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Министерство образования и науки ДНР

Донецкий национальный университет


Факультет иностранных языков

Н.В. Кобзев

Учебное пособие
по курсу домашнего чтения
по пьесе Бернарда Шоу
«Пигмалион»

Донецк ДонНУ 2018

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УДК

Кобзев Н.В.
Учебное пособие для курса «Домашнее чтение» по пьесе Б.Шоу
«Пигмалион». – Донецк: ДонНУ, 2018. – 41 с.

Рецензент: доцент кафедры теории и практики перевода факультета


иностранных языков Донецкого национального университета
Удинская А.Г.

Учебное пособие по пьесе Б.Шоу «Пигмалион» предназначено для


студентов специальности «Перевод (английский, немецкий языки)» и всех,
кто изучает английский язык на факультетах и в институтах иностранных
языков и самостоятельно.
Пособие состоит из библиографической справки об известном
английском писателе Бернарде Шоу — автора пьесы «Пигмалион»,
комплекса упражнений к каждому разделу, комментария к культурным и
историческим, географическим названиям и именам собственным, которые
есть в тексте пьесы, дополнения, в котором приводятся наиболее известные
выражения Б.Шоу.
Каждый из разделов содержит подготовительные задания,
комментарии, блок вопросов для понимания прочитанного, лексику,
которая рекомендуется для активного усвоения, блок упражнений на
перевод и блок вопросов и заданий для обсуждения содержания,
проблематики и персонажей.

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Предисловие
Учебное пособие по пьесе Б.Шоу «Пигмалион» предназначено для
студентов специальности «Перевод (английский, немецкий языки)» и всех,
кто изучает английский язык на факультетах и в институтах иностранных
языков и самостоятельно.
Цель пособия — научить читателей адекватно понимать
англоязычный художественный текст, воспринимать его социокультурный
контекст, проблематику и художественно-стилистические особенности, а
также повысить собственную филологическую и языковую
компетентность.
Пособие состоит из библиографической справки об известном
английском писателе Бернарде Шоу — автора пьесы «Пигмалион»,
комплекса упражнений к каждому разделу, комментария к культурным и
историческим, географическим названиям и именам собственным, которые
есть в тексте пьесы, дополнения, в котором приводятся наиболее известные
выражения Б.Шоу из других его произведений.
Каждый из разделов содержит подготовительные текстовые задания,
комментарии, блок вопросов для понимания прочитанного, лексику,
которая рекомендуется для активного усвоения, блок упражнений на
перевод и блок вопросов и заданий для обсуждения содержания,
проблематики и персонажей.
Разработанные упражнения, тесты и задания нацелены на раскрытие
языкового, художественно-стилистического и социокультурного
потенциала текста пьесы, а также на развитие и усовершенствование
навыков перевода с английского языка на русский и с русского на
английский.
Подготовительные текстовые задания (Pre-Reading Discussion
Section) нацелены на подготовку студентов к восприятию текста. Они
поощряют читателя выразить собственное видение той или этой проблемы,
опираясь на свой жизненный опыт и фоновые знания.

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Целью заданий на проверку понимания прочитанного (Reading
Comprehension Section) является побуждать студентов внимательно читать
текст и находить правильные ответы на вопросы.
Среди типов лексических упражнений и заданий (Vocabulary Section)
— упражнения на выбор лексической единицы, нахождение эквивалентов,
перевод предложений с использованием активного вокабуляра,
употребление синонимов. Лексические упражнения помогают студентам
усвоить активную лексику каждой главы, правильно ее употреблять во
время обсуждения вопросов и проблем, которые предлагаются в блоке для
обсуждения прочитанного.
На заключительном этапе работы с текстом (Post-Reading Discussion
Section) студентам предлагается выразиться в устной или письменной
форме по проблематике текста, сравнить свое понимание той или иной
проблемы с ситуациями, которые описаны в тексте, прокомментировать
особенности поведения персонажей и развития событий.
Комментарий к культурным концептам и историческим событиям,
географическим названиям, именам собственным, которые упоминаются в
тексте пьесы, помогут студентам лучше понять фоновую информацию и
углубить свои экстралингвистические знания.

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G.B. SHAW. BIOGRAPHY
George Bernard Shaw (1856-1950) – Irish critic, pamphleteer and
playwright, was born in Dublin on July 26, 1856, in an Irish gentry family.
Bernard grew up wild, his father being preoccupied with a declining
business, his mother devoted to musical interests. Tutored in the classics by his
uncle, a Dublin vicar, at the age of ten Shaw entered the Wesleyan Connexional
School, and after a brief meteoric flight to the top, quickly declined and
remained “generally at or near the bottom of his classes”. In three other schools
which he subsequently attended, he found he could learn nothing in which he
was not interested, and consequently “took refuge in idleness”. Algebra
obfuscated him, the classics left him cold, but he excelled in English
composition. The vital interests of this pert, voluble and athletically tireless boy
were literature, music and the graphic arts.
His first lessons in music Bernard received from his mother who had a
pure mezzo soprano voice. As a lad he sang to himself and before he was 15 “he
knew at least one important work by Handel, Mozart, Beethoven, Mendelssohn,
Rossini, Bellini, Donizetti, Verdi and Gounod from cover to cover”. He
scribbled with coloured crayons, attended the School of Design, haunted the
National Gallery of Ireland and studied the works of the old masters. In a word,
at 15 he was an unusually matured, self-educated lad.
Starting his career as an office boy and later a cashier, he submitted to
magazines and newspapers numerous literary contributions which were
invariably rejected. In 1876 Bernard suddenly resigned his position to
accompany his mother and sisters to London, irresistibly impelled by two
desires: to find his vocation and never again to do another “honest day’s work”.
During the London period Shaw remained an incorrigible unemployable, being
supported by his parents and earning by his pen an average of only a cent a day.
Only confidence in his own powers and belief that he belonged in the company
of the immortals enabled him to arise above one of the most devastating initial
failures in literary history. Though he persisted in his attempt to write fiction, his

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first novel Immaturity remained unpublished and the following four (An
Unsocial Socialist, Cashel Byron’s Profession, The Irrational Knot, Love Among
the Artists) failed because of their immature criticism of Victorian respectability
and morality.
On joining in 1879 a discussion club Shaw was launched upon one of the
most extraordinary careers as expository orator and spellbinder transforming
himself from a timid novice into a master of the platform speaking in occasional
and public debates. In 1882 occurred Shaw’s historic conversion to Socialism
which resulted in his close association with many social reformers and
membership in the Fabian society – a revolting sect from the Fellowship of the
New Life founded by the Utopian philosopher Thomas Davidson. In this sort of
people’s university Shaw performed Herculean labours in committee work,
drafting tracts, editing books, carrying on with rare dialectical skill innumerable
discussions in the press on many topical issues. As a Progressive candidate for a
seat on the London County council in 1903, Shaw was overwhelmingly defeated
because of his irresistible outspokenness.
After serving on The World, The Scots Observer, The Daily Chronicle,
The Pall Mall Gazette as critic of art, literature, music and drama Shaw became
a music critic on The Star with the curious pseudonym – “Corno di Bassetto”, a
musical instrument which went out of use in Mozart’s time. His most exciting
era of critical propaganda was marked by a one-man crusade on behalf of Ibsen
and the new drama (The Quintessence of Ibsenism, The Sanity of Art, The
Perfect Wagnerite). In 1898, after recovering from a nervous breakdown, Shaw
was married to Charlotte Payne-Townshend, an Irish heiress.
Shaw’s career as a dramatist covers a period (1885 – 1939) of more than
Shakespeare’s entire life span. His plays – scandalizing Widowers’ Houses
(1892) followed by The Philanderer (1893) – a play on Ibsenism and the “new
woman”, and Mrs Warren’s Profession (1893) – a daring exposure of modern
commercial prostitution – gained the reputation of “unpleasant plays”, in
contrast to the successive “pleasant ones”. Shaw’s American productions

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enhanced his reputation as a popular entertainer and rendered him financially
independent; successful staging of Arms and the Man (1894), The Devil’s
Disciple (1897), The Man of Destiny, Candida and others gave Shaw continental
vogue; by 1915 he was being played worldwide, from Britain to Japan. He was
awarded the 1925 Nobel Prize for Literature (7,000 L) which he gave to
establish the Anglo-Swedish alliance for spreading a knowledge of Swedish
literature in English-speaking countries.
During the period of his active dramatic composition (1893-1939) Shaw
wrote 47 plays, an average of a play a year. Despite offers, he allowed the
filming of only a few of his plays, the most notable being Pygmalion (1913). He
was the first economist in history to win fame as a dramatist. His characters are
less individualized human beings than types, intellectual abstractions bearing the
verisimilitude to reality. Many of the plays are not dramas in the classic sense,
but moralities, presenting the clashing ideas and conflicting ideologies of the
epoch.
Shaw takes Shakespeare to task for having no message for his age. Every
Shaw play is a message to the times, a testament of faith: Candida on love as
pity, Man and Superman on eugenics and race betterment, Major Barbara on
poverty, Androcles and the Lion on the nature of religious faith, The Doctor’s
Dilemma on the parlous state of the medical profession, John Bull’s Other
Island on the political contrasts of England and Ireland, Saint Joan on heroism
and saintliness, Heartbreak House on World War I, Caesar and Cleopatra on
genius and greatness. Shaw is primarily interested, not in events, but in people’s
reactions thereto; and many of his plays are dramas of conversion: the death of
old, the birth of new, faiths.
Shaw created a novel type of debated drama spreading discussion and
controversy throughout the entire play, and disarmed the critics by calling his
play conversations, arguments and debates. Some of his plays resemble light
Mozartian operas; others – period pieces and chronicle plays – are actually
historical extravaganzas (Caesar and Cleopatra, The Apple Cart, The Six of

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Calais, In Good King Charles s Golden Days).
His basic philosophy was fully expounded in Back to Methuselah (1921).
For Shaw as a philosopher God is identified with the Life Force (elan vital) and
is seen as the continuous evolution of the Universe. Shaw opens up the prospect
of man’s ultimate redemption from the bondage of the flesh. Man, as expression
of God, must will his own destiny.
(After The Encyclopedia Britannica)
On the basis of the biographical note answer the following questions:
1. Describe G.B. Shaw’s family background.
2. To your mind, what circumstances of G.B. Shaw’s childhood created the
necessary prerequisites for his becoming a man of letters?
3. What personal qualities did the young Shaw possess?
4. Which of them helped him succeed against the odds?
5. Dwell upon the main stages of G.B. Shaw’s literary career.
6. Describe the works comprising G.B. Shaw’s literary heritage.

Complete the following quotations by G.B. Shaw with a word or a phrase


and then compare them with the original quotes from the play «Pygmalion»

QUOTES BY GEORGE BERNARD SHAW


1. It is most unwise for people in love to ………………………..… ……… .
2. Youth is a wonderful thing. What a crime to waste it on ………………… .
3. He who can, does. He who cannot, ……………………………………... .
(Man and Superman (1903), “Maxims for Revolutionists”)
4. …………… is the root of all evil.
5. Alcohol is ………………………………………………………….… .
6. A fashion is nothing but a(n) …………………………………………. .
7. There is only one ……………..…, though there are a hundred versions of it.
(Plays Pleasant and Unpleasant (1898))
8. Take care to get what you like or you will be forced to

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……………………………………………………………………..….. .
(Man and Superman (1903), “Maxims for Revolutionists”)
9. All great truths begin as ………………………………………….......... .

ASSIGNMENTS TO THE PREFACE.


I. Discussion points.
1. Do you know what the word “Pygmalion” means? Find and read the Greek
myth about Pygmalion and Galatea. Can you guess why Shaw gave his play this
title?
2. What is Cockney? What do you know about Cockney rhyming slang?
3. What is the aim of Pygmalion, according to B. Shaw? Do you agree that great
art can never be anything else as didactic?

II. Find the following words and word combinations in the preface and
translate them:
consequently (adv.); wilderness (n.); illustrious (adj.); skull-cap (n.); conciliatory
(adj.); phonetician (n.); recognition (n.); popularize (v.); dignitary (n.); induce
(v.); libelous (adj.); alter (v.); didactic (adj.); concierge (n.); plutocracy (n.)
III. Find in the text and provide the Russian equivalents of the following
expressions and word combinations:
1. in its due place
2. to be accessible in black and white
3. to repeat the parrot cry
4. to serve its turn
IV. Comment on the following quotes.
The English have no respect for their language, and will not teach their
children to speak it. It is impossible for an Englishman to open his mouth
without making some other Englishman despise him. The reformer we need
most today is an energetic enthusiast: that’s why I have made such a one a hero
of a popular play.

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Commentaries to the preface:
Alexander Melville Bell – (1819-1905) a teacher and researcher of
physiological phonetics and was the author of numerous works on orthoepy and
elocution. Additionally he was also the creator of Visible Speech which was
used to help the deaf learn to talk
Alexander J. Ellis – (1814-1890) an English mathematician and
philologist, who also influenced the field of musicology. Ellis developed two
phonetic alphabets, phonotype, which used many new letters, and palæotype,
which replaced many of these with turned letters (such as [ə], [ɔ]), small caps
(such as [ɪ]), and italics. Two of his novel letters survived: [ʃ] and [ʒ] were
passed on to Sweet's Romic alphabet and from there to the International
Phonetic Alphabet.
Henry Sweet – (1845-1912) an English philologist, phonetician and
grammarian. As a philologist, he specialized in the Germanic languages,
particularly Old English and Old Norse. In addition, Sweet published works on
larger issues of phonetics and grammar in language and the teaching of
languages. Many of his ideas have remained influential, and a number of his
works continue to be in print, being used as course texts at colleges and
universities. Sweet has retained a reputation as "the man who taught Europe
phonetics". His work established an applied linguistics tradition in language
teaching which has continued without interruption to the present day.
Ibsen – Henrik Ibsen (1828-1906), a major 19th-century Norwegian
playwright, theatre director, and poet. He is often referred to as "the father of
realism" and is one of the founders of Modernism in theatre. His major works
include «Brand», «Peer Gynt», «An Enemy of the People», «Emperor and
Galilean», «A Doll's House», «Hedda Gabler», «Ghosts», «The Wild Duck»,
«Rosmersholm», «The Master Builder and John Gabriel Borkman».
Samuel Butler – (1835-1902) an iconoclastic Victorian-era English author
who published a variety of works. Two of his most famous pieces are the
Utopian satire «Erewhon» and a semi-autobiographical novel published

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posthumously, «The Way of All Flesh». He is also known for examining
Christian orthodoxy, substantive studies of evolutionary thought, studies of
Italian art, and works of literary history and criticism. Butler made prose
translations of the Iliad and Odyssey, which remain in use to this day. Bernard
Shaw was a great admirer of his.
Once, in the days when the Imperial Institute rose in South
Kensington…– an educational charity established in 1887 in a building on
Exhibition Road, South Kensington as a result of the Colonial and Indian
Exhibition of 1886 by the governments of the United Kingdom and several
countries of the British Empire to promote research which would benefit the
empire. The Commonwealth Institute Act of 1958 changed the name of the
Institute, and also changed its mission to education rather than research. Now it
exists as the Commonwealth Institute.
Joseph Chamberlain
…and Joseph Chamberlain was booming the Empire… – (1836-1914) a
British politician and statesman, who was first a radical Liberal then, after
opposing Home Rule for Ireland, a Liberal Unionist, eventually serving as a
leading imperialist in coalition with the Conservatives. He is the only man to
have split both major British parties in the course of his career.
Among them towered Robert Bridges, to whom perhaps Higgins may
owe his Miltonic sympathies… – Robert Bridges (1844-1930), Britain's poet
laureate from 1913 to 1930. A doctor by training, he achieved literary fame only
late in life. His poems reflect a deep Christian faith, and he is the author of many
well-known hymns. As a poet Bridges stands rather apart from the current of
modern English verse, but his work has had great influence in a select circle, by
its restraint, purity, precision and delicacy yet strength of expression. He also
studied John Milton’s blank verse and developed the controversial theory that
Milton’s practice was essentially syllabic. Bridges received advice from the
young phonetician David Abercrombie on the reformed spelling system he was
devising for the publication of his collected. Thus Robert Bridges contributed to

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phonetics and he was also a founder member of the Society for Pure English.
…by playing the Queen of Spain in Ruy Blas at the Théâtre Français… – a
tragic drama by Victor Hugo at the older national theatre in France. “Queen of
Spain” is Maria Anna of Neuburg, Queen of Spain from 1689 to 1700 as the
second wife of King Charles II. The story of the drama centers around a
practical joke played on the Queen by Don Salluste de Bazan, in revenge for
being scorned by her. Knowing that one of his slaves, Ruy Blas, has secretly
fallen in love with the Queen, and having previously failed to enlist the aid of
his scapegrace but chivalrous cousin, Don César, in his scheme, Don Salluste
disguises Blas as a nobleman and takes him to court. Intelligent and generous,
Blas becomes popular, is appointed prime minister, and begins useful political
and fiscal reforms, and conquers the queen's heart.
ASSIGNMENTS TO ACT I.
Pronunciation of Names and Places
Pygmalion [pig' meiliən], [pig' mæliən]
Higgins ['higinz]
Eliza [i'laizae]
Colonel Pickering ['kə:nl 'pikeriŋ]
Wimpole Street ['wimpoul stri:t]
Pearce [piəs]
Doolittle ['du:lit]
Eynsford Hill ['ainsəd 'hil]
Nepommuck [nə'pɔmɔk]
I. Answer the following questions about the content of Act I.
1. What is the time, place and setting of the play?
2. What is your first impression of Eliza, the flower girl?
3. What caused the row among the pedestrians taking shelter in the portico of St.
Paul’s Church?
4. How does the note taker win the interest of the bystanders?
5. What declaration does the note taker make concerning the flower girl?

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6. What do the note taker and the military gentleman have in common?
7. What feeling prompts Higgins to throw a handful of change into the flower
basket?
8. What sort of place is Eliza’s home?
II. Find the following words and word combinations in Act I and translate
them.
cab whistle (n.); missus (n.); gumption (n.); dripping (adj.); plinth (n.); sailor hat
(n.); soot (n.); mousy (adj.); coarse (adj.); unintelligible (adj); tanner (n.);
reluctantly (adv.); sixpence (n.); retreat (v.); proximity (n.); sovereign (n.); half-
a-crown (n.); hapence (n.); bystander (n.); bloke (n.); hubbub (n.); deprecate (v.);
tec (n.); overbearing (adj.); molestation (n.); espionage (n.); appalled (p.p);
tittering (n.); hastily (adv.); four-and-six (n.); impertinent (adj.); unmistakably
(adv.); uproariously (adv.); repudiate (v.); detestable (adj.); boohooing (n.);
feeble (adj.); defiance (n.); croon (v.); mendacity (n.); grandeur (n.); tenant (n.);
prodigal (adj.); gnawing (adj.).
III. Find in the text and provide the Russian equvalients of the following
expressions and word combinations:
1. to run for shelter
2. to get chilled to the bone
3. to drop theatre fares
4. to leave much to be desired
5. next to nothing
6. to be unable to get smth for love or money
7. to be much the worse for wear
8. to mean no harm – не иметь вреда
9. to lay a charge against smb
10. to take liberties with smb
11. to have no truck with smb
12. to be out of patience
13. to push one’s way

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14. to keep one’s remarks to oneself
15. to say smth out loud
16. to take away one’s character
17. out of hearing
18. to mind one’s own business
19. to pass smb off as
20. to have a jaw over supper
21. to be short for lodging
22. to be stuffed with nails
23. want of charity
24. to sit up in bed
25. to grudge every penny
36. to leave somebody with something on his hands
IV. Find in the text and provide the English equvalients of the following
expressions and word combinations:
1. видавшие виды вещи
2.оставлять кого-либо в ответе за что-то
3. человек, который суёт свой нос в чужие дела
4. столкнуться с чем-то/кем-то
5. выдвинуть обвинение против кого-либо
6. Не делай ничего подобного!
7. Что за шум?
8. (что-то) рассмешило (его, её)
V. Study the following set phrases. What feelings and emotions do they
express and what is the sphere of their usage?
It isn’t my fault. Nothing of the sort. The idea of it! Spare me that! There,
there. There’s a good girl! You ought to be ashamed of yourself! I take my Bible
oath that... Bly me!
VI. The author makes an extensive use of bookish and colloquial words.
Study the list below and provide the neutral equivalents for:

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frantically, reluctantly, amiable, to retreat, to subside, tittering, to meddle,
impertinent, uproarious, piercing, to cease, detestable, to squash, to incarnate,
jaw, to rebuke, dazedly, tenant, prodigal, to appall, to repudiate, deprecation, to
tickle, Pharisaic.
VII. Find synonyms for the following words:
to peer, to dash off, to pray, pigeon, feeble, damp, pane, to mend, brogue.
VIII. Analyze the structure of the emphatic constructions used in the play
and make up sentences of your own according to the model:
1. What on earth is Freddy doing?
2. What a devil of a name!
3. What on earth is all that fuss about?
4. What on earth will she want with money?
5. What in thunder are we quarreling about?
IX. Name all the characters introduced by the author and say a few words
about each of them (clothes, manners, language).
X. Comment upon the family scene. Why are both ladies disappointed at
Freddy’s behaviour? Who do you think is “the hub of the Universe” in the
family? Who is hen-pecked?
XI. Study the flower-girl’s Cockney speech and comment upon its
peculiarities, supplying your commentary with the examples:
1) phonetical (the dropping of initial H-sounds where they should be
pronounced, replacement of diphthongs [h] by [ei], [ai] and [ɔi] by [ɔ:],
retraction of vowel sounds, etc);
2) grammatical (usage of double or multiple negation, usage of past tense
instead of the past participle in the perfect tenses, form “amn't” functioning as
“am not”, “is not”, “are not”);
3) lexical (slang and specific forms of address). Find the neutral English
substitutes for the following Cockney words and expressions: bloke, to buy off
smb, to holler, shut your head, tec, copper’s nark, busy-body, toff, blooming,
blessed, duchess, garn! (go on!)

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Can you think of the corresponding equivalents in the Russian slang?
XII. Rewrite the following Cockney phrases in Standard English.
1. He wont get no cab.
2. Nah then, Freddy: look wh’ y’ gowin, deah.
3. Theres menners f’ yer! Tè-oo banches o voylets trod into the mad.
4. Ow, eez ye-ooa son, is e? Wal, fewd dan y’de-ooty bawmz a mather should,
eed now bettern to spawl apore gel’s flahrzn than ran awy athaht pyin. Will ye-
oo py me f’them?
5. Garn!
6. What! him? Yes: him over there.
7. What-she do?
8. You dunno what it means to me.
9. It’s aw rawt.
10. Cheer ap, Keptin; n’ baw ya flahr orf a pore gel.
11. Thenk you.
12. He gev it to me.
13. Whood marry me?
14. I knewd.
XIII. Dwell upon the circumstances of the meeting of two famous linguists.
Comment on the following:
1) Happy is the man who can make a living by his hobby.
2) People give themselves away every time they open their mouths.
3) Remember that your native language is the language of Shakespeare
and Milton and The Bible.
4) Her kerbstone English will keep her in the gutter to the end of her days.
XIV. Translate the following sentences using the active vocabulary.
1. Как только мы открыли дверь, до нас донеслись звуки ссоры. «Что за
шум?» - спросили мы.
2. Маленькая девочка, стоящая возле окна, развеселилась от вида
взрослых, ищущих укрытие от дождя.

16
3. Так билеты на спектакль было не достать ни за какие деньги, она
попыталась пробраться в театр, выдав себя за одного из членов
приглашенной делегации.
4. Ассоциация врачей выдвинула обвинение против Эндрю Мэнсона за
сотрудничество с непрофессионалом.
5. «Откуда у него этот шрам на лице?» «Он столкнулся с грузовиком, когда
ехал на велосипеде.»
6. Вся группа решила отправиться в театр, но трое из нас не появились в
назначенном месте в день спектакля и куратор остался с билетами на
руках.
7. Её соседи вечно суют нос не в своё дело!
8. Это помещение совершенно непригодно для жилья.
9. При переводе с одного языка на другой нельзя вольно обращаться с
текстом.
10. На нём была видавшая виды шляпа, но он с ней не расставался.
11. Когда я утром уходила из дома, было тепло и солнечно, но в течение
дня погода резко изменилась и, возвращаясь домой вечером, я продрогла до
костей.
12. Элиза же в это время отчаянно крикнула Хиггинсу, что у него вместо
сердца мешок с гвоздями. Однако это не помешало ему отправиться
побеседовать за ужином с полковником Пикерингом в Карлтон-отеле.
13. Я хочу бросить плавать, так как у меня нет времени ходить в бассейн. –
Не делай этого ни в коем случае!
14. Близнецы часто выдают себя один за другого.
XV. Paraphrase the following sentences using the word combinations given
in this assignment.
1. He can help you to sail under false colours without arousing suspicion. 2. It
strikes me as being irresistibly funny. 3. It is an article of apparel that has been
in constant use for a rather long time. 4. His retelling does not adhere strictly to
the text. 5. She is held responsible for something which may be regarded as a

17
burden and may restrict her freedom. 6. She is a person who persists in putting
her nose into other people’s affairs. 7. It is a dwelling entirely unsuitable for
human habitation. 8. He accused her of wrong-doing in a court of law. 9. It is
impossible to get it despite the price we are willing to pay for it.
Commentaries to the text:
Covent Garden – the famous market place in central London
St. Paul’s Church – the church in Covent Garden, not St. Paul’s Cathedral
Charing Cross – an open space to the South of Trafalgar Square which is
considered to be the centre of London
Ludgate Circus – one of the London squares
Hammersmith – a borough about three or four miles west of Covent Garden
Strand – the central London street
Selsey, Lisson Grove, Hoxton – London district names
Cheltenham, Harrow, Cambridge – Harrow is a famous public schoolfor boys
in the North-West London. Cheltenham and Cambridge are English towns.
Earlscourt – Earl’s Court is the area of West London which used to be a
middle-class district
Epsom – a town in the county of Surrey
Hanwell – the suburb of London where Middlesex Lunatic Asylum is situated
Kentish Town – a working-class area in north-west London
Milton – John Milton, the celebrated poet of the English revolution of the 17 th
century (1608-1674)
the Carlton – the name of the premier Conservative club in London
Park Lane – a major road in the City of Westminster, in Central London
Chelsea – an affluent area in southwest London, bounded to the south by the
River Thames
Battersea Park – a park situated on the south bank of the River Thames opposite
Chelsea
...I could pass you off as the Queen of Sheba! – a Biblical figure connected to
the tale of her visit to King Solomon, a woman of great wealth, beauty, and

18
power. She travelled to Jerusalem as she had “heard about the fame of Solomon
and his relationship to the Lord, and came to test Solomon with hard questions”
(1 Kings 10:1). As God had granted Solomon the gift of wisdom, “nothing was
too hard for the king to explain to her” (1 Kings 10:3). After a meal together, the
Queen of Sheba declares how impressed she is with Solomon’s answers,
hospitality, and the reputation that preceded him. The story ends with an
exchange of resources and the Queen of Sheba returning “with her retinue to her
own country”.

19
ASSIGNMENTS TO ACT II, PART I.
I. Answer the following questions about the content of Act II (part I).
1. How does Higgins’s study in Wimpole Street reflect his interests?
2. How had Eliza tried to improve her appearance before calling on Higgins? Do
you think she succeeded?
3. What offer does Eliza make Higgins and what is his reaction to it?
4. What are the terms of the bet between Colonel Pickering and Higgins?
5. Why is Eliza in two minds about accepting Higgins’s offer to remain?
6. What is Eliza’s ambition in life? What scenes of high life does Higgins picture
to “seduce” Eliza?
II. Find the following words and word combinations in Act II (part I) and
translate them (consult the glossary).
impetious (adj.); genial (adj.); petulance (n.); frank (adj.); malice (n.); queer
(adj.); shoddy (adj.); deplorable (adj.); coax (v.); brusquely (adv.); grievance
(n.); saucy (adj.); stupent (adj.); coyly (adv.); deprecate (v.); wallop (v.);
exquisiteness (n.); modulation (n.); delicacy (n.); pebble (n.); elocutionary (adj.);
remonstrance (n.); resolutely (adv.); scullery (n.); peg (n.); frowzy (adj.);
profusely (adv.); abject (adj.);
III. Find in the text and provide the Russian equivalents of the following
expressions and word combinations:
1. at right angles
2. a man of forty or thereabouts
3. to take notice
4. to keер (a child) out of mischief
5. to be in a good humour
6. to fancy oneself
7. to come with practice
8. a common girl
9. to take an interest in smth
10. a bit of luck

20
11. to jot smb down
12. to be no use
13. to come back to business
14. to mistake smth for smth
15. to serve smb right
16. to make something good
17. to turn one’s head with flattery
18. draggletailed guttersnipe
19. to be carried away
20. to have a good ear and a quick tongue
21. to give smb trouble
22. to turn one’s head
23. to walk over people
24. not to have the slightest intention of doing smth
25. to be strewn with smth
26. to earn one’s own living
27. to keep to the point
28. to look ahead
29. to live on smth
30. to put smth plainly and fairly
IV. Match the sentences similar in meaning.

I’m quite done up for today. I must take a decision.


I keep on doing smth. Get out of here!
It’s for you to say. Stop doing it!
Be off with you! I’ll make you do what I wish.
Come off it! I’ll make you leave me.
It’s handsome! Don’t change the subject!
Hold your tongue! I am tired out.
I’ll walk over you. Stop talking!

21
I’ll turn you out. It’s great!
Keep to the point! I continue doing smth.

V. Comment on the following quotes.


What is life but a series of inspired follies?
There are more ways than one of turning a girl’s head.
Does it occur to you, Higgins, that the girl has some feelings?
Time enough to think of the future when you haven’t any future to think of.
VI. Study the nonsense rhyme. What is the seeming paradox of the rhyme
based on?
VII. In the author’s remarks the reader can trace a great amount of various
adverbs expressing subtle nuances of human feelings and manners. Study
the list below, practice the correct pronunciation and give the Russian
translation for each item. Can you find any synonyms (antonyms) among
them?
Violently, hastily, uproariously, genially, suspiciously, haughtily, angrily,
explosively, eagerly, solemnly, dazedly, wearily, peremptorily, coyly, gravely,
confidentially, brusquely, gently, severely, helplessly, loudly, courteously.
VIII. Comment on the usage of “why” as an interjection in the emphatic
sentence: Why, this is the girl I jotted down last night. Think of the possible
ways to translate the following sentences:
Why, can that be Smith?
Why, it’s already midnight!
What is twice two?—Why, four. Why, a child could answer the question.
Can I be there at 11 sharp? Why, I think so.
Why, what is wrong about that?
If we miss the train, why, we must wait for the next one.
IX. Eliza’s speech is remarkable for numerous deviations from grammar
rules: usage of “was” instead of “were” in IF-clauses, usage of Passive Voice
instead of Present Perfect, multiple negations, etc. Support the statement

22
with examples from the play.
X. Study the description of Higgins’s laboratory. What are the functions of
the following items?
Phonograph with wax cylinders, laryngoscope, file cabinet, tuning-fork,
life-size image of human head.
XI. In what way can a shilling be equivalent to 70 guineas?
Remember the British monetary system: penny (pl. pence) = the 12th part
of a shilling; 20 shillings make up a pound sterling; guinea – a gold coin of
Great Britain with a nominal value of 20 shillings; sovereign – a gold coin of the
United Kingdom equal to one pound sterling; crown – a silver coin equal to five
shillings.
XII. How much does Eliza earn daily? What is her rent for the flat? How
much is she ready to pay for her lessons of Received Pronunciation?
Compare that with millionaire’s incomes and expenses. Give the gist of the
episode as if you were: Eliza, Mrs Pearce, Pickering, Higgins.
XIII. Find the Standard English equivalents for the following Cockney
words and expressions:
to chuck, to come off smth, to be off one’s chump, a balmy
XIV. Dwell upon the following episodes:
1. Mrs Pearce speaks on the conditions of Eliza’s stay in their house;
2. The girl’s reaction to bathing.
What modal verbs are made use of here?
XV. Translate the following sentences using the active vocabulary.
1) В кабинете Хиггинса на Уимпол-стрит была двустворчатая дверь:
входя через нее, видишь справа у стены два высоких картотечных шкафа,
стоящих под прямым углом друг к другу. Там же были письменный стол,
где громоздились фонограф, ларингоскоп, батарея тонких органных труб с
воздуходувными мехами, несколько разного размера камертонов, муляж
человеческой головы в натуральную величину, показывающий голосовые
органы в разрезе, и коробка с запасными восковыми валиками для

23
фонографа.
2) Несмотря на возраст и внушительную комплекцию, этот мужчина
лет сорока очень походил на непоседливого ребенка, который шумно и
бурно реагирует на все, что привлекает его внимание, и за которым нужно
внимательно присматривать, чтобы он не натворил беды.
3) Пикеринг гордился, что может отчетливо произнести двадцать
четыре гласных, но сто тридцать гласных Хиггинса сразили его. Хиггинс
же, посмеиваясь, ответил, что это всего лишь вопрос привычки.
4) Миссис Пирс заметила, что та странная простая девушка обладает
как раз тем кошмарным произношением, которым интересуется профессор
Хиггинс. Тот воскликнул, что это действительно большая удача, но увы,
это оказалась та самая цветочница, которую он записал вчера вечером.
5) Я не имел ни малейшего намерения третировать Вас, Элиза.
Клянусь, прежде чем я успею обучить вас, улицы будут усеяны телами
мужчин, застрелившихся от безумной любви к вам.
6) Миссис Пирс велела Хиггинсу не отвлекаться от темы и
решительно сказала, что должна поговорить с девушкой с глазу на глаз.
Она не знала, сможет ли взять на себя заботу о ней и вообще согласится ли
на эту затею.
Commentaries to the text:
Wimpole Street – a street in Marylebone, central London, located in the City of
Westminster
On the walls, engravings: mostly Piranesis… – Giovanni Battista Piranesi, an
Italian artist famous for his etchings of Rome and of fictitious and atmospheric
"prisons".
…and I’ll take it down first in Bell’s Visible Speech… – a system of phonetic
symbols developed by Alexander Melville Bell in 1867 to represent the position
of the speech organs in articulating sounds. Bell was known internationally as a
teacher of speech and proper elocution and an author of books on the subject.
The system is composed of symbols that show the position and movement of the

24
throat, tongue, and lips as they produce the sounds of language, and it is a type
of phonetic notation. The system was used to aid the deaf in learning to speak.
…then in broad Romic – the Romic Alphabet, sometimes known as the Romic
Reform, is a phonetic alphabet proposed by Henry Sweet. In Romic every sound
had a dedicated symbol, and every symbol represented a single sound. There
were no capital letters; there were letters derived from small capitals, though
these were distinct letters. There were two variants, Broad Romic and Narrow
Romic. Narrow Romic utilized italics to distinguish fine details of
pronunciation; Broad Romic was cruder, and in it the vowels had their English
"short" sounds when written singly, and their "long" sounds when doubled
…I’ve got all the records I want of the Lisson Grove lingo… – words used
only by people who live in this part of London.
…stead of sellin at the corner of Tottenham Court Road – a major road in
central London, the shopping London street.
Monkey Brand, if it wont come off any other way – a special cleaning powder,
a household china and metal scouring and polishing product produced by Lever
Brothers c. 1910.
Ring up Whiteley or somebody for new ones. – a shopping centre in London,
England. It was London's first department store, located in the Bayswater
area.

25
ASSIGNMENTS TO ACT II, PART II
1. Find the English equivalents for the following:
котел, краны с холодной и горячей водой, завернуться в халат,
нижнее белье, ночная рубашка, наполнять ванну, соли для ванны, душистое
мыло, грелка в постель, щетка-скребок.
to have it out with smb, a confirmed old bachelor, to drive at smth, to take
an advantage of smb’s position, to keep smth as a curiosity, to be particular
about smth, to be in the way, to learn smth at mother’s knee, to charge smb with
doing smth, to choose to do smth, to call one’s attention to smth, to account for
smth.
2. Match the given English adverbs with their Russian equivalents:
deftly неумолимо
moodily пристально
dogmatically торжественно
restlessly негодующе
gravely бесстрастно
eagerly надменно
sternly убежденно
indignantly неряшливо
stolidly с судейским видом
emphatically бесконечно
loftily выразительно
uneasily угрюмо
steadfastly ловко
solemnly быстро
immensely безапелляционно
promptly угрожающе
confidently благодарно
menacingly мрачно
slovenly взволнованно
magisterially беспокойно
appreciatively серьезно

3. Translate into English:


1) Мне очень приятно видеть, что в Вас сохранилась искра родительского
чувства.
2) Не такой я человек, чтобы становиться собственной дочке поперек

26
дороги.
4. Explain the double meaning of the question: “Are you a man of good
character where women are concerned?” Why do Henry Higgins and Colonel
Pickering misunderstand each other?
5. Comment upon Mrs Pearce’s idea of proper language. What vulgar
expressions are included into her list of don’ts? What are their Russian
equivalents?
6. What does Mrs Pearce mean by good manners? Remember the cases
proving that Higgins fails to obey the social rules.
7. “Mrs Pearce. Only this morning, sir, you applied this word to your boots,
to the butter, and to the brown bread.
Higgins. Oh, that! Mere alliteration, natural to a poet”.
Find the definition of the stylistic device of alliteration and examples of
its usage (of your own choice). Explain the essence and effect of alliteration in
the following lines:
***
And the silken, sad, uncertain rustling of each purple curtain
Thrilled me – filled me with fantastic terrors never felt before...
(Poe E.A. The Raven)
***
We are the music-makers,
And we are the dreamers of dreams,
Wandering by lone sea-breakers,
And sitting by desolate streams;
World-losers and world-forsakers,
On whom the pale moon gleams.
Yet we are the movers and shakers
Of the world forever, it seems.
(A.W.E. O’Shaughnessy)
***

27
Ring out, wild bells, to the wild sky,
The flying cloud, the frosty light... (Tennyson A. In Memoriam)
1. Learn the following word-combinations, give their Russian equivalents and
remember the context they have been used in:
to wash one’s hands of smth, to be a man of the world, to take smb up, to
do smth double-quick, to stand in smb’s light, come this way, to take a fancy to
smb, to be set on smth, to have (get, take) the floor, to mean no harm, to be
worth one’s keep, by the sweat of one’s brow, to be game for anything, to live
idle, to have the heart to do smth, to draw the line at smth, to have a good mind
to do smth, a slip of the tongue, to cut old friends, to try smth on, to do smth at
the first shot.
2. Study the exclamations below and explain their origin and usage:
Bly me! By Jupiter! By Jove! By George!
3. Render into English:
1) Ведь если на Элизу посмотреть как на молодую женщину, тут
плохого не скажешь – девчонка что надо! Но как дочь она не стоит своих
харчей – говорю вам откровенно.
2) Если бы у него были дурные намерения, я бы спросил 50 фунтов.
3) Чувство морали мне не по карману, хозяин.
4) Если бы мы поработали над этим человеком три месяца, он мог бы
выбирать между министерским креслом и кафедрой проповедника в
Уэльсе. 5) Если мы еще минуту послушаем его, у нас не останется ни
одного непоколебленного убеждения.
6) Отец заговаривает людям зубы и перекачивает денежки из чужих
карманов в свой.
7) Нелегкое дело мы с вами затеяли, полковник Пикеринг.
4. What was the aim of Doolittle’s visit to Wimpole Street? Render it as if you
were:
1. Eliza’s father;
2. Professor Higgins;

28
3. Eliza.
5. Explain the notion of “rhetoric” (elocution). How can you prove Alfred
Doolittle was a born elocutionist? Find examples of rhetorical questions,
reiterations, parallel constructions, emphatical sentences in his speech.
6. Explain and expand:
1) I am one of the undeserving poor, up against middle class morality all
the time.
2) She’ll soon pick up your free and easy ways.
3) You won’t see the old liar again in a hurry.
4) This unfortunate animal has been locked up for 9 years in school to
teach her to speak and read the language of Shakespeare and Milton.
7. What is understood by “snobbery”? Remember examples of snobbery from
the classical literature.
8. Describe Eliza’s first lesson in phonetics. Can your remember yours?
9. Watch the corresponding episode from the film “My Fair Lady” and put
down the patterns Eliza was to learn. Practice some of the following tongue-
twisters yourselves:
***
Swan swam over the sea.
Swim, swan, swim.
Swan swam back again.
Well swam, swan!
***
She sells seashells on the seashore.
The shells she sells are seashells, I’m sure.
So if she sells seashells on the seashore
Then I’m sure she sells seashore shells.
***
Peter Piper picked a peck of pickled pepper.
A peck of pickled pepper Peter Piper picked.

29
If Peter Piper picked a peck of pickled pepper
Where’s the peck of pickled pepper Peter Piper picked?
***
A thatcher of Thatchwood went to Thatchet a-thatching:
Did a thatcher of Thatchwood go to Thatchet a-thatching?
If a thatcher of Thatchwood went to Thatchet a-thatching,
Where’s the thatching the thatcher of Thatchwood has thatched?
***
Little Lady Lilly lost her lovely locket.
Lucky little Lucy found the lovely locket,
Lovely little locket lay in Lucy’s pocket –
Lazy little Lucy lost the lovely locket!
***
When the Twister twists me a twist,
The twisting of his twist he three times does untwist;
And if one of the twines of his twist does untwist,
The twine that untwisted, untwists the whole twist.

30
ASSIGNMENTS TO ACT III, PART I
Unit 6
1. Learn the following expressions and remember their original context:
to give access to smth (smb), brought up on smth, to take the trouble to do
smth, to be within reach of one’s hand, to do smth on purpose, a love affair, to win a
bet, to be (feel) at home, to be the life and soul of smth, to take up the cue, to stand
on tiptoe, Lord forbid!
2. Provide synonyms for the words and word-combinations given below:
1) shorthand, settee, parlour, solecism, drearily, to sling, soiree, amour, deuce;
2) to mean to do smth, don’t you fuss, no use doing smth, to do smth double
quick, to break up the whole show, to get round smth, not to have the ghost of a
notion about smth.
3. Explain the meaning of the following notions:
1) at-home day (to be at home);
2) small talk (to have small talk):
3) Royal Society’s soirees;
4) to be eligible matrimonially;
5) She’s getting on like a house on fire.
4. Render into English:
1) Самой миссис Хиггинс уже за шестьдесят, и она давно избавила себя
от хлопотливого труда одеваться не по моде.
2) Ты отпугиваешь всех моих знакомых: встретившись с тобой, они
перестают у нас бывать.
3) Есть привычки, слишком глубоко укоренившиеся, чтобы их можно
было изменить.
4) Я уже не первый месяц работаю над Элизой, и она делает
сногсшибательные успехи.
5) Вы пришли очень удачно: мы как раз ждем одну приятельницу, с
которой хотим вас познакомить.
6) То, что люди считают себя обязанными думать, уже достаточно
скверно; но от того, что они на самом деле думают, у всех волосы встали бы

31
дыбом.
7) Предполагается, что мы культурны и цивилизованы, что мы
разбираемся в поэзии, философии, искусстве, науке и пр.
5. Describe the interior of Mrs Higgins’s parlour. Compare it with the inside
of her son’s room in Wimpole Street. Study the interior design and match the
names and descriptions below:
furniture designer and chair
William Morris
maker
Edward Burne Jones landscape painter
James Whistler socialist of the feelings
Cecil Lawson American painter and etcher
Thomas Chippendale pre-Raphaelite
Rossetti 's follower and a
Inigo Jones
mystic
English architect active in
Dante Gabriel Rossetti
Elizabethan time
6. How would you furnish your own guest-chamber? Describe the interior of
the imaginary parlour of your dream.
7. Do you agree with Mrs Higgins that her son lacks good manners? How
many solecisms can you find in the episode?
8. Compare different ways of greeting and meeting people (Mrs Higgins,
Henry Higgins, the Eynsford Hills – mother, daughter and Freddy). How do you
usually greet and say “good-bye” to others?
Unit 7
1. Learn the given word-combinations, translate them into Russian and use them
in the context of your own:
to devour smb with one’s eyes, to be about to do smth, to come to, to do smb
in, to be mother’s milk to smb, to drink on the burst, that’s a mercy, to take a hint, to
catch a glimpse of smth, to pitch smth in strong, to bring oneself to do smth, to be
presentable, to swear like a bargee, to be cracked about smth, to have a bee in one’s
bonnet about smth, to tackle a job, make no mistake about it.
2. Paraphrase Eliza’s “new small talk” in Standard English. Render her speech

32
into Russian making use of the corresponding Russian slang.
3. Translate into English:
1) Нельзя быть такой старомодной: люди подумают, что мы нигде не
бываем и никого не видим.
2) Понятия о приличии так изменились, что я порой не знаю, где
нахожусь: в светской гостиной или в пароходном кубрике.
3) Если ты действительно не замечаешь, что Элиза выдает себя каждой
своей фразой, значит, ты просто с ума сошел.
4) Миссис Пирс очень рада, что у нее теперь хлопот меньше: раньше
ведь ей приходилось отыскивать мои вещи и напоминать мне, куда я должен
идти.
5) Обучать Элизу – самая трудная работа, за какую я когда-либо брался.
4. When we mean to say that someone’s language is vulgar and dirty, we use the
simile “to swear like a bargee”. A simile is the reference to a thing or person with
a specific comparison to something else. There are no limitations to what can be
compared to what, but there are a lot of similes which have become cliches
through over-use. Can you match the pairs from the following scrambled lists?
as dead as a sandboy
as blind as a whistle
as sober as а раnсаке
as ugly as a hatter
as pretty as a bat
as safe as a mule
as good as а mouse
as stubborn as a judge
as mad as a dodo
as quiet as a picture
as clean as a lord-
as straight as а kite
as old as an arrow

Unit 8
1. Learn the English word-combinations, find their Russian equivalents and
remember the original context:

33
to keep records, right off, like a shot, not to get a word in edgeways, to be to
the point, to make for somewhere, to utter a word, to pay through the nose, ready? –
go! to make a sensation, to be in full swing, to stick to one’s opinion, to keep an eye
on smb.
2. Find the words defined by Webster’s Encyclopedic Dictionary as follows:
1) Any extremely severe or trying test, experience or trial; a primitive form of
trial to determine guilt or innocence by subjecting the accused person to fire, poison,
or other serious danger, the result being regarded as a divine or preternatural
judgment;
2) A person who makes a first appearance in a professional career or before
the public;
3) A reception room in a large house or an assembly of guests in such a room;
4) A person in habit of walking about, and often performing various other
acts, while asleep;
5) Designating or pertaining to a form of marriage in which a man of high
rank marries a woman of lower station with the stipulation that neither she nor her
children, if any, will have any claim to his rank or property.
3. Explain and expand:
1) You take a human being and change her into a quite different human being
by creating a new speech for her.
2) Speech is the deepest gulf that separates class from class and soul from
soul.
3) It is the first time that frightens.
4) He can learn a language in a fortnight – a sure mark of a fool.
5) Only foreigners who have been taught to speak English as it should be
spoken do it well.
4. What kind of person is Nepommuck? How does he characterize himself? Dwell
upon his countenance, past contacts with Professor Higgins and his present
occupation. Have you noticed any mistakes in his speech?
5. Foreign speakers of English usually betray their origin through a certain

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accent or by making typical mistakes. Fill in the chart and supply it with your
own examples:
English mistakes Russian (Ukrainian) German
speakers speakers
phonetics
lexicon
grammar (morphology and
syntax)
spelling

Assignments to Act IV
Unit 9
1. Learn the following expressions and use them in the context of your own:
to do smth of one’s own accord, rather too much of a good thing, to take no
notice of smb, it’s over and done with, to hang about, to break smb in, to drive smb
mad, to give way to rage, to show one’s temper, to treat smb badly, to pat smb on the
shoulder, to sleep smth off, to feel cheap, to thrust one’s hands into one’s pockets, a
want of feeling, a padded hanger, vanity bag, to take a last look at smth, to put out
one’s tongue at smb, to grab smb by the shoulder, to shake one’s head.
2. Provide the Russian equivalents for the colloquial vocabulary and slang:
to row, to do the trick, to win hands down, to turn in, tosh, togs, to clear off, to
shy, to get one’s own back, copper, to give smb a fright, righ to, ripping.
3. Complete the chart below on the English and Russian exclamations:
English Russian Emotions and
(Ukrainian) feelings
My word!
Oh come!
Now then!
Oh bother!
Here we go (again)!
Lord forbid!
Heaven and earth! '

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Not bloody likely!
Dash me!
I say!

4. Render into Russian keeping to the literary standard:


1) It’s the strain of putting the job through all these months that has told on
me.
2) If I hadn’t backed myself to do it I should have chucked the whole thing up
two months ago.
3) You’ve never been broken in properly to the social routine.
4) That’s what drives me mad: the silly people don’t know their own silly
business.
5) There can’t be any feelings between the like of you and the like of me.
6) Damn you and damn my own folly in having lavished my hard-earned
knowledge and the treasure of my regard and intimacy on a heartless guttersnipe!
5. Comment upon “the false friends of a translator”:
smoking jacket, circular, social routine, station, extreme, to provoke,
intimacy, resolution, decorum, to scandalize, to pretend, ornament, affair, general,
familiar, direction, to sympathize, spirits, grand staircase, genially, original,
attraction
Assignments to Act V
Unit 10
1. Translate, explain in English the meaning of the word-combinations below and
learn them:
to be in a state, to be taken aback, in the best of one’s knowledge, not to turn a
hair, to do a hand’s turn, to be/speak in earnest, to have the nerve to do smth, to be
overcome by emotion, to tell stories, on good/friendly terms, to take after smb, let
bygones be bygones, to pick up (a foreign language), to take pains, to force a smile,
to be passed over, time and again, once and for all, to give smb a black eye, to have
a fine ear (for smth).
2. Match the neutral words and expressions with their colloquial, vulgar or slang

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equivalents:
damnable blooming
annoying fellow make up
very jolly
eject old woman
catch come to words
vigour guts
quarrel shove out
be reconciled done for
mined blighter
spree lark
mother/wife blasted
nail

3. Carefully study Alfred Doolittle’s speech and fill in the table after it:
Doolittle as a poor yet happy Doolittle as a respectable gentleman
dustman

4. In his speech Doolittle mentions “the Skilly of the workhouse and the Char
Bydis of the middle class”. What Greek myth is alluded to here? What is the
figurative meaning of the expression “between Scylla and Charybdis”?
5. Do you know any other expressions of mythological origin used figuratively?
Choose one of the following for interpretation supplying the mythological
context:
1) Herculean labours; 7) panic fear;
2) to tantalize; 8) Lethean stream;
3) Sisyphean task; 9) the Trojan horse;
4) apple of discord; 10) Ariadne’s clew;
5) Achilles’ heel; 11) Pandora’s box;
6) Procrustean bed; 12) siren air.

6. Who is the author and the addressee of the following utterances? On what
occasions were they pronounced?
1) Your son tied me up and delivered me into the hands of middle-class
morality. 2) Your calling me Miss Doolittle that day when I first came to Wimpole

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Street began my real education.
3) I treat a duchess as if she was a flower girl.
7. How would you interpret the following aphorisms and credos?
1) The great secret is having the same manner for all human souls.
2) I don’t and won't trade in affection.
3) Would the world ever have been made if its maker had been afraid of
making trouble? Making life means making trouble.
4) If you can’t appreciate what you’ve got you’d better get what you can
appreciate.
5) Who cares for a slave?
8. The comedy has a sort of open end. Can you predict further development of
events and characters’ lots?
9. Turn back to the great playwright’s biography. Do you think Henry Higgins
takes after his creator?
10. Any Shaw play is claimed to have a special message. How would you
formulate the message of “Pygmalion”?

Литература:
1. Shaw Bernard. Pygmalion. — M.: Foreign Literature Publishing House, 1948.—
152 p.
2. The Encyclopedia Britannica. A Dictionary of Arts, Sciences, Literature and
General Information. – 11-th ed. – New-York: Enc.Br.Inc., 1910-1911. – Vol.24.
3. In the Realm of Beauty. By I.S. Stroganskaya. – M.: Higher School Publishers,
1967.
4. Матвиенко О.В. Учебное пособие к домашнему чтению по комедии Дж. Б.
Шоу «Пигмалион» для студентов III курса факультета коммуникации:
журналистики и перевода. – Донецк: ДОУ, 2003. – 22 с.
5. Шоу Б. Пигмалион//Шоу Б. Пьесы. – М.: Правда 1981 – С. 177-256.

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