here?”
“He isn’t, dear, but he’ll come in tomorrow,” said Nan. “Would you like me to make you lunch,
or have you had some?”
“I don’t want anything to eat,” said Felicity. She picked up her suitcase. “Don’t bother, Daddy.
I ’ll carry it up.”
“What are your plans for this evening?” said Nan.
“I’ve just arrived,” said Felicity. “I haven’t got any plans.”
She began to m ount the stairs. H er parents watched her in silence. A m om ent later they
heard her bedroom d oor shut with a bang.
* * *

1. Look up in a dictionary the words and word combinations, which are in bold type.
2. Survey the extract to discover its overall meaning, general outline, and main points. Say
i f the story is about a) conjugal boredom; b) N a n ’s likes and dislikes; c) Bill and N a n ’s
relations; d) B ill’s ambitions.
3. Comment on the atmosphere in the fam ily and its effect on the members. Say whose fa u lt
it was that the fam ily was insecure, unstable.
4. A sk questions based on the headings and topics discovered during the “survey” step.
5. Read the extract paragraph by paragraph, taking notes while reading.
6. Recite by giving answers to the questions raised in step 4; review the material by going
back over the main points with the help o f the brief notes, citing major subpoints and
trying to memorize both the main points and supporting ideas.
7. Comment on the following sentence: “There’s no company more cheerless than that o f a
woman who is not loved.” (Gr. Greene. The Blue Film)
8. Read the following bit o f text and say how it can be applied to the extract.
M arriage is different from love. It is a good institution but I m ust add th at a lot depends
on the person you are m arried to.
There is no such thing as a good wife or a good husband - there is only a good wife to
M r A, o r a good husband to M rs B. If a credulous wom an m arries a pathological liar, they may
live together happily to the end of their days - one telling lies, the other believing them. A man
who cannot live w ithout constant adm iration should m arry a “ G od, you are w onderful” type
o f wom an. If he is unable to m ake up his mind, he is right in wedding a dictator. One dictator
may prosper in a m arriage: two are too many.
The way to matrimonial happiness is barred to no one. It is all a matter o f choice. One should
not look for perfection, one should look for the complementary half o f a very imperfect other half.

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Reading

If someone buys a refrigerator, it never occurs to him that it is a bad refrigerator because he
camiot play gramophone records on it; nor does he blame his hat for not being suitable for use as a
flower-vase. A man may be anxious to show off his wife’s beauty, marry a mannequin and be sur­
prised to discover in six months that she has no balanced views on the international situation. If
ladies marry a title or a bank account, they must not blame their husbands for not being romantic
heroes.
You should know what you’re buying.
(From On Marriage by G. M ikes)

9. Prepare a good reading o f the extract. Remember the following!


They refer fiction texts appealing to the readers to the declam atory style reading, the
artistic reading. T he prose which describes an action o r a series o f actions to tell a story, is
called narrative. The prose is descriptive when scenes, objects, people, a p erson’s feelings are
described.
Before reading aloud we must appreciate the written text. For this one should read the passage
carefully paying close attention to the sequence o f events described, then one should realize gener­
al meaning, a detailed meaning, the intentions o f the writer. Think over the way scenes and people
are described, the way the characters think, talk or act. Bear in mind that any story is a unity, though
divided into passages. It is very important to understand how pieces o f narratives are put together.
Dialogic texts are author’s reproduction of actual conversation and in reading aloud a reader
should bear in mind the characters o f the speakers, the atmosphere in which the conversation takes
place.
Sometimes in a story you will find sentences like “She spoke meaningly”, or “There was a
world of meaning in his voice.” This additional meaning, over and above that o f the dictionary
meaning of the words used is added by the speaker’s intonation. The same thing can be said threat­
eningly, sadly, coldly, and so on. It depends upon the speaker’s intention. When you are reading
aloud a story you give the speaker’s actual words their appropriate intonation.
10. Think o f a logical end to the story.
***
Remember the following:
A newspaper is very eclectic, from the stylistic point o f view. Besides news items, we find
within its page articles, reviews, imaginative writing o f various kinds, advertising, competitions, and
much more, which from the linguistic viewpoint would be dealt with under the heading o f other
kinds o f English.
The aim o f any newspaper is to present a certain number o f facts in as interesting a manner as
possible to the reader. The need for compression o f the information into a limited space as well as
the concern for clear thinking is very strong. The same subject-matter can be stylistically different­
ly coloured in different newspapers but one thing is always constant - the compression o f the infor­
mation.

288
Reading

1. Read the following article to yourself Note all unfamiliar words and look them up in a
dictionary. Say i f good looks matter or not, why parents should avoid the subject o f looks
and what physical attributes o f their child they should encourage.
2. Summarize the content o f the article.

IN BRIEF
A study published in the m ost recent Journal o f Adolescence proves th at good looks do
m atter. Parents trying to com fort their plainer offspring should avoid the subject o f looks alto­
gether. Physically attractive teenage boys and girls are more popular, m ore confident, and have
better social skills than unattractive ones. Tactful parents should point out and encourage their
child’s other physical attributes - including athletic abilities, strength etc. A ccording to the
study, those who are m ore ‘physically effective’ are less self-conscious and not as socially anx­
ious as others. The good news also is th at being physically able contributes m ore to long-term
happiness and self-esteem than being attractive.
* Л*
Training for physical fitness begins early these days. Starting with massage, to tone up
new -born limbs, little ones quickly go on to a range o f baby gym, yoga for toddlers and ju n io r
gymnastics classes. N ow a chain o f sports clubs is starting up to commercialise on this fad. The
first o f possibly 50 clubs across the country specifically for families has ju st opened in
R om ford. N am ed just Kids, it runs a K id-sports Fun and Fitness club with classes for children
from four m onths old to 13 years. There is also a high-tech adventure playground (Kids
Paradise) and a gym.
(From The Daily Telegraph. Week-end. June 29, 1991)
* * *

CULTURE CONTEXT
Adolescent is a young person who is developing into an adult.
People think o f adolescents as being difficult because their behaviour and em otions are not
always reasonable o r controlled. They often do things against the advice o r wishes o f their p a r­
ents.

10 В. Янсон 289
UNIT 2
G e r a l d D u r r e l l ( 1 9 2 5 - 1 9 9 5 ) , a fam ous zoologist and w riter, was born in India. In 1928

his family returned to England and later they went to live on the C ontinent. Eventually they
settled on the island o f C orfu, Greece, where they lived until 1939. D uring this time he made a
special study of zoology and kept a large num ber o f the local wild anim als and pets. Durrell
made some anim al-collecting expeditions to different countries. He founded the Jersey
Zoological Park. G erald Durrell wrote some travel books and books about the natural world.
His books include: The Overloaded A rk (1953), M y Family and Other Animals (1956),
Encounters with Animals (1958), A Zoo in M y Luggage (1960), Birds, Beasts and Relatives
(1969), Beasts in M y Belfry (1973) and others.

From M Y FAMILY AND OTHER ANIMALS


b y G . D U R R E L L

The villa was small and square, standing in its tiny garden with an air o f pink-faced d e t e r ­
m i n a t i o n .Its shutters had been faded by the sun to a delicate creamy-green, cracked and b u b ­
bled in places. The garden, surrounded by tall fuchsia hedges, had the flower-beds worked in
com plicated geometrical patterns, m arked with sm ooth white stones. The white c o b b l e d paths,
scarcely as wide as a rak e’s head, w ound laboriously round beds hardly larger than a big straw
hat, beds in the shape o f stars, half-m oons, triangles and circles, all overgrow n with a shaggy
t a n g l e o f flowers run wild. Roses dropped petals that seemed as big and sm ooth as saucers,
flame-red, m oon-w hite, g l o s s y and unwrinkled. The warm air was thick with the scent o f a h un­
dred dying flowers, and full o f the gentle, soothing whisper and m urm ur o f insects. As soon as
we saw it, we wanted to live there - it was as though the villa had been standing there waiting
for our arrival. We felt we had come home.
We were installed in the villa, and we each settled down and adapted ourselves to our sur­
roundings in our respective ways.
It had taken three h u s k y peasant boys half an h o u r’s s w e a t i n g a n d p a n t i n g to get L arry ’s
trunks into the villa, while L arry bustled round them , directing operations. One o f the trunks
was so big it had to be h o i s t e d in through the window. Once they were installed, L arry spent a
happy day unpacking them , and the room was so full o f books that it was alm ost impossible
to get in o r out.
For myself, the garden held sufficient interest. This doll’s-house garden was a magic land, a
forest of flowers through which r o a m e d creatures I had never seen before. A m ong the thick, silky
petals o f each rose-bloom lived tiny, crab-like spiders that s c u t t l e d sideways when disturbed.
Their small bodies were coloured to match the flowers they inhabited: pink, i v o r y , wine-red or
buttery-yellow. On the rose-stems l a d v - b i r d s moved like newly painted toys. A m ong the white
cobbles large black ants s t a g g e r e d and gesticulated in groups round strange trophies: a dead
caterpillar, a piece o f rose-petal o r a dried grass-head fat with seeds. As an accom panim ent to
all this activity there came from the olive-groves outside the fuchsia hedge the i n c e s s a n t s h i m ­
m e r i n g c r i e s o f t h e c i c a d a s .

All these discoveries filled me with a trem endous delight, so that they had to be shared,
and I would burst suddenly into the house and startle the family with the news that the strange

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black caterpillars on the roses were not caterpillars at all, but the young o f lady-birds. or with
some equally astonishing news.

G radually the magic o f the island settled over us as gently and c l i n g i n g l y as p o l l e n . Each
day had a t r a n q u i l l i t y , a timelessness, about it, so that you wished it would never end. But then
the dark skin o f night would peel off and there would be a fresh day waiting for us, glossy and
colourful as a child's t r a n s f e r and with the same t i n g e o f unreality.
***

The new villa was enorm ous, a tall, square Venetian m ansion, with faded daffodil-yellow
walls, green shutters and a fox-red roof. It stood on a hill overlooking the sea, surrounded by
u n k e m p t o l i v e - g r o v e s and silent orchards o f lemon- and orange-trees. The whole place had an

atm osphere o f ancient melancholy about it: the house with its cracked and peeling walls, its
trem endous echoing room s, its verandas piled high with drifts o f last year’s leaves and so over-
grown with creepers and vines that the lower room s were in a p e r p e t u a l green twilight; the lit­
tle walled garden that ran along one side o f the house; its gates s c a b b y with rust, had roses
s p r a w l i n g across the w'eed-grown paths, and the shaggy tangerine-trees were so thick with flow­

ers that the scent was alm ost overpowering; beyond the garden the orchards were still and
silent, except for the hum o f bees and an occasional s p l u t t e r o f birds am ong the leaves. The
house and land were gently, sadly decaying, lying forgotten on the hillside overlooking the
shining sea. It was as though villa and landscape were half-asleep.
The furniture (which we had rented with the villa) was a fantastic collection o f Victorian relics
that had been locked in the rooms for the past twenty years. They crouched everywhere, ugly,
unpractical, c r e a k i n g h i d e o u s l y to each other and s h e d d i n g bits o f themselves with loud cracks
like m u s k e t - s h o t s , accom panied by clouds o f dust if you walked past them too heavily. The first
evening the leg came off the dining-room table, cascading the food on to the floor. Some days
later Larry sat down on an immense and solid-looking chair, only to have the back disappear
in a cloud o f a c r i d dust. W hen M other went to open a w ardrobe the size o f a cottage and the
entire door came away in her hand, she decided that som ething must be done.
"We simply can’t have people staying in a house where everything comes to bits if you look
at it," she said. "There's nothing for it, w e’ll have to buy some new furniture.”
The next morning Spiro drove Mother. Larry and myself into the town to buy furniture.
k k k

1. Look up in a dictionary the words and word combinations, which are in bold type.
2. Survey the extract to discover its overall meaning, general outline, and main points. Say
i f the extract is about: a) a doll's house; b) a magic land; c) a forest o f flowers; d) the
beauties o f nature; e) some villas.
3. Ask questions based on the headings and topics discovered during the “survey” step.
4. Read the extract paragraph by paragraph, taking notes while reading.
5. Recite by giving answers to the questions raised in step 3; review the material by going
back over the main points with the help o f the brief notes, citing major subpoints and try­
ing to memorize both the main points and supporting ideas.

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6. Comment on the following sentence: “Gradually the magic o f the island settled over us
as gently and clingingly as pollen. ”
7. Prepare a good reading o f the extract. (See Unit 1:9).
8. Write a similar description o f a house / villa / mansion.
* * *

1. Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say what makes the Little Silver Country Hotel an amazing place.
2. Summarize the content o f the article.

ROOM SERVICE
N ow here’s an am azing place. The Little Silver Country H otel in Tenterden, K ent, is the
“baby” o f two hard-w orking ladies - D orothy and Rosem ary - who will be delighted to go into
detail about the hard labour involved in the creation o f their dream country hotel.
I’m staying as guest o f the English Tourist Board along with other journalists. Before dinner
we do the obligatory tour of the bedrooms. And goodness - how embarrassing - when we reach the
room with the four-poster and the Jacuzzi. “This one’s for you,” says Rosemary.
Five years ago these nursery school teachers, both widows, fell in love with this neglected
Tudor house. “We wanted a country house hotel which would be special. As soon as we saw Little
Silver, we knew it was for us” , says Rosem ary.
The result of extensive building work is a superbly comfortable hotel where everything has
been thought of. There are facilities for the disabled: “All special needs are catered for,” chorus these
two ladies.
We dine in the large Victorian conservatory overlooking shaven lawns and neat flowerbeds.
Afterwards we retire to the other side o f the conservatory doors for a choice o f seven different
liqueur coffees. Amber, the cocker spaniel, does her party pieces in exchange for chocolate drops.
(From The Daily Telegraph. Week-end. June 29, 1991)

CULTURE CONTEXT
Kent - a country in SE England, known as the “ G arden o f E ngland” because o f its fruit
and vegetable crops.
The English Tourist Board - an organization which exists to encourage tourists to go on
holiday in England.
Jacuzzi - a bath or pool Fitted with a system o f fast currents o f hot water, used as a way
to relax, o r to cure o r im prove certain medical conditions such as backache. Jacuzzis are
thought o f as being p art o f an expensive way o f life.
Tudor - o f the English royal family that ruled from 1485 to 1603. The T u d o r style o f
house building often used half-tim bered walls (with the black w ood o f the fram e showing in the
white outer walls).

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UNIT З
G r a h a m G r e e n e was born at B erkham stead, H ertfordshire, and educated at
( 1 9 0 4 - 1 9 9 1 )

the local school where his father was the headm aster. On com ing down from Balliol College,
O xford, he worked for four years as a sub-editor on The Times, sim ultaneously trying his hand
at fiction. H e established his reputation as a w riter with his novel, Stambul Train (1932), which
he classed as an “ entertainm ent” in order to distinguish it from m ore serious work. His m ost
im portant novels are: The Confidential Agent (1939), The Power and the Glory (1940), The
Heart o f the Matter (1948 ), The Quiet American (1955), The Comedians (1966), Ways o f Escape
(1981).

From M EN AT WORK
b y G R . G R E E N E

R ichard Skate had taken a couple o f hours away from the M inistry to see w hether his
house was still standing after the previous night’s r a i d . He was a thin, pale man o f early m id­
dle age. All his life had been spent in k e e p i n g h i s n o s e a b o v e w a t e r , lecturing at night-schools
and acting as tem porary English m aster at some o f the sm aller public schools and in the process
he had got a small house, a wife and one child. They lived in the country, his house was cut off
from him by the im m easurable distance o f bom bed London - he visited it hurriedly twice a
week, and his whole world now was the M inistry, the high heartless building with lifts and long
passages like those o f a liner and lavatories where the w ater never ran hot. C entral heating gave
it a stuffy smell, except in the passages where the windows were always open. Skate slept dow n­
stairs in the basem ent on a cam p-bed, getting up at about ten o ’clock for breakfast. These
im prisoned weeks m ade him look pale as if he lived underground. T he M inistry o f Propaganda
advised the staff to spend an hour o r two a day in the open air, and some members d i d go to
the b ar at the corner. But Skate d id n ’t drink.

A nd yet in spite o f everything he was happy. F o r his nose was now well above water: he
had a p e r m a n e n t jo b , he was a Civil Servant.

He opened the d oor o f his dark room .


“All well?” his assistant asked: the young woman who m o t h e r e d him, bringing him his cups
of coffee.
“ O h, yes, thanks. It’s still there. A window broken, th a t’s all” .
The telephone rang, and Miss Manners grasped it like an enemy.
“ Y es,” she said, “ yes, R. S. is back. It’s H. G .,” she explained to Skate. All the ju n io r staff
called people by initials, so she called Richard Skate “ R. S.”: it was a sort o f social compromise,
between a Christian nam e and a Mr.
“ Hello, Graves. Yes, the house is still standing. Will you be at the book committee? I sim­
ply haven’t got any a g e n d a . C an ’t you invent som ething?” He said to Miss M anners, “G raves
wants to know w ho’ll be at the C om m ittee.”
Miss Manners recited quickly down the phone, “R. K., D. H., F. L., and B.L. says he’ll be late.
All right. I’ll tell R. S. Good-bye.”
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“Oh, dear, oh dear,” Skate said, “I must get this agenda done.”
His worry was not great: it was all a game. Propaganda was a means o f passing the time: work
was not done for its usefulness but for its own sake - simply as an occupation. He wrote down “The
Problem o f India” on the agenda.

Skate left the room, but long before he reached the room where the Book Committee sat he
heard a familiar voice saying, “What we want is a really colossal cam paign...” It was King, o f
course, trying to take part in the war-effort: these o u t b r e a k s occurred periodically. K ing had been
an advertising m an, and the need to sell som ething would regularly overcom e him, until sud­
denly he would begin to sell the war. T h e T r e a s u r y a n d t h e S t a t i o n e r y O f f i c e always saw to it
that his great plans came to nothing: only once, because som ebody was on holiday, a King
cam paign had really got under way. It was when the meat ration went down to a shilling; the
h o a r d i n g s all over L ondon carried a curt K ing message “ D O N ’T G R O U S E ABOUT M UT­
T O N . W H A T ’S W R O N G W IT H Y O U R G R E E N S ? A L ab o u r m em ber asked a question in
Parliam ent, the hoardings were w ithdraw n at a cost o f twenty thousand pounds, the
Perm anent Secretary r e s i g n e d , the Prim e M inister stood by the M inister o f Propaganda who
stood by his staff, and King, after being asked to resign, was instead p u t i n c h a r g e o f the Books
Division o f the M inistry at a higher salary. H ere it was felt he could d o n o h a r m .

Skate came in and handed round copies of the agenda. He didn’t listen to King:something
about a series o f p a m p h l e t s to be distributed free to six million people really explaining w hat we
were fighting for. “ Tell them w hat freedom m eans,” K ing said. “ D em ocracy. D o n ’t use long
w ords.”
Hill said, “I don’t think the Stationery O ffice...” Hill’s thin voice was always the voice o f rea­
son. He was said to be the author o f the official explanation and defence o f the Ministry’s existence:
“A negative action may have positive results.”

On Skate’s agenda was written:


1. Pam phlet in Welsh on G erm an lab o u r conditions.
2. Facilities for W ilkinson to visit the A. T. S.
3. O bjections to proposed Bone pam phlet.
4. Suggestion for a leaflet from M eat M arketing Board.
5. T he Problem o f India.
The list, Skate thought, was quite impressive.

“O f course,” King went on, “the details need working out. We’ve got to get the right author.
Priestley or somebody. I feel there won’t be any difficulty about money if we can present a really
clear case. Would you look into it, Skate, and report back?”
Skate agreed. He didn’t know what it was all about, but that didn’t matter. A few minutes
would be passed t o a n d f r o , and K ing’s blood would cool in the process. To send a m i n u t e to
anybody else in the great building and to receive an answer took at least tw enty-four hours: on
an urgent m atter an exchange o f three minutes might be got through in a week. Time outside
the M inistry went at quite a different pace.
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The committee as usual lasted about an hour - it was always, to Skate, an agreeable meeting
with men from other divisions, the Religious Division, the Empire Division and so on. Sometimes
they co-opted another man they thought was nice. It gave an opportunity for all sorts o f inter­
esting discussions - on books and authors and artists and plays and films. The agenda d id n ’t
really m atter: it was quite easy to invent one at the last m om ent.

Today everybody was in a good temper: there h ad n ’t been any bad news for a week, and
as the policy o f the latest Perm anent Secretary was that the M inistry should not do anything
to attract attention, there was no reason to fear a purge in the im m ediate future.

Without reaching a decision on the Bone pamphlet they passed on to the Meat Marketing
Leaflet. Nobody was interested in this, so the matter was left in Skate’s hands to report back. “You
talk to them, Skate,” King said. “Good idea. You know about these things. Might ask Priestley. “The
Problem o f India.” Need we really discuss it this week? he said. “There’s nobody here who knows
about India. Let’s get in Lawrence next week.”
“Good fellow, Lawrence,” Lowndes said. “Wrote a novel once called Parson’s Pleasure.”
“We’ll co-opt him,” King said.
The Book Committee was over for another week, and since the room would be empty now
until morning, Skate opened the big windows.

> Notes:
A. T. S. - A ir Technical Service
* * *

1. Look up in a dictionary the words and word combinations, which are in bold type.
2. Survey the extract to discover its overall meaning, general outline, and the main points.
Say i f the story is about: a) Skate’s background; b) the meeting o f the Book Committee;
c) a means o f passing the time; d) propaganda; e) some war-effort; f ) the way a man does
his work.
3. Say what the title o f the story reveals, how it discloses the subject matter o f the story.
4. Ask questions based on the headings and topics discovered during the “survey” step.
5. Read the story paragraph by paragraph taking notes while reading.
6. Recite by giving answers to the questions raised in step 4; review the material by going
back over the main points with the help o f the brief notes, citing major subpoints and try­
ing to memorize both the main points and supporting ideas.
7. Comment on the following sentence: “Time outside the Ministry went at quite a different
pace. ”
8. Read the following bit o f text and say how it can be applied to the story “Men at Work”

By the way a man does his work his character can be told. F o r m ost men, work is neces­
sity in order to gain a living. Vast num bers o f men have not even been able to choose what

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work they would do, but have been forced by economic necessity to take the first jo b that came
their way. They d o n ’t do w hat they really w ant to do and their-real selves are not reflected in
their actions. They usually hurry hom e from work full o f eagerness to begin on some scheme,
which they have been planning for their leisure time. This time is full o f prom ise and they can
look back on it with satisfaction when they review what they have achieved in it.
(From Fifty M odel Essays by J. M iller)

9. Prepare a good reading o f the extract. (See Unit 1:9).


10. Write a similar description o f another character in the same work.

* * *

1. Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say how English people spend their leisure time.
2. Summarize the content o f the article.

GARDENING
M uch leisure time is spent in individualistic pursuits, o f which the m ost p opular is g ar­
dening. M ost English people love gardens, their own above all, and this is probably one reason
why so many people prefer to live in houses rath er than flats. Particularly in suburban areas it
is possible to pass row after row o f ordinary small houses, each one with its neatly-kept patch
o f grass surrounded by a great variety o f flowers and shrubs. M any people who have no gar­
dens o f their own have patches o f land o r “ allotm ents” in specially reserved areas - though a
group o f allotm ent gardens, with its mixed-up collection o f sheds for keeping the tools and the
dull arrangem ent o f the rectangular sections o f land, is usually not a thing o f beauty. Although
the task o f keeping a garden is so essentially individual, for many people gardening is the foun­
dation o f social and com petitive relationships. Flow er-show s and vegetable-shows, with prizes
for the best exhibits, are immensely popular, and to many gardeners the process o f growing the
plants seems m ore im portant than the merely aesthetic pleasure o f looking at the flowers or the
prospect o f eating the vegetables. In many places a com petitive gardener’s am bition is to grow
the biggest cabbages o r leeks o r carrots, and the plain fact that the merits o f m ost vegetables
on the table are in inverse ratio to their size seems often to be forgotten.
(From Traditions and Customs. Gardening by P. Bromhead)

CULTURE CONTEXT
Allotm ent - in Britain a small piece o f land rented out, esp. by a tow n council, to people
who will grow vegetables on it.

296
UNIT 4
W i l l i a m S o m e r s e t M a u g h a m ( 1 8 7 4 - 1 9 6 5 ) was born in Paris in the family o f a solicitor at

the British Em bassy. His parents died when he was still a child, and he was brought up by his
uncle, vicar o f W hitstable in K ent. M augham was educated at K ing’s School, C anterbury, and
H eidelberg U niversity, G erm any. He also took his medical training at St. T h o m as’s H ospital
in L ondon, but the success of his first novel (“ Liza o f Lambeth ”, 1897) won him over to letters.
M augham established his reputation as a novelist, a dram atist and a short-story writer. His
most pop ular novels are “ The Moon and Sixpence ” (1919), “ Cakes and Ale'" (1930), “ 77ге
Painted Veil”( 1925), "Theatre" (1937), “The R azor’s Edge" (1944). In his lifetime he published
m ore than ten collections o f stories. M augham ’s works dem onstrate his realistic m anner, dem ­
ocratic tendencies and brilliant mastery o f form.

From THE RAZOR’S EDGE


b y W . S . M A U G H A M

“ Is it where you live?” asked Isabel.


He chuckled at the look on her face.
“It is. I’ve been here ever since I came to Paris.”
“But why?”
“It’s convenient. It’s near t h e B i b l i o t h e q u e N a t i o n a l e and t h e S o r b o n n e . ” H e pointed to a
d oor she had not noticed. “ It’s got a bathroom . I can get breakfast here and I generally dine at
that restaurant where we had lunch.”
“It’s awfully s o r d i d . ”
“Oh no, it’s all right. It’s all I want.”
“But what sort o f people live here?”
“Oh, I don’t know. Up in the attics a few students. Two or three old bachelors in government
offices and a retired actress at t h e O d e o n . It’s a very quiet and respectable place.”

“ What’s that great big book on the table?” Isabel asked.


“That? Oh, that’s my Greek dictionary.”
“Your what?” she cried.
“It’s all right. It won’t bite you.”
“Are you learning Greek?”
“Yes.”
“Why?”
“I thought I’d like to.”
He was looking at her with a smile in his eyes and she smiled back at him.
“Don’t you think you might tell what you’ve been up to all the time you’ve been in Paris?”
“I’ve been reading a good deal. Eight or ten hours a day. I’ve attended lectures at the Sorbonne.
I think I’ve read everything that’s important in French literature and I can read Latin, at least Latin
prose, almost as fluently as I can read French. O f course Greek’s more difficult. But I have a very
good teacher. Until you came here I used to go to him three evenings a week.”

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“And what is that going to lead to?”


“The a c q u i s i t i o n o f know ledge," he smiled.
“It doesn’t sound very practical.”
“Perhaps it isn’t and on the other hand perhaps it is. But it’s enormous fun. You can’t imagine
what a thrill it is to read t h e O d y s s e y in the original. It makes you feel as if you had only to get
on tiptoe and stretch out your hands to touch the stars. I’ve been reading S p i n o z a the last
m onth or two. I d o n ’t suppose I understand very much o f it yet, but it fills me with exultation.
It’s like landing from your plane on a great plateau in the m ountains. Solitude, and an air so
pure that it goes to your head like wine and you f e e l l i k e a m i l l i o n d o l l a r s . "

“When are you coming back to Chicago?”


“Chicago? I don’t know. I haven't thought of it.”
“You said that if you hadn’t got what you wanted after two years you’d give it up as a bad job.”
“I couldn’t go back now. I’m on the threshold. I seevast lands o f the spirit stretching out before
me, beckoning, and I’m eager to travel them.”
“What do you expect to find in them?”
“The answers to my questions. I want to make up my mind whether God is or God is not. I
want to know whether I have an immortal soul or whether when I die it is the end.”
Isabel gave a little g a s p . I t made her uncom fortable to hear Larry say such things, and she
was thankful that he spoke lightly, in the tone o f ordinary conversation.
“But Larry,” she smiled, “people have been asking those questions for thousands o f years. If
they could be answered, surely they’d have been answered by now.”
Larry chuckled.
“It’s not true that no one has found the answers. There are more answers than questions, and
lots of people have found answers that were perfectly satisfactory for them.”

“How long d ’you think all this is going to take you?”


“I wouldn’t know. Five years. Ten years.”
“And after that? What are you going to do with all this wisdom?”
“If 1 ever acquire wisdom I suppose I shall be wise enough to know what to do with it.”
“You're so wrong, Larry. You’re an American. Your place isn’t here. Your place is in America.
You’re missing so much. How can you bear to sit here in a b a c k w a t e r just when we’re living
through the most wonderful adventure the world has ever known? E urope’s finished. W e’re the
greatest, the most powerful people in the world. W e’re g o i n g forw ards b y l e a p s a n d b o u n d s .
W e’ve got everything. It’s your duty to take part in the developm ent o f your country. Y ou’ve
forgotten, you d o n ’t know how thrilling life is in America today. Are you sure y ou’re not doing
this because you haven’t the courage to stand up to the work th a t’s before every American
now? Oh, I know' yo u ’re w orking in a w'ay, but isn’t it just an escape from your responsibili­
ties?”
“You’re very severe, honey,” he smiled. “What you forget is that I want to learn as passionately
as - Gray, for instance, wants to make pots o f money. Am I a t r a i t o r to my country because I want to

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spend a few years educating myself? It may be that when I’m through I shall have something to
give that people will be glad to take. It’s only a chance, of course, but if I fail I shall be no worse
off than a man w ho’s gone into business and hasn’t made a go o f it.”

“And what about me? Am I o f no importance to you at all?”


“You’re o f very great importance. I want you to marry me.”
“When? In ten years?”
“No. Now. As soon as possible.”
“On what? Mamma can’t afford to give me anything. Besides, she wouldn’t if she could. She’d
think it wrong to help you to live without doing anything.”
“I wouldn’t want to take anything from your mother,” said Larry. “I’ve got three thousand a
year. That’s plenty in Paris. We could have a little apartment.”
“But, Larry, one can’t live on three thousand a year.”
“O f course one can. Lots o f people live on much less.”
“But I don’t want to live on three thousand a year. There’s no reason why I should. You are so
impractical. You don’t know what you are asking me to do. I ’m young, I want to have fun. I want
to do all the things that people do. I want to go to parties, I want to go to dances, I want to play golf
and ride horseback. I want to wear nice clothes. I don’t want to go about in street-cars and o m n i b u s ­
e s ; I w ant to have my own car. A nd w hat d ’you suppose I ’d find to do with myself all day long

while you were reading at the Library? W alk about the streets w indow -shopping o r sit in the
L u x e m b o u r g G a r d e n s seeing th at my children d id n ’t get into mischief? We w ouldn’t have any

friends. Larry, if you h a d n ’t a cent to your nam e and got a jo b th at b rought you in three th o u ­
sand a year I ’d m arry you w ithout a m inute’s hesitation. I’d cook for you, I’d m ake the beds,
I w ouldn’t care w hat I wore, I ’d go w ithout anything, I’d look upon it as wonderful fun,
because I ’d know th at it was only a question o f tim e and y ou’d m ake good. But this means liv­
ing in a sordid beastly way all o u r lives with nothing to look forw ard to. It means th a t I should
be a d r u d g e to the day o f my death. A nd for what? So th a t you can spend years trying to find
answers to questions th at you say yourself are i n s o l u b l e . It’s so wrong. A man ought to work.
T h a t’s w hat he’s here for. T h a t’s how he contributes to the welfare o f the com m unity.”
“You’ve drawn a very black picture o f life in Paris on a moderate income. You know, it isn’t
really like that. One can dress very nicely without going to C h a n e l . A nd all the interesting people
d o n ’t live in the neighbourhood o f t h e A r c d e T r i o m p h e and t h e A v e n u e F o c h . In fact few inter­
esting people do, because interesting people generally d o n ’t have a lot o f money. I know quite
a num ber o f people here, painters, and writers and students, French, English, Am erican, and
what not, whom I think yo u ’d find much m ore am using than E lliott’s s e e d y m a r q u i s e s and
long-nosed d u c h e s s e s . ”
“They’re not the sort o f people I’ve been brought up with. They’re not the sort o f people I have
anything in common with.”

“Where does that leave us?”


“Just where we started. I’ve lived in Chicago ever since I can remember. All my friends are
there. All my interests are there. I’m at home there. It’s where I belong and it’s where you belong.
Mamma’s ill and she’s never going to get any better. I couldn’t leave her even if I wanted to.”

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Reading

“Does that mean that unless I ’m prepared to come back to Chicago you don’t want to
marry me?”
Isabel hesitated. She loved Larry. She wanted to marry him. She wanted him with all the power
o f her senses. She knew that he desired her. She couldn’t believe that when it came to a showdown
he w ouldn’t weaken. She was afraid, but she had to risk it.
“Yes, Larry, that's just what it does mean.”

He was silent for what seemed an endless time. Her heart was beating madly. He turned at last.
“I wish I could make you see how much fuller the life I offer you is than anything you have a
conception of. I wish I could make you see how exciting the life o f the spirit is and how rich is expe­
rience. It’s such a happy life. “
“But Larry, she interrupted him, “don’t you see you’re asking something o f me that I’m not
fitted for, that I ’m not interested in and don’t want to be interested in? How often have I got to repeat
to you that I’m just an ordinary, normal girl, I’m twenty, in ten years I shall be old, I want to have a
good time while I have the chance. For your own sake I beseech you to give it up. Be a man, Larry,
and do a man’s work. You’re just wasting the precious years that others are doing so much with.
Larry, if you love me you won’t give me up for a dream. Come back with us to America.”
“I can’t, darling. It would be death to me. It would be the betrayal o f my soul.”
“If you won’t listen to reason there’s nothing more to be said.” She slowly slipped her engage­
ment ring off her finger. She placed it on the palm o f her hand and looked at it.
“If you loved me you wouldn’t make me so unhappy.”
“I do love you. Unfortunately sometimes one can’t do what one thinks is right without mak­
ing someone else unhappy.”

She stretched out her hand on which the ring was resting and forced a smile to trembling lips.
“Here you are, Larry.”
***
?. Look up in a dictionary>the words and word combinations, which are in bold type.
2. Survey the extract to discover its overall meaning, general outline, and main points. Say
i f the extract is about: a) lectures at the Sorbonne; b) the acquisition o f knowledge; c) a
snob; d) passion fo r learning; e) a love affair.
3. Sum up Isabel, her social background; her scope o f vision and activities; her opinion o f
the people around; Isabel's behaviour at the crucial moment; the cause o f her defeat.
4. Sum up Larry, his social background, ambitions; his principal values; his behaviour at
the crucial moment and its cause.
5. Ask questions based on the headings and topics discovered during the “survey” step.
6. Read the extract paragraph by paragraph, taking notes while reading.
7. Recite by giving answers to the questions raised in step 5; review the material by going
back over the main points with the help o f the brief notes, citing major subpoints and try­
ing to memorize both the main points and supporting ideas.

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Reading

8: Comment on the following: “Education has fo r its object the formation o f character”
(Herbert Spencer).
9. Find some additional information about the Sorbonne in an encyclopedia or a book and
report next time.
* * *

1. Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say why many children play truant and what teachers must do to reduce lev­
els o f truancy and exclusions.
2. Summarize the content o f the article.

THE TERRIBLE TRUTH ABOUT TRUANTS


T h e n u m b e r o f c h ild ren p la y in g tru a n t an d being excluded fro m school has
reached crisis p o in t. M o re th a n a m illion y o u n g sters skip lessons each y e ar an d over
100,000 are tem porarily excluded. O f those pupils excluded, 83 per cent are boys. H alf are aged
14 o r 15.
The Government wants to reduce levels o f truancy and permanent exclusion by a third. These
problems are blighting the lives o f an increasing number o f youngsters who could escape poverty
through education. And the rising tide o f disaffection is juvenile crime.
We want to focus on prevention although there will always be cases where pupils have to be
excluded for the good o f other children and to allow teachers to be able to teach. Those who play
truant and are excluded are more likely to become teenage parents, unemployed, homeless, or to end
up in prison. Society pays the price.
There are many reasons why children drop out: family problems, low parental expectations, or
long-term unemployment at home. Teachers, too, sometimes assume that some youngsters can never
achieve much progress because o f their background.
Exclusion and truancy are not insoluble. We have to prevent disruptive behaviour and share
the best practice for dealing with it.
Local education authorities will be set targets to reduce levels o f truancy and exclusions. We
will encourage more imaginative approaches with the resources to do the job. We are already tar­
geting £22 million this year.
(From The Guardian/English Learner's Digest, 1998, 20)

CULTURE CONTEXT
Juvenile delinquent - a child o r young person who shows no concern for other people o r
behaves in a criminal way. Y oung people (below the age o f 18) who misbehave o r are criminals
are not put in prison but may be sent to a special school to be educated o r trained, to try to
prevent them offending again.

301
UNIT 5
Stephen Butler Leacock (1896 - 1944) is an English-born C anadian a u th o r and econo­
mist. He is best known for his hum orous stories and essays collected in such books as Literary
Lapses, Nonsense Novels, Laugh Parade and others.

From MRS NEWRICH BUYS ANTIQUES


by S. LEA CO CK
Oh, my dear, I'm so delighted to see you! It's so charm ing o f you to come - Jane, take
M rs Overworld's coat, please - do come on in - Jane, take M rs O verworld's gloves. It's just
delightful to see you. Ever since we came back from Europe, Charles and I have been just dying
to have you see our things - (raising her voice): Charles! M rs Overworld's come over to see our
new antiques. Isn't it sweet o f her? He's in his study but I don't know w hether he hears. He just
gets buried in reading. C harles, you know , has always been so scholarly and so every time he
gets a new price-list he ju st gets absorbed in it...

But there's such a lot I want to show you that I can't even wait till you've had a cup o f te a ... .This
clock in the hall? An antique? Oh, yes, indeed! Isn't it just marvellous! It's a Salvolatile. Does it keep
good time? Gracious! W hat an idea! O f course not! It doesn't keep time at all. It doesn't go, I
understand it never did go. That's why there's such a demand for the Salvolatile clocks. You see
he was one o f the really great clock-makers. N one o f his clocks ever went.

Charles, did any o f the Salvolatile clocks ever go? What? Only the imitation ones. Thank
yo u ... Y ou see that's one way you can tell a Salvolatile clock. If it is genuine, it won't go. You
say, it hasn't got any hands left. M y dear! W hy, o f course, it never had any - not supposed to.
We picked it up in a queer little shop in Amafli and the m an assured us th a t it never had had
any hands. H e guaranteed it. T hat's one o f the things, you know , th at you can tell by. Charles
and I were terribly keen about clocks at th a t time and really studied them , and the books all
agreed that no genuine Salvolatile has any hands. See w hat it says on the little label - it was
gummed on it when we got it - so we left it still there - (reading):
No. 5661. X Salvolatile Wall clock, no hands, never had, won't go, never woidd, no pendu­
lum (breaking o ff her reading with animation) - o f course, I'd forgotten th a t - no pendulum -
that makes it m ore valuable still...

O f course, you see, with antiques you simply must know the century o r you m ake the silli­
est blunders. T he other day I m ade the m ost atrocious m istake about a spoon - I called it a
twelfth-century spoon and in reality it was only eleven and a half - o f course my hostess, who
owned the spoon (she collects them ), was terribly pu t out. Y ou see, a tw elfth-century spoon is
practically worthless. N ine o f the great Italian spoon-m akers were born till the eleventh centu­
ry - o r have I got it backw ards - anyway, till then, my dear, the spoons m ade were only good
for eating with - and then the great spoon-m aker - Charles! What was that great Italian spoon-

302
Reading

maker's name - Spoonuchi! O f course, how silly o f me! - Spoonuchi m ade spoons th a t couldn'y
be eaten with, and o f course th at started the craze...

That glass case, that's very interesting, isn't it? - I'm afraid you can't see them very well with­
out a magnifying glass - there, try this one - they're signatures, all m ounted and fram ed - some
are perfectly wonderful - that's Queen Elizabeth - o f course, you simply couldn't tell it if you
didn't know. But if you look you can see the Q - o r no, I think it's Peter the G reat - you can't
tell any o f the really good ones - but Charles has a key to them ...

We have a little man in Highgate who picks them up for us here and there and he always tells
us what they are - that's Napoleon! Doesn't it seem wonderful to think o f his actually w riting it -
or no, I beg your p ard o n , that's not N apoleon - that's P.T .B arnum , he was one o f N apoleon's
m arshals, I believe - Charles! Was P. T.Barnum one o f Napoleon's marshals? H is private secre­
ta r y !-o h , o f course. But I'm forgetting your tea - do p ard o n me - you know I get so absorbed
in my antiques th at I forget everything. D o come into the draw ing-room and have tea - but,
oh, ju st a m inute before you sit dow n, do let me show you this tea-pot - oh, no, I don't mean
that one, that's the one th a t the tea has been m ade in - bu t it's nothing. We got th a t here in
New Y ork at H offany's - to m ake tea in. It is m ade o f solid silver, o f course, and all th at, but
even H offany's adm itted th a t it was m ade in A m erica and was probably not m ore than a year
o r so old and had never been used by an y b o d y else. In fact they co u ld n 't g u aran tee it in
any way.

But let me pour you out tea from it and then do look at the perfectly darling tea-pot on the shelf
beside you. Oh, don't touch it, please, it won't stand up. ...No. ... That's one o f the tests. We know
from that it is genuine Swaatsmacher. N one o f them stand up.

Did I buy it here? Oh, heavens, no, you couldn't buy a thing like that here! O f course we didn't
buy the tea-pot in London. London is simply impossible, just as hopeless as NewYork. You can't buy
anything real there at all. ... So, we pick things up here and there, just in any out-of-the-way cor­
ners.

I've just had a letter from Jane (Jane is my sister, you know) that is terribly exciting. She's
found a table at a tiny place in Brittany that she thinks would exactly do in our card room. She says
that it is utterly unlike anything else in the room and has quite obviously no connection with cards.
But let me read what she says - let me see, yes, here's where it begins:
. . . a perfectly sweet little table. It probably had fo u r legs originally and even now has two
which, I am told, is a great find, as most people have to be content with one. The man explained
that it could either be leaned up against the wall or else suspended fro m the ceiling on a silver
chain. One o f the boards o f the top is gone, but I am told that that is o f no consequence, as all the
best specimens o f Brittany tables have at least one board out.

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Reading

D oesn't that sound fascinating? Charles! I was just reading to M rs Overworld Jane's letter
about the table in Brittany - don't you think you'd better cable fo r it right away - yes, so do I -
and Charles! A sk them how much extra they would charge to smash one o f the legs - and now,
my dear, do have some tea. You'll like it - it's a special kind I get - it's Ogosh - a very old China
tea, that has been let ro t in a coal-oil barrel - you'll love it.

k k k

1. Look up in a dictionary the words and word combinations, which are in bold type.
2. Survey the story to discover its overall meaning, general outline, and main points. Say i f
the story is about: a) a connoisseur o f art; b) antiques; c) Charles; d) Mrs Newrich; e) a
rich fashion conscious person collecting antiques.
3. Say what the surname o f the main character reveals, how it discloses the subject-matter
o f the story. Say i f Mrs Newrich and her husband are real connoisseurs o f art; why they
are interested in antiques.
4. A sk questions based on the headings and topics discovered during the “survey”step.
5. Read the story paragraph by paragraph, taking notes while reading.
6. Recite by giving answers to the questions in step 4; review the material by going back over
the main points with the help o f the brief notes, citing major subpoints and trying to
memorize both the main points and supporting ideas.
7. Prepare a good reading o f the story. See (Unit 1:9).
8. Write a similar description o f a real person, or an imaginary person, a nouveau riche.

* * *

1. Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say why many people fro m all over London flock to a small bazaar in the
heart o f London.
2. Summarize the content o f the article.

A SMALL BAZAAR IN THE HEART OF LONDON


“A small bazaar in the heart o f London,” is how Reza Sheidi describes his Persian food super­
market on High Street Kensington, in west London. Exotic fruit, vegetables and herbs overflow on
trestles outside - all decorated with flowers and leaves and kept freshly sprinkled.
Inside, the nose is assailed with an army o f delicious smells: rose-water and vanilla from
the pastries, spices and herbs from the grocery. Baskets o f dried fruit, berries are arrayed against
the walls, cooking ingredients cover shelves to the ceiling, while special utensils fill nooks and
crannies.
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Reading

“You can buy a man's life and a hen's milk” is the saying that describes a well-stocked bazaar,
and it is true here. Yet it seems only yesterday that the only Iranian food products you could find in
Britain were pistachios and caviare at Harrods and Fortnum's.
Reza explains: “I did not expect the venture to be an instant success, but Iranians from all over
London flocked to the shop”.
A year later, his friend Nasser took the little shop next door and started a greengrocer's. “A
friend who owned a fruit and vegetable farm in Iran just sent me his crops, and to begin with that
was all I had,” he recalls. “But gradually we expanded and began to import other products - dried
fruit, herbs, preserves” .
The pastry shop was added later. “Our clients used to ask for special cakes, biscuits and sweet­
meats. So we found Iranian women who could make them and we sold them in the grocery. Now we
supply other Persian mini-bazaars in various parts o f London and around Britain, and we export to
France, Italy and Spain as well. Most o f our clients have been Iranians or Westerners who have lived
in Iran. But now more and more people o f all nationalities, who read recipes and want to try them
out, come to buy the ingredients from us” .
(From The Independent. June 29, 1991)

CULTURE CONTEXT
High street - the m ost im portant shopping and business street o f a town.
Kensington and Chelsea - a borough in W L ondon ju st N o f the river Tham es. People
think o f K ensington and Chelsea as a place where rich and fashionable people live. It also con­
tains poorer areas, esp. in the northern part.
Harrods - a fam ous and expensive departm ent store in K nightsbridge, W London.
Fortnum and M ason - a fam ous departm ent store in Picadilly in L ondon which sells qual­
ity goods and is thought o f being a place where rich people go for afternoon tea.

305
UNIT 6
A l d o u s H u x l e y was educated at Balliol College, O xford. In 1 9 1 9 he became
( 1 8 9 4 - 1 9 6 3 )

a journalist and a dram a critic. He lived perm anently in Italy and C alifornia writing fiction.
His most fam ous book, Brave New World (1932), is about a society o f the future which
appears to be controlled by kindly means but which offers people little freedom . Huxley wrote
novels, short stories, essays o f music, art and dram a criticism and poetry. His most popular
works are: Crome Yellow (1921), Point Counter Point (1928), Time M ust Have a Stop (1944),
The Island (1962).

From CROME YELLOW


b y A . H U X L E Y

The terrace in front o f the house was a long narrow strip o f t u r f , bounded along its outer
edge by a graceful stone b a l u s t r a d e . Two little sum m er-houses o f brick stood at either end.
Below the house the ground sloped very steeply away, and the terrace was a rem arkably high
one; from the b a l u s t e r s to the sloping lawn beneath was a drop o f thirty feet. Seen from below,
the high unbroken terrace wall, built like the house itself o f brick, had the alm ost m e n a c i n g
aspect o f a fortification - a castle bastion, from whose p arapet one looked out across airy
depths to distances level with the eye. Below, in the foreground, lay the stone-brim m ed swim­
ming pool. Beyond it stretched the park, with its massive e l m s , its green expanses o f grass, and,
at the bottom o f the valley, the g l e a m o f the narrow river. On the farther side of the stream the
land rose again in a long slope. Looking up the valley, to the right, one saw a line o f blue, far-
off hills.

The tea-table had been planted in the shade o f one o f the little summer-houses, and the rest of
the party was already assembled about it when Denis and Priscilla made their appearance. Henry
Wimbush had begun to pour out the tea. He was one o f those ageless, unchanging men on the far­
ther side o f fifty, who might be thirty, who might be anything. Denis had known him almost as long
as he could remember. In all those years his pale, rather handsome face had never grown any older;
it was like the pale grey b o w l e r hat which he always wore, w inter and sum m er - unageing, calm
w ithout expression.

Next to him sat Jenny Mullion. She was perhaps thirty, had a little nose and a pink-and-white
complexion, and wore her brown hair plaited and coiled in two lateral buns over her ears. She sat
apart, looking down at the world through sharply piercing eyes. She was smiling to herself, and her
brown eyes were like very bright round marbles.

On his other side the serious, moon-like innocence of Mary Bracegirdle’s face shone pink and
childish. She was nearly twenty-three, but one wouldn’t have guessed it. Her short hair hung in a bell
of elastic gold about her cheeks. She had large blue china eyes, whose expression was one of puz­
zled earnestness.

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Reading

Next to Mary a small man was sitting, erect in his chair. His nose was b e a k e d , his dark eyes
had the shining quickness o f a r o b i n ’ s . But there was nothing soft o r gracious about M r.
Scogan. The skin o f his wrinkled brow n face had a dry look; his hands were the hands o f a
crocodile. His speech was thin and dry. H enry W im bush’s schoolfellow, M r. Scogan looked far
older and, at the sam e time, far m ore youthfully alive than did that gentle aristocrat.

Between G om bauld and M r. Scogan a very much lowered deck-chair presented its back
to the new arrivals as they advanced tow ards the tea-table. G om bauld was leaning over it; he
smiled, he laughed, he m ade quick gestures with his hands.

In her low deck-chair Anne was nearer to lying than to sitting. Within its setting o f light brown
hair her face had a pretty regularity that was almost doll-like. And indeed there were moments when
she seemed nothing more than a doll; when the oval face, with its long-lashed, pale blue eyes,
expressed nothing; when it was no more than a lazy mask o f w a x .

The preliminary greetings spoken, Denis found an empty chair between Gombauld and Jenny
and sat down. He helped himself to a slice o f cake.
“What have you been doing all this time?” Mrs. Wimbush asked.
“Well,” said Denis, and he hesitated. He had a tremendously amusing account o f London and
its d o i n g s all ripe and ready in his mind. It would be a pleasure to give it utterance. “To begin
w ith,” he said...
But he was too late. Mrs. Wimbush’s question had been what the grammarians call rhetorical;
it asked for no answer. It was a little conversational f l o u r i s h , a g a m b i t in the polite game.
A little pained, Denis decided to reserve his story for more receptive ears.

***

1. Look up in a dictionary the words and word combinations, which are in bold type.
2. Survey the extract to discover its overall meaning, general outline, and the main points.
Say i f the extract is about: a) a large mansion; b) Mr. Wimbush’s family; c) a tea party;
d) Denis.
3. Comment on the author’s presentation o f the characters o f the novel; Denis’s state o f
mind; the behaviour o f each o f those present at the party.
4. Ask questions based on the headings and topics discovered during the “survey” step.
5. Read the extract paragraph by paragraph, taking notes while reading.
6. Recite by giving answers to the questions raised in step 4; review the material by going
back over the main points with the help o f the brief notes, citing major subpoints and try­
ing to memorize both the main points and supporting ideas.
7. Prepare a good reading o f the extract. (See Unit 1:9).
8. Write a similar description o f a garden-party.

307
Reading

Л * Л

1. Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say what diet people should follow to be healthy and strong.
2. Summarize the content o f the article.

MODERN EATING HABITS TAKE THEIR ROLL


M odern men and women m ust come to terms with their stone age bodies and learn to eat
a healthy diet if they w ant to live longer and stay slimmer.
A diet o f more bread, potatoes and fruit, with less sugar, alcohol and salt, could leave Britain
a trimmer nation at less risk o f heart attacks, gut cancers and tooth decay, says a government book­
let “Eating for Health” out a few months ago.
In the years since the war, machines and motor cars have cut the amount o f walking and work­
ing, and effort put into life.
But the energy intake o f food stayed the same. Alcohol consumption has doubled since the
1950 s. Amounts of fatty food, including cakes, pastries, margarine, butter and cream eaten have also
risen. At the same time, evidence that high fat diets may be linked to heart disease, a series o f ills
from coronaries to diabetes has emerged.
The booklet sets out 10 suggestions starting with encouragement o f breast feeding babies. A
sweet tooth should not be encouraged in the young, while vitamin D might be needed in winter dur­
ing the years o f rapid growth.
Old people, the booklet says, may also need such supplements.
(From The Daily Telegraph. Week-end. July 10, 1990)

CULTURE CONTEXT
Vitamin - any o f several chemical substances which are found in very small quantities in
certain foods, and are im portant for grow th and good health.

308
UNIT 7
J o h n was born into an upper-class family. He was educated at
G a l s w o r t h y ( 1 8 6 7 - 1 9 3 3 )

H arrow and New College, O xford. He made his nam e as a novelist in the first decade o f the
nineteenth century. He won the Nobel Prize for literature in 1932. G alsw orthy is best known
for his books The Forsyte Saga (1906 - 1921 ) about a rich middle-class English family called
the Forsytes. The epic trilogy includes The M an o f Property (1906), "In Chancery’’ (1920),
"To L e t” (1921). His other novels are: 77гс Island Pharisees (1904), E nd o f the Chapter (1931 -
1933) and others.

From THE FORSYTE SAGA. IN CHANCERY


b y J . G A L S W O R T H Y

Soames had travelled little. Aged nineteen he had m ade the “ p e t t y t o u r ” with his father,
m other, and W inifred - Brussels, the Rhine, Sw itzerland, and hom e by way o f Paris. Aged
twenty-seven, ju st when he began to take interest in pictures, he had spent five hot weeks in
Italy, looking into t h e R e n a i s s a n c e - not so much in it as he had been led to expect - and a fo rt­
night in Paris on his way back, looking into himself, as became a Forsyte surrounded by peo­
ple so strongly self-centred and “ foreign” as the French. His knowledge o f their language being
derived from his public school, he did not understand them when they spoke. Silence he had
found better for all parties; one did not make a fool o f oneself. He had disliked the look o f the
m en’s clothes, the closed-in cabs, the theatres which looked like beehives, the Galleries which
smelled o f beeswax. He was too cautious and too shy to explore that side o f Paris supposed by
Forsytes to constitute its attraction under the rose; and as for a collector’s bargain - not one
to be had! As N icholas might have put it - they were a g r a s p i n g lot. He had come back uneasy,
saying Paris was o v e r r a t e d .

When, therefore, in June o f 1900, he went to Paris, it was but his third attempt on the centre
of civilisation. This time, however, t h e m o u n t a i n w a s g o i n g t o M a h o m e t ; for he felt by now more
deeply civilised than Paris, and perhaps he really was. M oreover, he had a definite o b j e c t i v e .

He went to a hotel in the R ue C aum artin, highly recom m ended to Forsytes, where prac­
tically nobody spoke French. He had formed no plan. A nd next m orning he set out in bright
weather.

Paris had an air o f gaiety, a sparkle over its s t a r - s h a p e which alm ost annoyed Soames. He
stepped gravely, his nose lifted a little sideways in real curiosity. He desired now to understand
things French. There was much to be got out o f his visit, if he could only get it. In this l a u d a b l e
m ood and the Place de la C oncorde he was nearly run down three times.

He sat down on a bench. It was not quite eleven o’clock. Some pigeons were s t r u t t i n g a n d
p r e e n i n g their feathers in the pools o f sunlight between the shadow's o f the p l a n e - t r e e s . A w ork­

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man in a blue blouse passed, and threw them crum bs from the paper which contained his din ­
ner. A “ b o n n e ” c o i f f e d with ribbon s h e p h e r d e d two little girls with pigtails. To Soames a kind
o f affectation seemed to cling about it all, a sort o f picturesqueness which was out o f date. A
theatrical people, the French! He lit one o f his rare cigarettes, with a sense o f injury that Fate
should be casting his life into outlandish waters. He threw the f a g e n d o f his cigarette at a
pigeon, with the thought: “ I can ’t stay here for ever.” But he still sat on, heard twelve strike,
and then half-past.

Later, in front o f a cafe near the Opera he had a glass o f cold tea with lemon. Then he hailed
an open horse-cab which was passing.
“Drive me anywhere!”
The man who. obviously, did not understand, smiled, and waved his whip. And Soames was
b o r n e a l o n g in that little yellow-wheeled Victoria all over star-shaped Paris, with here and there

a pause, and the question. “ C 'est par ici, M onsieur?” “ N o, go o n ,” till the man gave it up in
despair, and the yellow-wheeled chariot continued to roll between the tall flat-fronted, sh u t­
tered houses and plane-tree avenues - a l i t t l e F l y i n g D u t c h m a n o f a c a b .
“Like my life,” thought Soames, “without object, on and on!”
> N o t e s :

C ’est par ici, m onsieur (Fr.) - This way, M onsieur?

ic Jc 4c

1. Look up in a dictionary the words and word combinations, which are in bold type.
2. Survey the extract to discover its overall meaning, general outline, and main points. Say
i f the extract is about: a) Paris; b) Soam es’s “petty tour”; c) the French; d) Soam es’s visit
to Paris; e) Soam es’s life.
3. Comment on Soames’s state o f mind on the day o f his arrival and the following day. Dwell
on his behaviour. Discuss the thoughts he was preoccupied with when looking at the
sights o f Paris.
4. Ask questions based on the headings and topics discovered during the “survey” step.
5. Read the extract paragraph by paragraph, taking notes white reading.
6. Recite by giving answers to the questions raised in step 4; review the material by going
back over the main points with the help o f the brief notes, citing major subpoints and try­
ing to memorize both the main points and supporting ideas.
7. Find some additional information about the sights o f Paris in an encyclopedia or a book
and report next time.
8. Prepare a good reading o f the extract. (See Unit 1:9).
9. Think o f a logical end to the story.
* * *

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Reading

1. Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say what you know about London. What can you infer about the author’s
opinion o f the city?
2. Summarize the content o f the article.

SWINGING LONDON
L ondon offers simply the best com bination o f fun and excitem ent, history and culture,
business and industry, all w rapped in a unique and much envied cloak o f civility and security.
D uring the past 30 years, E urope’s prem ier city has been transform ed into its m ost diverse and
dynam ic as well, surpassing far-afield m etropolitan giants such as New Y ork in its range o f cui­
sine, accom m odation, entertainm ent and cultural pursuits. W hile it’s a m etropolitan center of
m ore than seven million, L ondon retains its quaint historic character and charm - a city com ­
posed o f several large and small villages, some o f which seem little changed from those illus­
trated in classic literature.
It’s the natural beauty o f its many parks, the serenity of inner city gardens, the cosy warmth of
its private buildings that has long been the magnet, annually drawing millions o f tourists. But, ever
since the 1960 s, London has become an entertainment and fashion center - the swinging town for
a younger generation.
London, as it was during the height o f the British Empire, has become the world’s crossroads,
a mammoth city catering to all people by all peoples.
(From Time. October 27, 1997)

CULTURE CONTEXT
Tlte British Empire - the group o f countries form erly connected with and controlled by
G reat Britain, which was at its largest at the time o f the First W orld W ar, when it included 25
per cent o f the w orld’s area.

311
UNIT 8
A r n o l d B e n n e t t ( 1 8 6 7 - 1 9 3 1 ) was born at H anley, Staffordshire, one o f the six towns that

now m ake up the city o f Stoke-on-Trent. Pottery being the chief article o f production there,
they were often called pottery towns. Bennett worked first as assistant editor o f the weekly
journal Woman. Then he gave up his editorial work and devoted himself wholly to writing. His
best books are: Anna o f the Five Towns (1902), The Old W ives' Tale (1908); Clayhanger
(1910), Hilda Lessways (1911). These Twain (1916) - Five Town Novels. Bennett described the
life o f the provincial com m unity in the industrial district during the last three decades o f the
nineteenth century.

From MEDITERRANEAN ISLANDS, JULY


b y A . B E N N E T T

A party of sixteen o f us had been having a long and magnificent picnic which included
m otor-boating from the m ainland, bathing, m otor-boating from one island to another, enough
walking, some d o z i n g , and fish stewed in milk. This was the only picnic I have really enjoyed
in my life. On principle 1 object to picnics, when they comprise a meal. I prefer a table and
chairs for meals, and 1 think that most grow n-up men should agree with me. W omen are dif­
ferent. They would sooner eat bad food in a picturesque place than good food in a prosaic
room . This picnic com bined picturesqueness with very good food, and the food com pensated
for the unsuitability o f the e arth ’s surface as a chair.

In the late afternoon we embarked for and reached the second island, whose buildings were
limited to a cafe-restaurant and a m onastery. We noticed that the sea was less calm than earli­
er in the day; but the island was only a couple of miles from the m ainland, so that a few waves
could not m atter. A long dinner-table had been set for us in the open air near the somewhat
prim itive cafe-restaurant. The sun was setting. The wind was rising. The dinner was excellent,
but it was eaten with a great deal o f sand which the wind persisted in blowing across the table.

The dinner ended in deep twilight. We returned to the covered terrace o f the cafe-restaurant
and drank at another long table. It grew dark. Somebody carelessly used the word “dangerous”. The
chief organiser said lightly: “ P o o h ! 1 will telephone for the regular passage-steam er to fetch us.”
But the social atm osphere was changed. N obody, said some, could be safe in the sudden, m ad
M e d i t e r r a n e a n storm . We were m a r o o n e d for the night. As the oldest s e a f a r i n g man present, I
was invited to decide w hether or not we should make the voyage. I said, “ Yes, we must make
it." But my decision had no effect on the minds o f about half o f the picnickers.

By this time there was a bridge-party at work, and everyone was visibly beginning to feel tired.
No beds in the cafe-restaurant. The organiser said that he would send up to the monastery and ask
the monks to lend us mattresses for the women. The proposal was not received with approval by the
women. Some of them remarked with false gaiety how jolly it would be to sit up all night and play
cards and watch the dawn and so on and so on. The general feeling was against departure. What
interested me was the psychological explanation o f the real reasons for or against departure. There

312
Reading

were three real reasons. The card-players were absorbed in their games, and wished not to be dis­
turbed. The a l a r m i s t section had passed from the norm al into a highly nervous state which no
rational argum ents could affect. If the M auretania had come to fetch us, this section would still
have j i b b e d . A third and small section, to which I belonged, wished to depart because a p ro ­
gram m e is a program m e and should be a d h e r e d to. This section insincerely laughed at the
a l l e g e d risks. It would not adm it the risks even to itself. It would sooner accept risks than
default on a schedule. Some people are like that.

Then news arrived that the steamer refused to come, on the p l a u s i b l e excuse that the crew had
departed to their homes; but that o u r own m otor-boat was coming. I said: “ Well, if the m o to r­
boat can safely come, it can safely go.” In the high wind and in the black darkness I s t u m b l e d
along uneven ground, and got into a q u a g m i r e and out o f it, to the little harbour. I could see
the whiteness o f the foam. I saw the m otor-boat m ake three attem pts to enter the harbour, and
fail. It succeeded at the fourth, and cheers were heard. I returned to the cafe-restaurant still
s c o f f i n g at the danger.

Then news arrived that the captain o f the motor-boat had said definitely that we could not
leave. Relief of the card-players! Triumph o f the nervous section! Defeat o f the schedule-keepers! I
remained silent. I would admit nothing. In about an hour and a half, which seemed like eighteen
hours or days or months, the news arrived that the captain o f the motor-boat had said that the storm
had fallen enough to allow us to depart in safety. All were openly relieved - for among the card-play­
ers f a t i g u e was conquering the g a m b l i n g s p i r i t - except the nervous section. The nervous sec­
tion would not trust the captain’s wisdom. It s p u r n e d the argum ent th at, assum ing the captain’s
readiness to risk o u r lives, he would not risk his own. It s l a n d e r e d the captain, a s s e r t e d that he
must have had several drinks and got him self into a r e c k l e s s m ood and lost his judgm ent. But
the nervous section was b o r n e d o w n though it had to be dragged, protesting, to the boat.

We did depart. The extraordinary Mediterranean was calm again. And now the nervous sec­
tion refused to admit that it had been wrong. Fortunately all were hungry. About 2 a.m. we reached
a night restaurant where a Negro was saxophoning with an intensity that rendered conversation
impossible. No matter. Nerves had vanished. We ate and danced. We reached our beds, some fifteen
miles off, at 4.45 a.m., after escaping a motor accident by mere miracle.
* * *

1. Look up in a dictionary the words and word combinations, which are in bold type.
2. Survey the extract to discover its overall meaning, general outline, and main points. Say
i f the extract is about: a) a picturesque island; b) a meal; c) a motor accident; d) a pic­
nic; e) motor-boating; f ) a narrow escape. Say why the author enjoyed this particular pic­
nic; what the psychological explanation o f the real reasons against departure was.
3. A sk questions based on the headings and topics discovered during the “survey” step.
4. Read the extract paragraph by paragraph, taking notes while reading.
5. Recite by giving answers to the questions raised in step 3; review the material by going

313
Reading

back over the main points with the help o f the brief notes, citing major subpoints and try­
ing to memorize both the main points and supporting ideas.
6. Prepare a good reading o f the extract. (See Unit 1:9).
7. Find some additional information on the Mediterranean Sea in an encyclopedia or a book
and report next time.
8. Write a similar description o f a picnic.

ie Jc

1. Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say i f it ’s a good idea to send children to summer camps and let them go o ff
by themselves.
2. Summarize the content o f the article.

WHEN CAN CHILDREN GO IT ALONE?


As more parents turn to summer camps as a way o f deciding what to do with the children dur­
ing the summer holidays, the key question that every desperate parent asks is: what age can you let
children go off by themselves?
The view among many camp organisers and psychologists is that eight is the best age. “I cer­
tainly think that going away, in addition to the family holiday, at this age is a good idea,” says Dr
Helen Haste, a psychologist at Bath University who has worked for Forest School Camps.
“It helps children to learn how to deal with their peers and adults who are not family. A super­
vised environment is best: they have some responsibility, they are not under the direction o f their
parents and they have focused tasks geared to their particular age and abilities.” Haste suggests that
letting children as young as three or four stay overnight at a friend’s house will get them used to man­
aging without parents.
Other psychologists are less keen to suggest a specific age, stressing that it depends on the
child. Dr John Coleman, director o f the Trust for the Study o f Adolescence, says: “It is terribly
important not to send kids off when they don’t want to go. You mostly have to listen to what your
child wants. Quite young children know what they are able to do and not able to do.” He warns par­
ents to guard against children feeling they are being “got out o f the way".
(From The Daily Telegraph. Week-end. June 29, 1991)

CULTURE CONTEXT
Camp - a place where people live in tents o r huts, usu. for a short time.

314
r

UNIT 9
K a t h e r i n e M was born in W ellington, New Zealand. A t the age of
a n s f i e l d ( 1 8 8 8 - 1 9 2 3 )

fourteen she was installed at Q ueen’s College, L o ndon, where she rem ained for four years. H er
first book o f short stories, In a German Pension, was published in 1911. She contracted tuber­
culosis in 1917, and thence-forw ard led a w andering life in search o f health, and w rote under
difficulties. H er other books are: Bliss and other Stories (1920), The Garden Party (1922).
M ansfield styled herself an adm irer and follower o f Chekhov, o f his m eticulous psychological
analysis and simplicity.

From SUN AND MOON


b y K . M A N S F I E L D

In the afternoon the chairs came, a whole big cart full o f little gold ones with their legs in
the air. A nd then the flowers came. W hen you stared down from the balcony at the people car­
rying them the flower pots looked like funny awfully nice hats nodding up the path.
Moon thought they were hats. She said: “Look. There’s a man wearing a palm on his head.”
But she never knew the difference between real things and not real ones.

There was nobody to look after Sun and Moon. Nurse was helping Annie a l t e r M o th er’s dress
which was m uch-too-long-and-tight-under-the-arm s and M other was running all over the
house and telephoning F ath er to be sure no t to forget things. She only had time to say: “ O ut
o f my way, children!”
They kept out o f her way - at any rate Sun did. He did so hate being sent stumping back to the
nursery. It didn’t matter about Moon. If she got t a n g l e d in people’s legs they only threw her up and
shook her till she s q u e a k e d . But Sun was to o heavy for that.

Nearly all the furniture was taken out o f the dining-room. The big piano was put in a corner
and then there came a row of flower pots and then there came the goldy chairs.
That was for the concert. When Sun looked in a white faced man sat at the piano - not play­
ing, but banging at it and then looking inside. He had a bag o f tools on the piano and he had stuck
his hat on a statue against the wall. Sometimes he just started to play and then he jumped up again
and looked inside. Sun hoped he wasn’t the concert.

But of course the place to be in was the kitchen. There was a man helping in a cap like a b l a n c ­
m a n g e , and their real cook, M innie, was all red in the face and laughing. N ot cross at all. She

gave them each an a l m o n d f i n g e r and lifted them up on to the flour bin so th a t they could watch
the wonderful things she and the man were m aking for supper. C ook brought in the things and
he put them on dishes and t r i m m e d them. W hole fishes, with their heads and eyes and tails still
on, he sprinkled with red and green and yellow bits; he m ade s q u i g g l e s all over the jellies, he
stuck a collar on a ham and put very thin sort o f a fork in it; he dotted alm onds and tiny round
biscuits on the creams. A nd m ore and m ore things kept coming.

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Reading

“Ah, but you haven’t seen the ice pudding,” said Cook. “Come along.” And they looked into
the refrigerator.
Oh! Oh! Oh! It was a little house. It was a little pink house with white snow on the roof and
green windows and a brown door and stuck in the door there was a nut for a handle.
When Sun saw the nut he felt quite tired and had to lean against Cook.
“Let me touch it. Just let me put my finger on the roof,” said Moon, dancing. She always want­
ed to touch all the food. Sun didn’t.
“Now, my girl, look sharp with the table,” said Cook as the housemaid came in.
“It’s a picture. Min,” said Nellie. “Come along and have a look.” So they all went into the din­
ing-room. Sun and Moon were almost frightened. They wouldn’t go up to the table at first; they just
stood at the door and made eyes at it.

It wasn't real night yet but the blinds were down in the dining-room and the lights turned on -
and all the lights were red roses. Red ribbons and bunches o f roses tied up the table at the comers.
In the middle was a lake with rose petals floating on it.
“That’s where the ice pudding is to be,” said Cook.
Two silver lions with wings had fruit on their backs, and the salt cellars were tiny birds drink­
ing out of basins.
And all the w i n k i n g glasses and shining plates and sparkling knives and forks - and all the
food. A nd the little red table napkins m ade into roses...
“Are people going to eat the food?” asked Sun.
“I should just think they were,” laughed Cook, laughing with Nellie. Round and round Sun
walked with his hands behind his back. Perhaps he never would have stopped if Nurse hadn’t called
suddenly: “Now then, children. It’s high time you were washed and dressed.” And they were
marched off to the nursery.

While they were being unbuttoned Mother looked in with a white thing over her shoulder; she
was rubbing stuff on her face.
“I’ll ring for them when I want them, Nurse, and then they can just come down and be seen
and go back again,” she said.
When the carriages began to come and the sound o f laughter and voices came from down
below Nurse whispered: “Now then, children, stay where you are.”
At last the bell rang. Nurse p o u n c e d at them with the hair brush, flattened his f r i n g e , made
her bow stand on end and joined their hands together.
“Down you go!” she whispered.

And down they went. At the drawing-room door stood Mother fanning herself with a black fan.
The drawing-room was full o f sweet smelling, silky ladies and men in black with funny tails on their
coats - like beetles. Father was among them, talking very loud.
“W hat a picture!” cried the ladies. “Oh, the ducks! Oh, the lambs! Oh, the sweets! Oh,
the pets!”

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Reading

Sun looked to see if the same concert was there, but he was gone. Instead, a fat man with a
pink head leaned over the piano talking to a girl who held a violin at her ear.
“Good night, my precious babies,” said Mother, folding them up in her bare arms. “Fly up to
your little nest.”

Nurse was in such a hurry to get them to bed that she even interrupted Sun over his prayers
and said: “Get on with them, child, do.”
And the moment after they were in bed and in the dark except for the nightlight in its little
saucer.

A long while after Sun woke up. There was a loud, loud noise o f clapping from downstairs,
like when it rains. He heard Moon turn over.
“Moon, are you awake?”
“Yes, are you?”
“Yes. Well, let’s go and look over the stairs.”
They had just got settled on the top step when the drawing-room door opened and they heard
the party cross over the hall into the dining-room. Then that door was shut; there was a noise of
“pops” and laughing. Then that stopped and Sun saw them all walking round and round the lovely
table with their hands behind their backs like he had done... Round and round they walked, looking
and staring.

Some time later Father came out o f the dining-room and nearly fell over them.
“Hullo!” he said. Kitty, come and look at this.”
Mother came out. “Oh, you naughty children,” said she from the hall.
“Let’s have'em down and give’em a bone,” said Father. Sun had never seen him so jolly. And
so they went back to the beautiful dining-room.

But - oh! Oh! What had happened. The ribbons and the roses were all pulled untied. The lit­
tle red table napkins lay on the floor, all the shining plates were dirty and all the winking glasses.
The lovely food that the man had trimmed was all thrown about and there were bones and bits and
fruit peels and shells everywhere. There was even a bottle lying down with stuff coming out of it on
to the cloth and nobody stood it up again.
And the little pink house with the snow roof and the green windows was broken - broken -
half melted away in the centre o f the table.
“Come on, Sun,” said Father, pretending not to notice. “Have a bit o f this ice,” said Father,
smashing in some more o f the roof.
But Sun did not move from the door. Suddenly he put up his head and gave a loud w a i l .
“ I think it’s horrid - horrid - horrid!” he s o b b e d .

“There, you see!” said M other. “ Y ou see!”


“Off with you,” said Father, no longer jolly. “This moment. Off you go!”
And wailing loudly. Sun stumped off to the nursery.
* * *

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Reading

1. Look up in a dictionary the words and word combinations, which are in bold type.
2. Survey the extract to discover its overall meaning, general outline, and main points. Say
i f the story is about: a) a dinner party; b) a naughty boy; c) a concert; d) beauty.
3. Say whose perception the episode o f the story is arranged through. Speak about S u n ’s
misery resulting in his wish to see the beautiful dinner-table. Specify his childish features
as well as those o f a grown-up.
4. A sk questions based on the headings and topics discovered during the “survey ” step.
5. Read the extract paragraph by paragraph, taking notes by giving answers to the questions
in step 4; review the material by going back over the main points with the help o f the brief
notes, citing major subpoints and trying to memorize both the main points and support­
ing ideas.
6. Read the following bit o f text and say how it can be applied to the story.
The m ain thing for the grow n-up is first o f all to see and feel the child’s soul, his jo y or
sadness and suffering. The grow n-up m ust be able to respect the feelings o f the child, to see
his inner w orld. H e m ust rem em ber the child’s em otions and feelings, grief first o f all.
W hatever sources the child’s grief feeds upon, there is always som ething com m on: gloomy,
sad eyes, depression. N oth in g can get his mind off his sad thoughts. The m ost delicate help,
the best thing to do is simply to share his grief w ithout touching the depths o f his innerm ost
being.
7. Prepare a good reading o f the extract. (See Unit 1:9).
8. Write a similar description o f a dinner-party.

* * *

1. Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say what the point o f a walk in the country is.
2. Summarize the content o f the article.

WALKING BACK TO HAPPINESS


“A re we nearly there yet?” The age-old cry from the tiring child ju st behind you takes on
another meaning when it comes not from the back seat o f the car, but from 25 yards down the
hill you’re trying to persuade your five-year-old to climb.
Taking a walk in the country sounds a reasonable propositions to most grown-ups - but add a
child to the excursion and suddenly the very idea takes on surrealistic possibilities.
“ Where are we going ... what for ... why do we have to walk? Why can’t I stay in the car and
wait here for you? Do we get to go anywhere special, or just anywhere? W hat’s the point o f this
walk, anyway?”
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Reading

The last question is the trickiest. You start asking yourself, well, yes, what is the point in all this,
anyway? Phrases like “Enjoy some fresh air ... seeing nature . . die on your lips as you finally resort
to “Well, Daddy and I want to go anyway, so you’re coming whether you like it or not. “Our children
have trailed that statutory 25 yards behind up hill and down dale over the past 10 years, and have final­
ly accepted that when Mummy wants to go for a walk they come too.
Those ten years have provided us with some o f the more memorable family anecdotes. The
children recall Daddy tumbling off the fallen tree which provided us with a bridge to cross a small
stream; the very rude words that Mummy and Daddy said about each other’s inadequacies as map-
readers when using a Pathfinder to guide us along a seven-mile walk in Powys: we covered 11 miles
that day. But not all walking memories are painful: there were the startled eyes o f a hare we met in
a clearing; the pink dragonflies on a Welsh river; the way we all scattered when we lifted a Yorkshire
churchyard stone, only to find a mouse nest beneath.
Apart from the carton drinks, apples and sandwiches, we now make sure someone has brought
along a small ball or a kite or a friend’s dog. Better again to bring along a friend or two, preferably
with their children ...
(From The Daily Telegraph. Week-end. June 29, 1991)

CULTURE CONTEXT
Powys - a country in central Wales.

319
UNIT 10
W i l l i a m G o l d i n g ( 1 9 1 1 - 1 9 9 3 ) was born in Cornw all. H e finished M arlborough
G ram m ar School and went to Oxford. In 1945 he becam e a schoolm aster at Bishop
W ordsw orth’s School, Salisbury. He devoted him self to teaching and writing. G olding was
given the 1983 N obel Prize for literature. He is fam ous especially for his novel Lord o f the Flies
(1954). His other w orks are: The Inheritors (1955), Free Fall (1959), T he Spire (1964), The
Pyramid (1967), D arkness Visible (1979) and others.

From LORD OF THE FLIES


b y W . G O L D I N G

Sim on, whom they expected to find there, was not in the bathing-pool.
When the other two had trotted down the beach to look back at the mountains he had followed
them for a few yards and then stopped. He had stood frowning down at a pile of sand on the beach where
somebody had been trying to build a little house or hut. Then he turned his back on this and walked into
the forest with an air o f purpose. He was a small, skinny boy, his chin pointed, and his eyes so bright
they had deceived one into thinking him delightfully gay and wicked. The c o a r s e m o p o f black hair
was long and swung down, almost concealing a low, broad forehead. H e wore the remains o f
shorts and his feet were bare. Simon was burned by the sun to a deep tan that g l i s t e n e d with sweat.
He picked his way up the s c a r , then turned off to his right am ong the trees. H e walked with
an accustom ed t r e a d through the a c r e s o f fruit trees, where the least energetic could find an
easy if unsatisfying meal. Flow er and fruit grew together on the sam e tree and everywhere was
the scent o f ripeness and the bloom ing o f a million bees at pasture. H ere the l i t t l u n s who had
run after him caught up with him. They talked, cried out unintelligibly, l u g g e d him tow ards the
trees. Then, am id the ro a r o f bees in the afternoon sunlight, Simon found for them the fruit
they could not reach, pulled off the c h o i c e s t from up in the foliage, passed them back down to
the endless, outstretched hands. W hen he had satisfied them he paused and looked round. The
littluns watched him over double handfuls o f ripe fruit.
Simon turned away from them and went where the just p e r c e p t i b l e path led him. Soon high
jungle closed in. Tall trunks bore unexpected pale flowers all the way up to the dark c a n o p y . The
air here was dark too, and the creepers dropped their ropes. His feet left prints in the soft soil.
He came at last to a place where more sunshine fell. Since they had not so far to go for light
the creepers had woven a great mat that hung at the side o f an open space in the jungle; for here a
patch o f rock came close to the surface and would not allow more than little plants and ferns grow.
The whole space was walled with dark aromatic bushes, and was a bowl o f heat and light. A great
tree, fallen across one corner, leaned against the trees that still stood and a rapid climber f l a u n t e d
red and yellow sprays right to the top.
Simon paused. He looked over his shoulder and glanced swiftly round to c o n f i r m that he was
utterly alone. He bent down and w o r m e d his way into the centre o f the m at. The creepers and
the bushes were so close th at he left his sweat on them and they pulled together behind him.

320
Reading

W hen he was secure in the m iddle he was in a little cabin screened off from the open space by
a few leaves. He parted the leaves and looked out into the clearing. N othing moved but a pair
o f butterflies that danced round each other in the hot air. H olding his breath he c o c k e d a crit­
ical ear at the sounds o f the island. Evening was advancing tow ards the island; the sounds o f
the bright fantastic birds, the bee-sounds, even the crying o f the g u l l s th a t were returning to
their r o o s t s am ong the square rocks, were fainter. The deep sea breaking miles away on the reef
m ade an undertone less perceptible than the s u s u r r a t i o n o f the blood.
Simon dropped the screen o f leaves back into place. The slope o f the bars o f honey-coloured
sunlight decreased; they slid up the bushes, passed over the green candle-like buds, moved up
towards the canopy, and darkness thickened under the trees. With the fading o f the light the r i o t o u s
colours died and the heat cooled away. The candle-buds stirred. T heir green s e p a l s drew back
a little and the white tips o f the flowers rose delicately to meet the open air. N ow the sunlight
had lifted clear o f the open space and w ithdraw n from the sky. D arkness poured out, s u b ­
m e r g i n g the ways between the trees till they were dim and strange as the bottom o f the sea. The

candle-buds opened their wide white flowers g l i m m e r i n g under the light that p r i c k e d down
from the first stars. T heir scent spilled out into the air and took possession o f the island.
* * -k

The first rhythm that they becam e used to was the slow swing from dawn to quick d u s k .
They accepted the pleasures o f m orning, the bright sun, the w h e l m i n g sea and sweet air, as a
time when play was good and life full. Tow ards noon, as the floods o f light fell m ore nearly
perpendicular, the s t a r k colours o f the m orning were s m o o t h e d i n p e a r l ; and the heat became a
blow th at they d u c k e d , running to the shade and lying there, perhaps even sleeping.
Strange things happened at mid-day. The glittering sea rose up, moved apart in p l a n e s o f b l a ­
t a n t impossibility; the coral reef and the few palm s would float up into the sky, would be
p l u c k e d a p a r t , run like raindrops on a wire o r be repeated as in an odd succession o f mirrors.

Sometimes land l o o m e d where there was no land. Piggy d i s c o u n t e d all this learnedly as a
“ m irage” . T he boys grew accustom ed to these mysteries and ignored them , ju st as they ignored
the m iraculous, throbbing stars. A t mid-day the illusions merged into the sky and there the sun
gazed down like an angry eye. Then, at the end o f the afternoon, the mirage s u b s i d e d and the
horizon became level and blue. T hat was an o th er tim e o f com parative coolness. W hen the sun
sank, darkness dropped on the island like an e x t i n g u i s h e r .
* * *

1. Look up in a dictionary the words and word combinations, which are in bold type.
2. Survey the extract to discover its overall meaning, general outline, and main points. Say
i f the extract is about: a) a mirage; b) Simon; c) the beauties o f nature; d) a wild forest;
e) a southern island.
3. Comment on the daily routine on the island, the pastime o f the boys; the treatment o f the
“littluns ” by Simon.
4. A sk questions based on the headings and topics discovered during the “survey” step.

1 1 В. Янсон 321
Reading

5. Read the extract paragraph by paragraph, taking notes while reading.


6. Recite by giving answers to the questions in step 4; review the material by going back over
the main points with the help o f the brief notes, citing major subpoints and trying to
memorize both the main points and supporting ideas.
7. Prepare a good reading o f the extract. (See Unit 1:9).
8. Write a similar description o f an uninhabited island.
***

1. Read the following article to yourself. Note all unfamiliar words and look them up in a
dictionary. Say what weather forecast the London Weather Centre gave.
2. Summarize the content o f the article.

COLD WEATHER SET TO LAST AS SNOW BLANKETS


M OST OF BRITAIN
Heavy overnight snowfalls across Britain were the first front o f a wintry snap forecast to
last until the end of the week.
Blizzards caused havoc in Scotland and Wales yesterday, closing mountain passes and making
driving treacherous. A postman died in Dyfed when his van crashed into a jeep in deep snow.
The London Weather Centre said the bitterly cold weather was moving slowly eastwards and
would cover the country by this morning. A spokesman said everywhere would see at least a few
inches o f snow, except for Kent and East Anglia.
The Scottish Borders was worst hit by yesterday's snowfalls, receiving at least 12 inches.
Large sections o f the A74, the main road from England to Glasgow, were closed. Most motor­
ways in Strathclyde were down to one lane.
Thousands o f schoolchildren in Scotland. Wales and the Lake District were sent home because
their schools were shut, and hundreds of workers at the Sellafield nuclear complex in Cumbria had
to spend last night at work because they were snowed in.
Temperatures will be around freezing point around most o f the country, according to the
London Weather Centre, but strong south-easterly winds will make it feel colder.
The National Grid does not expect to have any problem maintaining supply during the snowy
period, a spokesman said. There were fears during the cold spell last month that power might be cut
off in some parts o f the country because o f high demands for electricity.
(From The Guardian, February 6, 1996)

CULTURE CONTEXT
The National Grid - a netw ork o f electricity supply wires connecting pow er stations.
D yfed - a county in SW Wales.
Strathclyde - a region in central Scotland whose centre is the city o f Glasgow.
Sellafield - a nuclear pow er station in C um bria, N England, form erly called W indscale,
where nuclear fuel is reprocessed (treated so that it can be used again).
322
LISTENING

T h is se ctio n p ro v id es stu d e n ts w ith e a r-tra in in g . It c o n ta in s fifteen tex ts, each betw een 250-360 w o rd s lo n g ,
an d all w ritten w ithin th e v o c a b u la ry given in the M ain C o u rse . T h e g ra m m a tic a l p a tte rn s a re lim ited to th o se in
th e M ain C o u rse , to o .
T h e in te n tio n is to tra in th e s tu d e n t in th e u n d e rsta n d in g an d re p ro d u c in g o f m a te ria l w hich he h as listened
to. T h e re a re so m e p re-listen in g a n d p o st-listen in g ta sk s in th is section.
T a p e s a re av a ila b le fo r use w ith this p a r t o f th e c o u rse -b o o k . T h e re c o rd in g s o f all th e te x ts will help train
stu d e n ts in th e u n d e rsta n d in g a n d re p ro d u c tio n o f th e m a teria l.

^ TEXT 1
The Family
I. Pre-listening tasks
1. Remember the following words:
F am ilial /fa'm ilio l/ (ad j.; on ly b e fo re n o u n ; fo rm al) - c o n n e cted w ith a fam ily o r ty p ical o f a fam ily: fam il­
ial rela tio n sh ip s.
M a in ta in /m e in 'te m / (v.; T ) - to m ak e sm th c o n tin u e in th e sam e w ay as b efo re: to m a in ta in o n e ’s p o sitio n .
H o u se h o ld /'h a u sh o u ld / (n .. C .) - all the p eo p le w ho live to g e th e r in o n e h ouse.
D esira b le /d i'z a is ra b a l/ (ad j., fo rm a l) - sm th th a t is d esirab le is w o rth h av in g o r d o in g b ecau se it is useful
o r p o p u la r: highly d esira b le ; it is d esira b le th a t...
K in sh ip /'k in /i p / (n ., U . + w ith ; literary ) - a fam ily rela tio n sh ip : th e ties o f k in sh ip .

For each word make up a sentence that illustrates its meaning.


2. Comment on the meanings o f the following word combinations:
n u c le a r fam ily; b lin d d ate; se n io r citizens.

3. Discuss the following questions:


L a rg e fam ilies a re h a p p y fam ilies, a re n ’t they?
M o d e rn fam ilies have m a n y ch ild ren , d o n ’t they?________________________________________________________
P a re n ts a n d g ro w n -u p ch ild ren s h o u ld live a p a r t, s h o u ld n 't they?________________________________________
C h ild re n m u st ta k e ca re o f th e ir agin g p a re n ts, m u s tn 't they?_____________________________________________
Y o u n g p eo p le sh o u ld learn to becom e in d e p e n d e n t, s h o u ld n 't they?______________________________________

II. I. Listen to the text fo r information on the following questions:


D o A m eric an fam ilies m a in ta in c o m m o n o r se p a ra te h o u seh o ld s?________________________________________
Is visiting betw een p a re n ts a n d th e ir m a rrie d ch ild ren freq u en t?__________________________________________
W h a t is m a rria g e p rec ed ed by?
W h o decides w here a new ly m a rrie d co u p le m u st live a fte r th e ir m a rriag e?_______________________________
W h o is resp o n sib le fo r im p o rta n t decision m a k in g in th e A m eric an fam ily?_______________________________
W hen d o y o u n g p e o p le leave th e ir p a re n ta l fam ilies?
W h a t p ro b le m s d o th e ag in g p a re n ts o f a n u clea r fam ily have?

323
Listening

2. Say i f the following statements are false or true:


M o st A m e ric a n fam ilies co n sist o f p a re n ts, ch ild ren a n d g ra n d p a re n ts.____________________
It is n o t resp e cta b le fo r a y o u n g m an to call up a y o u n g w o m an an d a rra n g e a d ate._______
In th e A m e ric a n fam ily ch ild ren d o n o t sh a re im p o rta n t decision m ak in g ._________________
Y o u n g p eo p le leave th e ir p a re n ta l fam ilies by th e tim e th e y ’ve rea ch ed th e ir early tw enties.
S en io r citizens p a rtic ip a te in v a rio u s p la n n e d activities.____________________________________

3. Fill the gaps with the appropriate word from the text:
O cc asio n ally an ... g ra n d p a re n t m ay live w ith th e fam ily._________________________________
T h e n u clea r fam ily u n it is ... in d e p en d e n t o f th e rest o f th e fam ily.________________________
P a re n ts an d ch ild ren keep in ... by w ritin g letters._________________________________________
Y o u n g p eo p le fre q u en tly m a rry even if th e ir p a re n ts ... o f th e ir choice.____________________
It is ... fo r Friends to a rra n g e a “ b lin d d a te ” .______________________________________________

4. Add to the following chart:


W h a t I k n o w a b o u t th e A m eric an W h a t I k n o w a b o u t th e U k ra in ia n
fam ily: fam ily:
M e m b ers o f the fam ily A fa th e r, a m o th e r, tw o o r th ree A fa th e r, a m o th e r, a child o r tw o
ch ild ren ch ild ren , (a) g ra n d p a re n t(s )
K in sh ip ties
M a rria g e
D atin g
S ta rtin g a fam ily
P lan n in g th e n u m b e r o f ch ild ren
D ivorce
S h arin g im p o rta n t decision
m a k in g
Y o u n g m em b ers o f the fam ily
S en io r citizens
5. Say if: m a in ta in in g se p a ra te h o u se h o ld s is d esira b le fo r fam ilies o r n o t; m a in ta in in g close k in sh ip ties is
im p o rta n t for p eo p le o r n o t; m a rria g e m u st be c o n sid ered a m a tte r o f in d iv id u al re sp o n sib ility an d d ecisio n ; p e o ­
ple a re free to get a div o rce; se n io r citizens need help a n d u n d e rsta n d in g .

$ TEXT 2
Growing Old
I. Pre-listening tasks
1. Remember the following words:
T u rm o il /Чз:шоі1/ (n ., U ., sing.) - a sta te o f c o n fu sio n , ex citem en t, an d tro u b le : to be in tu rm o il.
A n g in a /агп 'сізаіп з/ (n .. U .) - a m edical co n d itio n in w hich a p erso n has b a d p ain s in h is/h er ch est because
h is/her h ea rt is w eak.
R o b b e r /'ro b a / (n ., C .) - so m e o n e w h o ste als m o n ey o r p ro p e rty .
N ig h tm a re /'n a itm e s / (n ., C .) - a very frig h ten in g d rea m .
F u rv /'fju a ri/ (n ., C .) - a feeling o f ex trem e an g er.
N o end - very m uch.
2 Comment on the meanings o f the following word combinations:
to be in turm oil; peace an d quiet; to be on h an d to do sm th; to th ro w sm b into a fury; things will im prove no end.
3. Discuss the following questions:
L iving to g e th e r w ith a d u lt ch ild ren is n o t co n v en ien t fo r se n io r p eo p le, is it?_____________________________
A d u lt ch ild ren sh o u ld ta k e care o f th e ir elderly p a re n ts , s h o u ld n ’t they?__________________________________

324
Listening

II. I. Listen to the text fo r information on the following questions:


W h y is th e s p e a k e r’s m o th e r in tu rm o il?____________________________________________
W h a t so rt o f flat d o es she live in?__________________________________________________
W h y is she a fra id o f living a lo n e there?_____________________________________________
W h a t k in d o f h o u se d oes h e r d a u g h te r live in?______________________________________
W h a t m ak es th e elderly lady th in k th a t in her d a u g h te r's h o u se sh e is safe?_________
W h a t services d o th ey have u p in tow n?____________________________________________
W h a t th ro w s th e elderly lady in to a fury?___________________________________________
W h a t m ay m a k e th in g s im p ro v e n o en d in th e s p e a k e r’s o p in io n ? ___________________

2. Say i f the following statements are false or true:


T h e elderly lady lives in a very b a d flat.____________________________________________
T h e w o m an o ften h as n ig h tm ares.__________________________________________________
T h e elderly la d y ’s d a u g h te r lives in a village in a sm all house._______________________
T h e elderly la d y ’s d a u g h te r lives in to w n in a big h ouse.____________________________
T h e d a u g h te r k eeps so m e ca ts at hom e._____________________________________________
T h e elderly lady is g o in g to m ove to h er d a u g h te r ’s place.__________________________
L iving to g e th e r w ith h er d a u g h te r ’s fam ily is e n te rta in in g .

3. Fill the gaps with the appropriate word from the text:
T h e elderly lady m u st m a k e a ... decision.__________________________________________
All so rts o f ... th in g s m ay h a p p e n a t n ig h t._________________________________________
T h e w o m an is on h a n d to ... th e d o c to r o r a m b u lan c e._____________________________
T h e ir h o u se if full o f ... stairs.______________________________________________________
T h e so fa is to o .... th e ch airs a re to o .... th e s ta irs a re to o .... th e w h o le p lace is ... .
She tries to be ... a b o u t it.__________________________________________________________
T h in g s will ... n o end.______________________________________________________________

4. A dd to the following chart:


E x te n d ed fam ilies: p ro s an d co n s
A d u lt ch ild ren keep th e ir p a re n ts co m p an y S en io r p eo p le need p eace an d q u iet

5. Say if: y ou h av e been b ro u g h t up in a n u clea r o r an ex ten d e d fam ily; y o u ’re p la n n in g to live to g e th er


w ith y o u r p a re n ts; yo u believe th a t sh eltered ac c o m m o d a tio n * fo r th e elderly is a g o o d p lace to live in.

TEXT 3
Chartwell
I. Pre-listening tasks
I. Remember the following words:
E n c h a n tm e n t / i n 'tj a m tm a n t/ (n ., C ., U .) - a feeling o f m y stery th a t stro n g ly in te rests o r a ttr a c ts y ou: an
a ir o f en c h a n tm e n t.
C a p tu re /'k a e p tfa / (v., T .) - to m a k e so m e o n e feel very in terested a n d a ttra c te d : c a p tu re s b ’s im a g in a tio n ,
a tte n tio n .
A succession o f /s a k 's e ja n / - a n u m b e r o f p eo p le o r th in g s o f th e sa m e k in d fo llo w in g , co m in g o r h a p p e n ­
ing o n e a fte r th e o th e r: a su ccession o f v isitors.
For each word make up a sentence that illustrates its meaning.
* Sheltered acco m m o d atio n I h o u sin g (B rE ) - a place for people to live w ho c a n n o t fully look a fter them selves w here help is provid ed if they
need it.

325
Listening

Cultural Context
S ir W in sto n C h u rc h ill /'t/3 :tfil/ (1874-1965) - an E nglish p o litician w h o w as th e P rim e M in iste r o f B ritain
d u rin g m o st o f th e S eco n d W o rld W a r. H e m a d e m a n y fam o u s speeches a n d is ad m ire d fo r his g re a t lead ersh ip
o f th e n a tio n .
V icto rian /v ik 'to iria n / - of, m a d e in, o r living in th e tim e w h en Q u een V ic to ria ru le d (1837-1901); d escrib ­
ing th e style o f a rc h ite c tu re o f th e tim e w hen Q u een V icto ria ru led B rita in . V ic to ria n b u ild in g s are ty p ically b u ilt
in red b rick a n d a re q u ite highly d e c o ra te d .
C h a rtw e ll - a V ic to ria n m a n sio n .
D ia n a /d a i'a e n a /, S a ra h / 's e s r з /, R a n d o lp h /'raendD lf/ - C h u rc h ill's ch ild ren .
2. Comment on the meanings o f the following word combinations:
o n e ’s feeling fo r la n d sc a p e ; to b rin g up a fam ily; to m a k e th e m o st o f so m e th in g ; to rise to th e skyline.
3. Discuss the following questions:
A n c ie n t h o u ses a re b e a u tifu l h o u ses, a r e n 't they?________________________________________________________
I t ’s p le a sa n t to live o u t o f to w n , isn ’t it?_________________________________________________________________
M a n y p e o p le w a n t to be close to n a tu re , d o n ’t they?_____________________________________________________
C o u n try life is peacefu l a n d q u ie t, isn ’t it?_______________________________________________________________
O nly k in d p eo p le ca n get co n fid e n ce o f a n im a ls, c a n ’t they?______________________________________________

II. I. Listen to the text fo r information on the following questions:


W h en d id C h u rc h ill m o v e w ith his fam ily to C h artw ell?__________________________________________________
W h a t ce n tu ry d o es th e o ld est p a r t o f th e h o u se d a te b ac k to?____________________________________________
W h en d id C h u rc h ill b u y th e house?______________________________________________________________________
W hy d id C h u rch ill ch o o se C h a rtw e ll?___________________________________________________________________
D id C h u rc h ill’s ch ild ren like th e house?_________________________________________________________________
W h a t s o rt o f h o u se w as C h artw ell?______________________________________________________________________
W h a t h a d c a p tu re d C h u rc h ill’s im a g in a tio n ?____________________________________________________________
W h a t fru it trees d id th e y p la n t in th e o rc h a rd ? ___________________________________________________________
W h a t p ets d id C h u rc h ill have?___________________________________________________________________________
2. Say i f the following statements are false or true:
C H urchill m oved to C h a rtw e ll in 1921.
C h u rc h ill's ch ild ren d isliked th e house.__________________________________________________________________
T h e la n d sc a p e n e a r C h a rtw e ll w as b ea u tifu l._____________________________________________________________
T h e h o u se w as c o m fo rta b le a n d conven ien t._____________________________________________________________
In th e new h o u se th e re w ere seven d o o rs.________________________________________________________________
T h ey p la n te d fir tree s a n d p o p la r trees in th e g ard e n .____________________________________________________
A m o n g C h u rc h ill’s p e ts th e re w ere dog s a n d horses._____________________________________________________

3. Fill the gaps with the appropriate word from the text:
T h e ch ild ren w ere . . . .
T h e h o u se w as well ... to th e p u rp o se s o f th e fam ily._____________________________________________________
C h u rch ill w as ... to m a k e th e m o st o f it._________________________________________________________________
T h e h o u se is ... lin k e d w ith its su rro u n d in g s.____________________________________________________________
F ro m every w in d o w o n e is... o f th e lan d scap e.___________________________________________________________
4. A dd to the following chart:
W h a t I k n o w a b o u t C h u rch ill W h a t I w o u ld like to k n o w a b o u t C h u rch ill
C h u rc h ill w as b o rn in 1874. I 'd like to k n o w so m e th in g a b o u t C h u rc h ill’s
b a c k g ro u n d , his p a re n ts, his w ife a n d th e ir ch ild ren .

5. Say //liv in g in th e c o u n try is m o re p re fe ra b le to living in tow n.

326
Listening

Q TEXT 4
Looking for the Right Colour
I. Pre-listening tasks
1. Remember the following words:
Apartment /a'pcutm ant/ (n.. C.. esp. AmE) - a set o f rooms within a larger building (BrE - flat): a new apartment.
Curtain /'k 3 :tn / (n.. C . ) - a piece o f hanging cloth that can be pulled across to cover a window , door, etc to divide
a room etc: a show er curtain.
For each word make up a sentence that illustrates its meaning.
2. Discuss the following questions:
It s not easy to m ake a house (a flat) look like a beautiful hom e, is it?_______________________________________
O ne should have good taste to be able to decorate o ne's house (flat), sh o u ld n 't he?___________________________

II. 1. Listen to the text fo r information on the following questions:


W hen did the story-teller m ove into a new house?__________________________________________________________
W hat sort o f house w as it? W here w as it situated?__________________________________________________________
Did the new ow ners o f the house take their old furniture to the new house?__________________________________
W liat did they w ant to do?________________________________________________________________________________
W hat thing did the story-teller need?______________________________________________________________________
W hat problem did the story-teller have w ith the show er curtain?____________________________________________
W hat m ade the shop assistant angry?______________________________________________________________________
W hat advice did the shop assistant give the story-teller?____________________________________________________
2. Say i f the following statements are false or true:
T he story -teller m oved into a new apartm ent.______________________________________________________________
For w eeks the story-teller w ent to the market.______________________________________________________________
T he story -teller had a problem w ith the bedroom .__________________________________________________________
T he story -teller needed a brow n show er curtain.____________________________________________________________
The story-teller b ought a blue toothbrush.__________________________________________________________________
3. Fill the gaps with the appropriate word from the text:
For w eeks I w ent to ... shops every day.__________________________________________________________________
My ... w as the sam e c o l o u r ... that I needed for the curtain._________________________________________________
I looked a t show er curtains.________________________________________________________________________
It's not the ... colour._____________________________________________________________________________________
The shop assistant looked at me ... ._______________________________________________________________________
4. Add to the following chart:
________________________ W hat people need to m ake their flat / house beautiful:______________________________
Beautiful w all-paper______________________________________________________________________________________
N ew furniture

5. Say w hat m akes this story funny.

0 TEXT 5
The Neighbours
I. Pre-listening tasks
I. Remember the following words:
Trunk Аглг)к/ (n.. C.) - a very large box m ade o f w ood o r metal, in w hich clothes, etc are stored or packed for
travel: to live in o n e's trunks.

327
Listening

Existence /ig 'z is ta n s / ( 11.. U.) - the state o f existing, being real: be in existence.
To be choked up w ith sintli /t j a r k t / - to be full o f som ething: the room w as choked up w ith furniture.
There w as not enoim h room to sw ing a cat - very little space.
For each word make up a sentence that illustrates its meaning.
2. Comment on the meanings o f the following word combinations:
to stand on cerem ony w ith smb: next-door neighbours: to be due to do smth.
3. Discuss the following questions:
M oving from one Паї to another one lakes much lim e and clforls. docsn t it?
In many blocks o f flats people d o n 't know their neighbours - not even their next-door ones, do they?
Friendly and helpful neighbours arc rate, are n 't they?

II. I. Listen to the text f o r inform ation on the fo llo w in g questions:


What w ere M r and M rs Jones busy w ith?
W ho cam e to sec them ?__________________________________________________________________________
W here did the m iddle-aged ladv live? _
Whv did the ladv com e to sec M r and M rs Jones? W hom did she lake them for?_____________________
W hat did the ladv tell them about their neighbours?________________________________________________
W hat made the lad\ feel surprised w hen she cam e to visit M r and M rs Jones the next lim e?__________
Why d id n 't M r and M rs Jones tell the lady the truth?

2. Say i f the following statements are false or true:


M r and M is Jones w ere the new ow ners o f the Паї.
The m iddle-aged lads cam e to their flat to invite them to her place._________________________________
The lady told M r Jones that their neighbours w ere bad mixers.______________________________________
M r and Mrs Jones m o \e d into another block o f flats because they disliked their neighbours.
3. Fill the gaps with the appropriate word from the text:
M r and M rs Jon es's flat w as full o f ... furniture.___________________________________________________
They w ere ... their lists o f ... .___________________________________________________________________
T he ladv got a ... w hen she cam e to visit the flat the next time._____________________________________
M r and M rs Jones had not had the ... to tell her the truth.
4. Add to the following chart:
_________________ Wliat traits o f character one should have to com m unicate effectively:______________
K indness________________________________________________________________________________________
A good sense o f hum our_______________________________________

5. Answer the following questions:


What do you im agine the characters o f the story look like?
How does the story end. and w hat do you think will liappen next?
W hat m akes the story funny?

$ TEXT 6
A Caring Wife
I. Pre-listening tusks
I. Remember the following words:
Parcel /'pcusal/ (n.. C.) - an object tliat has been w rapped in paper o r put in a special envelope: a large parcel.

328
Listening

Intend /in 'te n d / (v.. T.) - to have som ething in your mind as a plan o r риф ове: intend to do som ething.

For each word make up a sentence that illustrates its meaning.


2. Comment on the meanings o f the following word combinations:
to be loaded dow n w ith sm th. to urge sm b to do smth.

3. Discuss the following questions:


People cannot do w ithout their Christinas shopping, can they?
It's pleasant to give ou r relatives and our friends presents, isn't it?___________________________________
Shops arc alw ays overcrow ded on the eve оГ C hristm as, are n 't they?
C hristm as is the most beautiful holiday o f the year, isn 't it?_________________________________________
T he streets o f large cities becom e even b u sier than usual on the eve o f C hristm as, d o n 't they?_________

II. I. Listen to the text fo r information on the following questions:


W here did M r and M rs D avies go to before C hristm as?_____________________________________________
W hat did thev w ant to do in the city?______________________________________________________________
Did they m anage to buy all the necessary things?___________________________________________________
W ho carried tire parcels?__________________________________________________________________________
W ere the streets overcrow ded?_____________________________________________________________________
W hat did M r and M rs D avies have to w ait for?_____________________________________________________
W in did M r D avies m ove forw ard into the road?___________________________________________________
W hat did M rs D avies do to attract her husband's attention?__________________________________________
Why co u ld n 't M r D avies hear his wife?____________________________________________________________
W hat did M rs D avies ask her husband to do?_______________________________________________________

2. Say i f the following statements are false or true:


M r and M rs D avies w ent to the city to sec their friends._____________________________________________
M r and M rs D avies bought a lot o f things._________________________________________________________
M r D avies could hardly sec w here he w as going because he w as short-sighted._______________________
M rs D avies w anted to help her husband carry the parcels.___________________________________________
T he streets w ere empty .___________________________________________________________________________

3. Fill the gaps with the appropriate word from the text:
The shops and the streets were ... crow ded.________________________________________________________
They started out ... in the morning.________________________________________________________________
They spent several ... hours buying the ... they w anted in the ... shops.______________________________
They liad to cross a ... street.______________________________________________________________________
People cam e to do their ... C hristm as shopping.____________________________________________________
M r D avies m oved forw ard into the road w ithout ... it.______________________________________________
M r D avies stood in a ... position.__________________________________________________________________

4. Add to the following chart:


The things people usually present their relatives T he shops people usually buy these things in:
and friends with:
Vases A gift shop
Books A bookshop

5. A. Say what you think o f the characters o f the story. B. What impression do you get o f this fam ily? C. What
does the title o f the story reveal'' D. What makes the situation funny.'

329
Listening

Q TEXT 7
Fashion
I. Pre-listening tasks
1. Remember the following words:
Claim /kleim / (n.. C.) - som ething that you say or do. that show s that you deserve to be successful.
A ppraisal /o 'p re tz o l/ (n.. C.. U.) - a statem ent or opinion ju d g in g the w orth, value o f som ething: o n e's appraisal
o f the situation.
Veritable /'v e rita b o i/ (adj.; form al) - a word used to em phasize a com parison that you think is correct.

For each word make up a sentence that illustrates its meaning.


2. Comment on the meanings o f the following word combinations:
to m ake a good / bad im pression 011 smb: to keep up w ith fashion: to show o n e's individuality: to m irror a per­
son's w orld-view ; the latest fashion: a conservative style.
3. Discuss the following questions:
Fashionable things are alw ays beautiful, are n 't they?_______________________________________________________
Young people alw ays w ear fashionable clothes, d o n 't they?_________________________________________________
Only dull people prefer a conservative style, d o n 't they?____________________________________________________
It's not easv to keep up w ith fashion, is it?_________________________________________________________________
Fashion m akes our life more interesting and exciting, d o esn 't it?____________________________________________

II. I. Listen to the text fo r information on the following questions:


W hat do w e understand by fashion?_______________________________________________________________________
W hat question is usually discussed w hen we speak about o u r clothes?_______________________________________
W hat helps a person to w ork out Iris o r her ow n attitude to fashion?_________________________________________
Is eveiything offered by fashion beautiful?_________________________________________________________________
How often does fashion change?__________________________________________________________________________
W hat does the art o f sm art dressing consist in?_____________________________________________________________
Is fashion im portant in our life?___________________________________________________________________________
2. Say i f the following statements are true or false:
M ost people prefer a conservative style.___________________________________________________________________
Fashionable things are alw ays beautiful.___________________________________________________________________
Fashion changes rarely___________________________________________________________________________________
It's difficult to keep up w ith fashion.______________________________________________________________________
Fashion cannot m irror a p erson's view s and taste.__________________________________________________________
"World fashion is only for the rich.
3. Fill the gaps with the appropriate word from the text:
Young people like to look ... .____________________________________________________________________________
Fashion and beauty are ... w ith each other._________________________________________________________________
Only ... can teach y ou to choose w hat suits you best o f all._________________________________________________
Fashion helps you show your ... ._________________________________________________________________________
Fashion gives a veritable ... display o f ideas._______________________________________________________________
4. Add to the following chart:
Fashion: the pros and cons
It m akes our life more interesting. O ne should have m uch money to buy fasltionable clothes.

5. Say i f y o u keep up w ith fashion; w hat clothes are fasltionable now / are com ing into fashion notv / are going
out o f fashion now. Are you fashion conscious? W hom could w e call a fashion victim ?

330
Listening

^ Text 8
The Happy Little Sixpence
I. Pre-listening tasks
1. Remember the following words:
Till /til/ (n ., C ., B rE ) - a m a c h in e used in sh o p s, r e s ta u ra n ts etc fo r c a lc u la tin g th e a m o u n t o f m o n ey y o u
have to p a y , a n d s to rin g th e m oney.
C h e er sm b up І ф з / (v.. I., T .) - to m a k e so m e o n e feel less sad.
Jingle /'c ftu jg a l/ (v., I., T .) - to sh a k e m etal th in g s to g e th e r so th a t they m a k e a so u n d like sm all bells: to
jin g le coins.
For each word make up a sentence that illustrates its meaning.
2. Comment on the meanings o f the following word combinations:
to be tire d ; in c h a n g e; to be lucky; a flo w er-stall.
3. Discuss the following questions:
M o n ey m ak es th e w o rld go ro u n d , d o e s n ’t it?
M o n e y m ak es p e o p le h a p p y , d o e s n 't it?__________________________________________________________________
K in d n e ss a n d frie n d sh ip m a k e p e o p le 's life h a p p ie r, d o n ’t they?__________________________________________

11. I. Listen to the text fo r information on the following questions:


W hy w as th e S ixpence called h appy?_____________________________________________________________________
W h o w as th e first to get th is Sixpence?___________________________________________________________________
W hy w as th e w o m a n so sad?_____________________________________________________________________________
W h ere w as h er h u sb a n d ? _________________________________________________________________________________
D id she visit h er h u sb a n d o n th e d ay w hen she got th e Sixpence?_________________________________________
W h a t d id she b uy fo r h er h u sb a n d ? ______________________________________________________________________
W h o w as th e next o w n er o f th e Sixpence?________________________________________________________________
W h a t k in d o f w o m a n w as she?___________________________________________________________________________
H o w did th e coin get to th e flow er-sh o p ?_________________________________________________________________
D id th e S ixpence b rin g h a p p in e ss to p eople?_____________________________________________________________
2. Say i f the following statements are false or true:
T h e re w as n o th in g special a b o u t th e S ixpence.___________________________________________________________
T h e S ixpence lav o n th e c o u n te r in a sh o p ._______________________________________________________________
T h e w o m an b o u g h t so m e a p p les fo r her h u sb a n d .________________________________________________________
T h e little old w o m an h ad a large hou se an d a g ard e n b eh in d it.__________________________________________
T h e little old w o m an b o u g h t so m e vegetables.____________________________________________________________
T h e S ixpence w as tire d a n d u n h a p p y .____________________________________________________________________
3. Fill the gaps with the appropriate word from the text.
The S ixpence w en t o u t in to th e ... w o rld to s ta rt ... .____________________________________________________
The w o m a n b o u g h t a tin o f ... juice._____________________________________________________________________
She w as given th e H a p p y L ittle S ixpence in her ... .______________________________________________________
S he w as to o tire d to go to th e ... .________________________________________________________________________
The little o ld w o m a n w as p a ssin g a ... .__________________________________________________________________
4. A dd to the following chart:
M a k in g m uch m oney: p ro s a n d cons:
O n e can b u y e v e ry th in g he w a n ts an d needs O n e sp en d s m u ch tim e o n w o rk

5. Say i f y ou like th e tale o r n o t. G iv e y o u r rea so n s. S ay w h a t p eo p le u n d e rsta n d by h ap p in ess. C a n m oney


m a k e a p e rso n h appy?

331
Listening

$ TEXT 9
Modern Eating Habits
1. Pre-listening tasks
1. Remember the following words:
T rim (ad j.) - th in , a ttra c tiv e , a n d h ea lth y lo o k in g : a trim fig u re; to keep trim .
D ia b e te s / d ai3 'b i:ti:z / (n ., U .) - a se rio u s disease in w hich th ere is to o m u ch su g a r in a p e rs o n ’s b lo o d .
D ig estio n /d a i'c h e s tfa n / (n ., U .) - th e p ro cess o f d ig estin g fo o d (ch a n g in g it in to su b sta n c e s th a t a p e rs o n ’s
b o d y ca n use).
G ra ft /g r a :f t/ (n ., U ., in fo rm a l, B rE ) - h a rd w o rk : a h ard d a y ’s g raft.
For each word make up a sentence that illustrates its meaning.
2. Comment on the meanings o f the following word combinations:
a h ea lth y diet; to co p e w ith a h a rd d a y ’s g ra ft; to cu t th e a m o u n t o f w alking.
3. Discuss the following questions:
E v e ry b o d y sh o u ld stick to a h ea lth y diet, s h o u ld n ’t he?__________________________________________________
P eo p le sh o u ld av o id alco h o l a n d fa tte n in g fo o d , s h o u ld n ’t they?
F ru it a n d vegetables a re rich in v ita m in s, a r e n ’t they?____________________________________________________
T o be h ea lth y o n e s h o u ld sp e n d m uch tim e in th e o p en a ir, s h o u ld n ’t he?________________________________
G o in g in fo r sp o rts helps p eo p le im p ro v e th e ir fitness, d o e s n ’t it?_________________________________________

//. /. Listen to the text fo r information on the following questions:


W h a t m u st m o d e rn p eo p le learn if they w an t to live longer?______________________________________________
T o w h at s o rt o f d iet s h o u ld p eo p le stick to b e h ealth y ?___________________________________________________
W h a t fo o d s h o u ld p eo p le avoid?_________________________________________________________________________
H o w can th e a m o u n t o f w alk in g influen ce a p e rs o n ’s h ealth ?_____________________________________________
W h a t useful advice d o d o c to rs give people?______________________________________________________________
W h a t diseases can lack o f v ita m in s cause?________________________________________________________________

2. Say i f the following statements are true or false:


M a n y m o d e rn p eo p le h av e sto n e age bodies._____________________________________________________________
A diet o f fru it is h ea lth y ._____________________________________________________________________________
H ig h fa t d iets are useful._____________________________________________________________________
A sw eet to o th s h o u ld be e n c o u ra g e d in th e y o u n g ._______________________________________________________
A ll p eo p le n eed v itam in s._____________________________________________________________________________ _

3. Fill the gaps with the appropriate word from the text:
A h ea lth y diet helps p eo p le live ... .______________________________________________________________________
A lcohol ... has d o u b le d since th e 1950s.__________________________________________________________________
H igh fa t d ie ts m ay be ... to h e a rt ... ,____________________________________________________________________
W e h a d to co p e w ith a h a rd d a y ’s ... g raft._______________________________________________________________
V itam in D is need ed d u rin g th e y ears o f ... g ro w th .______________________________________________________
4. Add to the following chart:
P eop le s h o u ld ea t th e follow ing food: P eo p le s h o u ld av o id e a tin g th e fo llo w in g food:
F ru it P astrie s
V egetables M a rg a rin e

5. Say if: y o u r are a big / fussy ea te r; y o u eat like a b ird ; y o u eat rig h t.
Say i f it is im p o rta n t to have a b a la n c e d , h ea lth y diet. C o u ld y o u exist o n a v eg e ta ria n diet / o n a diet o f
fish / o n a salt-free diet?

332
Listening

$ TEXT 10
New York
I. Pre-listening tasks
1. Remember the following words:
D efy d e sc rip tio n /d i'f a i/ (v., T .) - to be so ex trem e o r u n u su a l th a t it is alm o st im p o ssib le to describ e o r
u n d e rsta n d : defy im a g in a tio n .
B o ro u g h / ’Ь л гз/ (n ., C .) - p a r t o f a large city, th a t is resp o n sib le fo r m a n a g in g its ow n sc h o o ls, h o sp itals,
etc.: th e N ew Y o rk b o ro u g h o f Q ueens.
M u d d le /'m A dl/ (n ., C ., usually - sing) - a s ta te o f c o n fu sio n : be in a m u d d le.

For each word make up a sentence that illustrates its meaning.


2. Comment on the meanings o f the following word combinations:
to defy d e sc rip tio n ; a b o tto m le ss m a rk e t; p ara llel w orlds.

3. Discuss the following questions:


F o r p ea ce a n d q u ie t, city life c a n n o t c o m p a re w ith life in th e c o u n try , can it?_____________________________
T h e noisy traffic o f a big city is a c o n tin u a l a n n o y a n c e , isn ’t it?__________________________________________
Big cities have d iffe ren t a m u sem en ts, h a v e n 't they?_______________________________________________________
I t ’s easy to lose o n e se lf in th e m aze o f stre e ts in a big city , isn 't it?________________________________________

II. 1. Listen to the text fo r information on the following questions:


W h y d o es N ew Y o rk defy d escrip tio n ?___________________________________________________________________
H o w m a n y fo re ig n -lan g u a g e p a p e rs are p u b lish ed every d ay in N ew Y o rk ?_______________________________
H ow m a n y b o ro u g h s h a s N ew Y o rk C ity?_______________________________________________________________
W h a t’s th e p o p u la tio n o f N ew Y o rk ? ______________________________________________________________
H ow m a n y cars d oes th e su b w ay use each day?__________________________________________________________
W h y m ay N ew Y o rk be called a m u d d le o f p ara llel w orlds?

2. Say i f the following statements are false or true:


T h e re a re few fo re ig n ers in N ew Y o rk .___________________________________________________________________
T h e p o p u la tio n o f N ew Y o rk is 1 000 000 peo p le.________________________________________________________
T h e re a re five b o ro u g h s in N ew Y o rk .___________________________________________________________________
L ife is d y in g a t 5 p .m . in N ew Y o rk ._____________________________________________________________________
N ew Y o rk is a big fin an c ial centre.

3. Fill the gaps with the appropriate word from the text:
Y o u can say ... a b o u t N ew Y o rk .________________________________________________________________________
N ew Y o rk is a ... m a rk e t.________________________________________________________________________________
S tatistic s a re ... ._________________________________________________________________________________________
N ew Y o rk ,.. eig h t m illion p eo p le._______________________________________________________________________
B ars an d cin em as ... noisy ... .___________________________________________________________________________

4. A dd to the following chart:


W h a t I k n o w a b o u t N ew Y o rk W h a t I w o u ld like to k n o w a b o u t N ew Y o rk
T h e p o p u la tio n o f N e w Y o rk is m o re th a n eight I ’d like to k n o w so m e th in g a b o u t th e sig h ts o f N ew
m illion people. Y o rk .

5. Say if: N ew Y o rk is a m o st in te restin g city; y o u ’d like to live in a b ig city a n d w hy.

333
Listening

TEXT 11
Sightseeing
I. Pre-listening tasks
1. Remember the following words:
B o a rd in g h o u se /'b o :d ig / (n ., C .) - a p riv a te h o u se w h ere you p a y to sleep a n d eat.
R o m e / г з и т / - th e c a p ita l o f Italy.
M a ze /m eiz/ (n ., C .) - a m a ze o f stree ts / p a th s / w ires / etc - a co m p lic ate d a n d co n fu sin g a rra n g e m e n t o f
stree ts, etc.
F lo ck /flo k / (v.. I) - to go to a place in large n u m b e rs b ecau se so m e th in g in te re stin g o r exciting is h a p p e n ­
ing there.
For each word make up a sentence that illustrates its meaning.
2. Comment on the meanings o f the following word combinations:
to see th e sights o f a city; to serve m eals; a d isa p p o in te d voice.

3. Discuss the following questions:


I t's p le a sa n t to sp e n d o n e 's h o lid a y s a t th e seasid e, is n 't it?_______________________________________________
B e au tifu l cities alw ays a ttr a c t to u rists , d o n 't they?_______________________________________________________
S treets are alw ays o v e rc ro w d e d in b ig cities, a r e n 't they?_________________________________________________
T o u ris ts com e to b ig cities to see th e ir sig h ts, d o n 't they?_________________________________________________

II. 1. Listen to the text fo r information on the following questions:


W h e re h ad M r a n d M rs W illiam s sp en t th e ir su m m e r h o lid a y s in th e p ast?_______________________________
W hy d id they decide to go to R o m e o n e year?____________________________________________________________
H o w d id they get to R om e?______________________________________________________________________________
W h e re d id M r a n d M rs W illiam s sta y in R o m e?__________________________________________________________
W h y did they expect to go to bed h u n g ry o n e evening?___________________________________________________
W h a t w ere th ey su rp rise d at?____________________________________________________________________________
W h a t w ere th e tim es o f m eals at th e hotel?_______________________________________________________________
W h a t m ad e M rs W illiam s feel d isa p p o in te d ? _____________________________________________________________

2. Say i f the following statements are true or false:


M r a n d M rs W illiam s h ad alw ays sp e n t th e ir h o lid a y s in R o m e in th e p a s t._______________________________
M r a n d M rs W illiam s sta y ed in a sm all b o a rd in g h o u se in R o m e.________________________________________
T h e m a rrie d c o u p le w an te d to see th e sig h ts o f R o m e.____________________________________________________
T h e y d id n 't serve s u p p e r a t th e hotel.____________________________________________________________________
M r a n d M rs W illiam s d id n ’t have tim e to see th e sig h ts o f R o m e.________________________________________

3. Fill the gaps with the appropriate word from the text:
O n e y ea r M r W illia m s ... a lo t o f m o n ey in his ... ._______________________________________________________
T h ey sta y ed a t a rea lly ... h o tel.__________________________________________________________________________
T h e y arriv ed a t th e ir h otel ... o n e evening._______________________________________________________________
T h ey served b re a k fa st fro m ... to ... in th e m o rn in g ._____________________________________________________
T h ey served d in n e r fro m ... to ... ._______________________________________________________________________

4. A dd to the following chart:


W hat I know about R om e W h a t I w o u ld like to k n o w a b o u t R o m e
R o m e is th e c a p ita l o f Italy. I ’d like to k n o w w hen R o m e w as fo u n d ed .

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Listening

5. Say i f it is expensive to stay at a good hotel: only rich people can afford travelling: travelling broadens o ne's
mind.
W hat cities have you been to? Do you like to go sightseeing? Give y o u r reasons.

$ TEXT 12
Christmas
I. Pre-listening tasks
1. Remember the following words:
Pantom im e /'p a e n ta m a im / (n.. C.. U.) - a type o f play for children that is perform ed in Britain around Christm as,
in w hich traditional stories are perform ed w ith jokes, music and songs.
Tinsel /'tin s s l/ ( 11.. U.) - thin strings o f shiny p aper used as decorations, especially at Christm as.
A ppeal to (sm b) /a 'p id / (v.. 1.) - to be attractive and interesting.
D angle /'d ae ijg a l/ (v.. 1.. T.) - to hang or sw ing loosely, or m ake som ething do this.
For each word make up a sentence that illustrates its meaning.
2. Comment on the meanings o f the following word combinations:
to keep sm b com pany : to am use friends / com pany.
3. Discuss the following questions:
Christm as is undoubtedly the m ost colourful holiday o f the year, isn 't it?____________________________________
O n Christm as Eve everything is rush and bustle, isn 't it?____________________________________________________
We all like to brighten up our hom es at Christm as tim e w ith evergreens, d o n 't w e?___________________________
People often m ake their N ew Year resolutions, d o n 't they?__________________________________________________

II. 1. Listen to the text fo r information on the following questions:


W hom does the family w ant to invite to their C luistm as party?______________________________________________
W hat do they w ant to do to am use their guests?____________________________________________________________
W hat kind o f perform ance do they w ant to get tickets for?__________________________________________________
W hat are they going to decorate their house w ith?__________________________________________________________
W hat sort o f m usic are they going to listen to?_____________________________________________________________
W ho is going to do the shopping?_________________________________________________________________________

2. Say i f the following statements are false or true:


T he fam ily is going to have a party at a restaurant._________________________________________________________
They are going to invite their relatives w hom the)' see a lot._________________________________________________
They are going to hear som e opera.________________________________________________________________________
They have already bought som e C hristm as presents.________________________________________________________
T he children are going to do all the shopping.______________________________________________________________

3. Fill the gap with the appropriate word from the text.
T he father is going to get ... for the ... .__________________________________________________________________
They w ill ... their guests._________________________________________________________________________________
They are going to decorate their C hristm as tree w ith ... and ... .____________________________________________
Thev will ... som e lights around the room._________________________________________________________________
T h ev ‘11 liave a ... Christm as.
4. Add to the following chart:
N ew Year Resolutions New' Year custom s
To get up early 'F irst-fo o tin g "
To give up sm oking D ecorating a C hristm as tree

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Listening

Soy if: C hristm as is y o u r favourite holiday; there is a great air o f expectation in the hom es on C hristm as Eve; you
send y o u r friends and relatives C hristm as cards and give them presents.
They say Christm as has becom e the most com m ercialized festival o f the year. Do you think this statem ent is true
to fact'.’

Q TEXT 13
Seasons
I. Pre-listening tasks
1. Remember the following words:
Crocus /'k r a r k a s / ( 11.. C.) - a small, purple, yellow , or w hite flow er that com es up in early spring.
Caress /k a 're s / (w. T.) - to touch som ething gently, in a w ay that seem s pleasant o r rom antic: w aves caressed the
shore.
Daintv /'d c m ti/ (adj.) - sm all, pretty and delicate.
Pollen /'p o la n / (n. U.) - a fine pow der produced by flowers, w hich is carried by the w ind o r insects to other flow ­
ers o f the sam e type m aking them produce seeds.
D isperse /d ts’p3:s/ (v.. I . T.) - to spread o ver a w ide area: the clouds dispersed quickly.
W oodpecker /'w e d р е к з / (n.. C.) - a bird w ith a long beak that it uses to m ake holes in trees.
A corn /'e tk o m / ( 11.. C.) - the nut o f the oak tree.
Chrysanthem um /k ri'sa e n G im a n / (N.. C.) - a garden plant w ith large brightly coloured flowers.
For each word make up a sentence that illustrates its meaning.
2. Comment on the meanings o f the following word combinations:
to be right on tim e: to die out (sounds): to be covered in a w hite mist.

3. Discuss the following question:


Every season is beautiful in its ow n way, isn 't it?___________________________________________________________

II. I. Listen to the text anil say wliat time o f the year is described in each extract. Quote the text to prove it.
2. Sav i f the following statements are false or true:
Hot drops made holes in the ground._______________________________________________________________________
W hen the wind fades away, the buzzing o f flics can be heard._______________________________________________
T he sun played w ith every flow er_________________________________________________________________________
In autum n the sun d id n ’t disperse the cloudv scraps_________________________________________________________
C hrysanthem um s bloom in spring._________________________________________________________________________
3. Fill the gaps with the appropriate word from the text:
There bloom ed the blue ... ._______________________________________________________________________________
The bee alights on a ... bell.______________________________________________________________________________
The golden ... rises like a cloud.___________________________________________________________________________
The field lias gone ... .____________________________________________________________________________________
There w as fog ... ov er the river.___________________________________________________________________________
It w as ... in the fo rest____________________________________________________________________________________
The ... acorns fell on the leaves.___________________________________________________________________________
The children had to ... the flow ers from the cold.
4. Add to the following chart:
Spring Sum m er Autum n W inter
G iecn Bright Yellow W hite

5. Say w hat y o u r favourite season is and why.

336
Listening

TEXT 14
W eather
I. Pre-listening tasks
1. Remember the following words:
O u tb re a k /'a u tb re ik / (n ., C .) - a su d d e n a p p e a ra n c e o r s ta rt o f ra in , drizzle, etc.
E rra tic a lly /I’rae tik li/ (ad v .) - w ith o u t a n y p a tte r n o r p lan .
P atc h /psetj7 (n ., C .) - a p a r t o f an a re a th a t is d ifferen t from th e p a r ts th a t s u r ro u n d it: icy p atch es.
S c a tte re d /'sk a e to d / (ad j.) - sp re a d o v er a w ide a re a o r o v er a long p e rio d o f tim e: sc a tte re d sh o w ers (sh o rt
p e rio d s o f rain).
A ffect /o 'fe k t/ (v., T .) - to d o so m e th in g th a t p ro d u c e s an effect o r c h a n g e in so m e o n e o r so m eth in g .

For each word make up a sentence that illustrates its meaning.


2. Comment on the meanings o f the following word combinations:
a day o f p ro lo n g e d su n sh in e; o u tb re a k s o f ra in ; a t tim es; to m ove erra tic a lly ; s c a tte re d sh o w ers;
su n n y spells.

3. Discuss the following questions:


W e a th e r is ch a n g ea b le a n d u n p re d ic ta b le , is n 't it?________________________________________________________
W e a th e r can influence p e o p le ’s h ealth a n d m o o d , c a n ’t it?________________________________________________
C o m m e n ts a b o u t th e w e a th e r can be a co n v e n ie n t w ay o f s ta rtin g a c o n v e rsa tio n , c a n 't they?____________

1. Listen to the text fo r information on the following questions:


W h a t d o es th e w e a th e r fo re ca st say in each o f th e five ep iso d es o n th e tape?______________________________
In w h at tim e o f the y ea r can w e expect fro st / clo u d y m isty d ay s / d ry w e a th e r / w arm sh o w ers / snow'?

2. Say i f the following statements are false or true:


1. In th e s o u th -e a st th e re will be slig h t fro st in th e evening._______________________________________________
2. In S c o tla n d th e w e a th e r will be dry.____________________________________________________________________
3. It'll be clea r in W ales.__________________________________________________________________________________
4. T h e sn o w is exp ected in S o u th -W e st E n g la n d ._________________________________________________________
5. F o g p a tc h e s will refo rm in th e evening.________________________________________________________________

3. Fill the gaps with the appropriate word from the text:
1. M o st o f E n g la n d will en jo y a day o f ... su n sh in e.______________________________________________________
2. S om e o f th e se sh o w ers will beco m e ... on hills._________________________________________________________
3. C lo u d a n d ra in will m ove slow ly a n d ... S o u th -E a st.___________________________________________________
4. It will b ec o m e ... in places.____________________________________________________________________________
5. P a rts o f W est C o rn w a ll m a y have ... ._________________________________________________________________

4. Add to the following chart:


T h e w e a th e r-fo re c a st fo r th e n ea rest w eekend:
T e m p e ra tu re + 10° C
P re ssu re H igh
W in d S tro n g

5. Say i f you o ften listen to th e w e a th e r-fo re c a st; y o u can p red ic t w eath er.

12 В. Янсон
Listening

^ TEXT 15
“This isn’t B lackie!”
I. Pre-listening tasks
1. Remember the following words:
T re a t sm b as /tri:t/ (v., T ) - to b eh a v e to w a rd s so m e o n e in a p a rtic u la r w ay: to tre a t sm b as equals.
P u t tw o an d tw o to g e th e r - to guess the m e an in g o f so m e th in g you h av e h ea rd o r seen.

For each word make up a sentence that illustrates its meaning.


2. Comment on the meanings o f the following word combinations:
to go a b ro a d ; to be tre a te d as a m e m b er o f th e fam ily.

3. Discuss the following questions:


M a n y p eo p le tre a t th e ir pets as m em b ers o f th e ir fam ilies, d o n 't they?_____________________________
S h elters fo r a n im a ls s h o u ld be in every city, s h o u ld n ’t they?

II. 1. Listen to the text fo r information on the following questions:


W h e re did M r a n d M rs B row n g o fo r th e ir h o lid ay ?_______________________________________________
W h e re did th ey leave th e ir dog?___________________________________________________________________
W hy d id n 't M r B ro w n collect B lackie o n th e d ay o f his a rriv a l hom e?_____________________________
W h a t m a d e M r B ro w n th in k th a t B lackie h a d n 't en jo y ed his sta y at th a t place?____________________
W h a t d id M rs B row n say w hen she saw th e d o g M r B ro w n h a d b ro u g h t hom e?

2. Say i f the following statements are false or true:


M r an d M rs B ro w n w en t a b r o a d fo r th e ir h o lid ay ._________________________________________________
T h ey d id n ’t w a n t to ta k e th e ir d o g w ith th em ._____________________________________________________
M r a n d M rs B ro w n left th e ir d o g at th e ir frie n d s’ place.___________________________________________
M r B ro w n th o u g h t th a t th e ir d o g h a d n 't en jo y ed his sta y th ere.____________________________________
M r B ro w n d id n ’t reco g n ize his dog.

3. Fill the gaps with the appropriate word from the text:
M r a n d M rs B row n lo o k e d fo r a ... p la ce to leave th e ir dog._______________________________________
T h ey ... said g o o d b y e to him .______________________________________________________________________
T h ey cam e b ac k h o m e very ... at n ight.____________________________________________________________
M r B ro w n d ro v e o ff ... to collect B lackie._________________________________________________________
B lackie ... all th e w ay h o m e in th e car.

4. A dd to the following chart:


______________________________________ A n im a l rig h ts. P eo p le sh o u ld ________________________________
T re a t a n im a ls well_____________________________________________________________________________
N o t use an im als in tests_____

5. Say i f y o u ’ve g o t a p et. W h e re d o y o u leave it w hen you go so m ew h ere fo r y o u r h o lid ay ?


W hy d o p eo p le keep p ets a t hom e?

338
SUPPLEMENT
1. SOUND-SPELLING CORRESPONDENCES/VOWELS
sounds le tte rs positions ex am p les exceptions
I. e 1.a) in initial position: even, equal
/і:/ b) in m edial position: region, secret, detail
c) in final position: be, he, m e, we
2. in m edial position w hen follow ed by a conso­ scene, these, them e, precede
nant + silent "e":
ea l. in initial, m edial and final positions: eat, east; heat, beach, eagle, tea
ee l. a) in m edial position: feel, kneel, proceed; in the initial
b) in final position: see, agree position in: eel
ie 1. in m edial position before -ve, f, c, -ed: believe, thief, piece, yield
2. in the final position of: bourgeoisie
ei l . in m edial position after "c" before -ve, t: deceive, receive, deceit
і 1. in m edial position in w ords o f French origin antique, m achine, m otif,
before -ne Ini, que /к/, -f, -ge, -te, -ve and others: regim e, prestige, naive, elite
2. in the final position of: ski
ae, oe l. in w ords o f G reek and Latin origin: anaem ia, am oeba
rare spellings key, quay, people
2. і 1. in initial and m edial positions in closed stressed idiom , issue, widow , city
Ill syllables:
2. in initial, m edial and final positions in closed ignore, direct, habit, taxi
unstressed syllables:
У 1. in m edial position in: m yth, hym n, rhythm
a) m onosyllables:
b) the first stressed syllable o f G reek and Latin syntax, sym pathy, syllabus
borrow ings:
2 .a) in medial position in closed unstressed syllables: antonym , hom onym
b) in final position. lady, pretty
e 1. in initial and m edial positions in closed eleven, enough, enemy, pas­
unstressed syllables: senger
2. in the prefixes ante-, be-, de-, en-(ef-, em -, ex-), depart, enclose, rew rite
pre-, re-, tele-:
a 1. in w ords ending in -age, -ate: passage, stoppage, literate,
chocolate
2. in the follow ing w ords: m anager, preface, surface,
com rade, orange, palace, fur­
nace
ey I. in final position: honey, money, valley
ie 1. in m edial and final positions: kerchief, m ischief, handker­
ch ief
2. in final position: prairie
rare spellings fountain, bargain, forehead, coffee, biscuit, build,
w om en
3. e I . in initial and m edial position in closed stressed egg, edge, edit, let, send,
/е/ syllables: address, context

339
Supplement

еа 1. before: /d/, /t/, /Q /, /1/ and som e other conso­ head, dead, ready, threat,
nants: breath, dealt, deaf, heavy,
breast, etc.
rare spellings any, many, T ham es, ate, bury, friend, said, says,
leisure; leopard
4. а 1. in closed stressed syllables: cat, m ap, carry, m arry
/ге/ 2. in opened stressed syllables in words ending in -ity: hum anity
5. 0 1. in initial and m edial positions in closed stressed odd, offer, office; body,
/о/ syllables: copy, forgot, involve
а 1. in m edial position in closed stressed syllables w hat, w ant, w allet, swan,
after: w, w h, qu: quarrel, quality
rare spellings because, sausages, cough; know ledge, bureaucracy
6 or 1. in initial, m edial and final positions: order, orchard; port, nor
/о:/. а 1. in initial and m edial positions before: -1, -II, -Is, ball, alter
-It, -Id; -k.
2. in the words: w rath, w ater
au l.in initial and m edial positions o f Latin and auto, A ugust, author, sauce,
French borrow ings: applaud, laundry
aw 1. in initial positions o f m onosyllables, their deriv­ draw, draw er, draw ing, thaw,
atives and inflexional forms: claw
2. in m edial positions before -n, -1, -k: daw n, haw k
3. in initial position in the w ords: aw kw ard, aw ful
аг 1. in m edial position after: w, wh, qu: w ard, aw ard, w arm , w harf,
quarter
2. in final position in the w ord "war" w ar
ore 1. in final position o f m onosyllables and in som e w ore, im plore, restore, bore­
polysyllables and their derivatives: dom
oar 1. in the follow ing words: oar, roar, board, hoarse
our 1. in the follow ing words: your, four, court, pour,
course, source
ough 1. before -t m ainly in the second and the third fought, bought, thought,
form s o f irregular verbs: brought
augh 1. before -t m ainly in nouns and adjectives: naught, daughter, naughty,
caught, taught
rare spellings door, floor; broad, often, extraordinary
7. u 1. in m edial position m ostly after b, p, f and in the bull, pull, put, bush, bullet, but, pulse
/и/ suffix -ful: careful
2. in the follow ing w ords: cushion, sugar
00 1. in m edial position before -k, -d, -1, -m and in the childhood, good, stood,
suffix -hood: w ool, room , foot
rare spellings could, should, would, bouquet; wolf, woman, bosom
8. u 1. in initial position: unity, unite, union, unique,
/(І)ц:/ usual
2. in m edial position at the end o f opened non­ duty, truly, suprem e,
final syllable: hum our, rum our
3. in final position in the words: flu, menu
4. in m edial position w hen follow ed by a conso­ cube, tube, am use, execute
nant + silent "e":

340
Supplement

5. in the w ord "truth"


ew 1. a) in final position o f m onosyllables, their chew, dew, nephew
derivatives and inflexional forms:
b) in m edial position: newly, jew el
c) in initial position in the words: ew e, ew er
ue 1. in final position o f m ono- and polysyllables, blue, issue, value, rueful
their derivatives and inflexional forms:
eu 1. in initial and m edial positions o f G reek, Latin euphony, pseudonym
and French borrow ings:
ui 1. in m edial position in the follow ing w ords: cruise, fruit, ju ice, pursuit,
nuisance
00 1. in m edial and final positions: cool, foolish, too, zoo, taboo
0 1. in the follow ing words: do, to, m ove, lose, prove,
im prove, tom b, tw o, who,
w hose, w hom
ou 1. in m edial position o f French borrow ings: youth, w ound, rouble, route,
2. in the w ord "you" group
9. ar 1. in initial, m edial and final positions: arm, hard, m arch, bar, far
/а :/ a 1. in initial and m edial positions when follow ed staff, after, draft, advantage.
by: -ff, -ph, - f + a consonant, -n + a consonant, -ss, branch, answ er, grass, grasp,
-s + a consonant, -th: path, father
a 1. in initial and m edial positions in borrow ings aria, banana, tom ato, dram a
from R om ance languages:
2. in m edial position in French borrow ings before garage, vase
a silent "e":
rare spellings aunt, laughter; clerk, sergeant; heart, hearth;
bazaar
10. u 1. in initial and m edial positions in closed stressed ugly, uncertain, sudden,
/А/ syllables: abrupt, consult
0 1. in initial and m edial positions m ostly before: -n. onion, other, son, money,
-m , -v, -th: stom ach, colour, com pany
2. in m edial position when follow ed by a conso­ done, som e, dove, glove
nant + silent "e":
ou 1. in m edial position before: -gh, -bl(e), -pl(e) and rough, tough, double, couple.
other consonants: cousin, flourish
rare spellings blood, fo o d
11. er 1. in m edial and final positions: term , insert, dessert, refer, in the initial
/з:/ her position in
"irk"
ur 1. in initial, m edial and final positions: urban, hurt, purse, fur, occur
ir 1. in m edial and final positions: dirt, skirt, sir, stir
ear 1. in initial and m edial positions in the follow ing earl, early, earnest, earn,
w ords: earth, learn, heard, rehearse,
search
or 1. in m edial position a fte r-w : w ork, w orse, w orm , w orship.
worth
our 1. in French borrow ings: journey, jo u rn alist

341
Supplement

rare spellings am ateur, connoisseur; were; colonel; purr


12. a A lw ays in unstressed sylllables anatom y, abolish, canal, cin­
/а / 1. in initial, m edial, final positions: em a
2. in the prefixes: a-, ab-, ad-, ac-, af-, ag-, an-, ap, alike, absorb, adm it,
as-, at-: arrange, attend
3. in the suffixes and endings: -a, -able, -al, -an, data, central, accuracy, assis­
-acy,-ance,-ant,-ary,-graphy: tant, biography
0 1. in initial and m edial positions: observe, obstruct; potato,
police, antonym , bottom
2. in the prefixes: auto-, com -, col-, con-, cor-, autograph, com pose, con­
intro-, m ono-, ob-, ok-, of-, op-, pro-: nect, collect, m onosyllable,
offend, propose
3. in the suffixes and endings: -dom , -ion, -logy, freedom , union, biology,
-ock, -ory, -som e, -ton, -(a)tion: com pulsory
e 1. in m edial position: opera, anthem , academ y,
gallery, generous
2. in the suffixes and endings: -ence, -ency, -en, different, tendency, golden,
-ent, -ery, -ety, -m ent: m ovem ent, gaiety
u 1. in m edial and initial positions: cucum ber, faculty, autum n,
difficult, upon
2. in the prefixes: sub-, sue-, sug-, sup-, sus-, sur-: subm it, succeed, suggest,
suspect, surround
ar 1. in the endings and suffixes: -ar, -ard, -w ard(s), anarchy, particular, sugar;
and in root w ords: liar, cow ard
er 1. in m edial position: energy
2. in the prefixes: per-, inter-: persist, international
3. in the suffixes and endings: -er, -em : w orker, northern
or 1. in root words: effort, com fort
2. in the prefix for-, and in the suffix -or: forgive, sailor
ou,our,ure 1. in the suffixes and endings: -ous, -our, -m outh, fam ous, favour, departure
-ure:
rare spellings thorough, villain, always; martyr, surgeon; moustache
13. a 1. in initial and m edial positions in opened able, A sia, baby, baker, dic­
/е і/ stressed syllables: tation, radio
2. in initial and m edial positions w hen follow ed by age, behave, parade
a consonant + silent "e":
3. in m edial position w hen follow ed by -ng(e) and range, angel, haste
-st(e):
4. in th e words: Cam bridge, ancient,
ai 1. in initial and m edial positions: aid, aim , contain, vain
2. in m edial positions before a consonant + silent raise, praise
"e":
ay 1. in final position in root w ords: day, gay, lay, pray
ei, ea, aigh 1. in m edial position: rein; break, great, steak;
straight
ey, et 1. in final position: they, grey, obey, survey; bal­
let, bouquet, buffet, croquet
eigh 1. in final and m edial or initial positions before -t. weigh, w eight, eight

342
Supplement

2. In the w ord "neighbour"


е, ее I. in initial, m edial and final positions in French
borrow ings: elite, cafe, fiancee
14. і 1. in initial and m iddle positions o f opened ivy, idea, item ; final
/аі/ stressed syllables:
2. in m edial position w hen follow ed by a conso­ m ile, define, pride, organize
nant + silent "e":
3. in closed stressed syllables w hen follow ed by find, behind; m ild, child;
-nd, -Id and som e other consonants: island, clim b, sign
У 1. in final position in m ono- and polysyllables: cry, spy, try; deny, reply,
apply
2. in m edial position in the prefix hyper-, hypo- cycle, hyphen, nylon
and in G reek borrow ings:
3. in m edial position w hen follow ed by a conso­ type, style, rhym e
nant + silent "e":
igh 1. in final position: high, sigh
2. in m edial position before -t: light, m ight, tight
іе, уе 1. in final position: die, tie; bye
rare spellings aisle; either, neither; height, eye, buy
15. ere 1. in the final position o f root w ords, their deriva­ here, m ere, sphere, sincerely
/із / tives and inflexional forms:
er 1. w hen follow ed by a vowel: hero, cereal, m aterial
ear 1. in the initial position o f root w ords, their deriva­ fear, hear, dear, appear, near­
tives and inflexional forms: ly, fearless
ea 1. in the follow ing words: theatre, idea
eer 1. in final position: cheer, sheer, engineer, volun­
teer
ier 1. in the follow ing w ords: fierce, pierce, cashier, chan­
rare spellings theory; m useum ; weir, w eird; fakir delier
16. are 1. in final position: care, prepare, com pare
/е з/ ar 1. in the follow ing w ords: vary, area, parent, librarian
air 1. in the final position o f root w ords, th eir deriva­ chair, pair, repair
tives and inflexional forms:
ear 1. in the final position o f the follow ing words: bear, pear, sw ear, w ear
aire 1. in the final position o f French borrow ings: m illionaire, questionaire
rare spellings ere, there, w here, their, heir, aerodrom e; m ayor;
scarce
17. ou 1. in initial and m edial position: out, ounce; cloud, about,
/аи/ fountain
ow 1. in the final position o f m onosyllables, their now, cow, cow boy
derivatives, com pounds and inflexional forms:
2. in m edial position w hen follow ed by final -n, -1, dow n, ow l, crow d
-d, -se:
ough 1. in the follow ing w ords: bough, plough
18. 01 1. in m edial position: boil, exploit
/з і/ 2. in the initial position in the words: oil, ointm ent
oy 1. in the final position o f root w ords, in their boy, joy, jo y o u s, annoyed

343
Supplement

derivatives and infllexional forms:


2. in the m edial position o f the follow ing word: oyster
19. 0 1. in initial position: over, ocean
/аи/ 2. in m edial position when it is at the end o f open local, noble, com ponent
stressed, non-final syllables:
3. in m edial position w hen follow ed by a conso­ tone, hope, lonely
nant + silent "e":
4. in m edial position, m ostly in m onosyllables, enroll, old, host, com b, folk
w hen follow ed by -1, -II, -Id, -It, -st and som e other
consonants:
5. in the final position o f m onosyllables o f English go, ago, also
origin:
6. in the final position o f G reek, Latin, French bor­ photo, potato, hero, zero,
row ings: cargo
оа 1. in m edial position: road, coat, approach, soap
2. in the initial position of: oak
3. in the final position o f : cocoa
OW 1. in the final position o f m ono- and tw o-syllables: bow, flow, arrow, yellow
2. in the initial position of: own
3. in the m edial position of: bowl
ое, ough 1. in the final position o f m ostly m onosyllables; toe, though
ou 1. in m edial position before -it, -Id: m ould, shoulder, poultry
2. in the w ord: soul
eau 1. in the final position o f French borrow ings: beau, bureau
rare spellings chauffeur, yeom an, sew, ow e, brooch
20. ure 1. in the final position o f root w ords, th eir deriva­ cure, sure, m ature
/и а/ tives and inflexional forms:
/ju s/ 2. in the initial and m edial positions o f the words: Urals, jury, fury, plural,
bureau, curious
our 1. in the final position o f root w ords, their deriva­ tour, am our, contour, tours
tives and inflexional forms:
rare spellings poor, Europe
21. ire 1. in the final position o f root w ords, their deriva­ fire, w ire, entire, requirem ent
/аіа/ tives and inflexional forms:
2. in the initial and m edial positions o f the words: iris, virus, irony, Irish, pirate,
environm ent
io 1. in m edial position: lion, violet, violin
ia 1. in the root w ords: via, giant, dial, diary
2. in the w ords beginning with the Greek prefix dia-: diam ond, dialect, dialogue
rare spellings quiet, diet, tyre; tyrant; iron; trium ph; choir;
22. our I . in the final position o f the follow ing w ords, hour, sour
/аиа/ their derivatives and inflexional forms:
ow er 1. in the final position o f the follow ing w ords, power, flower, tow er, show er
their derivatives and inflexional forms:
rare spellings tow el, vowel

344
Supplement

CONSONANTS
1. g 1. in final position: fog, leg, drag
/g / 2. in m edial position before: -a, -o, -u, or conso­ gave, gold, gun; great, ugly
nants:
CTO 1. in m edial and final positions: struggle, egg
gu 1. in initial position: guilty, guard, guest, guitar
gue 1. in the final position o f foreign borrow ings: league, vague, m onologue
2. gu 1. in the follow ing words: distinguish, language, lin­
/gw / guistic
3. X 1. in the m edial position before a stressed vowel: exam , exam ple, anxiety
/gz/
4. c 1. in initial and m edial position before -a, -o, -u, or carry, cure, clerk, proclaim
/к/ a consonant letter:
2. in the endings -ic, ac: topic, lilac
k 1. in the follow ing w ords before -a, -o, -u and a skate, kangaroo
consonant letter:
2. in initial and m edial position before -e, -i, y: keen, kind, sky, blanket
3. in final position, w hen preceded by a long steak, cloak, risk
vow el or a consonant:
ck 1. in final and m edial positions after a short vowel: duck, pack, jack et
ch 1. in w ords o f G reek origin: chorus, architect, echo,
m echanic
qu(e) 1. in w ords o f French origin: quay, queue, antique
5. X 1. in final position and before a consonant letter: six, text
/ks/
6. qu 1. in initial and m edial positions before a vowel: quick, question, liquid
/kw /
7. s 1. a) in initial and m edial position before any safe, snack, episode
Is/ vow el or the consonants /к, 1, m, n, p, t, v, w/:
b) in the suffix -ist, the prefixes m is-, dis-, the m isuse, disbelief, thesis,
endings -sis, -osity, -sive, -sy: explosive, curiosity
2. in the w ord endings -ous, -sis, -us: crisis, circus
3. before silent "e": else, loose
ss 1. in m edial position: passage, assim ilate, neces­
sary
2. in final position: address, kindness, em barrass /z/: possess,
c 1. in initial and m edial positions before -e, -y, -i: celebrate, cigar, cyclone scissors,
2. in the final position, w hen follow ed by silent "e": dance, lace, ignorance dessert
sc 1. a) before the letters -e, -i, -y in initial and scene, science, fascinate
m edial positions:
a) in final position before silent "e": convalesce
rare spellings w altz, blitz

8. s 1. a) in m edial position betw een tw o vow els or resist, poison, w isdom , clum ­
/z/ betw een a vow el and a voiced consonant: sy
b) in the suffix -ism: realism
2. a) in final position w hen follow ed by silent "e": cause, cheese, diagnose

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b) in the suffixes -ese, ise: Chinese, Japanese, com pro­


m ise, advertise
3. in the final position of: w as, his, is, as, alw ays
z 1. in m edial position betw een tw o vow els: horizon, lazy, razor, dozen
2. in final position, w hen follow ed by silent "e" gaze, criticize, colonize
and in the suffix -ize:
3. in initial position zebra, zero. Z oo
zz 1. in m edial and final positions: drizzle, buzz quiz
rare spellings possess, scissors, dessert

9. sh 1. in initial, m edial and final positions: shadow , asham ed, fresh,


/;/ friendship
ss 1. in m edial position before the suffixes -ion, -ure: m ission, pressure, aggres­
sion, passion
ci 1. in m edial position before the suffixes -al, -ent, social, ancient, delicious,
-ency, -able, ous: efficiency
t 1. in m edial position before the letter -i. before negotiate, assim ilation,
and in the suffixes -ion, ation, -ition: opposition
ti 1. in m edial position before the suffixes -al, -ent, partial, im patient, am bitious
-ence, -ous:
s 1. in m edial position before the suffix -ion, w hen extension, conversion, excur­
preceded by a consonant or the vow el /з :/ sion
2. in the w ords: sugar, sure, sensual
rare spellings A sia, Russia, fascist, conscience, schedule,
m achine, m oustache, luxury
10. s 1. in m edial position before -ure, -ion: m easure, division, causal
/ 3/ 2. in the word: usual
g 1. in initial and m edial positions before -e, i; and genre, regim e
follow ed by silent "e" in French borrow ings: garage
rare spellings azure
11. O
& 1. in initial and m edial positions before -e, -i, -y: gem , gin /g/: begin,
/d j/ 2. in final position, when follow ed by silent "e": huge, change give, get,
3. in the endings -age, -ege: m anage, college girl, gift,
dg (e) 1. in final position: ju d g e, edge together
2. in som e w ords ending in -er, -et: budget
j 1. only in initial and m edial positions before vow ­ jelly, jo k e, m ajority
els:
12. ch 1. in initial, m edial and final positions: cheese, achieve, launch
/tf/ tch 1. in final and m edial positions after short vowels: m atch, kitchen, w atchm an
t 1. in the m edial position before -ure: nature, gesture, torture m ature
rare spellings century, fortune, question
13. f 1. in initial, m edia! and final positions: false, perfect, b ee f
/{/ f f( e ) 1. in m edial and final position: traffic, suffer, cliff
ph 1. in initial, m edial and final positions in G reek photo, sym phony, paragraph
borrow ings:
gh 1. in the final position o f the words: enough, laugh, cough, tough
2. in the m iddle position o f the words: draught, laughter

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14. th 1. in the initial and final positions o f notional words: think, three, tooth
/Q / 2. in the m edial position o f non-germ anic words: sym pathy, m ethod
15. th 1. betw een tw o vow els: bathe, m other, father
/5 / 2. in the article "the", in pronouns, conjunctions the, they, that, thus, than
and other structural w ords:
16. w 1. w hen follow ed by the letter "h" before vow els w hat, w hich, w hen, why /h/: who,
/w / except "o": whom, whose
17. ng 1. in final position and before the suffixes -er, -ing: nothing, singer, singing
/ 4/
18. ng 1. before consonants: language, angry
/од/ 2. in degrees o f com parison o f adjectives: younger

2. PREFIXES AND SUFFIXES


PREFIX MEANING EXAMPLES
ABS FROM absent, abstract
A D , A P, A T TO advance, approach, attack
AUTO SELF autom atic, autom obile
BI TW O bicycle
B IO LIFE biology
COM . COL W ITH com bine, collect
DE FROM depart, defrost
D IS APART disappoint, disagree
EN PU T INTO OR ON enclose, envelope
EX O U T OF. FO R M ER. FRO M export, exchange
IN . IM . E M INTO, IN inside, im bed^em pow er
IN T E R BETW EEN interact
IN . IM . IR NOT indirect, im perfect, irregular
M IC R O SM ALL m icroscope, m icrophone
M ISS W RO NG m isspell, m istake
OB. OP A G A IN ST obstruct, oppress
PRE BEFO RE precede, prevent, prepaid
PRO M O V E FORW ARD. BEFO R E project, proceed, propose
RE BA CK reappear, recall, refresh
SUB U N D ER subm arine, subnorm al
TELE AT A DISTA NCE telegram , telephone
TRANS A C R O SS O R A BO V E transport, transcontinental
TRI T H R EE tricvcle, triangle
UN BACK, NOT untie, unfold, unhappy, unchanged

SUFFIX MEANING EXAMPLES


A B L E , IB L E CA PA B LE OF, W ORTHY agreeable, com fortable
A L , IA L ON A C C O U N T OF, RELATED TO, ju d icial, official, arrival, refusal
TH E A CTION
ANCE. ENCE A C T O R FACT OF DO IN G , violence, dependence, allow ance,
STATE O F insurance

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ER, OR AGENT, O N E W HO author, baker, w inner


ED PAST ju m p ed , baked
ERY A PLA CE TO, PR A C TIC E OF, C O N ­ cannery, surgery, bravery
D ITION
DOM STATE, C O N D IT IO N OF w isdom , kingdom
ENT HAVING TH E Q U A LITY OF different, dependent, innocent, insis­
tent
EN M A D E OF, TO M A K E w oolen, w ooden, darken
EU R, ER, OR ONE WHO dictator, chauffeur, w orker
ER D E G R EE OF CO M PA RISO N harder, new er, older
EST H IG H E ST D E G R EE O F CO M PA RI­ cleanest, hardest, softest
SON
FUL FULL OF graceful, restful, faithful
HOOD STATE OF BEING boyhood, knighthood, w om anhood
IB L E , IL E , IL CA PABLE O F BEIN G responsible, civil
IE R , IO R ONE WHO carrier, w arrior
IF Y TO M AKE beautify, falsify
IC LIK E, M A D E OF m etallic, toxic, poetic
IN G A CTION OF running, w ishing
IO N A C T OR STATE O F confusion, correction, protection
ISM FACT O F BEING com m unism , socialism
ISH LIK E childish, foolish
1ST A PER SO N W H O DOES artist, geologist
IT Y , T Y STATE OF m ajesty, hum anity
IV E HAVING N ATURE OF attractive, active
L E SS W ITH O U T m otionless, careless, childless
LET SM ALL starlet, eaglet
LY LIK E, IN A M A N N ER , H A PPEN IN G heavenly, rem arkably, suddenly,
EVERY absolutely, m onthly
M ENT STATE O F QUALITY, A C T OF accom plishm ent, excitem ent, place­
DOING m ent, m ovem ent
M ETER D EV ICE FOR M EA SU RIN G therm om eter
NESS STATE OF blindness, kindness
OLOGY STU D Y OF geology, zoology
O U S . IO U S FULL OF iovous, m arvelous, furious
S H IP Q U A L IT Y O R STATE OF, RA N K friendship, leadership, lordship
01-
SCO PE IN ST R U M E N T FOR SEEING telescope, m icroscope
SOM E LIKE tiresom e, lonesom e
T IO N . S IO N A C TIO N . STATE OF BEING condition, attention
TY O U A LITY O R STATE OF libertv, m aiestv
W ARD TOW ARD southw ard, forward
Y LIKE, FULL OF, A CTIO N OF, noisy, inquiry, Billy
D IM IN U TIV E

348
3. DEPENDENT PREPOSITIONS

P R E P O S I T I O N E X A M P L E

To agree with sb / sb’s opinion - The book is interesting, isn’t it? - Yes, it is. I agree
with you.
To approve o f sb / sth Don’t you approve of his behaviour?
To arrive at We arrived at the station in time.
To arrive in They arrived in London at 6 p. m.
To ask for Ask her for a cup of tea. I’m thirsty.
To be afraid o f sb / sth I’m afraid of darkness.
To be angry with sb / sth Why are you angry with me?
To be fam iliar with We are all familiar with these methods.
To be fond o f sb / sth She is fond of flowers.
To be in love with sb He is in love with this beautiful girl.
To be in - Is John in? - No, he isn't. He’ll come back in an
hour.
To be interested in sth She is interested in music.
To be involved in sth They are all involved in this business.
To be keen on sb / sth He is keen on literature.
To be late for Why are you late for the lesson?
To be off It’s late. I must be off.
To be p o p u la r with sb This type of music is popular with young people.
To be rich in sth The country is rich in natural resources.
To be p ro u d o f sb / sth They are proud of their house.
To be satisfied with sth The teacher is satisfied with the pupil’s answer.
To be su re of sth Are you sure of it?
To be s u rp ris e d at They were surprised at their arrival.
To be sorry for I’m very sorry for them.
To be w o rth y of sth He is worthy of praise.
To b o rro w from We borrowed some money from them.
To b uy from They bought some milk from the farmer.
To call on sb I’ll call on you tomorrow if it suits you.
To call a t some place We called at your place yesterday.
To call for sb I’ll call for you in the morning and we’ll go to the
University together.
To care for sb / sth I don’t care for this sort of coffee.
To consist o f sth This book consists of three chapters.
To com m ent on sth Will you comment on the meaning of this word?
To co n g ratu late on sth He congratulated her on her success.
To convince sb o f sth They convinced him of their innocence.
To cope with sb / sth They managed to cope with the task.
To deal with sb / sth What does this article deal with?
To depend on sb Jack depends on his parents.
To differ from This dress differs from that one.
To divide (m ultiply) by Divide this number by five.
To get off They got off at the next stop.

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To get rid o f sth We work hard to get rid of our pronunciation mis­
takes.
To happen to sb What’s happened to him?
To have an excuse for sb / sth He has no excuse for such rudeness.
To have an idea about / o f sth We have a good idea of the town.
To hope for sth Let’s hope for a change in the weather.
To insist on sth We insist on your presence.
To knock at Somebody knocked at the door.
To know / learn sth by heart The teacher asked the students to learn the poem by
heart.
To laugh at The boys at school laughed at him.
To leave for On Saturday we leave Kyiv for Moscow.
To listen to sb / sth Listen to the text attentively and get ready to answer
some questions.
To look at Look at the picture.
To look for Whom are you looking for?
To m ake from Cheese is made from milk.
To m ean by What do you mean by that?
To pay atten tio n to sth Don’t pay attention to his words.
To prefer to sth I prefer milk to coffee.
To prepare for Have you prepared for your lessons?
To prevent from The rain prevented us from going there.
To rely on sth You may rely on that.
To rem ind o f (about) sth We reminded her of her promise.
To rem ind o f sb / sth She reminds me of my mother.
To share with sb Share the book with your friend.
To spend (m oney, etc.) on sb / sth He spends much money on books and magazines.
To s ta rt for We started for the station at dawn.
To tak e care o f sth You should take care of your health.
To tak e p a rt in Are you going to take part in the meeting?
To talk to sb You’d better talk to him now.
To tran slate from Translate the text from English into German.
To w ait for sb Whom are you waiting for?
To work at What book are you working at now?
D ay afte r day (week afte r week, etc.) I hate sitting at a desk day after day.
T he day afte r tom orrow They are leaving for London the day after tomorrow.
A t the age of The boy went to school at the age of six.
A t the beginning At the beginning of the lesson the pupils checked
their homework.
At dinner (supper, tea) They discussed the events of the day at dinner.
At sb ’s disposal My car is at your disposal.
At the end At the end of the party she looked tired.
At first She felt tired at first, but then she got used to the long
working hours.
A t the head of Mr Brown is at the head of the English faculty.
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Supplement

A t hom e Let’s stay at home on Sunday.


A t night It was cold at night.
A t once Ben noticed the men at once.
At first sight Peter fell in love with Jane at first sight.
At a speed of The car was travelling at a speed of 50 mph.
A t this (th a t, the sam e) tim e At that time somebody knocked at the door.
A t last He got a job at last.
A t least It’ll take you at least 40 minutes to get there.
A t a loss He was at a loss for words.
A t a low (high) price You can get these clothes at very low prices.
A t w ork John is at work.
T he day before yesterday I saw him the day before yesterday.
Beyond doubt Beyond doubt he is a talented person.
By accident I met her by accident.
By chance Helen bumped into her friend by chance in Oxford
Street.
By day (night) It was a tour of London by night.
Bv h eart You’d better learn this poem by heart.
By the light of She was reading by the light of a candle.
By m eans of The blocks are raised by means of pulleys.
By all m eans - May I open the window? - By all means.
By no m eans It is by no means certain that they will come in the evening.
By m istake He took my umbrella by mistake.
By train (tra m , bus, ship) I go to the University by bus.
Bv the way By the way. I'd like to have a talk with him about it.
F o r instance / for exam ple We grow all kinds of flowers in our garden, for instance,
roses, tulips and so on.
F o r this purpose He decided to go abroad for this purpose.
F or years I haven’t seen you for years.
F o r the first (last) tim e He looked at the city for the last time.
F rom beginning to end The whole film was boring from beginning to end.
F rom m orning till night He works in his office from morning till night.
From tim e to tim e We see each other from time to time.
From my point o f view From my point of view, this book is worth reading.
In the affirm ative (the negative) She answered in the affirmative.
In conclusion In conclusion I’d like to say that the story was very
interesting and instructive.
In the country They live in the country.
In the direction of He went in the direction of the theatre.
In the east (west, south, north) The city is situated in the east of the country.
In full swing The tourist season was in full swing.
In general In general, ten people were offered positions.
In the long run In the long run, she accepted their proposition.
In a loud (calm ) voice She was speaking in a quiet voice.
In the m orning (afternoon, evening) It was cool in the morning.

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In the open air We like to spend our time in the open air.
In pencil (ink) The letter is written in pencil.
In R ussian (U k rain ian , English, etc.) The letter was in English.
In retu rn You must help me in return.
In the sky There were heavy clouds in the sky.
In (the) spring, sum m er, autum n, w inter We'll go to the seaside in summer.
In the street There were crowds of people in the street.
In the sun They swam in the sea and lay in the sun.
In tim e We arrived at the station in time.
In vain All was in vain. We couldn’t help him.
T o the south (north, east, west) o f There is a large square to the south of the park.
O n business He went on business yesterday.
O n condition th at I’ll lend you the money on condition that you pay it
back next week.
On the co n trary - He liked the exhibition. - On the contrary, he hated it.
On credit They sell goods on credit.
On foot I go to the University on foot.
On the one (other) hand On the one hand I’d like to go to the seaside, on the
other hand I realize that it’s very expensive.
O n purpose He did it on purpose.
O n the rig h t (left) hand side Write the date on the right hand side.
O n sale His new book will soon be on sale.
O n the way On the way home I call at some shops.
O n the whole On the whole they liked the performance.
L a te r on They will come later on.
All the year round He stays in town all the year round.
T o and fro They were walking to and fro on the promenade.
T o the end o f tim e I will love you to the end of time.
U nder the circum stances You can’t expect better result under the circumstances.

4. LEXICAL INTENSIFIERS

Achievement Breath-taking, crowning, great, immortal, magnificent, major, rare, remarkable,


significant, unique
Activity Ceaseless, energetic, feverish, intense, restless, tireless, volcanic
Admiration Blind, eager, enormous, great, intense, passionate, profound, unlimited, whole-hearted
Affection Constant, deep, doglike, extreme, great, intense, overwhelming, passionate, strong
Amusement Abundant, exciting, good-humoured, magnificent, unspeakable
Appetite Boundless, eager, enormous, gigantic, good, gross, healthy, hearty, huge, insatiable,
monstrous, voracious
Applause Boisterous, deafening, enthusiastic, furious, general, generous, hearty, prolonged,
roaring, stormy, thunderous

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Attraction Divine, enormous, great, irresistible, magic, magnetic, powerful, strong, unusual
Bachelor Arrant, confirmed, inveterate, perennial
Beauty Angelic, breathless, dazzling, divine, exquisite, fabulous, great, ideal, incomparable,
radiant, rare, striking
Blizzard Arctic, biting, blinding, howling, merciless, roaring
Care Anxious, chief, constant, extraordinary, extreme, great, infinite, intensive, never-ceasing
Career Amazing, astonishing, breath-taking, brilliant, distinguished, extraordinary,
marvellous, quick
Character Firm, stern, strong
Charm Extraordinary, immense, irresistible, magic, magnetic, rare, striking, unique, unusual
Chill Biting, bitter, bone-penetrating, dreadful, horrid, icy, penetrating, severe, sharp
Choice Endless, great, wide
Cloud Big, black, dark, dense, disastrous, heavv, thick, tremendous
Cold Arctic, bad, biting, bitter, cruel, deathlike, extreme, freezing, heavy, icy, immense,
severe
Congratulation Heartfelt, hearty, kind, warm
Conversation Animated, earnest, energetic, frank, serious
Crop Abundant, heavy, huge, immense, lavish, rich
Crowd Dense, enormous, large, unnumbered
Dark Absolute, abysmal, impenetrable, shuddering
Darkness Absolute, abysmal, bewildering, black, blank, blind, deep, dense, heavy, horrible,
intense, total, utter
Difference Amazing, basic, big, colossal, considerable, crucial, decided, enormous, essential,
great, significant
Difficulty Alarming, amazing, big, considerable, enormous, formidable, great, immense,
major, principal
Discussion Animated, earnest, enthusiastic, heated, intensive, keen, lively, nation-wide,
passionate, stormy, wide
Effort Big, great, heroic, immense, intensive, powerful, serious, strong, supreme, utmost
Error Bad, capital, conspicuous, fundamental, great, gross, incorrigible, profound,
serious, vital
Event Extraordinary, historic, important, memorable, outstanding, remarkable, significant
Examination Rigorous, severe, stiff, strict, thorough
Fact Absolute, firm, fixed, formidable, fundamental, indisputable, iron, stubborn,
undoubted
Fog Blanketing, blinding, dense, heavy, impenetrable, pea-soup, thick, wall-like
Forehead Ample, brainy, expanded, lofty, massive, wide
Forest Aboriginal, ancient, black, boundless, dense, great, immense, impenetrable, infinite,
thick, virgin
Friend Best, bosom, close, constant, dear, devoted, great, intimate, lifelong, long-known,
old, special, tried
Friendship Bosom, cordial, deep, enduring, everlasting, great, inseparable, intimate, lasting, lifelong
Frost Bitter, ceaseless, cracking, dazzling, fierce, hard, heavy, piercing, severe, sharp, terrible
Gift Amazing, astonishing, exceptional, great, matchless, rare, remarkable, unique,
wonderful
Hail Dreadful, incessant, lashing

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Heat Deadly, extreme, ferocious, great, intense, intolerable, oppressive, savage, suffocating,
torturous, tropical, unspeakable
Holiday Great, national, universal
Hunger Coarse, gluttonous, insatiable, keen, sharp
Knowledge Accurate, all-embracing, boundless, competent, complete, considerable, detailed,
extensive, full, immense, phenomenal, thorough, vast
Mind Brilliant, creative, infinite, keen, mighty, powerful, profound, resourceful, sharp
Mist Blinding, dark, heavy, impenetrable
Mistake Bad, big, capital, cardinal, desperate, dreadful, fatal, frightful, great, gross, horrible,
major, serious
Night Black, deep, impenetrable, pitch-dark, profound
Rain Abundant, constant, continual, dense, dreary, excessive, fast, fiery, generous, gusty,
heavy, long, persistent, pouring, torrential, tropical, violent
Sea Boundless, limitless, mighty, shoreless
Shadow Dark, deep, dense, great
Shower Blinding, fiery, heavy, pelting, thick
Sleep Dead, deep, heavy, long, profound, sound
Smell Heavy, overpowering, penetrating, sharp, strong
Smile Beaming, bright, broad, enormous, radiant
Snow-storm Blinding, harsh, violent
Storm Blinding, desperate, devastating, fearful, furious, great, harsh, heavy, severe,
tremendous, violent, wild
Success Absolute, amazing, astonishing, big, brilliant, complete, considerable, extraordinary,
fantastic, great, marvellous, significant, spectacular
Support Active, all-round, enthusiastic, firm, general, great, hearty, massive, national, public,
strong, total, wide
Talent Big, brilliant, distinguished, eminent, extraordinary, great, marked, rare, undoubted
Talk Endless, everlasting, frank, heart-to-heart, hearty, heated, important, passionate
Task Considerable, difficult, enormous, formidable, hard, heavy, historic, immense, main,
urgent
Thirst Ardent, burning, eternal, fierce, frantic, hot, insatiable, intolerable, sharp, urgent
Thought Boundless, clever, grand, original, profound, wise
Thunder Angry, frightful, heavy, terrible
Trade Fearful, frightful, heavy, terrible
Traffic Ceaseless, dense, great, heavy roaring, rushing, terrible
Truth Absolute, clear, crystal, fundamental, great, perfect, profound, universal
Variety Amazing, bewildering, boundless, considerable, endless, extraordinary, great, immense,
infinite, remarkable, wide
Voice Deep, loud, strong, sweet
Wave Big, enormous, fierce, foaming, furious, great, tremendous
Wind Biting, ferocious, fierce, furious, great, howling, intense, mad, piercing, powerful,
roaring, sharp, stormy, strong, wild
Winter Arctic, bitter, dreadful, dreary, severe, terrible
Wish Ardent, dear, eager, earnest, lifelong, urgent, utmost
Wood Ancient, boundless, deaf, dense, pathless, primitive, thick, vast, virgin, wild
Work Great, hard, important, intensive, significant, urgent

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5. SOM E DIFFERENCE IN A MANNER OF SPEAKING


Do Americans and Englishmen really speak the same language? It isn’t only a question of
accents. Spelling and vocabulary are different on either side o f the Atlantic, too.
Variety is the spice o f life and it's, impossible to say that British or American English is wrong
or right.
The differences in spelling are well known - for instance, words like “colour”, “honour” and
“neighbour” are spelt without the “u” in the United States. While the British have kept the original
spellings of many foreign words now used in the English language, Americans have made a point
o f simplifying spelling, for example, “catalogue” becomes “catalog”.
There are a lot o f differences in vocabulary. Some o f them could lead to amusing situations.
American buildings have no ground floor. This does not mean you have to jump up ten feet to get
into them, simply that what the British call the “ground floor” is what Americans call the “first floor”
and so on.
If an American says he is wearing his new “pants” and “vest” to a party - do not be alarmed.
He is not going in his underwear, but “pants” and “vest” are the American words for “trousers” and
“waistcoat”.
When an Englishman goes on his “holidays”, an American will go “on vacation”. And where­
as an Englishman will be “ill in hospital”, an American will be “sick in the hospital”.

Pronunciation
R e c e i v e d P r o n u n c i a t i o n ( R P ) G e n e r a l A m e r i c a n ( G A )

W h ic h /w it Г/ W h ic h /w it f/ / h w i t f /
M is p o s t-a lv e o la r /т/ is re tro fle x
B u tte r /’bM a / B u tte r N is in te rm e d ia te b e tw e e n Itl a n d /d /
T w e n ty /’tw e n tl/, p le n ty /'p le n tl/ T w e n ty /'tw e n i/, p le n ty /'p le n i/
T h a t o n e /S aet w a ii/ T h a t o n e /д а є ? wAn/
O ffic e /'D fis / O ffic e /'? f is /
S u p e r m a r k e t /'s j i c p s m c u k i t / , s t u d e n t S u p e rm a rk e t /'s m p s m c u k it/, stu d e n t
/'s tju :d o n t/ / 's t u i d s n t /
V ersio n /lv 3 :j3 n /, A sia / 'е і | з / V ersio n , A sia / f / is v o c a liz e d
G et, b et I d G e t, b ed I d re s e m b le s /а е/ / q e 3t /
A sk, p a st, d a n c e / a : s k / A sk , p a st, d a n c e /a e s k /
B ird , fir /b 3 :d / B ird , fir / з :V
H o p , n o t, o n / d / H o p , n o t, 011 / а /
L aw , q u a lity /о :/ L aw , q u a lity h i
T h e p ro n u n c ia tio n o f w o rd s in G A is c lo se to th e
re a d in g ru le s a n d is th e re fo re d iffe re n t fro m th a t o f R P

Read th e fo llo w in g jo k e s a n d c o m m e n t o n th e lin g u is tic p h e n o m e n o n w ith w h ic h th e y a re a s so c ia te d .

A. A v is ito r fro m E n g la n d sta rtle d a t d e a d o f n ig h t b y a te rrify in g h o o t a s k e d h is A m e ric a n h o st: “ W h a t


ca w n th a t te rr if y in g s o u n d m e a n ? ”

355
r

Supplement __________ ______________________________________________________________

“ I t’s an o w l,” th e h o s t e x p la in e d .
“ I k n o w , b u t w h o ’s “ o w lin g ? ”
B. A m erican traveller ( to hall-porter o f an Irish country h o tel) - “ H o w m a n y m a ils a d a y a r e th e r e
in th is h o te l? ”
H all-porter - “ T h r e e , s ir; b r e a k f a s t , d i n n e r , a n d t a y . ”

6. SOM E DIFFERENCE IN VOCABULARY


B R I T I S H E N G L I S H A M E R I C A N E N G L I S H

A ll r ig h t OK
A n o ra k W in d b re a k e r
A u b e rg in e E g g p la n t
A u tu m n F all
B a n k n o te B ill
B e e tro o t B eet
B ill C heck
B in W a ste b a sk e t
B is c u it C o o k ie
B lo c k o f fla ts A p a rtm e n t b u ild in g
B ra c e s S u s p e n d e rs
B ro o c h P in
C ar A u to m o b ile
C a rria g e C ar
C a rr ie r b ag T o te b a g
C e n tre C e n te r
C in e m a M o v ie s
C h e m is t’s D ru g s to re
C oach B us
C o lo u r C o lo r
Cot C rib
C o u r t sh o e T e n n is sh o e
C u p b o a rd C lo s e t
C u rta in s D ra p e s
C u tle ry S ilv e rw a re
D re s s in g ta b le V an ity ta b le
D u s tb in G a r b a g e c a n (tra s h ca n )
F ence P ic k e t fe n c e
F la t A p a rtm e n t
F ry in g pan S k ille t
F u ll sto p P e rio d
G r o c e r ’s P ro v is io n sto re
G y m sh o es S n e a k e rs
H all o f r e s id e n c e D o rm ito ry
H andbag P u rse

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H o u s e w ife H om em aker
H o lid a y V ac atio n
111 S ic k
Jug P itc h e r
K n ic k e rs P a n tie s
L a u n d ry b a s k e t H am per
L a v a to ry T o ile t
L ift E le v a to r
L e ft lu g g a g e o ffic e B a g g a g e ro o m
L o rry T ru c k
M a rro w S q u a sh
M o to rb ik e M o to rc y c le
M o to rw a y F re e w a y
M um M om
N o tic e b o a rd B u lle tin b o ard
P avem ent S id e w a lk
P en frie n d P e n pal
P e tro l G a s o lin e
P illa r b o x M a ilb o x
P la it P ig ta il / b ra id
P o st M a il
P o s tb o x M a il b o x
P ra m B abv buggv
P ro g ra m m e P ro g ra m
P u rse W a lle t
P u s h c h a ir S tro lle r
P u b lic to ile t R e st ro o m
Q ueue L in e
R ubber E ra s e r
S c a le s S c a le
S c h o o l re p o rt R e p o rt c a rd
S e m i-d e ta c h e d D u p le x
Shop S to re
S h o p a s s is ta n t S a le s c le rk
Shopkeeper S to re k e e p e r
S p e c ta c le s R e a d in g g la s s e s
S p rin g o n io n s G re e n o n io n s
S ta n d a rd la m p F lo o r lam p
S w eet C andy
T ap F aucet
T e rra c e d h o u s e s R ow houses
T ea to w e l D is h c lo th
T h e a tre T h e a te r
T ic k C heck
T in C an

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T ig h ts P a n ty -h o s e
T ra m S tre e t-c a r
T ra in e r T e n n is sh o e
T ro u s e rs P a n ts
T o w e llin g T e rry c lo th
T V a e ria l T V a n te n n a
U n d e rg ro u n d Subw ay
U n d e rp a n ts P a n ts
V est U n d e rs h irt
W a s h in g - u p liq u id D is h w a s h in g liq u id

R e a d th e f o llo w in g te x t. C o m m e n t o n s o m e in s ta n c e s o f A m e r ic a n E n g lis h . N o t i c e s o m e h u m o r ­
o u s h in ts in t h e te x t.

In A m erica , j u s t a s in E n g la n d , y o u se e t h e s a m e s h o p s w ith th e s a m e b o a r d s a n d w in d o w s in
e v e ry to w n a n d v illa g e .
S h o p p in g , h o w ev e r, is an a rt o f its o w n an d y o u h a v e to learn s lo w ly w h e re to b u y v a rio u s th in g s. I f y o u
a re hungry, y o u g o to th e c h e m is t’s. A c h e m is t’s sh o p is c a lle d a d ru g -s to re in th e U n ite s S tate s; it is a n atio n al
in stitu tio n a t th at. In th e la rg e r d ru g -sto re s y o u m a y b e a b le to g e t d ru g s, to o , b u t th e ir m a in b u sin e ss c o n sists in
se llin g sta tio n e ry , can d y , to y s, b ra c e s, b elts, fo u n tain p en s, fu rn itu re an d im itatio n je w e lle ry . E v ery d ru g -sto re
has a food c o u n te r w ith h ig h sto o ls in fro n t o f it an d th e re th e y se rv e v a rio u s ju ic e s , co ffee , su n d a e s, ice-crea m ,
sa n d w ic h e s, o m e le ts a n d o th e r e g g d ish e s.
I f y o u w a n t c ig a re tte s , g o to th e g ro c e r; i f y o u w a n t to h a v e y o u r sh o e s c le a n e d , g o to th e b a rb e r; i f y o u
w a n t a ra d io , g o to a m a n ’s s h o p ; i f y o u w a n t a s u itc a se , g o to th e c h e m is t’s.
W h a te v e r y o u bu y , it m a y b e e x c h a n g e d la te r fo r s o m e th in g in th e s a m e s h o p . T h is is a g re a t p a s tim e
w ith th e A m e ric a n s . A g re a t m a n y p e o p le d o n o t re a lly b u y th in g s - th e y o n ly a c q u ire s o m e ra w m a te ria l fo r
la te r e x c h a n g e s.
Y ou d o n o t n e e d to tim e y o u r sh o p p in g v e ry c a re fu lly b e c a u s e y o u w ill fin d s o m e sh o p s sta y o p e n in
N e w Y ork all n ig h t. T h e b ig d e p a rtm e n t sto re s k e e p o p e n till 9 p. m . o n c e a w e e k . S h o u ld y o u w a n t a m e al
a t a n y tim e o f th e d a y o r n ig h t, th a t is q u ite easy.
Y ou m u s t b e e x tre m e ly c a re fu l c o n c e r n in g th e n a m e s o f c e rta in a rtic le s. I f y o u a s k fo r s u s p e n d e rs in a
m a n ’s sh o p , y o u re c e iv e a p a ir o f b ra c e s , i f y o u a s k f o r a p a ir o f p a n ts , y o u r e c e iv e a p a ir o f tro u s e rs an d
s h o u ld y o u a s k fo r a p a ir o f b ra c e s , y o u re c e iv e a q u e e r lo o k .
I s h o u ld lik e to m e n tio n th a t a lth o u g h a lift is c a lle d an e le v a to r in th e U n ite d S ta te s, w h e n h itc h -h ik ­
ing, y o u d o n o t a s k f o r a n e le v a to r, y o u a s k fo r a lift.
T h e re is s o m e c o n fu s io n a b o u t th e w o rd fla t. A f la t in A m e r ic a is c a lle d a n a p a r t m e n t ; w h a t th e y
ca ll a f la t is a p u n c t u r e in y o u r ty r e ( o r a s th e y sp e ll it, tir e ). C o n s e q u e n t ly t h e n o tic e : F L A T S F I X E D
d o e s n o t in d ic a t e a n e s t a t e a g e n t w h e r e th e y a r e g o in g t o fix y o u u p w ith a f la t , b u t a g a r a g e w h e r e th e y
a re e q u ip p e d to m e n d a p u n c tu re .
( F rom How to Shop b y George Mikes)

R em em ber th e f o llo w in g id io m s . U s e th e m in s o m e c o n v e r s a ti o n a l c o n te x t.

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7. AMERICAN IDIOMS
I D I O M M E A N I N G

Y o u n g p e o p le d o n 't ta k e c a re o f th e ir p a re n ts in this N ow adays.


day and age.
M a ry is the apple o f her father's eye. S o m e o n e 's fa v o u rite p e rs o n .
Beauty is only skin deep. A p ro v e rb m e a n in g th a t lo o k s are o n ly su p e rfic ial.
W h a t's w ro n g w ith y o u ? D id y o u get up on the wrong T o g e t u p in th e m o rn in g in a b ad m o o d .
side o f the bed to d a y ?
Ja c k goes to bed with the chickens. T o g o to b ed a t s u n d o w n / v e ry e a rly (w h e n th e
c h ic k e n s d o ).
I d o n 't h a v e tim e to ta lk to y o u . I'm a s b u s y as a bee V ery busy.
/ beaver.
The early bird gets the worm. A p ro v e rb m e a n in g th a t th e e a rly p e rs o n w ill g e t th e
re w a rd .
H is g ra n d p a re n ts brought him up. T o ra ise a c h ild .
It's n o t e a s y to te a c h p e o p le . B u t it's m y bread and A p e rs o n 's liv e lih o o d o r in c o m e .
butter.
S h e bought a pig in a poke w h e n sh e o rd e re d a v a s e T o p u rc h a s e s o m e th in g w ith o u t h a v in g se e n o r
b y m a il. e x a m in e d it.
W e c o u ld buy the house for a song b e c a u s e it w a s fa r T o b u y s o m e th in g ch e a p ly .
fro m th e to w n .
H e le n c a lls a t th is sto re e v e ry d ay , as regular as D e p e n d a b ly re g u la r.
clockwork.
W e lik e to eat a meal out every now and then / dine T o e a t a m e a l at a re sta u ra n t.
out.
T ra n s la tin g th is te x t is as easy as apple pie. V ery easy .
Jo h n is the black sheep o f the family. H e h a n g s o u t T h e w o rs t m e m b e r o f th e fam ily .
w ith a bad cro w d .
S h e o n ly to ld h e r m o th e r a b o u t it b e c a u s e sh e w a n te d R e s tric te d to o n e 's o w n fam ily , a s w ith p riv a te in fo r­
it to re m a in in the family. m a tio n .
Y ou c a n n o t tr u s t a fair-weather friend. S o m e o n e w h o is y o u r frie n d o n ly w h e n th in g s are
g o in g w ell fo r y o u .
W e h ad a d u ll d a y - nothing to write home about. N o th in g e x c itin g o r in te re stin g .
R ead a book to while away the time. T o sp e n d o r w a s te tim e .

Text
U. S. LIFE
T o d a y ’s ty p ic a l A m e ric a n fa m ily is n o t th e tra d itio n a l o n e w ith D a d d y a t w o rk , M o m m y in th e k itc h e n ,
an d se v e ra l c h ild re n p la y in g in th e b a c k y a rd . B e c a u s e o f th e h ig h d iv o rc e rate a n d th e la rg e n u m b e r o f c h il­
d re n b o rn o u t-o f-w e d lo c k , a b o u t 2 4 % o f A m e ric a n c h ild re n liv e w ith o n ly o n e p a re n t, u su a lly th e ir m o th e r.
T h e c o n te m p o ra ry A m e ric a n c h ild d o e s n ’t h a v e a lo t o f c o m p a n io n s h ip fro m b ro th e rs an d sis te rs
b e c a u s e th e a v e ra g e fa m ily h as o n ly o n e o r tw o c h ild re n . W ith so m a n y w o m e n w o rk in g fu ll-tim e , fiv e o r six

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m illio n p re te e n s c o m e lio m e fro m sc h o o l to an e m p ty h o u s e , w h ile o th e rs g o to a fte r-s c h o o l c e n te rs to av o id


b e in g a lo n e .
M o s t A m e ric a n c h ild re n liv e w ith th e ir p a re n ts a t le a st u n til th e y fin ish h ig h sc h o o l at a g e 17 o r 18.
T h e n , m a n y g o a w a y to c o lle g e , le a v in g s o m e p a re n ts sa d an d lo n e ly in th e ir e m p ty n e s t a n d o th e rs e n jo y in g
th e ir re le a se fro m p a re n ta l re s p o n s ib ilitie s .
A lth o u g h a d u lt c h ild re n s o m e tim e s c o m e h o m e to M o m a n d D a d , m id d le -a g e d a n d e ld e rly p e o p le se l­
d o m m o v e in w ith th e ir g ro w n c h ild re n . O ld e r p e o p le ta k e p rid e in th e ir in d e p e n d e n c e , e n jo y th e ir fre e d o m ,
an d d o n o t w a n t to b e a b u rd e n to th e ir c h ild re n . T h e te le p h o n e , th e car, a n d th e a irp la n e k e e p th e m in c lo se
c o n ta c t e v e n w h e n th e y liv e in d iffe re n t p a rts o f th e c o u n try .
S e n io r c itiz e n s a re o fte n th o u g h t o f as tw o d iffe re n t g r o u p s - th e “ y o u n g o ld ” (a g e s 65 to 7 5 ) an d th e
“ o ld o ld ” ( o v e r 75). T h e y o u n g e r s e n io r c itiz e n s a re o fte n q u ite a c tiv e -w o rk in g p a rt-tim e , tra v e llin g , e n jo y ­
ing le isu re a c tiv itie s w ith frie n d s , an d tr a v e llin g a c ro ss th e c o u n try to v is it th e ir c h ild re n a n d g ra n d c h ild re n .
F o r e ld e rly p e o p le w h o a re ill o r h a n d ic a p p e d , a n u rs in g h o m e m a y b e th e o n ly a lte rn a tiv e b e c a u s e th e ir
c h ild re n a re w o rk in g , an d th e re is n o o n e h o m e d u rin g th e d a y to c a re fo r th e m . F a m ily m e m b e rs u su a lly
se le c t a n u rs in g h o m e th a t is n e a rb y so th a t th e y ca n v isit o fte n .

***

T h e m a jo rity o f A m e ric a n s liv e in o r n e a r la rg e c itie s, b u t s m a ll-to w n liv in g is still w id e s p re a d .


A b o u t tw o -th ird s o f A m e ric a n s liv e in h o m e s o r a p a rtm e n ts th a t th e y o w n , b u t m a n y p e o p le re n t th e ir
liv in g q u a rte rs . A p a rtm e n t b u ild in g s r a n g e fro m w a lk -u p s c o n ta in in g fro m tw o to six a p a rtm e n ts to h ig h -rise
e le v a to r b u ild in g s th a t m a y h a v e m o re th a n 100 u n its. S o m e h ig h -ris e a p a rtm e n ts a re v e ry e x p e n s iv e an d e le ­
g a n t. b u t m a n y a re b u ilt fo r m o d e ra te o r e v e n lo w -in c o m e fa m ilie s . M a n y a p a r tm e n t b u ild in g s a re c o n d o ­
m in iu m s ( c o n d o s ) , o r c o o p e r a tiv e a p a r tm e n ts ( c o - o p s ) , w h ic h m e a n s th a t e a c h f a m ily o w n s th e u n it it
liv e s in.
M a n y A m e ric a n s liv e in m o b ile h o m e s, liv in g q u a rte rs b u ilt on w h e e ls . T h e y ca n b e m o v e d , b u t are
g e n e ra lly b ro u g h t to a site th a t b e c o m e s m o re o r le ss p e rm a n e n t.
F o r th e ty p ic a l A m e ric a n fa m ily , h o m e m a y b e a t a d iffe re n t p la c e e v e ry fiv e o r s ix y e a rs. M o st m o v e s
re la te to n e w jo b o p p o rtu n itie s , b u t s o m e tim e s th e A m e ric a n p io n e e rin g s p ir it an d d e s ire fo r a d v e n tu re in sp ire
th e m o v e .

* sfc *

B e c a u s e th e re a re so m a n y th in g s th a t A m e ric a n fa m ilie s w a n t, it h a s b e c o m e c u s to m a ry fo r A m e ric a n


w o m e n to w o rk o u ts id e th e h o m e . M a n y w o m e n p u rs u e c a re e rs b e c a u s e th e y fin d th e w o rk in g w o rld m o re
in te re stin g th a n f u ll-tim e h o m e m a k in g .
W h e n b o th th e m o th e r a n d f a th e r w o rk o u ts id e th e h o m e , th e liv e s o f all th e fa m ily m e m b e rs c h a n g e
q u ite a bit. D ad m u st h e lp o u t m o re a t h o m e . T h e o ld e r c h ild re n m u st b e m o re in d e p e n d e n t an d m a y b e a sk e d
to ta k e c a re o f th e y o u n g e r c h ild re n an d h e lp w ith th e h o u s e w o rk . T h e y o u n g e r c h ild re n sp e n d less tim e w ith
M o m m y an d m o re tim e in a d a y c e n te r, w ith a b ab y sitte r, o r w ith a g ra n d p a re n t. S o m e w o m e n h ire h o u se h o ld
h e lp in o rd e r to m a n a g e a t h o m e . O th e rs s im p ly d o le ss w o rk a ro u n d th e h o u s e . A fe w n ig h ts a w ee k , d in n e r
c o m e s fro m th e c a r ry - o u t r e s ta u ra n t in ste a d o f th e o v en . D u st lies p a tie n tly o n th e fu rn itu re u n til th e w e e k ­
en d . A lth o u g h w o rk in g m o th e rs h a v e a lo t o f re s p o n s ib ilitie s an d v e ry little fre e tim e , m o s t o f th e m a re h a p p y
w ith th e ir d o u b le lives.
N o t all w o rk in g w iv e s are o n th e jo b j u s t fo r th e m o n e y . S o m e w o m e n w a n t to w o rk e v e n if th e f a m i­
ly d o e s n ’t n ee d e x tra in c o m e . M a n y w o m e n fin d h o m e m a k in g ta s k s b o rin g a n d w a n t th e stim u la tio n o f th e
w o rk in g w o rld . T h is is e s p e c ia lly tru e o f c o lle g e -e d u c a te d w o m e n .

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***

T h re e s q u a re m e a ls a d a y - th a t’s w h a t A m e r ic a n s a re s u p p o s e d to e a t. B u t, in re a lity , m o s t a d d
b e tw e e n -m e a l s n a c k s an d h a v e a b ite fiv e o r s ix tim e s a d ay . A m e ric a n s b e lie v e th a t w h a t th e y e a t is m o re
im p o rta n t th a n h o w o fte n . H o w e v e r, th e q u a lity an d th e q u a n tity o f A m e ric a n c o n s u m p tio n a re b o th m a tte rs
o f c o n c e rn .
M a n y a d u lts th a t d o e a t b re a k fa s t h a v e o n ly a s m a ll m e a l, p e rh a p s ju s t o ra n g e ju ic e o r to a s t a lo n g w ith
th e tra d itio n a l w a k e -u p b e v e ra g e , c o ffe e . B u t o th e rs e a t a real m e a l in th e m o rn in g . A c o m p le te A m e ric a n
b re a k fa s t b e g in s w ith fru it o r fru it ju ic e . T h e m a in c o u rs e is g e n e ra lly h o t o r c o ld c e re a l o r e g g s . T h e e g g s
a re u su a lly se rv e d w ith to a s t a n d p e rh a p s a ls o b a c o n , h a m , o r s a u sa g e s. O th e r p o p u la r b re a k fa s t fo o d s a re p a n ­
c a k e s , w a ffle s, a n d F re n c h to a s t (b re a d s o a k e d in a m ix tu re o f e g g s a n d m ilk a n d th e n frie d ), all s e rv e d w ith
m a p le sy ru p .
M o s t A m e ric a n s e a t lu n c h b e tw e e n n o o n a n d tw o o ’c lo c k . It is ra re fo r w o rk in g a d u lts to g o h o m e fo r
lu n c h , an d m a n y s c h o o lc h ild re n a ls o e a t at s c h o o l. S o m e p e o p le b r o w n -b a g it - th a t is, th e y b rin g fo o d fro m
h o m e in a p a p e r b ag . S o m e p o p u la r c o ld s a n d w ic h e s a re th o s e m a d e w ith h a m a n d c h e e s e , p e a n u t b u tte r a n d
je lly , slic e d c h ic k e n o r tu rk e y , tu n a s a la d , an d ro a s t b eef.
P e o p le w h o e a t lu n c h in r e s ta u ra n ts a re m o re lik e ly to o r d e r h o t s a n d w ic h e s . T h e m o s t p o p u la r o f th e s e
a re h a m b u rg e rs an d h o t d o g s.
F o r a b ig g e r m e a l, th e d in e r m ig h t ad d a b o w l o f s o u p , a sa la d , F re n c h frie d p o ta to e s o r p o ta to c h ip s,
a n d a s w e e t d e s s e rt o r fru it.
T h e b ig g e s t m e a l o f th e d a y is d in n e r, s e rv e d a b o u t s ix o ’c lo c k . D in n e r m a y in c lu d e se v e ra l c o u rse s:
an a p p e tiz e r ( c o n s is tin g o f fre sh fru it, fru it ju ic e , o r a sm a ll p o rtio n o f fish ); s o u p ; sa la d ; a n e n tre e o f m e a t,
p o u ltry , o r fish : an d s id e d is h e s s u c h as c o o k e d v e g e ta b le s , ric e , o r n o o d le s). C o ffe e o r te a an d d e s s e rt fin ish
o f f th e m e al.
In th e U .S .A . e a tin g is an im p o rta n t p a r t o f fa m ily life a n d so c ia l a c tiv ity . In m a n y h o m e s , d in n e r tim e
m a y be th e o n ly tim e w h e n e v e ry o n e g e ts to g e th e r an d sh a re s th e d a y ’s e x p e rie n c e s . It is a ls o an o c c a s io n fo r
in v itin g frie n d s.
D in in g o u t is a ls o an im p o rta n t p a rt o f A m e ric a n so c ia l life.

* * *

“ B e o n tim e ” ; “ D o n ’t w a s te tim e ” ; “ T im e is m o n e y ” ; “ T im e w a its fo r n o o n e ” . A ll o f th e s e fa m ilia r


s a y in g s re f le c t th e A m e ric a n o b s e s s io n w ith p ro m p tn e s s a n d e ffic ie n c y . S tu d e n ts a n d e m p lo y e e s d isp le a se
th e ir te a c h e rs a n d b o s s e s w h e n th e y a rriv e late.

***

M o st p e o p le a g re e th a t th e d ire c t, a s s e rtiv e A m e ric a n p e rs o n a lity is a v irtu e , b u t it s o m e tim e s s u rp ris ­


e s fo re ig n e rs.
A m e ric a n s a d m ire w h a t is p ra c tic a l, fast, e ffic ie n t, a n d new .
A m e ric a n s a re g e n e ra lly v ie w e d a s frie n d ly , a d a p ta b le , e n e rg e tic , a n d k in d h e a rte d . P e rh a p s th e g r e a t­
e s t A m e ric a n v irtu e is a d e e p in te re s t in n e w id e a s a n d n e w p e o p le . In a n a tio n o f im m ig ra n ts , th e fo re ig n e r
d o e s n o t re m a in a n o u ts id e r fo r long.

(Understanding Americans. - N. Y., 1990)

361
Supplement

CULTURE CONTEXT
T r a d it i o n a l w e d d in g s
In the U. S. people often get married in church, a house, a garden, a park, a hotel, or in a wedding
chapel. The woman who is getting married is called the bride and the man is called the bridegroom or groom.
The bride wears a long white dress and a white veil. The groom wears a tuxedo. The groom has a male friend
with him called the best man and the bride has some female friends called bridesmaids.
Before the wedding ceremony begins, the bride arrives at the church in a car (a Rolls Royce or a lim­
ousine) with his father.
Photos are usually taken of the bride and bridegroom and their relatives and friends.
They have their wedding reception at a hotel. Then the bride and bridegroom drive away to another
hotel. Their car has usually been decorated by their friends. There is often a sign saying “just married” and
sometimes tin cans are tied to the back of the car.

A m e ric a n H o m e s
An apartment building - a large building containing many apartments.
A brownstone - a house with a front of soft reddish-brown stone, common in New York City.
A mobile home (trailer house) - a kind of large caravan in which people live all the time. Mobile homes
have very small wheels and are rarely moved from their usual place which is usually in a special area with
other mobile homes, called a mobile home park.
A ranch house - a house built on one level, usually with a roof that does not slope much; a house on a
ranch in which the rancher and his family live.
Row houses - terraced houses.

Comprehension Questions
Answer the following questions on paper or in a class discussion.
1. How many children are there in most American families? 2. In your country, about how many chil­
dren are there in most families? Has the average number of children in families changed in recent years? 3. Do
parents in the United States (in your country) often hire baby-sitters? Have you ever been a baby-sitter? 4. When
do Americans retire? Where do older Americans live? 5. Is there a retirement age in your country? In your
country, do grandparents usually live with their children and grandchildren? 6. How do elder people in your
country get money after they stop working? 7. Are there retirement homes in the United States (in your country)?
8. How do older Americans spend their time? 9. How does the United States government help senior citizens?
10. Are there organizations of retired persons in your country? 11. Do women and men in the U. S. (in your
country) have equal job opportunities? 12. In your country, is there equal opportunity for both women and
men in business? 13. Which is more common in the U. S. (in your country) - owning a home or renting one?
Is housing expensive in the U. S. (in your country, in your city or town)? 14. Do most people in your coun­
try own their homes or apartments? 15. Do Americans have much leisure time? 16. Do you have much leisure
time? About how many hours of leisure time do you have each week? 17. Say when breakfast, lunch and other
meals are eaten in the U. S. (what is eaten)? 18. Why is preparing a meal easy for Americans? 19. Name some
important traits of the American character. 20. Discuss the text’s generalizations about Americans. Have you
noticed any other American traits that were not mentioned in this text?

362
BIBLIOGRAPHY

1. Active Study Dictionary o f English. - Longman group Limited, 1983. - 710 p.


2. Collins COBUILD English Language Dictionary /developed and comp.in the Engl.Dep. At
the Univ. O f Birmingham. / Ed. in chief J.Sinclair. - London. 1987. - 1703 p.
3. Dictionary o f Contemporary English. Longman. 1995. -1670 p.
4. Dictionary o f English Language and Culture. Longman, 1992. -1530 p.
5. Graham G. Small Talk. - New York, 1986.
6. Hornby A.S. with Cowie Q.P. Oxford Advanced Learner’s Dictionary o f Current English. -
Oxford, 1982. - 1036 p.
7. Leech G. An A-Z o f English Grammar and Usage. - Longman, 1998. - 575 p.
8. Matyushkina-Guerke T. I., Kuzmichyova T. N., Ivanova L. L. A Book for Aural/Oral Work. -
Moscow, 1979. - 191 p.
9. Oubine I. Dictionary of Russian and English Lexical Intensifies. - M., 1987, - 304 p.
10. Rosenthal M.S. and Freeman D.B. Photo Dictionary. Longman. 1996. - 93 p.
11. The Intermediate English Course. - London, 1978. - 87 p.
12. The English Lingaphone Course. - L., 1963. - 124 p.
13. The Oxford-Duden Pictorial English Dictionary. Oxford University Press. Russki Yasyk,
Moscow. 1985. - 816.
14. Лебединская Б. Я. Ф онетический практикум по английскому язьїку. - М ., 1978. -
176 с.

363
CONTENTS
PARTS LANGUAGE L IS T E N IN G /S P E A K IN G R EAD IN G W R ITIN G
UNITS S TU D Y (PART 3) (PART 2)
(Unit 1-10) (Unit 1-10)
GRAMMAR T O P IC

In tro ­ Pp. 283-322 Pp. 227-282


duc­
to ry

Course
(Unit
1-5)
(PP-
7-54).

M ain Forms o f the An extract from


A b o u t M y s e lf (pp. 59-60). Dictation 1-3
Course verbs “be”, have”. The Sandcastle (pp. 231-232).
Fam ily Life (pp. 61-89).
(Unit The (In)Definite by I. Murdoch
A written
1-10). Article Text: The Browns and the Smiths (pp. 284-287).
summary
(pp. 55-58). (pp. 79-80);
A newspaper (pp. 233-234).
U nit There is / are... Environmental Thinking. Life article ( p . 2 8 9 ) . Translation
1 (p. 61) Style ( p . 8 1 ) ; (pp. 234-235).
(PP- Dialogues ( p p . 8 3 - 8 5 ) ;
55-89). C. Simple Present Composition
/ Simple Past An extract from The Painted Veil (pp. 235-236).
(pp. 62-63) by W. S. Maugham ( p . 88).

U nit Future Simple D w elling An extract from Dictation 1-4


2 (p. 90). Text: The Sm iths' and the My Family and (pp. 237-239).
(pp. 90- Browns' Homes ( p p . 9 8 - 9 9 ) ; Other Animals
Prepositions A written
105). by D. Durrell
(p. 91). Environmental Thinking. Life summary
(pp. 290-291).
Style ( p . 1 0 0 ) ; (pp. 239-240).
A newspaper
Dialogues ( p p . 1 0 2 - 1 0 3 ) ; Translation
article
(p. 241).
An extract from Crome Yellow by (p. 292).
O. Huxley ( p p . 1 0 4 - 1 0 5 ) . Composition
(p. 239).

U nit 3 Present/ P a s t/ D aily P ro g ra m m e An extract from Dictation 1


(pp. 106- Future Progressive Text: Mr Sm ith’s Working Day Men at Work by (p. 243).
1 2 1 ) . (pp. 106-107). (pp. 115-116):
Modal Verbs Environmental Thinking. Life Gr. Greene A written
(pp. 108-109). Style (p. 117); (pp. 293-295). summary
(p. 244).
Dialogues (p. 119); A newspaper
article (p. 296). Translation
Text (p. 120).
(p. 245).
Composition
(p. 246).

U nit The Present / Past U niversity An extract from Dictation 1-3


4 / Future Perfect Text: M ary’s Life at the The Razor s (pp. 247-248).
Tense University (pp. 132-134); Edge by
( P P -
A written
122- (pp. 122-125). Environmental Thinking. Life W. S. Maugham
summary
140). (pp. 297-300).
Style (p. 135); (pp. 249-250).
A newspaper
Dialogues (p. 137); Translation
article (p. 301).
An extract from The Sandcastle (pp. 250-251).
by I. Murdoch (pp. 138-139). Composition
(pp. 251-253).

U nit The Passive Voice Shopping An extract from Dictation 1-2


5 (pp. 141-143). Text: Helen Smith Goes Mrs Newrich (p. 254).
( P P - Shopping (pp. 151-152); Buys Antiques A written
141- by S. Leacock summary
Environmental Thinking. Life
157). (pp. 302-304). (p. 255).
Style (p. 153);
A newspaper Translation
Dialogues (pp. 154-156);
article (p. 256).
An extract from Sister Carrie by (pp. 304-305).
Th. Dreiser (p. 156). Composition
(p. 257).

U nit Direct and M e a ls An extract from Dictation 1


6 Indirect Speech. Text: The Sm iths’ Meals Crome Yellow (p. 258).
Changes from (pp. 168-169); by O. Huxley
( P P -
A written
158- Direct into (pp. 306-307).
Environmental Thinking. Life summary
172). Indirect Speech
Style (p. 171); A newspaper (p. 259).
(pp. 158-159).
article (p. 308).
Dialogues (pp. 170-171); Translation
(pp. 259-260).
An extract from The Sandcastle
by I. Murdoch (p. 172). Composition
(pp. 260-261).
U nit Modal Auxiliaries G etting A bout Town An extract from Dictation 1-2
7 in Indirect Speech. Text: The Cities the Browns The Forsyte (pp. 262-263).
Different Kinds and the Smiths Live in Saga in
( P P - A written
173- o f Sentence in (pp. 178-179); Chancery by
summary
185). Indirect Speech J. Galsworthy
Environmental Thinking. Life (p. 264).
(p. 173). (pp. 309-310).
Style (p. 180); Translation
A newspaper
Dialogues (pp. 181-183); (p. 265).
article (p. 311).
London Sightseeing Tour Composition
(pp. 184-185) (p. 266).

U nit Had better... W e e k -e n d An extract from Dictation 1


8 Would rather... Text: The Sm iths’ Week-end Mediterranean (p. 267).
( P P -
(p. 186). (pp. 190-191). Islands, July by A written
186- A. Bennett
Environmental Thinking. Life summary
196). (pp. 312-313). (pp. 268-270)
Style (p. 192);
A newspaper
Dialogues (pp. 193-194); Translation
article (p. 314).
(p. 270).
Let’s Have a Picnic
(pp. 195-196). Composition
(pp. 271-272).

U nit Modifiers: very, E n te rta in m e n t An extract from Dictation 1


9 rather, quite etc. Text: The Sm ith’s Birthday Party Sun and Moon (p. 273).
(P P - (p. 197). (pp. 205-206); by K. Mansfield A written
197- Environmental Thinking. Life (pp. 315-318). summary
Phrasal Verbs
210). Style (p. 204); A newspaper (p. 274У
(P- 199).
Dialogues (pp. 207-208); article Translation
(pp. 318-319). (p. 275).
An extract from Theatre by
W. S. Maugham (pp. 209-210). Composition
(pp. 275-276).

Unit P resent/ P a s t/ V a c a tio n . W e a th e r. An extract from Dictation 1-4


10 Future Perfect Text: M ary’s Vacation Lord o f the Flies (pp. 277-279).
Progressive (pp. 219-220); by W. Golding
( P P -
A written
211- (pp. 211-212). (pp. 320-321).
Environmental Thinking. Life summary
226).
Style (p. 221); A newspaper (pp. 279-280).
Dialogues (pp. 222-223); article (p. 322). Translation

An extract from A New Way to (p. 281).


Proficiency in English. An Ideal Composition
Holiday by J. Cook (p. 224); (p. 282).
Text: Seasons and Weather
(p. 225).

L is te ­
ning
(PP-
323-
338).

Supple­ 1. Sound-spelling
m en t correspondences
(PP- (pp. 339-347).
339-
2. Prefixes and
362).
Suffixes
(pp. 347-348).
3. Dependent
Prepositions
(pp. 349-352).
4. Lexical
Intensifiers
(pp. 352-354).
5. Some
Difference in a
Manner of
Speaking
(pp. 355-356).
6. Some
Difference in
Vocabulary
(pp. 356-358).
7. American
Idioms (p. 359).
Text: U. S. Life
(pp. 359-362).

Biblio­
graphy
(p. 363).
Навчальний посібник

Янсон Валентина Вадимівна


Свистун Любов Василівна
Богатирьова Світлана Терентіївна
Лежньов Сергій Миколайович

ПРАКТИЧНИЙ КУРС
АНГЛІЙСЬКОЇ МОВИ
п о с іб н и к д л я с т у д е н т ів І к у р с ів г у м а н іт а р н и х в у з ів

Відповідальний за випуск А.Б.Рассомахін


К оректор О. О. Гусак
К ом п ’ютерна верстка Л.П.Романко
Х удожнє оформлення Л.Ю.Коротеико

СТІД Космарський М. С.
Свідоцтво держ. реєстру видавців: ДК № 366 від 19.03.2001 р.
Видавництво ТОВ «ВП Логос-М»
Свідоцтво держ. реєстру видавців: ДК № 365 від 19.03.2001 р.
Київ, вул. Молодогвардійська, 11.
Тел./факс (044) 451-41-23
E-mail: vp_logos@ukr.net

Підписано до друку 18.09.2007 р.


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Тел.: (044) 454-81-90, 454-86-90
Янсон В.В., Свистун JI.B.,
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A Practical Guido for


Learners of English
П ракти чн ий курс ан гл ій ськ ої м ови
для студентів в и щ и х н авчал ьн и х закладів

Н ав ч ал ьн и й м атер іал п о с іб н и к а, щ о м ає ко м у н ік ати вн у


сп р ям о ван ість, грунтується н а текстах , від іб р ан и х із а в т ен т и ч н и х
творів англійської і ам ери кан ської худож ньої літератури.
Тексти не піддано ж одній м одиф ікації, то бто не адаптовано. їх н ю
сти л іс ти ч н у і л е к с и к о -г р а м а т и ч н у св о є р ід н іс т ь зб е р е ж е н о і
представлено н асам перед у ф абу л ьн и х текстах, щ о повідом ляю ть п р о
повсякденне ж иття зв и ч ай н о ї ан гл о м о вн о ї роди н и , та у відповідних
таблицях, вправах, л ек сн к о -еем ан ти ч н и х сітках та ін.
Н аскрізна тем ати чн а сп р ям о ван ість н аведен их текстів, граф ічн а і
звукова (ф о н о з а п н с ) іл ю с тр о в ан іст ь д и д а к т и ч н о г о м атер іалу
сп риятим уть зацікавленом у і успіш ном у н авч ан н ю тих, х то вивчатим е
англійську мову за пл : на:- : г аібник м.
Для студентів вищ их навчальних а:

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