М Г

ББК 81.
2 Англ-923
А64
Рецензент: кафедра английской филологии

Калинингадского государственен) университета
(завкафедрой канд.филол.наук доц. В.И.Заботкина).
АНГЛИЙСКИЙ ЯЗЫК: Учебник для I курса

А 64 филологических факультетов. / Т.И. Матюшкина-
Герке, С.П. Балашова, Н.Н. Броссе и др. - Издание 6-е.
-М..ГИС, 2001. —527 с.
ISBN 5-8330-0097-1
Учебник обеспечивает практическое владение английским язы

ком в пределах лексических и грамматических тем, предусмотрен
ных программой.
В настоящем издании кардинально переработаны некоторые
темы, добавлен новый страноведческий материал, переработана
система упражнений
ББК 81.2 Англ-923.
Художник В. Сонкин
Издание осуществлено совместно

с ЗАО «Издательский домъ «Детектив»
ISBN 5-8330-0097-1 © Коллектив авторов, 1998 г.

© Оформление изд-ва «ГИС», 1998 г.
© Изд-во «ГИС», 1998 г.
ПРЕДИСЛОВИЕ
Настоящий учебник предназначен для студентов 1-го курса

- филологических факультетов я содержит сведения по всем аспектам
языка. Учебник рассчитан на лиц, продолжающих изучать английский
язык, однако предусматривает систематическое повторение основ
грамматики н фонетики.
Цель учебника — обеспечить практическое овладение языком в
пределах грамматических и лексических тем, включенных в программу
1-го курсе. Материал учебника обеспечивает студентам овладение
навыками чтения, говорения, аудирования н письма.
Учебник состоит из вводно-коррективного фонетического курса и
_ основного курса.
Задача вводно-коррективного фонетического курса заключается
в корректировке и автоматизации произносительных навыков сту
дентов. В работе над произношением большое внимание уделяется
; отработке произношения отдельных звуков, ассимиляция звуков в
потоке речи, ритмике, фразовому ударению и коммуникативной функ-
цин ннтонацнн. Отработка фонетических трудностей английского
языка в потоке речи позволяет уже во вводно-коррективном курсе
проводить работу над развитием навыков устной речи.
Вводио-корректнвиый курс не является чисто фонетическим: он
включает элементы лексики, грамматики и повторение основных пра
вил чтения, что облегчает переход к основному курсу. Курс состоит
нз 16 занятий. Каждое занятие рассчитано на 4 часа аудиторного
времени и 5—6 часов самостоятельных занятий студентов а лабора
тории н дома для проработки комплекса упражнений каждого заня-
* тин. При наличии технических средств желательно наговорить диа-
' логн, тексты и тренировочные упражнения на магнитофон, с тем чтобы
студенты в случае необходимости могли самостоятельно работать над
произношением или исправлением своих ошибок. В целом на овла
дение вводно-коррективным курсом отводится 60—70 аудиторных ча
сов, после чего рекомендуется провести фонетический зачет.
Первое занятие вводно-коррективного курса представляет собой
введение к практическому курсу фонетики английского языка и вклю
чает необходимые для филолога начальные теоретические сведения
о фонетическом строе английского языка и работе органов речи.
В аводио-коррективиом курсе даны лишь основные типы тоноа
английской интонации; окончательная отработка произносительных
3
навыков н организация субъективно-модального аспекта высказыва
ния проводится на протяжении всего основного курса.
В опнсаннн фонетического строя английского языка авторы ис
пользовали следующие учебники: 1. “English Phonetics” by V. A. Vas-
silyev.— M., 1970; 2. “Intonation of Colloquial English” by J. D. O’Coff-
nor, G. F. Arnold.— Second edition.— Longman, 1963; 3. “English
Intonation” by E. Ya. Antipova, S. L. Kanevskaya, G.' A. Pigulev-
skaya.— Leningrad, 1974.
В конце вводно-коррективного курса дан раздел “Revision Gram
mar Exercises” для систематизации и закрепления включенного в
него грамматического материала.
Основной курс включает 17 уроков, каждый из которых состоит
из текста, комментариев и упражнений.
Тексты учебника частично составлены авторами и апробированы
носителями языка, частично являются адаптацией оригинальных
источников. Тематика текстов отражает нашу действительность,
быт Англин (страноведческие элементы), а также включает общест
венно-политические тексты. Поскольку основной грамматический ма
териал знаком студентам из'школьного курса, строго дозированное
повторение грамматики идет параллельно с интенсивным накоплением
ленснки.
Часть текстов (в первую очередь тексты общественно-полити
ческого характера, а также ряд трудных дополнительных текстов из
упражнений) используются дли развития навыков перевода и пони
мании текста.
К каждому тексту составлены комментарии. Фонетический ком
ментарий содержит объяснение фонетических явлений языка, ие во
шедших во вводно-коррективный курс, но встретившихся в данном тек
сте.
Комментарии к текстам и диалогам дают описание различных
значений слова, нормы употребления отдельных слов и выражений,
объяснение лексических явлений, требующих детальной отработки,
перевод отдельных трудных мест текста, В комментарий включен пе
ревод некоторых грамматических явлений, не подлежащих подроб
ному анализу на первом курсе, но представляющих собой употреби
тельные разговорные модели. Комментарий также затрагивает воп
росы синонимии, антонимии, фразеологии, Часть объяснений, при
водимых в иомментарннх, дается только для облегчении понимания
текста и не предназначается для активного усвоения.
Грамматический справочник дан в конце книги — суммарно но
всему вводно-коррективному курсу и поурочно — к основному курсу.
Цель справочника — облегчить учащимся поиск нужного материала
и сделать учебник основным пособием по изучению языка. Поурочное
изложение грамматического материала вызвано необходимостью про
комментировать все грамматические явления, встречающиеся в дан-
4
ROM тексте. Обобщение грамматического материала, равно как и от
дельных сведений а области лексикологии, стилистики, фонетики, по
лученных на первом курсе, будет проводиться в соответствующих
. теоретических курсах на более позднем этапе.
Грамматический справочник составлен в соответствии с програм
мой: и окаатывает весь грамматический материал, необходимый для
студентов первого курса языковых вузов.
К каждому тексту составлены упражнения: фонетические, грам
матические, языковые н речевые. Авторы считают целесообразным
начинать работу над текстом с тренировки фонетических н грамма
тических явлений и лишь Затем переходить к работе над лексикой.
В связи с этим большая часть грамматических упражнений к дан
ному уроку построена на лексике предыдущего урока или включает
лексику из школьного словаря-минимума, но в ряде случаев исполь
зуется и лексический материал данного урока.
Интенсивная работа над произношением продолжается весь год.
С этой целью к урокам основного курса даны фонетические упраж
нения на отработку трудных сочетаний звуков, а также словесного
и фразового ударении. Сюда же включены упражнении на интони
рование текста, запись транскрипции и тоиограммы. В упражнения
включены диалоги для заучивания наизусть, заимствованные из ан
глийских учебников н несколько сокращенные (/. D. O’Connor “Into
nation of Colloquial English”; R. Kingdon “English Intonation Practice”),
или составленные я размеченные самими авторами (в основном курсе).
* Лексические упражнения учебника включают как творческие,
так и нетворческие виды работы. Все они требуют от студентов глу
бокого, детального знания текста, комментариев и грамматического
материала. Авторы считают, что работу над лексической темой сле
дует начинать с подробной отработки текста н диалогов и лишь
Затем переходить к тренировочным и творческим упражнениям. В
связи с этим все лексические упражнения учебника поделены на три
раздела:
А— упражнении на детальную отработку материала текста, диалога;
В — упражнении на тренировку определенных структур и моделей,
а также на тренировку отдельных языковых единиц;
С — творческие упражиеиня, в которых студенты используют усвоен-
ный лексический материал в различных ситуациях. Такие упраж-.
нення дают выход в свободную речь.
Авторы учебника старались учесть новые требования современ
ной методики обучения иностранному языку, одним из основных прин
ципов- которой является сочетание печатного текстового материала
со звучащей речью, т. е. фонозаписями учебного материала: текстов,
диалогов, вопросов, тренировочных упражнений.
При наличии лингафонной лаборатории часть упражнеаий к тек
стам, а также сами тексты н диалоги можно записать и нспользо-
5
вать для самостоятельной работы студентов. Этот вид работы помо
жет студентам приобрести навыки слушания устной речи, развить раз
говорные навыки н быстроту реакции.
Материал основного курса учебника рассчитан на аудиторные
занятия — 12—16 часов в неделю. Точное число часов, отводимых
на каждый урок, определяется преподавателем в зависимости от сте
пени подготовленности студентов.
Следует добавить, что прн работе по данному учебнику авторы
предлагают вводить домашнее чтение со второго семестра; в первом
семестре систематизируются все грамматические времена, вводятся
правила перевода прямой речи а косвенную, расширяется лексиче
ский запас, после чего студент может грамотно излагать материал
домашнего чтения.
Вводно-коррективный фонетический курс, фонетические коммен
тарии и упражнения к текстам составлены Л. Л. Ивановой и
Т. Н. Кузьмичевой. Вся лексическая часть — подбор текстов и диало
гов, комментарии н упражнения — выполнена Л. Л. Ивановой,
Т. Н. Кузьмичевой и Т. И. Матюшкиной-Герке. Грамматические уп
ражнения составлены С. П. Балашовой, Н. Н. Броссе н Л. П. Чахоян.
Учебник проверен многолетней практикой работы в Санкт-Пе
тербургском государственном университете и других вузах СНГ.
Новое издание учебника значительно изменено: добавлено боль
шое количество лннгвострановедческого материала, изменена система
лексических упражнений, сделан больший акцент на выход в свобод
ную речь.
Авторы пользуются возможностью выразить свою признатель
ность кафедрам английского языка Тартуского государственного
университета, Киевского государственного университета, Ташкент
ского государственного института иностранных языков, Ленинград
ского государственного педагогического института им. А. И. Герцена,
кафедрам фонетики Ленинградского государственного университета,
Горьковского государственного педагогического института нм.
А. М. Горького и кафедре английской филологии Калининградского
государственного университета за ценные советы и помощь, оказан
ные прн подготовке рукописи учебника к печати.
Авторы будут блвгодарны за замечания, советы и критику, ко
торые помогут им улучшить учебник.
Авторы
ВВОДНО-КОРРЕКТИВНЫЙ
ФОНЕТИЧЕСКИЙ КУРС
ЗАНЯТИЕ I
ВВЕДЕНИЕ
Первостепенной задачей изучающего любой ино

странный язык является овладение его фонетическим
строем, т. е. умение правильно произносить звуки дан
ного языка изолированно и в потоке речи, правильно
оформлять речь интонационно.
Фонетический строй русского и английского языков
существенно различается, что создает большие труд
ности при овладении английским произношением. Чтобы
овладеть произношением звуков английского языка, не
обходимо подробно изучить механизм речи, т. е. позна
комиться с органами речи и их работой.
Органы речи
В образовании звуков прежде всего участвуют по
лости гортани, глотки, рта и носа.
Струя воздуха при выдохе попадает в полость гор
тани (1), где расположены голосовые связки (2). Если
мы произносим звуки с
участием голоса, т. е.
звонкие звуки, то голосо
вые связки напряжены и
сближены, но не сомкну
ты; воздушный поток
приводит связки в коле
бание.
При произнесении
глухих звуков голосовые
связки раздвинуты и вы
дыхаемый воздух прохо
дит через голосовую
щель беззвучно.
Из полости гортани
струя воздуха попадает в
глотку (12), откуда на
правляется в полость
7
рта, если мягкое нёбо и маленький язычок (7) подняты
и закрывают проход в носовую полость, или в полость
носа, если мягкое нёбо опущено. В зависимости от того,
проходит ли воздух через полость рта или через полость
носа, звуки делятся на ротовые и носовые.
В полости рта важнейшим органом речи является
язык. Поверхность языка называется спинкой языка
и для удобства описания артикуляции звуков условно
делится на следующие части: переднюю часть (9) с кон
чиком языка (8), среднюю (10) и заднюю (11).
Верхней границей полости рта является нёбо —
твердое (6) и мягкое, заканчивающееся маленьким
язычком. Непосредственно за верхними зубами у края
твердого нёба расположены небольшие бугорки, назы
ваемые альвеолами (5).
Помимо вышеупомянутых органов речи, следует наз
вать губы (3) и зубы (4).
Органы речи принято делить на 1) активные, т. е.
такие, которые производят определенные движения при
образовании звуков: голосовые связки, задняя спиика
глотки, мягкое нёбо, маленький язычок, язык и губы;
и 2) пассивные, т. е. такие, которые самостоятельной
работы не производят: зубы, альвеолы, твердое нёбо.
Фонема
В живой речи каждого языка произносится опреде
ленное количество разнообразных звуков, которые мож
но объединить «в сравнительно небольшое число зву
ковых типов, способных дифференцировать слова и их
формы, то есть служить целям человеческого общения.
Эти звуковые типы и имеются в виду, когда говорят об
отдельных звуках речи. Мы будем называть их фоне
мами *».
Фонема — это наименьшая, далее неделимая зву
ковая единица языка. Фонема есть абстрактное пред
ставление о звуке, которое объединяет различные его
признаки в одно целое. Фонемы конституируют звуко
вые оболочки слов и помогают различать слова. На
пример: том — дом, том — там (замена фонемы [тJ
фонемой [д] или фонемы [о] фонемой [а] меняет зна
чение слова); дом — дому (добавление фонемы [у] на
конце меняет форму слова).
* Л. В. Щ е р б а. Фонетика французского языка. М., 1948, с. 18.
8
При изучении фонетического строя языка речь идет
о фонеме, осознаваемой всеми говорящими на данном
языке как отдельный звук, противопоставленный дру
гим фонемам. Но в потоке речи одна и та же фонема
произносится неодинаково. Это зависит от ее положе
ния в слове, т. е. от влияния стоящих рядом звуков и
ударения. Поэтому фонема конкретно реализуется толь
ко в виде аллофонов, называемых также вариан
тами или оттенками фонемы.
Сравните: та — то. В первом слове при произнесении
фонемы [т] губы нейтральны, так как за ней следует
неогубленная фонема [а]; во втором случае при произ
несении [т] губы округлены и выдвинуты вперед под
влиянием последующей лабиализованной фонемы [о].
Другой пример: петь — цел. В первом слове фонема
[э] имеет более «узкий» оттенок под влиянием окружа
ющих мягких согласных; во втором слове произносится
более «широкий» оттенок [э], так как соседние соглас
ные твердые.
В родной речи различие между аллофонами фоне
мы, как правило, не осознается, ие замечается. Однако
при изучении иностранного языка следует обращать
внимание на наличие оттенков фонем, на умение пра
вильно употреблять их в определенных условиях. Упот
ребление неправильного аллофона хотя и не ведет к ис
кажению смысла высказывания, как при замене одной
фонемы другой, придает речи необычный акцент.
Совокупность фонем составляет звуковую систему
данного языка. Фонемы могут объединяться в группы.
Основной классификацией фонем является их деление
на гласные и согласные.
Транскрипция
Для графического изображения фонем используют
ся особые знаки фонетической транскрипции. Сущест
вует несколько вариантов фонетической транскрипции.
В английском языке 44 фонемы (из них 20 глас
ных) и всего 26 букв в алфавите. Основное расхожде
ние между количеством фонем и количеством букв на
блюдается в области гласных: 20 гласных фоием — 6
гласных букв. Поэтому одна и та же буква может в
слове в разной позиции обозначать разные звуки и, на
оборот, один и тот же звук может изображаться разны
ми буквами и буквосочетаниями.
9
Гласные фонемы
Гласные фонемы английского языка делятся на мо
нофтонги (гласные с устойчивой артикуляцией), диф
тонгоиды (гласные, качество которых неоднородно в
начале и конце произнесения) и дифтонги (гласные,
которые состоят из двух разных по качеству элемен
тов, образующих одну фонему). В английском языке 10
монофтонгов, 2 дифтонгоида и 8 дифтонгов.
При артикуляции гласных струя воздуха, попадая
в гортань, приводит в колебание голосовые связки,
а затем, проходя через полость глотки и рта, не встре
чает на своем пути препятствий и свободно выходит
наружу. При этом существенно то, какое положение
занимает язык и какую форму он придает резонатору
(т. е. полости глотки и рта).
В артикуляции гласных также принимают участие
губы, которые могут быть в различной степени округле
ны, растянуты или выдвинуты вперед.
Монофтонги. Английские монофтонги обычно клас
сифицируются по следующим признакам:
1. по участию определенной части языка в арти
куляции,
2. по степени подъема языка,
3. по участию губ,
4. по количеству (долготе) гласного и степени на
пряженности артикулирующих органов.
По положению языка, т. е. участию определенной
части языка в артикуляции^ гласные монофтонги де
лятся на:
1. гласные переднего ряда, когда к твердому
нёбу поднимается передняя часть языка, а кончик его
находится у нижних зубов.
Например: английские [i:J *, [i], [е], [ае], русские
[и], [э];
2. гласные смешанного ряда, когда все тело
языка равномерно поднято и вытянуто вдоль полости
рта.
Например: английские гласные [з:], [э], [л].
В русском языке иет гласных смешанного ряда.
Русские [а] и [ы] относятся к гласным среднего ряда,
при артикуляции которых к твердому нёбу поднимается
средняя часть языка;
* См. дифтонгоиды (с. 12).
10
3. гласные заднего ряда, при произнесении
которых задняя часть языка поднимается к мягкому
нёбу.
Например: английские [и:], [и], [о;], [л], [си], рус
ские [о], [у].
По степени подъема определенной части языка глас
ные делятся на:
1. гласные высокого подъема, или закрытые,
которые произносятся так, что пространство между под
нятой частью языка и нёбом остается узким.
Например: английские [i:], [1], [u:], [о], русские
[и], [ы], [у];
2. гласные низкого подъема, или открытые,
которые произносятся при низком положении языка,
так что пространство между нёбом и языком широкое.
Например: английские [ае], [си], [л], [э;], русский
[а];
3. гласные среднего подъема, когда язык
поднимается до середины расстояния между высоким
и низким положениями.
Например: английские [е], [з:] [э], [л], русские
[Э], [О].
Английские гласные фонемы высокого, среднего и
низкого подъема имеют, в свою очередь, узкую и ши
рокую разновидности, например: [i:] — гласный высо
кого подъема узкой разновидности, [1] — гласный вы
сокого подъема широкой разновидности.
По участию губ в артикуляции гласные делятся на
лабиализованные (огубленные), которые произносятся
с округлением губ, например английские [и], [и:], [л],
[»] и русские [о], [у], и нелабиализованиые (неогуб
ленные) , когда губы растянуты или занимают нейтраль
ное положение, например английские [i:], [i], [е], [ае],
[з:], [э] и русские [а], [э], [и], [ы].
Четвертый принцип классификации учитывает дол
готу и напряженность гласного. Согласно этому прин
ципу, гласные фонемы английского языка делятся на
долгие и краткие звуки (в транскрипции долготу
звуков часто обозначают двумя точками [:]), которые
отличаются как по количеству, так и по качеству. На
пример, фонемы [э:] и [л] отличаются не только дол
готой, но и положением языка при артикуляции: [э-.] —
гласная фонема низкого подъема узкой разновидно
сти, а [л] — низкого подъема широкой разновид
ности.
11
В русском языке долгота гласного не имеет сущест
венного значения, в то время как в английском языке
замена долгой фонемы близкой ей по артикуляции крат
кой и наоборот изменяет смысл слова и всего высказы
вания. Сравните: [<1лк] duck — [dak] dark. (Здесь
изменяется не только долгота гласного, но и качество
фонемы.)
При произнесении долгих гласных мускулы арти
кулирующих органов напряжены сильнее, чем при арти
куляции кратких гласных.
По степени мышечного напряжения артикулирую
щих органов английские гласные более напряженные,
чем русские.
Дифтонгоиды. Английские долгие гласные [к], [u=]
часто относят к дифтонгоидам, так же как и русские
[н] и [о], так как при артикуляции этих звуков наблю
дается движение органов речи от одного звука к дру
гому звуку: ['fc], [“и:].
Дифтонги. Особенностью английских гласных фонем
является наличие дифтонгов, или «двугласных» звуков,
произносимых в пределах одного слога.
При произнесении дифтонга органы речи сначала
занимают положение для одного гласного, затем быстро
переходят к положению для другого гласного, но пол
ностью его не артикулируют. Английские дифтонги,
как правило, нисходящие, т. е. первый элемент более
сильный, чем второй.
Начальный элемент дифтонга, более сильный, на
пряженный, называется ядром дифтонга, а конеч
ный, слабый звук — скольжением (или гл а fl-
дом). Исключение составляет дифтонг [ои], у кото
рого второй элемент в ударном положении произносится
почти так же четко, как и первый.
Английские дифтонги делятся на две группы, в за
висимости от артикуляции ядра дифтонга: дифтонги
переднего ряда — [1э], [ei], [еэ], [ai], [аи] и дифтонги
заднего ряда — [иэ], [ои], [э1].
В русском языке дифтонгов нет; в словах типа
бой, лей произносится сочетание гласного с соглас
ным [й].
Сравнительная таблица английских и русских
гласных фонем
Перед Передний Смешан Задний Глубокий

ний отодвину ный сред продвину задний
ряд тый ряд ний ряд тый ряд
вперед
ряд
разновндн.
И Ы1 У
Узкая
|й подъем
а
разновндн.
Широкая
§
CQ 1 и
разновндн.
Узкая
1й подъем
е з:2 о3 о
Э
К
разновндн.
Широкая
о е4 э2
л
разновндн.
Узкая
О6 э:
Низкий подъем
разновндн.
Ш ирокая
ж а
а5 А1 си
1 — гласный среднего ряда; 2 — гласный смешанного ряда; 3 —

начальный элемент (ядро) фонемы (ои]; 4 — начальный элемент
фонемы [еэ]; 5 — начальный элемент фонем [ai] н [ао]; 6 — началь
ный элемент фонемы [si].
Согласные фонемы
При произнесении согласных на пути воздушной
струи встречается препятствие в виде полной преграды
нли щели, через которую проходит воздух.
13
Большая часть английских согласных фонем отно
сится к категории шумных, так как при их артикуляции
элемент шума превалирует над элементом голоса (при
звонких согласных) или вообще доминирует (при глу
хих согласных).
Однако существует группа согласных, при артику
ляции которых музыкальный тон преобладает над шу
мом. Это так называемые сонанты.
Согласные фонемы можно классифицировать по сле
дующим трем основным принципам:
1. по действующему органу и месту образования
преграды,
2. по способу образования преграды,
3. по участию голосовых связок.
В зависимости от работы действующего органа и
места образования преграды согласные делятся на губ
ные и язычные. В свою очередь, губные делятся на:
а) губно-губные: английские [р], [b], [m], [w],
русские [п], [п*], [б], [б’], [м], [м’];
б) губно-зубные: английские [f], [v], русские [ф],
[Ф’], [в], (в’].
Язычные согласные делятся на:
а) переднеязычные, когда в артикуляции уча
ствует передняя спинка языка вместе с кончиком языка;
причем в английском языке это звуки апикальные
(кончик языка направлен вверх к альвеолам), а в рус
ском языке — дорсальные (кончик языка находит
ся у зубов, а передняя часть языка поднимается к твер
дому нёбу).
Например: английские [t], [d], [tfj, [ds], [n], [9],
[6]. (sj, [z], KJ. [з], II], [г], русские JtJ, [t’J, [д],
[д’], [ц], [ч’], [н], [H’J, [с], [с’], [з], [з’], [ш], [ш’](
[ж], [л], [л’], [р], [р’];
б) среднеязычные, когда в артикуляции уча
ствует средняя спинка языка: английский [j], русский
[й];
в) заднеязычные, в артикуляции которых при
нимает участие задняя спиика языка: английские [к],
[91, [0]. русские [к], [к’], [г], [г’], [х], [х’];
г) фарингальные, т. е. звуки, артикулируемые
в полости фаринкса (глотки), например английский
[h]. В русском языке фарингальных согласных звуков
нет.
По способу образования преграды согласные звуки
делятся на смычные и щелевые. При образова
14
нии смычных согласных создается полная преграда
между двумя артикулирующими органами. Например:
английские смычные шумные [р], [b], [t], [d], [k], [g],
смычные сонанты [m], [п], {g]; русские смычные шум
ные [п], [п’1, [б], [б’], [т], [т’], [д], [д’], [к], [к’], [г],
[г’], смычные сонанты [м], [м’], [н], [н’]. При образо
вании щелевых согласных создается препятствие в виде
щели (различной формы и ширины). Например: англий
ские щелевые шумные [f], [v], [9], [б], [h], [s], [z],
[Л, [з], щелевые сонанты [1], [г], [w], [j]; русские
щелевые шумные [ф], [ф’], [в], [в’], [с], [с’], [з],
(з’], [ш], [ш’], [ж], [х], щелевые сонанты [л], [л’],
[й].
В английском языке существуют две фонемы, кото
рые являются промежуточными между смычными и ще
левыми согласными. Это так называемые аффрикаты
[V], [бз]. В начале их артикуляции образуется пол
ная смычка, но постепенно она переходит в щель, в ко
торую проходит воздух, создавая шум трения. В рус
ском языке тоже существуют аффрикаты: [ц], [ч’].
По принципу участия голоса в артикуляции соглас
ные фонемы делятся на звонкие и глухие. Ан
глийские звонкие согласные в конечном положении
никогда не оглушаются, как в русском языке, хотя и
наблюдается некоторое ослабление их артикуляции.
Оглушение конечной звонкой согласной в английском
языке влечет за собой изменение смысла слова. Срав
ните: английские [ded] dead — [det] debt и русские
пруд, прут, которые произносятся одинаково —
[прут].
В английском языке глухие согласные в конце слов
перед паузой произносятся более напряженно, чем в
другом положении.
Звуки в потоке речи. Ассимиляция

В потоке речи звуки могут претерпевать значитель
ные изменения под влиянием соседних' с ними звуков.
Фонемы, таким образом, выступают в речи в виде алло
фонов, артикуляция которых отличается от полной ар
тикуляции изолированных фонем.
В артикуляции отдельной фонемы принято разли
чать три этапа, или фазы:
1. экскурсия (или приступ)—подготовка
органов речи к артикуляции звука;
15
о> Сравнительная таблица английских и русских согласных фонем
По действующему Губные Язычные

органу и месту
х. образования
Переднеязычные
преграды
Среднеязычные
Фарингальные
Заднеязычные
По способу
Губно-губные
Губно-зубные
Какуминаль
палатальные
Дорсальные
Межзубные
образования
Апнкально-
альвеоляр-
(апикаль
велярные
преграды х.
и шума
ные)
ные
иые
__
|
р ь т Д t d k 9
Шумные П Б К Г
Смычные
П’ Б’ Г Д’ К’ Г’
m н n 9
Сонанты (носовые)
М М’ Н'
1
|
|
Однофокусиые
Плоскощелевые f V X
Ф В е h
Щелевые
Шумные
ф> в’ б X’
Круглощелевые С 3 s
С’ 3’ z
[Двухфокусные |
|
Со 2-м задним фокусом ш ж

Шумные
Со 2-м средним фоку Ш’

сом Ж’ I3
Щелевые
1
Боковые Л Л’ 1
Сонанты
Серединные W г j
и
|
Дрожащие сонанты р Р’
Смычно-щелевые ц V бз
ч
2. выдержка, в течение которой органы речи
сохраняют определенный уклад;
3. рекурсия (или отступ), когда артикулиру
ющие органы возвращаются в свое обычное состояние.
В речи, однако, звуки выступают в тесной связи с
соседними, так что часто одна из фаз предыдущего зву
ка является началом артикуляции последующего. Час
тичное или полное изменение артикуляции звуков в по
токе речи под влиянием соседних звуков называется
ассимиляцией.
Ассимиляцию можно анализировать по различным
признакам: 1) по направлению; 2) по месту образова
ния преграды; 3) по работе губ; 4) по работе голосовых
связок. Ассимиляция по направлению может быть
прогрессивной, регрессивной и взаимной.
При прогрессивной ассимиляции предшествующий звук
влияет на последующий, например: what’s [wnts ]. При
регрессивной ассимиляции процесс идет в обратном
направлении, т. е. последующий звук влияет на преды
дущий, например: in the [шбэ], tenth [ten9]. При вза
имном направлении ассимиляции соседние^ звуки вли
яют друг на друга так, что артикуляция обоих претер
певает некоторые изменения, например: twice [twais] —
([t] под влиянием [w] огублено, a [w] частично оглу
шается под влиянием глухого [t]).
Примером ассимиляции по месту образования пре
грады могут служить сочетания [п9], [t6] и др., где
[9], [б] влияют на положение органов речи при артику
ляции предшествующих им апикально-альвеолярных
фонем [n], [t], превращая их в межзубные.
Ассимиляция может влиять на положение губ. Так,
например, под влиянием губно-губного щелевого сонан
та [w] предшествующие согласные становятся огублен
ными: quick [kwik].
Ассимиляция также может затрагивать работу голо
совых связок; вследствие этого происходит оглушение
или озвончение соседних звуков, например: eats [i:ts]
и gives [givz]. Следует помнить, что озвончение или
оглушение в английском языке имеет прогрессивное на
правление, в то время как в русском языке ассимиля
ция согласных только регрессивная. Сравните: like that
[laik^_6a?t], где [к] ие озвончается под влиянием
[б] и раз сто [рлс^.сто], где под влиянием последую
щего глухого [с] оглушается предыдущий звонкий
согласный.
18
Интонация
В речи слова объединены в смысловые группы, или
синтагмы, которые соответствуют части предложе
ния или всему предложению. Каждая синтагма произ
носится с определенной интонацией. Интонация пред
ставляет собой единство речевой мелодики, фразового
ударения, ритма, тембра * и темпа речи. Это единство
различных компонентов интонации служит определен
ной цели и выполняет четыре основные функции:
1) оформляет предложение, т. е. придает предложению,
построенному по определенным грамматическим прави
лам, коммуникативный характер; 2) раскрывает смыс
ловой центр предложения, т. е. выделяет последний
ударный слог в предложении; 3) определяет коммуника
тивный тип предложения, т. е. путем интонации дает
понять, является ли данное предложение простым сооб
щением, вопросом, просьбой, побуждением или воскли
цанием; 4) выражает отношение говорящего к выска
зыванию, т. е. передает субъективно-модальный аспект
высказывания.
Определяющими характеристиками интонации яв
ляются движение основного тона, или речевая мело
дика, фразовое ударение и ритм.
Интонацию можно изобразить графически на шкале,
которая представляет собой мелодический контур син
тагмы в виде ряда ударных и безударных слогов.
При записи интонации применяются следующие
условные знаки:
1. Две параллельные прямые обозна
чают верхнюю и нижнюю границы голосового диапа
зона. Между этими прямыми располагаются значки,
обозначающие ударные и безударные слоги фразы.
2. —— Тире обозначает ударный или полуударный
слоги.
3. • Точка обозначает неударный слог.
4. >. Кривые, падающие вниз, обозначают
* «Специфическая сверхсегментная окраска речи, придающая ей

те или другие экспрессивно-эмоциональные свойства». (О. С. А х-
манова. Словарь лингвистических терминов, с. 472)
19
простое или высокое падение тона в последнем ударном
слоге.
5. у S Кривые, поднимающиеся вверх, обозна
чают повышение тона в конечном ударном слоге (про
стой или высокий подъем).
Внутри шкалы различаются: 1) начальные безудар
ные слоги, которые произносятся на более низком
уровне, чем первый ударный слог; 2) первый ударный
слог, как правило, самый высокий по тону в синтагме;
3) постепенно понижающаяся или повышающаяся
цепочка ударных и безударных слогов; 4) последний
ударный слог синтагмы, самый сильный, который назы
вается я д е р н ы м или ядром синтагмы и закан
чивается падающим или восходящим тоном; 5) безу
дарные слоги после ядерного, завершающие синтагму.
В английском языке различают несколько типов
шкалы:
L Постепенно понижающаяся шкала:
He’s 'very ,clever. . •
Постепенно нисходящая шкала может быть прерва
на на одном из ударных слогов. В этом случае логи
чески выделенное слово, перед которым на тоиограмме
ставится вертикальная стрелка [f], отмечается подъе
мом тона *.
The 'text is fso „difficult.
2. Постепенно восходящая шкала:
But I .don’t 'like them.
3. Шкала с нарушенной постепенностью, в которой
неударные слоги ниже последующих ударных:
Her '’sisters were '’very un'kind to her! ,>.« >
Каждая шкала завершается либо нисходящим, либо
восходящим тоном, начиная с ядерного слога, в зави
симости от коммуникативного типа высказывания. Раз
личают несколько типов тональных контуров, или мело
дических тонов.
* Существуют и другие способы передачи логически выделенного

слова в тоиограмме.
20
Для удобства изложения в данном учебнике мелоди
ческие тоны подразделяются на 7 типов:
1. низкий нисходящий тон
2. высокий нисходящий тон
3. восходяще-нисходящий тон
4. НИЗКИЙ ВОСХОДЯЩИЙ ТОН J
5. ВЫСОКИЙ ВОСХОДЯЩИЙ тон

6. нисходяще-восходящий тон (причем падение и
подъем могут происходить в пределах одного слога или
слова или распространяться на несколько слов):
7. ровный тон _
Каждый мелодический тон передает определенное
отношение к высказыванию и употребляется для оформ
ления определенных коммуникативных типов высказы
вания. Все разновидности падающих тонов, как пра
вило, выражают завершенность, законченность выска
зывания, все восходящие тоны — незавершенность, за
висимость от другой части высказывания, сомнение,
неуверенность.
При обучении интонации в учебнике обычно даются
образцы предложений и текстов с размеченной инто
нацией.
В настоящем учебнике приняты следующие значки
для обозначения компонентов интонации:
1. ударный слог — вертикальной черточкой сверху
перед слогом /'/: 'easy.
2. второстепенное ударение в отдельном слове —
вертикальной черточкой снизу перед слогом /./: ,сотро-
' sition.
3. низкий нисходящий тон — наклонной черточкой
вниз под строкой /,/: It’s .me.
4. высокий нисходящий тон — наклонной черточкой
вниз иад строкой /'/: It’s 'me.
21
5. восходяще-нисходящий тон — знаком /*/ перед
слогом: 'Very '‘much. 'Perfectly.
6. низкий восходящий тон — наклонной черточкой
вверх под строкой /,/: ’Very ,well.
7. высокий восходящий тон — наклонной черточкой
вверх над строкой /7: Is 'it 'cold?
8. нисходяще-восходящий тон — а) знаком /’/ пе
ред слогом, если падение — подъем происходит внутри
одного слога или слова: It is "cold. б) или значками
/'/, /./, если падение — подъем распространен более,
чем на одно слово: It is 'difficult to .say.
9. ровный тон обозначается знаком /-►/: ->Then|I
'went for a ,walk.
10. высокий безударный начальный слог — знаком
/"/: “In, deed.
11. полуударный или частично-ударный слог в на
чале синтагмы и в конце синтагмы за ядерным падаю
щим тоном — точкой на строке: ,Yes .please. .Good
.morning.
12. полуударный или частично-ударный слог в сере
дине синтагмы между ударными слогами и в конце син
тагмы за ядерным восходящим тоном точкой над стро
кой: 'Mike is very .busy. I .think so.
13. знак / "/ перед ударным слогом обозначает, что
данный ударный слог начинается на более высоком
уровне тона, чем предыдущие безударные слоги:
Му "brother is "very 'busy.
14. пауза после неконечной синтагмы обозначается
одной вертикальной чертой /1/, а после конечной син
тагмы — двумя вертикальными чертами /1|/:
,No, | I’m ,not .free at .present. ||
Фразовое ударение
В речевом потоке не все слова выделяются ударе
нием. Артикуляционно-слуховое выделение одних слов в
речи по сравнению с другими словами называется
фразовым ударением. Фразовое ударение яв
ляется важным компонентом интонации.
В английском предложении ударными, как правило,
бывают знаменательные слова: существительные, при
лагательные, смысловые глаголы, числительные, наре
чия, вопросительные и указательные местоимения,
22
послелоги. Неударными обычно остаются служебные
слова: артикли, союзы, предлоги, вспомогательные
и модальные глаголы, а также личные и притяжатель
ные местоимения. Например: 'Mike is .busy. I can 'do it
.now. В русском предложении ударными обычно бывают
не только знаменательные, но и служебные слова.
Например: У 'нас 'есть 'ваши „книги.
Различие во фразовом ударении английского и рус
ского языков представляет серьезные трудности для сту
дентов. Одной из типичных ошибок является выделение
ударением английских личных и притяжательных место
имений, вспомогательных глаголов и предлогов, что
придает особый вес этим словам, искажая ритм и за
частую смысл английской фразы.
Ритм
В английском языке наблюдается тенденция произ
носить ударные слоги в предложении через более или
менее равные промежутки времени. Вследствие этого
скорость произнесения неударных слогов, стоящих меж
ду двумя ударными, а также долгота звуков в них,
особенно гласных, меняется в зависимости от количест
ва неударных слогов, т. е. если неударных слогов много,
они произносятся быстрее, если их мало — они произ
носятся медленнее. Это придает английскому предложе
нию определенный ритм.
В английском предложении или синтагме столько
ритмических групп, сколько ударных слогов. Ритми
ческая группа может состоять из одного ударного
слова или, чаще, из одного ударного слога и одного или
нескольких неударных слогов. Например:
'Why .not? It’s a ’lovely^ .day.
Следует помнить, что в английском языке неударные

слоги внутри синтагмы имеют тенденцию примыкать
к предшествующему ударному слогу; только начальные
неударные слоги всегда примыкают к последующему
ударному слогу. Например:
Не is 'very .busy.
1__________ 11____ I
'Nick is a'gain on 'business in .Moscow.

I_________ II_______ I I___________ I I________ I
23
ЗАНЯТИЕ 2
Фонемы [р], [Ь]

Английские согласные [р], [Ь] произносятся так же,
как и твердые русские [п], [б]. При произнесении
фонем [р], [Ь] напряженные губы образуют плотную
смычку, затем воздух с шумом прерывает преграду.
Следует помнить, что [р], [Ь], как и все английские
согласные звуки, не смягчаются (см. Палатализация,
ниже).
[р] — глухой согласный, т. е. голосовые связки не
участвуют в артикуляции.
[Ь] — звонкий согласный, т. е. голосовые связки
вибрируют.
Перед глухими согласными и на конце слова фонема
[Ь] не оглушается, так же как и все звонкие фонемы
английского языка. Особенностью английской фонемы
[р] является придыхание (аспирация).
Придыхание
Английские глухие смычные согласные [р], [t], [к]
произносятся с придыханием. Это дополнительный
шум, похожий на легкий выдох, создающийся в момент
перехода от согласного к гласному. Придыхательные
согласные произносятся с большим напором воздушной
струи. Придыхание особенно сильно чувствуется перед
долгим ударным гласным и дифтонгом: [pi:z], слабее
перед кратким или безударным гласным: [pit], fkaipit]
и отсутствует в сочетании с предшествующим согласным
[s] или последующим согласным звуком: [spi-k], [pli:z].
Русскому языку придыхание не свойственно.
Палатализация
Палатализация, или смягчение согласных, представ
ляет собой подъем средней спинки языка к твердому
нёбу дополнительно к основной артикуляции фонемы.
Палатализация характерна для согласных фоием рус
ского языка, стоящих перед гласными переднего ряда,
например: бить [б’ит’]. Английским согласным фонемам
палатализация не свойственна, за исключением двух па
латальных согласных [J] и [з]. Отсутствие палатали
зации в английском языке объясняется рядом причин:
24
1) В английском языке гласные переднего ряда [i:] и
[1] не такие закрытые, как русская гласная [и], т. е.
передняя спинка языка не так высоко поднимается
к твердому нёбу; 2) Английские переднеязычные со
гласные — апикальные; апикальное положение кончика
языка не дает средней части спинки языка подниматься
к твердому нёбу; русские переднеязычные согласные
дорсальные; дорсальное положение языка влечет за со
бой подъем передней части спинки языка к твердому
нёбу; 3) Английская согласная фонема соединяется
с последующей гласной в момент рекурсии, а не в мо
мент выдержки данной согласной, как в русском языке.
В английском языке, лишь закончив произносить со
гласный, следует переходить к артикуляции последую
щего гласного звука.
Палатализация согласных в русском языке является
смыслоразличительным признаком — соответствующие
мягкие и твердые русские согласные представляют
собой две самостоятельные фонемы, а не аллофоны од
ной фонемы. Например: м’ел — м’ел’, пыл — пыл’.
Фонемы [k], [д]
Фонемы [к], [д],
так же как и русские
твердые [к], [г], об
разуются путем смычки
задней спинки языка с
мягким нёбом.
[к] — глухая фоне
ма, [д] — звонкая.
Английский взрыв
ной [к] отличается от
русского придыханием.
Фонема [i]
гласной фонемы [1]
язык продвинут вперед,
кончик языка находится
у основания нижних зу
бов, средняя спинка
языка выгнута вперед и
значительно поднята
кверху; губы слегка
25
растянуты или нейтральны, [i] — краткий, ненапряжен
ный гласный.
Русский [и] — более закрытый и более продвинутый
вперед гласный.
Фонемы [f], (v]

При артикуляции [f], [v] внешняя сторона нижней
губы образует плоскую щель с краем верхних резцов.
Верхняя губа не принимает участия в артикуляции.
[f] — глухая фонема, [v] — звонкая.
При произнесении русских [ф], [в] щель образуется
между внутренней стороной нижней губы и верхними
резцами.
Упражнение 1 Упражнение 2
big big giv give
pig Pig vik Vic
kik kick fib fib
pik pick if if
Фонемы [S), [2]

При произнесении [s], [z] кончик языка и передняя
спинка языка поднимаются к альвеолам; края языка
приподняты по направлению к твердому нёбу и обра
зуют круглую щель.
[s] — глухая фонема, [z] — звонкая.
При артикуляции русских [с], [з] кончик языка
находится у нижних зубов. Это положение языка допу
стимо и для произнесения английских фонем [s], [z].
Упражнение 3
1Z is
fiz fizz
fiks fix
sik sick
siks six
26
Фонема [i:J
Фонема [i;J — самый закрытый гласный переднего
ряда. Средняя спинка языка высоко поднята к твердому
нёбу, но не так высоко, как при русском [и]. При про
изнесении [к] вся масса языка продвинута вперед, кон
чик языка касается нижних зубов, губы несколько ра
стянуты, слегка обнажают зубы. В процессе артикуля

ции [i;] язык от более низкого и отодвинутого назад
положения переходит к более высокому и продвинутому
вперед. [i:J — долгий напряженный дифтонгоид.
Уп|ражне ние 4 Упра»снение 5
Ы: be Si: see i=V eve
Vi: V P»: pea i:z ease
fi: fee ki: key
Упраж!«ение 6 Упражнение 7
bi:Z bees ktp keep llpks 1 piece
pi:Z peas si:k seek ||spi:k | speak
fi:Z fees
Позиционная долгота английских

уд а р н ы х гласных
Долгота одного и того же гласного звука зависит
от его положения в слове: дольше всего он звучит на
конце слова, несколько короче — перед звонким соглас-
27
ным и еще короче — перед глухим согласным, причем
качество гласного существенно не меняется. Это пра
вило соблюдается как при произнесении монофтонгов,
кратких и долгих, так и дифтонгоидов и дифтонгов.
ik — big pick — big pi:s — pi:z peace — peas
E is — iz kiss — is
if — giv if — give
si:k — si;z seek — seize
ki:p — ki:z keep — keys
Буквы:
34 Cc Pfi
[bi=] [si:] [is] [pi:]
Правила чтения:
e ■■ [i:J — be, eve
ее = [i:] — see, fee, bee, keep
Упражнения
1. Подготовьте чтение фонетических упражнений t—9.
2. Ответьте на вопросы: что такое палатализация; придыхание; по
зиционная долгота английских ударных гласных фонем?
3. Распределите слова по трем колонкам в зависимости от позицион
ной долготы гласного.
fi:, pik, pi:z, piss, ki:p, vi;, giv, fi:z, klk, fib, i:Z
4. Напишите буквы b, c, e, p, v по две строчки каждую. Следите за
правильностью их написания.
5. Напишите в транскрипции следующие слова н прочитайте их.
fee, see, bee, keep
ЗАНЯТИЕ 3
Фонемы [t], [d]

При артикуляции [t], [d] кончик языка поднимает
ся к альвеолам, образуя с ними смычку.
[t] — глухая фонема, [d] — звонкая.
Фонема [t] произносится с придыханием.
При артикуляции русских фонем [т], [д] смычка
образуется между передней спинкой языка и верхними
зубами.
28
ti: tea di=d deed p*t pit tip tip
di: d fid feet fit fit did did
bit bit kid kid
Фонема [т]
При артикуляции носового сонанта [т] губы обра
зуют смычку; мягкое нёбо опущено, и воздух проходит
через носовую полость. Сонант [т] произносится
так же, как и русское твердое [м].
Английское [гл] в начальном и конечном положении,
особенно после краткого гласного, произносится более
протяжно, чем русское [м]; однако нельзя допускать
гласного призвука после английского [т]. Для этого
нужно сначала выключить голос, а затем разомкнуть
губы.
mi: me ti;m team
mid meet di:m deem
mid mid dim dim
Ф о н е м a [n]
При произнесении носового соиаита [п] коичик
языка образует смычку с альвеолами; мягкое нёбо опу
щено, и. воздух проходит через носовую полость.
В начальном и конечном положении [п] произносит
ся, более протяжно, чем русское [н].
При артикуляции русского [и] смычка образуется
между передней спинкой языка и верхними зубами.
29
Унражненне 13 Упражнение 14
ni: knee di:p— di:d deep — deed

ni:d need ni:t — ni:d neat — need
nit knit fi:t — fkd feet — feed
mi:n mean bi:t — bird beat — bead
dim dean
kit — kid kit — kid it' — i:t it — eat

nit — did knit — did bit — bi:t bit — beat
bit — bid bit — bid nit — ni:t knit — neat
if — i:v if — eve
Фонема [e]
При артикуляции
[e] язык выдвинут, впе
ред, средняя спинка
языка слегка выгнута
кверху, кончик языка
находится у нижних зу
бов; губы слегка растя
нуты.
Английский гласный
[е] похож на русский
[э] в позиции между
твердым и мягким сог
ласным, например, в
словах цель, жесть.
30
реп реп ten ten fen fen

теп теп tekst text bet bet
bed bed vet vet sez says
set — sed set — said bek — beg beck — beg

net — ned net — Ned det — ded debt — dead
*
[i] ~ [e]
pin — pen pin — pen sit — set sit — set
big — beg big —beg bid — bed bid — bed
mk — nek Nick — neck mis — mes miss — mess
Словесное ударение
В английском языке, как и в русском, в словах,
состоящих из двух и более слогов, один из слогов вы
деляется ударением. В транскрипции ударение обозна
чается знаком [’] перед ударным слогом: [’теш],
[’em], fsevn]. Отличительной особенностью англий
ского словесного ударения является наличие двух
(реже — трех) ударений в слове. Например, числитель
ные от 13 до 19 имеют два сильных ударения.
'fifti — 'fiftim fifty — fifteen

’ siksti — ’siks'tkn sixty — sixteen
Слогоделение
Слог — наименьшая произносительная единица ** .
В английском языке слог может состоять из отдельного
гласного (монофтонга, дифтонгоида или дифтонга) или
* 1. Преподаватель выборочно читает слова из обеих колонок;
студенты по слуху называют номер колонки, в которой находится
слово. 2. Один из студентов выборочно читает слова из обеих
колонок; другой студент или называет номер колонки, или произно
сит слово из другой колонки.
Этот тип заданий следует давать всюду, где есть контрастные
упражнения.
** Л. Р. 3 и н д е р. Общая фонетика. Изд-во ЛГУ, 1960, с. 280.
31
из сочетания гласного с одним и более согласным зву
ком. Например:
[’ i:/zi] — easy
[’fif/ti] — fifty
Слог также может состоять из слогообразующего
сонанта, например [ш], [п], которому обязательно
предшествует другой шумный согласный звук. Напри
мер:
[’bi:/tn] — beaten
[’bit/n] — bitten
Слоговая граница в этих словах проходит внутри
согласного [t].
В двусложных словах, если на границе слогораздела
встречаются два согласных звука, первый отходит к
ударному слогу, а второй согласный — к безударному.
Например:
[’sis/tim] — system
Слоги бывают открытые — оканчивающиеся на
гласный звук, и закрытые — оканчивающиеся на сог
ласный звук.
Английские краткие гласные фонемы в ударном
слоге всегда тесно примыкают к следующему за ними
согласному звуку и никогда не встречаются в конечном
ударном слоге; поэтому, произнеся краткий гласный
звук, надо немедленно переходить к артикуляции
последующего согласного звука. Сравните:
[’sit/i] — Си/ти
[’gin/i] — ги/не/я
Дифтонги и долгие гласные могут встречаться как в
открытом, так и в закрытом слоге.
Слог — понятие чисто фонетическое. Деление звуча
щего слова на слоги может производиться только при
произнесении слова, но не при его написании. При
делении написанного слова на части, соответствующие
слогам, можно пользоваться термином «с и л л а б о-
г р а ф». <Силлабограф — графическое соответствие
слога, определяемое при отражении на письме произно
сительного акта» *.
*В. И. Балинская. Графика современного английского

языка. М., 1964, с. 57.
32
'bizi busy 'siti city 'tedi Teddy

gmi guinea 'pigi Piggy 'beki Becky
■piti Pity kiti Kitty 'pegi Peggy
'meni many 'peni penny 'em any
Звукосочетания [tn], [dn]
В сочетаниях [tn], [dn] оба звука имеют аналогич
ную артикуляцию, т. е. кончик языка образует смычку
с альвеолами; поэтому после произнесения [t], [d]
кончик языка остается на альвеолах.
Таким образом, звуки [t], [d] теряют третью фазу
(т. е. не происходит взрыва), а звук [п] не имеет первой
фазы. Во время смычки мягкое нёбо опускается для
артикуляции [п], и воздух выходит через носовую
полость; происходит так называемый носовой взрыв.
'kitn I kitten || 'mitn I mitten || 'bidn | beaten
Фонема [w]
При произнесении фонемы [w] напряженные губы
сильно округляются и слегка выдвигаются вперед.
Одновременно с этим задняя спинка языка оттягивает
ся назад и поднимается в направлении мягкого нёба,
как для русского [у]. Мягкое нёбо поднимается, за
крывая доступ воздуху в полость носа. Но начальное
положение губ и языка удерживается недолго: органы
речи быстро принимают положение для артикуляции
последующего гласно
го. Сонант [w] встре
чается только перед
гласным и представ
ляет собой скольжение
к нему.
[w] надо следить, что
бы нижняя губа не ка
салась верхних зубов,
иначе будет слышен
звук [v],
В русском языке
подобной фонемы нет.
33
2-4043
wi: we wim whim wig wig

wi:k week 'wimm women went went
win win wen when wet wet
wind wind west west web web
wig — wit wig — wit

wi:z — wi:p wheeze — weep
wi:v — wi:k weave — weak
wed — wet wed — wet
(ti:J [eks] [zed]

r|e] — в силлабографах закрытых ударных сло
e гов — pen, desk
L-[i:] 1. в силлабографах открытых ударных сло
гов — we
2. в силлабографах закрытых ударных сло
гов перед согласной + нечитаемая бук
ва е — Pete
[s] — в начале слова; в конце слова после глухого
C согласного — see, send, nets
[z] — в конце слова после сонантов и гласных,
между двумя гласными — bees, pens, busy
ss — [s] — в конце слова — mess
х — [ks] — next
1. Подготовьте чтение фонетических упражнений 10—24.
2. Напишите по две строчки следующих букв.
d, f, m, п, s, t, x, z
34
3. Напишите в транскрипции следующие слова и прочитайте их.
bee, we, text, bend, pets, next, dense, test
4. Ответьте на вопросы.
1. Что такое «носовой взрыв»? 2. Как произносятся
сонанты [tn], (nJ в начале слова перед гласным и в
конечном положении после кратких гласных?
в. Прочитайте следующие числительные, обратите внимание на уда
рение.
15, 50, 16, 60
в. Распределите следующие слова по трем колонкам в зависимости от
позиционной долготы гласного.
bi:d, bit, birt, kid, mi:k, ni:, wig, win, wip, wi:p, ti:,
nip, fib, fi:
7. Выберите слова, в которых есть носовой взрыв, и произнесите их.
'didnt, 'givn, 'bitn, wind, went
8. Определите, в каких словах [р], [t], [к] произносятся с придыха
нием, а в каких оио отсутствует.
pin, spin, skin, km, ki:, ski:, kit, kid, pif, pi.t, sti.m,
ti:m, spi:k, ten, stem, nek, nekst
ЗАНЯТИЕ 4
Фонемы [0], [б]

При произношении [0], [б] язык распластан и не
напряжен. Кончик языка касается края передних верх
них зубов (см. рис.) или слегка оттянут за зубы. Воз
душная струя с шумом проходит через плоскую щель,
которая образуется между верхними зубами и передней
спинкой языка.
[0] — глухая фо
нема, [б] — звонкая.
В русском языке по
добных звуков нет.
Необходимо сле
дить за тем, чтобы:
1. кончик языка,
находясь за зубами,
был распластан, а не
поднимался кверху,
иначе будут слышны
звуки [s], [z];
35
2*
2. нижняя губа не касалась зубов, иначе будут слыш
ны звуки [f], [v],
3. передняя часть языка не касалась верхних зубов,
иначе будут слышны звуки [t], [d].
eeei: — 6661: Bi: — si: 61:— zi:
sssi: — zzzi: Bi: — fi: 6i:— vi:
fffi: — vvvi: e : — ti: 6i:— di:
Упражм енне 27 Упражнени e 28

[ее ei:]
6i:f thief ti:6 teeth kiO kith
6i:m theme ni:0 neath fife fifth
0ik thick bi'ni:6 beneath mi6 myth
61П thin
Упраж!1енне 29 Унражн еиие 30

[6t>6i:]
6i: thee si:6 seethe

6i:z these W16 with
51S this wi’6in within
Фонема [ei]
Фонема [ei] — дифтонг, ядром которого является
гласный [е]. При произнесении ядра дифтонга [ei]
язык продвинут вперед и передняя спинка слегка выг
нута вверх. Кончик языка прижат к нижним зубам.
Губы нейтральны. Затем средняя спинка языка немного
поднимается в направлении артикуляции [1], но пол
ностью положения для [1] не принимает; второй
элемент дифтонга произносится нечетко, расстояние
между спинкой языка и твердым нёбом остается широ^
КИМ.
Нужно следить за тем, чтобы дифтонг [ei] не
заканчивался русским [й] или английским [j]; для
этого надо ослабить мускульное напряжение в конце
дифтонга и следить за тем, чтобы средняя спинка языка
не поднималась высоко.
36
ei a dei day
eim aim kei k
eid aid mei may
eit eight gei gay
eik ache pei pay
bei bay
wei way
dein — deit Dane — date

keim — keip came — cape
mein — meik main — make
geim — geit game — gate
eim ■— eit aim — eight
Фонема [э]
/ Гласный [э] встречается только в безударных сло-
I гах. Он является результатом ослабления (редукции)
Гласных в безударном положении и Поэтому часто
«„называется нейтральным. Артикуляция [а] лишена
■■ напряженности. Язык слегка оттянут от нижних зубов
н лежит максимально плоско. Губы занимают нейтраль
ное положение.
4 Фонема [а] легко поддается влиянию соседних зву-
ков и меняет свое качество в зависимости от положения
в слове, а иногда и совсем выпадает. Встречается
4 несколько оттенков (вариантов) фоиемы [э]:
I. а) один из оттенков [а], встречается на конце слова
| перед паузой. Он похож на русский конечный безудар-
ный звук [а] в словах рана, рано. Например: [’mfcta],
fbeikaj.
•JI б) второй, наиболее распространенный оттенок [а]
. > ■ встречается в начале слова и между согласными, если
' одним из иих не являются звуки [к], [д], а также в
произношении неопределенного и определенного артик-
ля, когда последующее за ним слово начинается с сог-
I ласного. Например: [э'реп], [ba'dei], [’seldam],
Sa Второй оттенок [а] произносится короче первого.
1 Точного соответствия этому звуку в русском языке нет,
Ц ио он напоминает оттеиок русского звука [а] во втором
предударном слоге. Например: голова [гъллвй], пото-
■I лок [пътллбк].
%
Л ’37
в) третий оттенок [э] под влиянием соседних звуков
[k, д] — более закрытый и отодвинутый назад, напри
мер: [э’деш], [ka’nektj.
В английском языке звук [э] является самостоятель
ной фонемой, так как разница в значении ряда слов
опирается на различие между [э] и другим гласным.
Например:
[’а:тэ] armour — вооружение, доспехи
[’a:mi] army—армия
В русском языке [ъ] и [л] являются оттенками
гласной фонемы {а], а не самостоятельными фонемами.
э’реп а реп бэ 'sentans the sentence
э’рш a pin бэ 'sekand the second
a’dei a day бэ ’me0ad the method
э’деш again 61 a'sistan t the assistant
эп ’ед an egg ta ka’nekt to connect
fa kan'vei to convey
'sei dam seldom
I Упражнение 36
’fi:va fever 'deta debtor

'mi:ta metre 'wi:ka weaker
J
'mista Mister ’ЬеЛэ bather
Фонемы [tJ], [ds]
4 При артикуляции аффрикат [tj’J, [дз] кончик язы
ка прижимается к альвеолам, средняя спинка одновре
менно поднимается к твердому нёбу, но не так высоко,
как для русского [ч]
(сравните: чей и chain).
I Полная смычка образу
,11 ется лишь на мгновение,
а затем постепенно пе
реходит в плоскую Щель,
через которую с шумом
трения проходит воз
дух.
[tfl — глухая фоне
ма, [ds] — звонкая.
[tj] и [ds] надо сле-
38
'11
дить за тем, чтобы они произносились одним усилием,
слитно, а не были сочетанием двух отдельных звуков [t ]
и [jj или [d] и [з].
Фонемы, подобной [ds], в русском языке нет. Иногда
при озвончении русского [ч] в сочетании слов можно
услышать похожий звук, например: дочь больна, ночь
была.
Унражненне 37 Упражнение 38
ti:tj teach tfest chest d3im Jim

'tiitja teacher tjes chess eid3 age
'piktfa picture tfein chain peids page
tfin chin Wltf which dseimz James
tji:p cheap tfek check weids wage
t jest — ’dsestja chest — gesture

tfin — dsin chin — jinn
tjes — djet chess — jet
tjtp —'dsipsi chip —gypsy
Низкий нисходящий тон в предложении

Низкий нисходящий тон выражает законченность
высказывания. При нисходящем тоне в английском
предложении, в отличие от русского, голос падает стре
мительнее и резче.
Сравните:
Катя занята. —••,
'Kitty is .busy.
Если за последним ударным (ядерным) слогом

английского предложения следует один или несколько
безударных слогов, то эти слоги произносятся на
Йнзком уровне. Например:
'Nick is .busy. ***
« е
Низкий нисходящий тон характерен для эмоциональ

но нейтральных повествовательных предложений.
39
Материал для чтения
1. 'ten .men || ten men
'wet .net || wet net
'big .men || big men
'big .pen || big pen
'sik Jed II sick Ted
'def ,ned || deaf Ned
2. its .nik || It’s Nick.
its ,ned || It’s Ned.
its ,sid || It’s Sid.

it ,iz || It is.
3. it .iznt || It isn’t.
4. 'ted iz .in || Ted is in.
'nik iz .in || Nick is in.
5. 'dis iz э .desk || This is a desk.
'dis iz a .ki: || This is a key.
6. da 'tekst iz ,i:zi || The text is easy.
da 'di:n iz .bizi II The dean is busy.
7. 'nik iz .bizi || Nick is busy.
'kiti iz .bizi || Kitty is busy.

Буквы:
//
6? CL
lei] [eitj-J [d3ei] [kei]
a — fei] — 1. в силлабографах открытых ударных сло
гов — а
2. в силлабографах закрытых ударных
слогов перед согласной + нечитаемая
буква е — made, gate
И скл ючен и я: ate [et],many [’mem], any ['em]
ea — [i=] — tea, dean
Исключения: deaf [def], guinea [’gini]
40
[0] — 1. во всех случаях в начале слова, кроме
местоимений и других служебных
слов — thick, theft
th 2. в конце слова — beneath, tenth
3. в середине слов негерманского проис
хождения — method, sympathy
{б] — 1. между двумя гласными — seethe, bathe
2. в служебных словах и местоимениях —
these, this, the
ck — [k] — peck, check
ch — |tj] — cheap, speech
Исключение: ache [eik]
j — [ds] — James, Jane
2. Отработайте чтение фраз; следите за слитностью чтения, ритмом
и правильностью мелодии.
3. Напишите по две строчки следующих букв и слов.
a, g, h, j, k, age, jam, Jack
4. Напишите в транскрипции следующие слова.
game, cheese, then, beach, send, came, debt, Jane,
wake, leak, take, deaf, theme, neck, beds, tent, fix, seven,
met, begs, Pete, pit, beef
5. Ответьте на следующие вопросы.
1. Что такое тонограмма? 2. Что такое постепенно
понижающаяся шкала тонов в английском предложе
нии? Какие типы шкалы вы знаете в английском языке?
3. Чем характеризуется мелодия с понижением тона
в английском языке? В чем ее отличие от русской мело
дии? 4. Что такое интонация? Каковы ее четыре основ
ные функции? 5. Что такое фразовое ударение? 6.
Что такое ритмическая группа? 7. Как произносятся
определенный и неопределенный артикли в неударном
положении? 8. Какие варианты фонемы [э] вы знаете?
6. Распределите следующие слова по трем колонкам в зависимости
от позиционной долготы гласных.
teim, bei, dsei, dsein, tjeis, tjeinds, keik, veig, 6i;, 6is,
6r.z, nek, ges, gi;s, in, ni;t, ned
41
7. Отработайте чтение следующих сочетаний.
a ,me0ad э .sentans
э .trtfa a .sekand
a .piktfa э .tfikin
8. Отработайте чтение следующих предложений, заменяя данные
существительные существительными в скобках; напишите тоно-
граммы первых двух предложений каждого раздела.
1. '6ts tz э .desk || ('sentans, pen, pin, ki:, 'ti:tja, 'piktja,
bed)
2. ба 'tekst iz ,i:zi || ('me0ad, 'sentans, geim, wet)
3. 'pfct tz .tn || (ted, ned, ben)
4. 'tedi tz ,tn || ('emili, 'beti, 'kiti, ’bekt)
ЗАНЯТИЕ 5
0eft theft
de0 death
ten0 tenth
'0i:sts thesis
smi0 Smith
6en then 'fe6a I feather
бет them ta'ge6a | together
Упражнение 42 *
0i:m — si:m theme — seem
0tk — sik thick — sick
mi0 — mis myth — Miss
de0 — def death — deaf
0ik — fiks thick — fix
0m — fin thin — Finn
de0 — det death — debt
0in — tin thin — tin
Следите, чтобы звук [0] не заменялся звуками (s),
[f], И-
Упражнение 43 *
W15 — wiz with — whiz
si:6 — si:z seethe — seize
bei6 — beiz bathe — baize
* К ynp. 42, 43 можно применить метод, рекомендованный в
фонетическом упражнении 19.
42
den — zed then — z
di: — vi: the —v
si:d — kon'skv seethe — conceive
dei — dei they — day
Следите, чтобы звук [d] не заменялся звуками [z],
(v), Id].
Фонема [ае]
Фонема [ае] — самый
открытый гласный перед
него ряда. При произне
сении [ае] тело языка
продвинуто вперед.
Средняя спинка языка
немного приподнята, ио
расстояние между нею и
твердым нёбом намного
шире, чем при [е]. Ниж
няя челюсть довольно
сильно Опущена. Углы губ
растянуты. При артикуля
ции [ае] вся мускулатура речевого аппарата значитель
но напряжена.
В русском языке подобного звука иет.
aen Ann maen man
aem am daen than
aed add daet that
aent ant kaet cat
aend and faet fat
’aebsnt absent gaes gas
baek — baeg back — bag
maet — maed mat — mad
kaep — kaeb cap — cab
baet — baed bat — bad
maetj— baeds match — badge
|е] - [®]
men — maen I men — man set — saet set — sat
ded — daed | dead — dad sed — saed said — sad
43
Фонема [ai]
Фонема [ai] — дифтонг. Ядром дифтонга является
открытый гласный переднего ряда [а], при пронзиесе-
ини которого язык продвинут вперед и лежит плоско
в полости рта. Кончик языка находится у нижних зубов;
губы растянуты. Затем средняя спинка языка подни
мается для произнесения звука [1], однако отчетливо
второй элемент дифтонга не произносится. Не следует
поднимать среднюю спинку языка слишком высоко для
[1], иначе второй элемент дифтонга будет звучать как
русское [й] или английское [j].
Упражнение 48 Упражнение 49 Уиражнеяне 50
mat my faiv five >aik pike
dai die nain nine cait kite
tai tie taim time taip type
bai buy dam dine sait sight
6ai thy faind find bait bite
wai why maind mind
wain wine
tjaim chime
6am thine
Упражнение S1
sai — sai6 — sait sigh — scythe — sight

mai — main — mait my — mine — might
fai — fam —■ fait fie — fine — fight
sai — said — sait sigh — side — sight
wai — waid — wait why — wide — white
wai — waiz — waip why — wise — wipe
Регрессивная ассимиляция
Альвеолярные фонемы ft], [dj, [n] под влиянием
последующих межзубных [0], [б] меняют место смычки
и становятся дентальными. Это пример регрессивной
ассимиляции, когда последующий звук влияет на арти
куляцию предшествующего.
бэ 'sevn0 the seventh at Sis at this
бэ "ten0 the tenth an(d) ’6is and this
1П ’61S in this’ an(d) ’6aet and that
in '6aet in that
44
Употребление низкого нисходящего тона
в повелительных предложениях
Побудительные предложения, выражающие распо
ряжения и приказания, произносятся с низким нисхо
дящим тоном, например:
,Send it. ,Кеер it.
Редукция
В безударном положении служебные слова (предло
ги, союзы, артикли, вспомогательные и модальные гла
голы) , а также местоимения, реже — знаменательные
слова, изменяют свое произношение: безударные
гласные произносятся слабо, нечетко, не достигают
своего полного образования, т. е. редуцируются
(ослабляются). Редукция приводит к утрате глас
ным звуком важных признаков:
1. к изменению качества гласного, например:
send — and (and)
— [61] — перед гласным звуком
|6i:] (the)
— [ба] — перед согласным звуком
авт — ат (ат) аеп — ап (ап)
kaen — кэп (сап) ei — а (а)
aet — at (at) бет — бэт (them)
и т. д.
2. к сокращению долготы гласного, например:
mi: — mi (me) bi: — bi (be)
3. к полному выпадению гласного. Эта так называе
мая нулевая редукция обычно отражается на письме
апострофом вместо гласного, например:
aim ,bizi. (I’m busy.)
its .nik. (It’s Nick.)
В результате редукции большинство служебных
слов в английском языке имеют две или более формы:
сильную, полную, которая употребляется, как правило,
в ударном положении, и одну или несколько редуци
рованных, слабых, которые всегда употребляются в
безударном положении.
45
Правильное употребление полных и слабых форм в
устной речи и при чтении вслух очень важно; произно
шение служебных слов в полной форме, вместо редуци
рованной, выделяет эти слова, придает им часто ненуж
ную смысловую значимость, нарушает ритм английской
речи.
1. .61S 1Z II This is.
,6aet iz Ц That is.
2. .send it || Send it.
.ki-p it || Keep it.
,teik бэт || Take them.
,mi;t mi || Meet me.
,giv бэт || Give them.
3. ’6ts iz э ,maen Ц This is a man.
'бай iz э .baeg || That is a bag.
4. '6is iz э 'baed
.maep || This is a bad map.
5. '6aet iz э 'big ,tai- That is a big ti
дэ II ger.
Буквы:
[wai]
a — [as] — в силлабографах закрытых ударных сло-
гов — mad, than
ai 'I (перед — aim, main
> —1 согласной) — Исключение: said [sed]
ei ) 1 — vein
[ei] Исключения: seize [si-z],
either [' at-
бэ], neither
[’па1бэ]
ay 1 _ (в конце — day, gay
ey j слова) — they, convey
Исключение: key [ ki:]
[s] — перед е, i, у — face, cyder, cent, cite
C[k] — в остальных случаях — cane, cake
46
№] — перед е, i, у — age, giant, Egypt
[g] — 1. перед остальными гласными и согласны
ми — game, gay, big, pigs
2. в ряде общеупотребительных слов перед
е, i, у — begin [bi'gin], bigger ['biga],
eager [’i:ga], geese [gi;s], get [get], gift
[gift], give [giv], tiger [’taiga], together
[ta'ge6a] и др.
gh — не читается перед [t] и на конце слова — eight,
weigh
г- [ai] 1. в силлабографах открытых ударных сло
гов — my, die
2. в силлабографах закрытых ударных сло
i. У гов перед согласной-[-нечитаемая буква
е — five, type
3. в силлабографах закрытых ударных
4*1 слогов — big, myth
Исключения: give [giv], city fsiti], pity ['piti]
i — [ai] — перед nd — mind, bind
Исключение: wind [wind] ветер
i — [ai] — перед нечитаемым сочетанием gh — might,
sigh
sc — [s] — перед e, i, у — scythe, scent
tch — [tf] — fetch, match
у — [i] — в конечном безударном положении — pity,
penny
z — [z] — zed, seize
В английском языке удвоенные согласные буквы
читаются как один согласный звук — bitten, mitten,
penny.
2. Отработайте чтение фраз.
sigh, catch, sneeze, pie, state, tan, city, fine, Kitty,

scythe, dye, scene, kind, night, either, tidy, tie, give, tin,
by, bikes, weight, gay, main
4. Объясните случаи регрессивной ассимиляции.
ten9, 'sevn9, an(d) '6is, at '6aet
47
5. Распределите следующие слова по двум колонкам в зависимости
от позиционной долготы гласного.
кзеп, kaet, kaeb, daed, pet, peg, tfaep, dsaem, wai, said,
bai, salt, spai, paik, pain, sai
6. Отработайте чтение следующих сочетаний.
mat Jai mai ,sait
mai ,said mai ,pen
mai ,naif mai ,bed
7. Отработайте чтение следующих предложений.
aim ,bizi || aim Jain ||
aim .get || aim ,sik ||
8. Отработайте чтение следующих предложений, заменяя данные
существительные существительными в скобках; напишите томо
1. 'dis iz э ,kait || ('tjimm, tai, paip, реп)

2. 'Saet iz э .tfin || ('beika, baeg, maetj, pai)
9. Напишите следующие предложения в транскрипции; обозначьте
мелодию и ударения; отработайте их слитное чтение.
Му name is Nick. This is an easy text. That is a startip.
Take it. Send them.
ЗАНЯТИЕ 6
Упражнение S3
[e] — fei] — [ae]
et — eit — aet ate — eight — at
beg —beiS — baeg beg — bathe —bag
Sen — Sei — Saen then —they —than
pen — pein — paen pen —pain — pan
Фонема [1]
Фонема fl J — апикально-альвеолярный щелевой со
нант. При произнесении [1] кончик языка прижат к аль
веолам, края языка опущены, воздух проходит по обеим
сторонам языка. Мягкое нёбо поднято и закрывает дос
туп струе воздуха в полость носа.
Английская фонема [1] имеет два варианта: так на
зываемые «светлое» [1] и «темное» [1].
При артикуляции светлого [1] одновременно с кон
чиком языка поднимается средняя спинка языка, но не
так высоко, как при русском [л’].
48
При произнесении темного [1] задняя спинка язы
ка поднимается к мягкому нёбу.
Светлое [1] встречается перед гласными; темное
[1] — перед согласными и на конце слова.
В русском языке это две фонемы: [л] и [л’]. На
пример: мел — мель.
Однако английское темное [1] не бывает таким твер
дым, как русское [л], а светлое [1] не бывает таким
мягким, как русское [л’].
Фонема [1], как и сонанты [п], [ш], является сло
гообразующим сонантом, если ей предшествует другая
согласная, например: ftei/bl].
laemp lamp pleit plate ’baedli badly

’ laetm Latin plfcz please blaek black
laed lad kli:n clean 631! Jill
lass lass 1’levn eleven sled3 sledge
land land 'faemih family
leit — leid late — laid

laik — laiz like — lies
li:k — li:d leak — lead
'lisn — lid listen -lid
'lesn — leg lesson — leg
teil tail ’pensl pencil tel tell milk milk

'teibl table bel bell kil kill film film
fi:l feel tfil chill Wil will
si-’l seal wel well waild wild
49
Фонема [г]
Английский сонант [г] не похож на русский [р].
Русское дрожащее [р] образуется рядом последова
тельных быстрых ударов кончика языка об альвеолы.
английского [г] кон
чик языка поднима
ется к заднему скату
альвеол, но ие каса
ется его, оставаясь
неподвижным. Щель
для прохождения
воздуха довольно
широкая; губы нап
ряжены, ио ие выдви
нуты вперед.
Для контроля
правильности произ
несения [г] следует начать произносить русский звук
[ж], а затем сделать щель более широкой, чтобы не
было отчетливого «жужжания».
red red rait -- raid write -- ride
rein rain reis -- rein race -- rain
raim rhyme ri;p -- ri-.d reap --read
'nva river risk -- rid risk -- rid
ri;6 wreathe rest -- red rest -- red
'redi ready raet -- raeg rat - rag
Фонема [сс]
При произнесении [а]
язык отодвинут назад;
задняя спинка слегка при
поднята. Расстояние меж
ду задней спинкой языка
и мягким нёбом широкое.
Кончик языка оттянут от
нижиих зубов; губы нейт
ральны.
По сравнению с рус
ским [а], английское [а*]
значительно глубже, про
износится дольше и напря
женнее.
50
ka саг 'kapit carpet

kam calm 'gadn garden
kat cart 'gcugl gargle
fa far past past

fam farm padn pardon
pas pass stat start
a — ba are —- bar
ask — task ask —- task
at — pat art —- part
am — pam arm — palm
ak — dak arc — dark
'an so — dans answer — dance
|wj - Iv]
wtl — vfcl wheel — veal
wel —’velvit well —velvet
waiz —vais wise —vice
wain — vain wine — vine
Окончание множественного числа существительных

-з (или -es) произносится:
[s] — после глухих согласных:
tekst — teksts text — texts
laemp — laemps lamp — lamps
pat — pats part —parts
leik — leiks lake —lakes
[z] — после гласных и звонких согласных:
tai — taiz tie — ties
dei — deiz day — days
baeg — baegz bag —bags
'lesn — 'lesnz lesson — lessons
'pensl —'penslz pencil —pencils
51
[izj — после свистящих и шипящих:
klas —'klasiz class — classes
maetl" —'maetfiz match — matches
pleis —'pleisiz . place — places
pi:s —'pi:siz piece — pieces
sentans — 'sentansiz sentence — sentences
Связующее [r]
Буква г и сочетание re на конце слова не читают
ся, а лишь влияют на чтение предшествующей глас
ной. Если же за словом, оканчивающимся на г или
ге, следует; слово, начинающееся с гласного, то меж
ду ними может появиться связующий звук [г], причем
оба слова произносятся слитно. Например:
ба 'baegz а-г m ба .desk ||
Сочетания [z— б] и [s — 0] в потоке речи

Следует помнить, что звуки [s] и [z] не подвер
гаются ассимиляции по месту образования преграды,
если за ними следуют звуки [0] и [б].
Сочетания [iz 6is], [iz ба], [keiks 0ik] часто пред
ставляют практическую трудность при обучении про
изношению. Надо следить, чтобы между [z] и [б],
[s] и [0] ие появлялся звук [а].
Низкий восходящий тон
Низкий восходящий той выражает незавершенность

высказывания, сомнение, неуверенность говорящего,
логическую зависимость предложения или синтагмы от
соседних синтагм.
В предложении с низким восходящим тоном удар
ные и безударные слоги образуют постепенно пони
жающуюся шкалу; начало последнего ударного ядер-
иого слога произносится довольно низким тоном, подъ
ем начинается со второй половины этого слога, про
исходит медленно и не достигает большой высоты.
Если за последним ударным слогом английского
предложения следуют неударные слоги, то ударный слог
произносится на низком уровне, а неударные слоги
образуют постепенное повышение тона.
52
В русском языке тон голоса резко повышается в
начале последнего ударного слога и резко падает на
заударном слоге.
Сравните: 'Is'Nick .busy?
Коля зйнят?
Одним из случаев употребления низкого восходяще
го тона является общий вопрос. Например:
'Is the'text .easy? ,

1. ,iz it ||
.1Z dis II
,iz daet ||
2. ,iznt it ||
3. 'iz dis a .desk ||

'iz dis a .ki: ||
'iz daet э ,baeg ||
4. 'iz da 'tekst .i:zi ||
'iz da 'dm ,bizi ||
5. 'iz 'dik at da ,sinima ||
6. '<x 'nik and 'lih in da .gccdn ||

7. da baeg iz in da .desk || e—,
da 'pen iz in da .baeg || -------------------
8. da 'penslz <Tr in da .baeg || ~
»***
«.^
9. da 'baegz <Tr in da .desks || * **"*«<^

1. Is it? 3. Is this a desk?
Is this? Is this a key?
Is that? Is that a bag?
2. Isn’t it?
53
1. Is the text easy? 7. The bag is in the desk.
Is the dean busy? The pen is in the bag.
5. Is Dick at the cinema? 8. The pencils are in the bag.
5. Are Nick and Lily in the 9. The bags are in the desks
garden?
Буквы:
lei] [a]
аг — [a] — саг, garden
ss — grass, class
Исключения: lass Jlaes], ass [aes],
mass [maes]
sk — ask, basket
sp — grasp, rasp
st — mast, cast
a+
ft — after, craft
Im — calf”' Ca'm } (буква I не читается)
If
th — path, rather
n + согласная — answer, dance, command
Исключения: land [laend], sand
[saend], stand [staend]
ea — [e] — перед d, th, nt — feather, leather, dead,
death, ready, read, lead,
meant
Исключения: lead [li:d], read [ri=d],
leader, reader
c — [k] — перед согласными — clean, cry
rh — [r] — rhyme, rhythm
i — ]ai] — перед Id — mild, child
-er — [a] — в безударном положении — miner, togeth
er, river
2. Отработайте чтение фраз; обратите внимание на связующее г и
на редуцированные формы служебных слов.
3. Напишите по строчке следующих букв и слов.
1, г, exercise, Kitty, India
54
task, past, nasty, calmly, thick, jar, meant, gargle,
crisp, wild, bath
от позиционной долготы гласных.
fa, fam, kast lak, lack, laem, rat, raim, rats
1. Когда произносится связующий звук г? 2. Как
произносятся сильные и редуцированные формы сле
дующих слов: are, the, a, an, at, me, them? Дайте
свои примеры.
7. Напишите следующие сочетания слов в транскрипции; обратите
внимание на произношение определенного и неопределенного
артиклей.
the apple, an apple, the garden, the arm, a car
, 8. Отработайте чтение следующих предложений, заменяя данные
существительные существительными в скобках; напишите тоно-
1. 'iz ’pi:t ,ш || (ted, ned, ben)
2. ’iz ’beki ,in || (’beti, ’pegi, ’kiti)
3. ”iz 6is э .desk || ('sentans, pen, pin, kt, 'tidja,
'piktja, bed)
4. 'iz 6a 'tekst ,i:zi || ('me0ad, 'sentans, geim, wei)
9. Произнесите множественное число следующих существительных.
Распределите их по трем колонкам в зависимости от произноше
ния окончания множественного числа.
spais, 'sentans, maetj, 'faemili, sputf, laend, eids,
'eksasaiz, pleit, task, taim, 'nva, raim, sai, pai, ki:
10. Напишите множественное число существительных.
bench, car, class, table, tie, name, river, hand, pass
11. Отработайте слитное и быстрое чтение следующих сочетаний.
a nice tie — nice ties a red pencil — red pencils

a busy day — busy days a fine night — fine nights
a large class — large a bad pen — bad pens
classes a thin neck — thin necks
a black desk — black desks a fat pig — fat pigs
12. Измените следующие предложения по данному образцу. Отрабо
тайте нх слитное н быстрое чтение.
Образец: 'This is a .match.— 'These are .matches.
56
1. This is a bag. 2. This is a letter. 3. This is a
tent. 4. This is a teacher.
13. Поставьте общие вопросы к следующим предложениям. Обратите
внимание на фразовое ударение и мелодию вопросов.
1. The river is wide. 2. This is a red apple. 3. The
texts are in the bag. 4. The task is easy. 5. That is a
large flat. 6. Dick is in the park.
ЗАНЯТИЕ 7
Фонема [д]
Английская фонема [л] напоминает русское [а] в
предударном слоге (например: страна, коса), но сход
ство это относительное: английское [л] бывает всегда
ударным, более крат
ким, напряженным и более
задним.
При артикуляции [л]
язык оттянут назад не так
далеко, как для [а], но
дальше, чем для русского
[а]. Задняя спинка языка
поднята к передней части
мягкого нёба выше, чем
при [а]. Губы слегка рас
тянуты; расстояние между
челюстями довольно боль
шое.
Унражиенне 65
kAm come 'тлт money Iav love

клр cup ’st Adi study ’dAbl double
ГЛП run {дп fun WAn won
глт rum 'тлбэ mother 'wAndoful wonderful
[а] — [л]
bcuk — Ьлк bark — buck
deck — dAk dark— duck
leuk — 1лк lark — luck
kcut — kAt cart — cut
56
bad — bAd bard — bud
kam — клт calm — come
mast — mAst mast — must
'fa&a — 'тлбэ father — mother
Фонема [j]
При произнесении сонанта [j] средняя спинка язы
ка поднята к твердому нёбу, ио щель остается доста
точно широкой, так что воздух, проходя через нее,
ие создает шума трения.
В русском языке [й]
более шумный сонант,
так как средняя спинка
языка поднимается вы
ше к твердому нёбу.
Русское [й] встречает
ся в начале и в конце
слова: ел, май.
Английское [j] про
износится только перед
гласными и звучит очень
кратко.
es — jes s — yes i:l — jirld eel — yield
et —- jet ate — yet at — jad art — yard
el — jel 1 — yell i:st — ji;st east — yeast
Фонемы [J], [3]
Английские фонемы [f], [3] мягче русских твердых
[ш], [ж].
При артикуляции [J], [з] кончик языка поднима
ется к альвеолам, образуя плоскую щель. Одновре
менно с этим средняя
спинка языка выгибает
ся кверху, что придает
английским [£], [3] бо
лее мягкий оттенок.
русских , твердых [ш],
[ж] задняя спинка язы
ка поднимается к мяг
кому нёбу, а средняя
часть языка имеет фор
му впадины.
57
Английские [J], [3] произносятся с округленными,
слегка выдвинутыми вперед губами.
[JJ — глухая фонема, [3] — звонкая.
Л: she Jeep sharp jAt shut

Jai shy J«P ship 'Jell Shelley
Jain shine Ji=P sheep Jaek shack
Jit sheet Jeip shape W1J wish
Ье13 beige кэ'Изп collision
'У13П vision 'дзегсиз garage
di'visn division ’р!езэ pleasure
dt'sisn decision 'тезэ measure
Сочетание двух взрывных согласных

Если в речевом потоке встречаются два смычных
звука с одинаковой артикуляцией, то первый из них
утрачивает взрыв, но выдержка удлиняется. Напри
мер:
'daet^jiei бэ 'sekond^aim.
В сочетании двух смычных взрывных согласных,
даже с разным укладом органов речи, первый из них
теряет взрыв, например: pikt, faekt.
В русском языке в подобных сочетаниях оба звука
сохраняют взрыв, например: факт; пакт.
Потеря взрыва — это лишь один из немногих случа
ев ассимиляции в английском языке.
at '6aet Jaim at that time
tn '6aet .tekst in that text
’6aet ,dei that day
бэ ’sekand ,dei the second day
'nait and ,dei night and day
'teik Jed take Ted
'big ,kAt big cut
Логическое ударение
В предложении [its ,mai pen si] единственным удар
ным словом является притяжательное местоимение
58
my, которое должно быть, по правилу, неударным.
Это случай логического ударения.
Логическое ударение может падать на любое слово
синтагмы, которое говорящий выделяет по смыслу не
зависимо от правил фразового ударения. Слово, на
которое падает логическое ударение, произносится с
падением или повышением тона, причем часто это уда
рение является последним в синтагме. Например:
'Pass .me that red pencil. (передайте мне, а не ко
му-л. еще)
'Pass me .that red pencil. (именно тот красный ка
рандаш, а не другой)
'Pass me that .red pencil. (тот красный, а не зеле
ный карандаш)
'Pass me that red .pencil. (тот красный карандаш, а
ие ручку)
Синтагматическое членение
предложения
В этом разделе мы впервые встречаемся с деле
нием предложения на части, объединенные смыслом,
грамматическим и интонационным оформлением, назы
ваемые синтагмами. Обычно одна синтагма отделена
от другой сменой мелодического рисунка и паузой.
Синтагма может включать в себя целое предложе
ние или семантически и грамматически оформленную
часть предложения. Например:
'Nick is .busy.
'That is a 'nice .bag, I .isn’t it?
Последний пример, который является разделитель
ным вопросом, интонационно делится на две части:
а) первая представляет собой утверждение и про
износится, как правило, с падающим тоном;
б) вторая, вопросительная часть может произно
ситься с повышением тона (когда говорящий выража
ет некоторое сомнение или неуверенность) или с по
нижением тона (когда говорящий уверен в правиль
ности своего высказывания и ждет лишь подтвержде
ния) :
'That is a 'big .tiger,| .isn’t it?
'This is a 'bad ,map,| .isn’t it?
59
Употребление низкого восходящего тоиа
в предложениях, содержащих просьбу
Предложения, выражающие просьбу, произносятся
с низким восходящим тоном.
'let mi ,ri;d it||
’ ri:d 6is .leta 'pluz ||

1. Jiz a.wei||
its Э .pitl II
2. 'iz бэ 'baeg ,blaek ||
* .jeslit ,iz||
3. 'си бэ 'pensiz .red ||

. jes| 6ei ,cu||
4. ’6bz 'sentansiz cTr .i:zi I

.cunt 6ei ||
5. '6is 'tekst iz ,difikalt I ,iznt it ||
6. 'pcus mi 6at .red .pensl ||
its .mat .pens! ||
'giv it 'baek ta .mi; ||
'let ,mi: 'teik it ||

60
7. клт ta mat ,pleis ta'nait ||
8. 'ri;d bis ,tekst ’pli;z ||
9. 'клт at 4wahs ||
10. 'bi: ,kwik ||
1. She’s away. 6. Pass me that red pen

It’s a pity. cil.
2. Is the bag black? It’s my pencil.
Yes, it is. Give it back to me.
Let me take it.
3. Are the pencils red?
Yes, they are. 7. Come to my place to
night.
4. These sentences are
easy, aren’t they? 8. Read this text, please.
5. This text is difficult, 9. Come at once!
isn’t it? 10. Be quick!
у — [j] — в начале слова или слога — yes, yet
ie — [i:] — в некоторых словах перед согласными —
field, piece
И с к л ю ч е н н е: friend [frend]
sh — (Л — sharp, shut
2. Отработайте чтение фраз; обратите виимаиие на редуцирован
ную форму безударных местоимений [fi], [mi] и полную форму
глагола [а].
shield, grind, symbol, reply, shine, sheepish
4. Напишите в орфографии следующие слова. Проверьте их по сло
варю.
bri:f, iks’pekt, 'li:da, jap, jad, 'pati, fast
61
5. Подготовьте чтение следующих сочетаний; обратите внимание на
ассимиляцию и слитность чтения.
at '61S 6at '61S 'big ’tasks

bat '6aet ’neks(t) 'tekst 6a sekand 'taim
'dsAst ’6is 6aet ’блк iz '6aet
6. Распределите следующие слова по двум колонкам в зависимости
от наличия или отсутствия придыхания у согласных [р], [t],
[к].
'tApans, skip, 'sikspans, 'makit, teim, 'pailat, sprtf,
'kcumnis, pleis, 'pitilis, tens, paek, pens, 'ЬлЫ, a'plai,
spais
7. Напишите в транскрипции следующие предложении; в соответ
ствии с данными тонограммами обозначьте ударении н мелодию;
8. Составьте примеры с глаголами let. read, repeat, ask, tell, take,

send, keep, meet, give по следующим образцам.
1. 'Take this ,pen, .please. 2. 'Let me 'read the Jetter,

please.
9. Поставьте общие вопросы к следующим предложениям; обозначьте
в них ударение и мелодию; подготовьте их чтение.
1. The cat is black. 2. The man is thin. 3. These

lessons are easy. 4. That exercise is difficult.
10. Отработайте чтение следующих разделительных вопросов, заме
няя данные существительные одним из существительных в скоб
ках н, где нужно, меняя форму артикля (э —эп).
1. 'bis iz э .piktfal ,iznt it||

(eg, aent, tai, baeds)
2. '6aet iz э .bed I ,iznt it ||
(kaeb, pen, keids, kait)
62
11. Прочтите следующие разделительные вопросы в двух вариан
тах (с повышающейся и понижающейся мелодией во второй
половине вопроса). Расставьте правильно ударения и мелодию.
Напишите транскрипцию и дайте тоиограммы первого н третьего
вопросов.
1. This is a cap, isn’t it? 2. This is a pan, isn’t it? 3. This
is a bad match, isn’t it? 4. This is a fat cat, isn’t it?
12. Прочтите следующие разделительные вопросы и дайте на них
краткий утвердительный ответ.
1. Му cat is nice, isn’t it? 2. My sister is in the yard,

isn’t she? 3. These exercises are easy, aren’t they? 4. We
are late, aren’t we?
13. Преобразуйте следующие утвердительные предложения в разде
лительные вопросы.
1. Nick and Lilly are in the garden. 2. The key is
in the bag. 3. Dick and Kitty are at the cinema. 4. The
pen is in the desk. 5. The apples are in the basket.
6. That is a fine bag. 7. This is a bad picture.
14. Поставьте подлежащее во множественном числе и сделайте необ
ходимые преобразования.
1. This garden is large, isn’t it? 2. This exercise is
easy, isn’t it? 3. This is a nice flat, isn’t it? 4. This is
a black pencil, isn’t it?
ЗАНЯТИЕ 8
Фонема [jo]
При произнесении [я] весь язык отодвигается назад
и задняя спинка языка поднимается к мягкому нёбу
(немного выше, чем при [ос]). Кончик языка отходит от
нижних зубов. Губы слегка округлены, но не выдви
нуты вперед. Расстояние между челюстями широкое.
Гласный [о] всегда
произносится четко и крат
ко, но с ощутимым мус
кульным напряжением.
Английское [о] сильно
отличается от русского
[о]. Русское [о] — более
закрытый, сильно огублен
ный гласный, произносит
ся дольше и часто имеет
призвук [у] в начале; рас
стояние между челюстями
меньше, чем при [ю].
63
k fit cot nfit not wfit what

клк cock ffiks fox wnf wash
gfit got bfiks box skfitf Scotch
дяп gone lnd3 lodge stop stop
[л] — [я]
kAt — к fit cut — cot длп — дяп gun — gone
bAt — Ifit but — lot pAt — pfit putt — pot
HAt — nfit nut — not
Фонема [а:]
Английское [а:] по укладу языка похоже на крат
кое [я]; язык так же оттянут назад, но немного дальше,
чем для [jo], и задняя спинка языка поднята немного
выше, чем для [я]. Кончик языка отходит от нижних
зубов. Расстояние между челюстями довольно боль
шое. Губы округлены и слегка выдвинуты вперед,
но не так сильно, как для
русского [о]. Все артику
лирующие органы напря
жены; звук произносится
долго и не меняет своего
качества от начала до кон
ца.
При произнесении [а:]
надо следить, чтобы в на
чале не появлялся при
звук [у], как в русском
[о].
bo: bore ka;z cause ja-k York

fa; four bi' ka:z because ta:k talk
da: door sma:l small wa:l wall
fla: floor ba:d board wa:m warm
ja; your 'bl$kba;d blackboard wa:k walk
0a: thaw 0a:t thought
64
[л] - [си] - [J0] - [э:]
kAt — ka:t — kot — ko=t cut — cart — cot — court

pAt — pad — pnt — pod putt — part — pot — port
Ьлй — ba;d — ’bndi — bo:d bud — bard — body —
board
Фонема [oo]
Фонема [oo] — дифтонг, ядром которого является
гласный [о]. Прн артикуляции первого элемента диф
тонга губы слегка округлены, задняя спинка языка
поднята довольно высоко и слегка продвинута впе
ред. Затем следует скольжение к [о], которое про
износится вполне ясно и отчетливо. Для произнесе
ния второго элемента дифтонга задняя спинка языка
поднимается немного выше и оттягивается назад, губы
больше округляются и ротовое отверстие сильно сокра
щается.
Английское [о] в начале дифтонга — более перед
ний и узкий гласный, чем русское [о]; начало диф
тонга [оо] представляет собой нечто среднее между
русскими [э] и [о], но все же стоит ближе к [о].
Следует помнить, что в конечном безударном поло
жении второй элемент дифтонга [оо] произносится
вполне отчетливо.
пои know ould old sloop slope voog vogue

loo low kout coat bond both 'jeloo yellow
доо g° 6ouz those wook woke 'naeroo narrow
Фонема [rj]
Прн произнесении сонанта [rj] задняя спинка язы
ка образует плотную смычку с опущенным мягким
нёбом; струя воздуха проходит через носовую полость.
Кончик языка опущен и находится у нижних зубов.
Подобного звука в русском языке нет.
Частой ошибкой является замена сонанта [о] со
нантом [п]; нужно следить, чтобы кончик языка не
поднимался к альвеолам.
На конце слова, перед гласными или иа стыке слов
после [rj] не должен слышаться призвук [д]. Чтобы
избежать этого, нужно ослабить мускульное напряже-
65
3 - 4043
ние в конце артикуляции [д], а если [д] встречается
на конце слова, то прежде чем разомкнуть преграду
после [rj], нужно выключить голос.
sig sing ng ring 'РШ’РЛО ping-pong

dig ding sng song ддо gong
kig king leg long гед wrong
Oig thing
Сочетание согласного с [w]
В английском языке согласные звуки перед [w] ста
новятся лабиализованными под влиянием артикуляции
[w]. Это еще один случай регрессивной ассимиляции,
когда последующий звук влияет на артикуляцию пред
шествующего.
twelv twelve kwik quick dwo:f dwarf

'twenti twenty swim swim dwel dwell
twais twice
Употребление низкого
нисходящего тона
в специальных, вопросах
н восклицательных предложениях
В неэмфатнческой речи допросы, начинающиеся с
вопросительных слов, и восклицательные предложения,
как правило, произносятся с низким нисходящим тоном.
66
Например:
'wots бэ .taim || 'wot э ,piti ||
'wai iz ’lizi .aebsnt ||
Высокий нисходящий тон
Высокий нисходящий тон, по сравнению с низким,
выражает большую заинтересованность говорящего,
придает высказыванию дополнительную эмоциональ
ную окраску, которая определяется ситуацией и кои-
текстом.
В слове, которое говорящий хочет выделить, па
дение начинается с более высокого уровня, чем в обыч
ной неэмфатической речи. При этом остальные слова
синтагмы произносятся с обычными ударениями или
частично или полностью утрачивают ударность. Напри-
Высокий нисходящий тон характерен для эмоцио

нально окрашенных повествовательных предложений,
специальных вопросов и восклицаний:
'This ’реп is .bad, I 'try "that one.
She’s 'nice, I 'isn’t she?
Well ’fancy 'that!
Why 'is she late? -
i. 'wots бэ .taim ||
its 'ten a,klok ||

67
3*
2. Why is Lizzv absent? 6. Is Nell absent?
She’s busy. Yes, she is.
3. What a nice day! Is she ill?
Yes, she is very ill.
4. It is very far. What a pity!
Yes, it is, isn’t it?
5. It’s warm today, isn’t
it?
Буква
/ O'
[on]
68
— [я] — в снллабографах закрытых ударных сло
гов — pot, got, lot
Исключения: both [Ьои0], don’t
[dount], won’t [wount]
— [ou] — 1. в снллабографах открытых ударных
слогов — go, no
2. в снллабографах закрытых ударных
слогов перед согласной + нечитаемая
буква е — nose
о — [л] — перед m, n, I, v, th — come, comfort, won,
London, colour, glove, cover, mother, brother
or — [э:] — port, fork
I— [э=] — перед г — board, roar
*— [ou] — в остальных случаях — coat, boat
Исключение: broad [braid]
— small, call.
Исключение: shall [Jsel]
[э;] — talk, stalk (буква I не читается)
4- согласная — bald, false
о — [ou] — перед Id — old, cold
ng — [g] — на конце слова — sing, long
kn — [nj — know, knit, knight (буква k не читается)
2. Отработайте чтение фраз; объясните явление прогрессивной ас
симиляции в сочетаниях [its, writs] и регрессивной ассимиляции
в словах: twats, kwik, swim, dwel.
от позиционной долготы гласного.
wouk, voug, vout, bould, tou, пои, рэ:1, pst, mo:,
lot, log, gag
tone, rose, road, fold, front, pork, false, knee, wing,
nothing, among, month
5. Измените следующие утвердительные предложения в вопроситель
ные и вопросительно-отрицательные. Подготовьте их слитное чте
ние.
Образец:
It’s cold today.
Is it cold today? Isn’t it cold today?
69
1. It’s foggy today. 4. It’s wet this month.
2. It’s windy tonight. 5. It’s rainy.
3. It’s cold this winter.
6. Дайте краткий утвердительный или отрицательный ответ на сле
дующие вопросы.
1. Is it late? 2. Is it cold today? 3. Isn’t it rainy
tonight? 4. It’s windy this month, isn’t it? 5. It’s five
o’clock, isn’t it? 6. Isn’t it nine o’clock sharp?
7. Разметьте ударения и мелодию н отработайте чтение следующих
предложений.
What’s this? This is a clock. What’s the time? It’s

eleven o’clock sharp. Oh, it’s late.
ЗАНЯТИЕ 9
Фонема [о]
При произнесении [о] язык оттянут назад; опу
щенный кончик языка отходит от ннжних зубов; задняя
спинка языка поднята к мягкому нёбу (его передней
части); губы заметно округлены, но не выдвинуты впе
ред.
Английское [о] силь
но отличается от русско
го [у]. Русское (у] —
более глубокий и закры
тый гласный, так как зад
няя спинка языка подни
мается значительно вы
ше к задней части мягко
го нёба. Русское [у) —
гораздо уже, так как
губы сильно округлены и
выдвинуты вперед.
bok I book II tok I took I rum room || wod I wood

god I good || kuk | cook | wul wool | |
Произношение частицы to перед

инфинитивом
Частица to, находясь всегда в безударном положе
нии, употребляется в одной из двух редуцированных
форм: [ta], когда инфинитив начинается с согласного
70
звука, например: [to ’lok]; [to], когда инфинитив начи
нается с гласного звука, например: [to 'ask].
Ударение в сложных существительных
Сложные существительные, как правило, имеют одно
ударение — на первом компоненте. Например: class
room [’klcusrom], copy-book fkjopibok].
Однако, если второй компонент является дву
сложным или многосложным существительным, то на
него падает слабое, так называемое «второстепенное»
ударение, которое в транскрипции отдельных слов обо
значается черточкой внизу [.]. Например: newspaper
['njus-peipo]; schoolmaster ['skirl.mcusta].
'kornjonist communist 'klcusrom classroom
to 'luk to look 'kopibuk copy-book
to 'pot to put 'nootbok note-book
tu 'cusk to ask
Фонема [u:]
При произнесении [u:J язык оттянут назад и задняя
спинка языка поднята к мягкому нёбу (немного глубже
н выше, чем для [о], но не так глубоко и высоко, как
для русского [у]; губы напряжены, сильно округле
ны, но не выдвинуты вперед, в отлнчие от рус
ского [у]. Фонема [и:] — _______________________
дифтонгоид: прн артику
ляции [и:] язык от менее
высокого и слегка выдви
нутого вперед положения
переходит к более высоко
му и отодвинутому назад.
Фонема [и:] часто
встречается в сочетании с
предшествующим сонан
том [j], под влиянием ко
торого она становится бо
лее передним звуком.
du: do Ju: shoe sku:l school ru:i rule

tw two (feu: Jew sum soon ru’-d rude
blu: blue tfu: chew num noon
71
nju: new 'dju:tl duty mju;zik music

fju; few beauty pju:pl pupil
ju: you 'institjud institute stju;dant student
nju:s.peipa newspaper
Фонема [au]
Фонема [au] — дифтонг переднего ряда; его ядро —
открытый звук [а], который является промежуточным
между английским [зе] и русским [а]; второй элемент —
слабый гласный звук заднего ряда, близкий к [и], кото
рый произносится нечетко, без округления губ.
teaa cow van vow jaat shout
паа now taan town kaant count
паап noun saand sound laad loud
daan down a at out 'mauntin mountain
'faantinpen fountain-pen
[и:] — [и] — [аа]
bu:t — bak — baa boot — book — bow
ru:0 — ruk — rau Ruth — rook — row
fu:d — fut — faol food — foot — fowl
Фонема [h]
При произнесении [h] образуется широкая щель
между оттянутым назад корнем языка и выдвинутой
вперед задней стенкой фарннкса (глотки). Так как щель
широкая, шум трения
очень слабый, что созда
ет впечатление легкого
выдоха.
Фонема [h] всегда
встречается в позиции пе
ред гласным звуком.
Студенты часто заме
няют [h] русским [х],
для которого образуется
узкая щель между задней
спинкой языка и мягким
нёбом и который отлича
ется сильным фрикатив-
72
ным шумом. Англичаиевоспринимают русское [х] как
звук, близкий к [к], что находит отражение в трансли
терации русских слов. Например: Astrakhan [.ostrcu-
'kaen] — г. Астрахань.
ai — hai high hi; he hot hot

ao -— hau how hiz his hAt hut
ei — hei hay hu; who had hard
set -— haet hat hu:z whose 'haepi happy
ai--halt height hu;m whom haus house
him him hauziz houses
haez has 'heipni halfpenny
haev have
73
fi iz an .aektris ||
'ou ai ‘si; || ’ju.ar
an .oukitekt I and 'JT iz an .aektris ||

1. How d’ye do? I mean what are you?
2. Hello! How happy I am I am an architect.
to meet you. And who is that?
How are you? That’s Helen Jones.
Very well, thank you. 1 mean what is she?
3. Tell me, who’re you. She is an actress.
I’m John Smith. Oh, I see. You are an ar
chitect and she is an
actress.
Буквы:
ли
[kju:] [ju:] Г dAblju:]
В силлабографах [л] — cut, run
закрытых удар Исключение: truth
ных слогов [tru:0]
[о] — после губных соглас
ных— pull, bull,
full
Исключение: but
(bAt], pulse [pAls]
1. В силлабогра
фах открытых
ударных слогов
2. В силлабогра [и;] —после букв 1, г, j—blue,
фах закрытых и/ true, June
ударных слогов \ju:]—duty, pupil, student,
перед соглас cute
ной + нечитае
мая буква е
[u:] — soon, noon
[oj — перед [kJ — book, look
74
{л] — double, country, young, cousin, trouble
<fu--] —you, group, rouble, soup
I — p;]—перед нечитаемым сочетанием gh—
au / thought, bought, taught, caught
ou 4- r — [э:] — lour, your
>[oo] — know, slow; shoulder, though
GW /
OU \
'[ao] — town, down; noun, south
Исключение: southern ['элбэп]
au] —cause, because, clause

Исключение: aunt font]
aw — thaw, saw
Ju:] — после букв 1, r, j, ch — jewel, chew, blew,
ew^ crew
4ju;] — new, few
ar—[□;]—после [w]—warm, war, quarter
w — [w] — не на конце слов и не в сочетании wr — wet,
wit, wool
|jo]—wash, want
wja/
[ae]—swam, wax
[w]—what, which, when, why
wh^
'(hj —перед буквой о — who, whom, whose (буква
о читается не по правилу), whole
wr— [г] — write, wrong
ch — [1:] в словах греческого происхождения — school,
architect, mechanic
ai—[i] илн fa]—в неударном положении—fountain,
mountain
sure— |зэ] —pleasure, measure, treasure (сочетание ea
читается ие по правилу)
2. Отработайте чтение диалогов. Обратите внимание на случаи логи
ческого ударения и употребления высокого нисходящего тона.
75
3. Напишите все буквы в алфавитном порядке и выучите их названия
(с. 94—95).
4. Напишите в транскрипции.
behind, system, rule, couple, youth, sound, mountain,
thunder, dawn, Paul, grew, warmth, written, newspaper,
loud
1. Какие варианты произношения частицы to вы

знаете? 2. Сколько ударений имеют сложные существи
тельные типа fountain-pen?
6. Образуйте сложные существительные, объединяя следующие пары
слов; прочитайте их и переведите на русский язык.
class, room; note, book; house, wife; news, paper;

book, keeper; text, book; home, land; mother, country
7. Отработайте чтение следующих предложений; обратите внимание
на слитность, четкость, темп чтения и логическое ударение.
'These are .benches. — 'These are .white bench-

es.
AC
(glasses, pens, lamps, texts) (large glasses, red pens,

nice lamps, easy texts)
'These are .tables. — ' These are .round tables,
(pictures, exercises) (good pictures, difficult
exercises)
8. Дайте краткие утвердительные или отрицательные ответы на сле
дующие вопросы.
1. Is your father a painter? 2. Are your brothers

sailors? 3. Is your son a pilot? 4. Is he a good student?
5. Am I right?
9. Закончите вопросы к данным предложениям.
1. Ben is my brother. Who ...? 2. This man is Tom

Jones. Who ...? 3. His daughter is a dentist. What ...?
4. My brother is an architect. Whose ...? 5. She is quite
well. How ...? 6. This table is small. Which ...? 7. This is
a new school. What ...?
10. Образуйте вопросы и ответы, пользуясь следующими подстано

вочными таблицами.
76
a) What am I
is you
are he
she
we
they
your father
his mother
etc.
I am a doctor(s)
You is an student(s)
Не are — teacher(s)
She sailor(s)
We actor (s)
They etc.
His father
My mother
etc,
11. Составьте свои вопросы, используя следующие существительные,
обозначающие профессии, и попросите студентов группы ответить
на них.
student, typist, writer, pilot, doctor, book-keep
er, officer, architect, actor, actress, painter,
sailor, housewife, dentist, collective farmer,
teacher, mechanic, locksmith, driver, composer,
shop-assistant
ЗАНЯТИЕ 10
Фонема [1э]
Фонема [ia] — дифтонг переднего ряда, начинается
с гласного [i] и заканчивается скольжением в направ
лении [э]; губы слегка растянуты. Следует помнить, что
предшествующий согласный не смягчается.
1Э ear dia dear 'won weary

П1Э near sfia sphere 'Qiata theatre
hia hear a'pia appear ’618Г1 theory
klia clear 'nah really
'niali nearly
77
fi:t — fit — fia feet — fit — fear

bi=t — bit — bia beat — bit — beer
tb — tip — 11Э tea — tip — tear
Фонема [3:J
При произнесении [з:] вся спинка языка, включая
его кончик, равномерно приподнята и лежит максималь
но плоско в полости рта. Кончик языка касается
основания нижних зубов. Напряженные губы слегка
растянуты, чуть обнажают
зубы. Расстояние между
челюстями небольшое.
В русском языке подоб
ного звука нет.
Типичной ошибкой
учащихся является замена
[з-} русскими гласными
[э] или [о). Чтобы избе
жать этих ошибок, нужно
следить эа тем, чтобы по
верхность языка была
плоской. Если язык слиш
ком продвинут вперед и
средняя спинка приподнята, то [з:] получает оттенок
[э]; если язык слишком оттянут назад, то [з:] стано
вится похожим на [о].
з:п earn Гз:11 early Ьз: bur

з:Э earth i3: year S3: str
з:к irk fur Ьз: her
дз:1 girl tf3:tf church ’s3:kl circle

кз:1 curl ’(!зз:тэп German t3:n turn
d3:t dirt тз:И myrtle 03:d third
уз:Ь verb t3:m term '03:ti thirty
f3:st first 1з:п learn '63:'ti;n thirteen
78
[е] — [з:] — [о:]
bed — Ьз:д — bo:d bed — bird — board
ben — Ьз:п — ban Ben — burn — born
ten — t3:n — to:n ten — turn — torn
hed — hs:d — had head — heard —horde
[i;] _ [з:] - [□:]
si: —S3: — SO: sea — sir — saw
fi: —f3: — fa: fee — fir — four
bi: —Ьз: — bo: be — bur — bore
Jfct —J3:t —io:t sheet — shirt — short
gang II slang II jAQ young

raeg rang II fang Ц saq sung
saeg sang I] tongue jp’niAQ among
Сочетание согласного с [г]

Сочетание любого согласного с последующим [г]
произносится максимально слитно.
Необходимо следить за тем, чтобы кончик языка не
касался альвеол при произнесении [г]. В данных сочета
ниях оба звука могут влиять на артикуляцию друг
друга. Так, если [г] предшествуют альвеолярные [t],
[d], они становятся заальвеолярными: [trein, drai].
Если сонанту [г] предшествует глухой согласный,
он приглушает начало (г]: [krai, 0ru:j.
preiz praise brait bright

trein train braun brown
drai dry praod proud
tru: true grim green
Oru: through 'proonaun pronoun
kraud crowd 0red thread
krw crew frend friend
'krismas Christmas dres dress
grwp group ’preznt present
groo grow stres stress
strfct street 'praektis practice
79
tri: tree
fri: free
0ri: three
grccs grass
'Ьглбэ brother
braid broad
strorj strong
strAk struck
grei gray
traem tram
'kotnnd comrade
Чтение предлогов и местоимений в конце

предложения
Если предлог стоит в конце предложения (нли син
тагмы), он произносится в сильной форме, независимо
от того, падает на него ударение или нет. Часто в этом
случае за предлогом следует личное местоимение. Необ
ходимо помнить, что личное местоимение в этой позиции
является неударным и должно произноситься в реду
цированной форме:
Jok set ha' ||
mai ,sah iz .wi6 mi' ||
Употребление низкого восходящего

тона в предложениях,
содержащих перечисление
В предложениях, содержащих перечисление, одно
родные члены предложения обычно образуют отдельные
синтагмы, которые произносятся с повышением тона, за
исключением последней, которая произносится с пони
жением тона, если она является конечной синтагмой.
Например:
,One |,two |, three |, four | Jive |
Н и с х о д я ще - в ос хо д я щ и й тон
Одним из вариантов эмфатического тона является
нисходяще-восходящий тон, который употребляется для
выражения противопоставления, уступки, возражения,
недоверия, сожаления, предупреждения, извинения,
удивления.
80
Падение — подъем тона могут происходить:
а) в пределах одного слога, например:
б) в пределах двух смежных слогов, например:
’Sorry, 'That’s ,right,
Ex’cuse me.
в) в пределах двух слогов, разделенных одним илн

более неударными слогами, например:
’Certainly. 'Х

1. ,1ок set mi’ (him, ha’, as, 6am, it) ||
2. ’kaont лр ta ,faiv ||
3. ’kaont fram ’siks’tbn ta Jwenti ]| —.

’ s iks, ti:n |' sevn. ti:n |
4. its 'blaek || —
5. ’diks ’fri: on ’fraidi || *

'neliz frr. nn ’mAndi || ----------------
6. hiz Tiaensam || j
4А нглийский язык
7. Jiz 'ven "kleva ||
8. 'maind бэ ’step || •'V,
9. 'wotj бэ ’traefik ’laits || —
10. 'клт at vwAns II
11. 'milk and 'tji:z э .hnrabl || *

wel "milk iz |] «Ay
12. iksvkju:z mi Г a ju' from ,mcskoo || **—*

vs3:tanli || "4 .
1. Look at me (him, her, 6. He’s handsome.

us, them, it). 7. She’s very clever.
2. Count up to five. 8. Mind the step!
One, two, three, four,
five. 9. Watch the traffic lights.
3. Count from sixteen to 10. Come at once.
twenty. 11. Milk and cheese are
Sixteen, seventeen, eigh horrible.
teen, nineteen, twenty. Well, milk is!
4. It’s black. 12. Excuse me, are you
White! from Moscow?
5. Dick’s free on Friday. Certainly.
Nelly’s free on Monday.
er — her, verb, term
ir — fir, sir, third
ur l3:J — fur, turn
yr — myrtle
e + re— [ia] —here, sphere
Исключение: were [w3:]
ea + r — [ia] — clear, near
82
Слово year имеет два произношения: [ja:] н [jia]
ear + согласная — [з:] — learn, earth
о + re — [э=] — bore, more
-re — [э] — в неударном положении в конце слова —
theatre, metre
ph — [f ] — в словах греческого происхождения —
photo, phonetics
2. Отработайте чтение фраз; обратите внимание на полную форму
предлога в конце фразы перед неударным местоимением в объект
ном падеже, на мелодию перечисления и случаи употребления
нисходяще-восходящего тона.
sore, firm, myrtle, dear, mere, earn, phone, breath

4. Дайте транскрипцию и тонограмму следующих предложений. Об
ратите внимание на форму служебных слов.
1. This 'book is for .her, | 'not for .you. 2. .Take it for

him. 3. 'Look at this .picture. .Look at it. 4. .Give it to
them. 'Give it to 'Peter and .Nina. 5. You are from
'Minsk, | 'aren’t you? — I’m from "Kiev.
5. Составьте вопросы и дайте ответы по образцам.
a) 'Is 'Nick 'near John?

'Yes, he’s .near him.
He is 'quite .close to him.
b) 'Is 'Nick 'near 'John arid .Helen?
'No, he 'isn’t .near them.
'No, he’s a 'long .way from them.
в. Обратитесь по-английски к одному из студентов группы и попро
сите его сосчитать от 1 до 10, от 13 до 19, от 8 до 12; сосчитать до
7, до 11, до 20.
7. Замените выделенные слова личными местоимениями в объектном

падеже.
1. Give that book to Nelly. 2. Learn this rule, please.

3. Ask Peter and Nelly to come to us. 4. Tell John to come
here. 5. Ask Helen to clear the table after dinner.
83
занятие ii
Фонема [еэ]
Фонема (еэ) — дифтонг переднего ряда, ядром кото
рого является очень открытый напряженный звук [е],
при произнесении которого язык выдвинут вперед и
средняя спинка немного поднята к твердому нёбу, ио
меньше, чем при [е]. Заканчивается дифтонг скольже
нием в направлении [д].
ea air 'fean fairy

kea care tfea chair
wea where ta pri'pea to prepare
hea hair 'pearants parents
беэ their
[е] — [еэ] — [зе]
pet — реэ — paet pet — pair — pat

bed — bea — baed bed — bear — bad
‘men — 'mean — 'maeri merry — Mary — marry
- [ia] — [ea]
f ia — fea fear — fair llstia —stea steer — stair

m»a — mea mere — mare Hfia —tfea cheer — chair
dia — dea dear — dare ||hia —hea here — hair
snoo snow (book joke ta 'klooz to close

doont don’t woont won’t ta'mnroo tomorrow
hoop hope wook woke ta 'bfiroo to borrow
hoom home to 'oopn to open 'sooviet Soviet
84
[Э=] — [ouj
рэ:к — роик pork — poke
bo:t — bout bought — boat
ko:t — kout court — coat
кэ:1 — koul call — coal
klo=z — klouz clause — close
wad — wouk wall — woke
a 'dAsta a duster а ’кл1э a colour

а ’глЬэ a rubber an 'ansa an answer
a ’mnnita a monitor an 'afta'nwn an afternoon
а 'плтЬэ a number an 'cunt an aunt
ta kan'tinj u: to continue
ta ka’mcund to command
’ faekalti faculty
■maega’zi:n magazine
Составной тон «падеиие-|-подъем>
Разновидностью нисходяще-восходящего тона мож
но считать составной тон «падение + подъем:», кЬгда
понижение тона происходит иа одном из начальных
слов синтагмы, а повышение — на одном из последних
слов. Находящиеся между ними слова произносятся иа
одном низком уровне, даже если на них падает ударе
ние, которое в таких случаях обозначается точкой иа
строке.
Падение тона происходит на слове, которое гово
рящий особенно хочет выделить или подчеркнуть, а
повышение является как бы дополнением или уточне
нием основной мысли высказывания. Например:
'Here you .аге.
'Thank you for .telling me.
'This .way is the .best.

85
Материал для чтения 1. I have a sister. 5. Don’t go there.
You have a sister too, 6. Don’t close the window.
haven’t you?
1. ai haev э .sista || Yes, I have. I even have 7. Don’t open the book,
two sisters. please.
Has Mary a brother? 8. Oh, there’s Tom.
No, she hasn’t.
9. So sorry!
2. Paul has got German 10. Many thanks, Fred.
magazines, hasn’t he?
Yes, he’s got many. 11. Who is absent today?
Nobody is.
3. Don’t go home alone. Everybody is present
4. Don’t come here. today.
a + 11е i — [ea] — care, Mary

I г -J- гласная 1 J ' 1
Исключение: are [cc}
ai + r— [ea] — air, hair
[ea] — bear, wear
ea + r<
'[to] — clear, fear
ее + r — [ia] — steer, cheer
-or, -ar [a] — в конечных безударных слогах — monitor,
debtor, actor, collar
Гласный ударного слога в слове читается кратко:
1. в трехсложных словах, где ударение падает на пер
вый слог: family, monitor, faculty, register
2. в двусложных словах с удвоенной корневой буквой
г: merry, marry, borrow, narrow, mirror, hurry.
2. Отработайте чтение фраз.
least, thread, captain, wrong, parents, deer, berry,
horror, care, bare, pair, debtor
4. Назовите по буквам следующие слова.
university, bitter, exercises, borrow
86 87
5. Напишите в транскрипции следующие сочетания; обратите вни
мание иа формы служебных слов.
to act, to answer, to part, to miss, an act, the old man,
the young girl
6. Составьте вопросы, пользуясь подстановочной таблицей, и дайте
иа них ответы.
Have you а sister (s)

Has he ап friend (s)
she father (s)
they mother (s)
your uncle aunt(s)
his aunt uncle(s)
your father cousin (s) •
her mother grandmother (s)
etc. grandfather(s)
daughter (s)
son(s)
7. Ответьте на вопросы по образцу.
Образец: John has got a nice room. And Tom?
Tom has got a nice room too.
1. Mary has got a new bag. And Nina? 2. I have got
this magazine. And you? 3. They have got a car. And
Boris? 4. My son has got many postage-stamps. And your
daughter? 5. Nick has got a new fountain-pen. And
Helen?
8. Дайте отрицательную форму повелительного наклонения по об
разцу.
Образец: 'Go .home.— 'Oh .no, | 'don’t .go .home.

1. Ring him up today. 2. Correct my mistakes. 3. Do
these exercises. 4. Learn this poem by heart. 5. Put the
magazine there. 6. Tell us this story.
ЗАНЯТИЕ 12
Фонема [э1]
Фонема [Э1] — дифтонг заднего ряда. Ядро дифтон
га — несколько более закрытый гласный, чем [э};
скольжение происходит в направлении гласного [1]. Не
следует заменять второй элемент [i] сонантом [j], т. е.
поднимать среднюю спинку языка слишком высоко.
88
Ьэ1 boy 'toils toiler point point

toi toy noiz noise ' toilit toilet
V01S voice 'noizi noisy
boil boil
[Э1] — [э:] — [ои]
boil — bod — boot boil — bought — boat

311 — od — oold oil — all — old
boil — bod — boold boil — ball — bold
toil — tod — toold toil — tall — told
Фонема [оэ]
Фонема [оэ] —дифтонг заднего ряда. Ядро дифтон
га — гласный [о]; заканчивается дифтонг скольже
нием в направлении [э].
роэ poor ']и:зоэ1 usual

foa sure 'kjoarias curious
pjoa pure 'ploaral plural
kjoa cure kroal cruel
fjoal fuel 'bo33wcu bourgeois
[U:] — [О] — [ОЭ]
pud — pol — роэ I pool —pull —poor

Jud—jok—Joa I shoot—shook — sure
Сочетание дифтонга с гласным [э]

Сочетания ['аю], [’ею], [’зю], [’аоэ], [’ооэ] дву
сложны, так как состоят из дифтонга и гласной фоне
мы [э].
Следует помнить, что средний элемент сочетания
(т. е. второй элемент дифтонга) произносится очень
слабо.
89
'faia fire 'laian lion 'taia tyre

'haia hire 'daigraem diagram 'traiamf triumph
'aian iron .paia'nia pioneer 'daialog dialogue
'kwaiat quiet di'zaia desire
'waia wire 'taiad tired
'paoa power 'taoal towel 'greia greyer

'flaoa flower 'vaoal vowel ’pleia player
'taoa tower 'aoa hour 'lei a layer
'looa llower ll'jeloua I yellower

'sloua slower 'widoua widower
dis'troia destroyer
im'plaia employer
a' noons annoyance
dir) —’ri:dlt) ding — reading

Sig — ’pcusit) sing — passing
tin
* — 'raitip *
ting — writing
*
niQ — 'oopniij ning
* — opening
in
* —’gooir) * ing — going
’spelir) spelling ’eniGir) anything
sfcllQ ceiling 'ПЛ01Г) nothing
'blotiQ.peipa blotting-paper i:vnir) evening
’sAmfhr) something 'mo:nit) morning
Высокий восходящий тон

Высокий восходящий тон употребляется для выра
жения удивления, переспроса, просьбы повторить ска
занное; он встречается в речи только как реакция на
* Эти сочетания не являются значимыми словами.
90
услышанное высказывание и является как бы его
эхом.
Утвердительные и отрицательные предложения,
произнесенные с высоким восходящим тоном, стано
вятся вопросами. Например:
I .have it.— You 'have it?
It ’isn’t .good.— ’Not 'good? 'Why? .—
'Take it .home.— 'Take it 'home?_

'Why?
His 'name is .Tom.— 'What’s his
name? • *\
91
3. His name’s Thomas. 5. Stop talking.
What’s his name? Stop talking? All right.
4. I have five sisters.
Have you?
Диалог
A. : Ex’cuse me, |'what’s .this? ~
B. : 'That? >
A. : .Yes, I 'what .is it?

B. : 'That’s an 'English-*Russian
.dictionary. -----------------
A. : .Oh, I a .dictionary.
B. : 'That’s .right? у
A.: And 'this! .
B.: ’That’s a ’Spanish .textbook.
A.
:
B.
: Not at .all. »***^
оу l — г-н] — b°y- toy
oi J 11 — voice, noise
. ( re , _ Heal — pure, cure
u+ { f + гласная_Jure’
oo + r— [иэ] — poor, moor
Исключения: floor [floc], door [do:]
i) - r , — fire, desire
y|+ re~ lal’l - tyre
ei — [i:] после буквы с — ceiling, receive
h — [h] — high, hot, her
92
Исключения: hour [’ аиэ], honest
fonist], honour fena], forehead ['fond]
our — [’aoa] — our, hour
Безударные f -ous— [as] — curious, famous
суффиксы t -ance— [ans] — annoyance, importance
2. Отработайте чтение фраз и диалогов. Выучите диалог наизусть.
3. Отработайте чтение следующих слов. Обратите внимание иа ие-
редуцированную форму гласного звука в безударном положении.
diagram [’datagram] November [no(o)'vemba]
dialogue [’daialog] architect [' cckitekt]
prologue [’proolog] blackboard fblaekbsd]
telegram f'teligraem] Soviet ['sooviet]
October [ck'tooba] continue [kan'tinju:]
wrist, tear, heard, stare, furious, sure, forehead, hours,
point
5. Отработайте чтение и дайте транскрипцию и тоиограмму следую
щих предложений.
1. 'Let’s 'sing a .song.— 'Sing a 'song? 'Yes, I 'let’s.
2. 'What’s the .day to.day? — 'What 'day? It’s 'Sunday
('Monday, 'Tuesday, 'Wednesday, 'Thursday, 'Friday,
'Saturday).
3. 'What .month is it .now? —'What ’month? It’s 'Jan
uary ('February, 'March, 'April, 'May, 'June, Ju'ly,
'August, Sep'tember, Oc'tober, No'vember, De'cem-
ber).
6. Образуйте причастия 1 следующих глаголов н прочитайте их вслух,
toil, wash, enjoy, spell, turn, come, use, cry, smile, copy,
study, walk, sit, stop
7. Отработайте чтение следующих побудительных предложений.
Объясните фонетические явления (ассимиляция, редукция).
'go to the .theatre,
repeat this .song,
'Let’s 'learn this .poem, Oh, .yes, I .let’s.
con'suit a .doctor,
'send for .Bill,
'shut that .window.
93
8. Измените предложения по образцу.
Образец: ' Don’t ,do it. —' Don’t ' let’s ,do it.
1. Don’t learn the text now. 2. Don’t buy this box.
3. Don’t wear green ties. 4. Don’t get up at seven. 5. Don’t
give him the ticket. 6. Don’t take these books.
9. Ответьте на следующие вопросы.
I. What are the spring (summer, autumn, winter)
months? They are ... . 2. What are the week days? They
are.... 3. What is our day off? It is .... 4. What’s the day to
day? It is .... 5. What month is it now? It is .... 6. What month
is between January and March? It is ... . 7. What month is
between April and June? It is ... . 8. What months are be
tween July and October? They are .... 9. What day is after
Monday? It is ... . 10. What day is before Sunday? It is ....
11. What day is between Friday and Sunday? It is ... .
10. Поставьте вопросы к выделенным словам нли ко всему предло
жению.
1. Sunday is her day off (специальный). 2. February is
the third winter month (общий, 2 специальных). 3. It is
not Monday today (разделительный). 4. It is Thursday
today (разделительный, общий).
ЗАНЯТИЕ 13
Английский алфавит
Пе Пе
чат Рукопис Наз чат Рукопис Наз
ные ные вание ные ные вание
бук буквы букв бук буквы букв
вы вы
А а б? <2. [е,] F f
^7 [ef]
вь [bi:] G g [dji-]
С с Сс [si:] H h [eitf]
D d [di:] 1 i
оz
JI [at]
Е е
94
IH J j
// [daei]
Пе Пе
чат Рукопис Наз чат Рукопис Наз
ные ные вание ные ные вание
бук буквы букв бук буквы букв
вы вы
S s [es]
К к [kei]
T t [ti:]
L 1 [el]
/
U u [ju:]
Мm [em]
V v [Vi:]
N n [en]
О о о- о [ou]
Ww pdAbljll:]
X x [eks]
Р Р [pi=]
Q ч а [kjir]
Y У [wai]
Z z [zed]
R г [a]
tjea chair 'tjddran children

tjb:k chalk ad'vent Ja adventure
'lektjara lecturer 'tjili chilly
frentj French spi:tj speech
tjaild child kaetj catch
djaek Jack II ’mccd3inz margins

d33=d3 George .endsi'nia engineer
lccd3 large 'sooldsa soldier
'redsista register || 'cfeindsa ginger
95
[tj - (tf]
maet — maetf mat — match
kaet — kaetj cat — catch
fid —'fidja feet — feature
sknt — skotj Scot — Scotch
[d] - [d3]
kid — brid3 kid — bridge
kind — lx>ds clod — lodge
sled — sled3 sled — sledge
li:d — li:d3 lead — liege
baed — baeds bad — badge
Jael shall 'гл^п Russian

a'tenjn attention hAj hush
jod
iks'prejn expression short
dik’teijn dictation J3:t shirt
'spaenij Spanish J OU show
a'kei3n occasion iks'plou3n explosion

кэ'гои3п corrosion 'tre3a treasure
з: — w3: er * — were W3:m worm

з:к — W3:k irk — work 'w3:6i worthy
з:0 — W3:0 earth — worth W3:d word
W3:ld world
0Г11 thrill '03:sti thirsty

©ret threat klx)0 cloth
0ЛГП thumb пэ:9 north
’©Anda thunder dep0 depth
* Данное сочетание не является значимым словом.
96
Wl’6in within ’гсибэ rather

ta’ge6a together ’Гз:бэ further
’даебэ gather ’kloo6z clothes
’элбэп southern бос though
6as thus пбт rhythm
Окончание множественного числа существительных

после th произносится:
[9sJ [6z]
после краткого гласного, после долгого гласного
согласного и буквы г или дифтонга
гплпО — тлп0э months pcu0 — pa;6z paths
dep0 — dep0s depths tru:0 — tru:6z truths
Ьз:0 — b3:0s births bcu0 — ba;6z baths
let)0 — let)0s lengths mao0 — mao6z mouths
de© — de0s deaths
Множественное число существительных

(исключения)
maen — men man — men
’woman — ’wimin woman — women
tjaild — ’tfildran child — children
gu:s — gi;s goose — geese
fu:t — fi:t foot — feet
tu:0 — ti:0 tooth — teeth
x>ks — ’x)ks(a)n ox — oxen
maos — mais mouse — mice
Dialogue
(A. is a grandfather, В. is his granddaughter)
A.: 'Who’s .there?
B.: It’s'me |—.Alice. *
A.: ,Oh! | 'Who’s ’that .with you?
4 - 4043
А.:
В.: ’Ted and 'Jim are .also with us.
,Oh! .Here they are!
A.: 'Come .in! 'Come 'in 'all of you.
Now 'what’s the .matter?
B.: It’s your 'birthday, .grandfather.
A.: .Why? 'So it .is!
B.: ’Happy .birthday!
A.: Oh, 'thank .you! 'Thank you .all!

-dg — [dsj — bridge, badge
wor — [w3:] — перед согласной — work, worth
-ture — [tja] — picture, future
Безударные -(t)ion — fjn] — attention, dictation
суффиксы -tsHon-—-Unl —expression, impression
’ * [зп] — occasion, decision
Нечитаемая буква b — thumb, dumb, bomb, debtor
Exercises
1. Practise reading phonetic exercises 113-122.
2. Practise reading the dialogue; pay attention to logical stress
and linking r; learn the dialogue by heart.
3. Transcribe the following words.
lodgings, row, blouse, tyrant, lecture, toilet-table,
chalk, lamb, aggression, worthy, bookworm, division
4. Prepare rapid reading of the following sentences.
1. 'George is a .student.
He is a .good .student.
98
He is a .very .good .student.
’Jack is 'not a .good .student.
He is 'not a .very good .student.
2. 'This is a .story.
It is a .short story.
It is a .very short .story.
'That’s 'not a .short story.
It’s a Jong story.
5. Write cardinal and ordinal numerals from 1 to 20 according to the
pattern. Learn their spelling and pronunciation.
Pattern: one — the first.
6. Pronounce the following numerals.
17, 13-й, 5, 15-й, 1-й, 3-Й, 12, 12-й, 20-й, 2-Й, 3, 10-Й
7. Change the following word combinations and sentences into the
plural.
e.g. This depth — these depths.
Look at this text.— Look at these texts.
1. that man 2. Look at this woman.
that mouth mouse,
that month tooth.
this length child.
this death goose,
this path foot.
ЗАНЯТИЕ 14
hiz 'haend his hand ha 'haet her hat
ha 'hAzband her husband hiz ’ho:s his horse
hi 'haez he has 'hao 'hot how hot
'hau 'hai how high ha 'hea her hair
wait white wont want wa:k walk

wi:l wheel woj wash ' westwad westward
west West woont won’t ' wigwaem wigwam
'woman woman
sin -- sir) sin -- sing din - dir) din - ding

pm -- PH) pin -- Ping 'form -- rig foreign -- ring
kin -- kir) kin -- king
99
Oigk think loghj English
'OiQkio thinking f>oga finger
Oaegk thank jAoga younger
©aegks thanks lx>oga longer
ink strcoga stronger
'njkpct inkpot jAQgist youngest
AQkl uncle laeggwids language
'siQS singer riQio ringing
'SIQIQ singing 'briQio bringing
Упраж пенне 129
Jelf — jelvz shelf — shelves
waif — waivz wife — wives
had — haivz half — halves
ru:f — ru:fs roof — roofs

seif — seifs safe — safes
'haeokatj’if — 'haeokatj’ifs handkerchief — handkerchiefs
Восходяще-нисходящий тон
Восходяще-нисходящий тон выражает большую
определенность, придает большую категоричность вы
сказыванию, чем остальные падающие тона. Восходя
ще-нисходящий тон также может передавать чувство
сильного удивления, недоверия, потрясения. Например:
1. It’s ‘terrible, | ‘isn’t it Ц .'Л 'Л
2. My ’pen is .bad.
'Try a ‘different one.
Чередование тонов в альтернативных

вопросах
Альтернативный вопрос делится на две синтагмы;
первая из них произносится с низким восходящим то
ном, вторая — с низким нисходящим тоном. Например:
’Is he a .pilot I or a .sailor? —e
100
Dialogues
В.: They’re 'somewhere over .there.
'Look on the .table.
A.: They are Anot on the .table.
B.: Well, look .under the .table.
A.: They are 'not ’under the table. Л..

B.: 'Are they in your .book, I
or in your .chair?
A.: .No | they are Anot! They
are 'not .here.
B.: 'Then they’re 'somewhere
'out in the .garden.
A.: No. I They are 'somewhere
in this .room.
B.: 'In your .pocket! ’That’s
where they .are.
A.: 'No, they,aren’t. ,Oh!
’Here they are!
B.: .Where? 'On your Anose!
’Well!
ng — [о] — на конце слова н перед суффиксами: -ег,
-ing — long, nothing, singer, singing
101
ng— log] —1. перед согласными — England, lan
guage, angry
2. в Степенях сравнения прилагатель
ных — younger
JJg } — lok] — ink, thank, uncle
Exercises
1. Practise reading phonetic exercises 123-130.
2. Read thb dialogues paying attention to the cases of emphatic melody,
logical stress and linking r. Learn Dialogue 3 by heart.
world, found, pillow, whip, judging, lawn, during,
allow, punish, gather, hungry, longing, longer, English
man, thinking, bank-note
4. Read the following words.
thirsty, sport, tyre, dare, hate, list, mice, tram, star,
sphere, turning, fury, next, fever, serve, fire, myrtle, sky,
myth, clock, wore, note, bush, dusty, tube
5. Check up in the dictionary the pronunciation of the following words
which are exceptions to general reading rules; learn their pronuncia
tion.
southern, women, height, wolf, piano, halfpenny,
handkerchief, foreign, soldier, bourgeois
6. Transcribe and pronounce the following word combinations. Mind
the linking r.
after all for a moment
far away near it
never again father and mother
for instance brother and sister
for example
7. Ask special questions about the italicized words; begin your questions
with the interrogative words given in brackets. Mind the falling
melody.
1. I have many friends in Moscow (where). 2. He has
three daughters (how many). 3. Nick is with his grand
mother at present (who ... with). 4. Bill is at home (who,
where). 5. It is my note-book (whose). 6. He is absent
because he is ill (why). 7. These are English text-books
(what).
8. Write the ordinal numerals of the following cardinals. Learn their
spelling and pronunciation.
30; 40; 50; 60; 70; 80; 90; 100; 1,000; 1,000,000
102
9. Write and pronounce the following ordinal numerals; give their
transcription.
24-й, 14-й, 40-й, 9-й, 90-й, 58-й, 100-й, 175-й, 261-н,
1000-й
10. Construct alternative questions using the words given in brackets;
give answers to them. Mind the melody and stresses, emphasize the
italicized words.
1. Is it your book? (his book) 2. Is this man his broth
er? (his cousin) 3. Have you two sons? (three sons)
4. Is it Tuesday today? (Wednesday) 5. Is the pencil
on the table? (under the table) 6. Are Nina and Fanny
in front of us? (behind us)
11. Compose a special, a general, an alternative and a tail question
of your own; write their transcription and tonograms.
12. Write the plural of the following nouns.
piano, shelf, army, potato, safe, wolf, cliff, wife,
schoolboy, schoolchild, leaf, life
13. Put the italicized words in the plural and make all the other necessa
ry changes.
1. The factory is far from my house. 2. My knife is on
the shelf. 3. This man is a hero. 4. The roof is wet after the
rain. 5. Look at this photo. 6. Take this toy. It is very nice.
7. Cut that tomato into pieces.
14. Translate into English.
1. Побывай в этих городах. 2. Отвари (to boil) эту
картошку. 3. Эти пианино очень старые. 4. Возьми эти
носовые платки. 5. Их жены и дети сейчас иа даче (in the
country). 6. Позови (to call) мальчиков. Они в саду.
ЗАНЯТИЕ 15
'wetvi wavy 'ven ,wel very well

’ wi:va weaver 'ven .wmii very warm
'swivl swivel 'wirvaz .waivz weavers’ wives
'kwikli quickly 'twailait twilight

' kwestfn question swaem swam
kwait quite SWAtTl swum
liQ'gwistiks linguistics SWi:t sweet
103
[i:] _ [3:J _ [Э:] _ [a]
si: — S3: — sa — stcc see — sir — saw — star

bi:n — Ьз:п — bom — been been — burn— born — bam
ti:m — t3:m — tom — teesk team — term— torn — task
fi: — f3: — fa: — feu fee — fur — four — far
.•brio it bring it .brioiQ it bringing it

.S1Q it sing it 'riQlQ .лр ringing up
’клино .in coming in 'sioio 8 ,sx>0 singing a song
'gouig .on going on .OiOkiQ o.baut thinking about
’teikio .aut taking out
.siqiq it singing it
wa:d — W3:d — V3:b ward — word — verb
wo:l — w3:s — V3:s wall — worse — verse
warn — W3:m — in'v3:t warm — worm — invert
Ровный тон
Ровный тон перед паузой в конце синтагмы встре
чается в синтакснческн незаконченных группах слов или
в конце повествовательного предложения н, подобно
низкому восходящему тону, обозначает незавершен
ность высказывания.
Ровный тон употребляется в том случае, когда гово
рящий как бы раздумывает, не зная, что сказать даль
ше, когда он колеблется или как бы беседует сам с со
бой. Ровный тон также характерен для чтения стихо
творных произведений. Например:
-►Frankly | I 'can’t afford it || —• . — «*\
Per'haps it’s ->right || .—.—

Часто ровный тон может быть заменен низким вос
ходящим или высоким восходящим тоном. Ровный тон
передает менее тесную связь с последующей синтагмой.
Выбор тона для синтагмы определяется ее семантиче
ской важностью, ее завершенностью и степенью связи
с последующей синтагмой.
104
Влияние ритма на ударение
В предложении двухударные числительные от 13 до
19 могут под влиянием ритма терять одно из ударений,
например:
The 'first of .January, I 'nineteen 'forty-.six.
Reading Material
1. ->-John | is a'way on 'holiday.
2. As 'far as I can ->see I

it’s im'possible.
3. Well the 'best of ->luck I

to'all of you.
4. 2. II — 1933 — The 'second of .February | 'nine
teen 'thirty-, three.
5. 4. IV—1912 — The 'fourth of .April Г nineteen
.twelve.
6. 5. V— 1905 — The 'fifth of .May Г nineteen 'o
.five.
7. 6. VI — 1900 — The 'sixth of .June I'nineteen
.hundred.
8. In 1917 — In 'nineteen 'seven,teen.
In (the ’year) 'nineteen 'hundred
and ’seventeen.
In (the ’year) 'nineteen 'hundred 'sev
en, teen.
9. 'Whose .book is it?
It’s ,my book. It’s ,our book.
It’s .his book. It’s ,your book.
It’s .her book. It’s .their book.
10. 'Whose 'maga,zine is it?
It’s,mine.It’s .ours.
It’s .hers. It’s .yours.
It’s ,his. It’s .theirs.
11. 'Workers of the 'world, unite!
12. The 'walls are .white.
roa
13. 'Walk very ,quickly, I .will you?
14. We are 'wet to the .skin.
qu — [kw] — quick, question, quite
ar — [эс] — после w, qu — war, quarter
Exercises
1. Practise reading phonetic exercises 131 —135 and the reading nta-
terial.
quarterly, quickly, quotation, furious, honestly, Zea

land, walk
3. Spell the words.
linguistics, dictionary, funny, January
4. Pronounce rapidly the following sentences.
f watch
a) John has got a <
box
dog
clock
Г cut
b) Douglas fdAglasJ has got a < £UP
I truck
C cat
c) Sam has got a <
(. lamp
5. Choose the words in which [pl, (tj, [k[ are pronounced with aspira
tion (придыхание). Read all the words.
Paul, cloud, skirt, pocket, pear, toothless, stool, poor
ly, spot, powerful, price, close, cookery, talkative, basket,
coins, poverty, palace, tent, pearl, twice, spoil, tale,
spoonful
6. Say in English the following dates.
5 .IV — 1947 13.V — 1896 1 .IX — 1973
20.XII — 1701 28.11 — 1900 12.VII — 1925
106
7. Replace the Russian possessive pronoun in brackets by its English
equivalent.
1. Keep (ваши) books on the shelves. 2. (Его) note
books are very dirty. 3. (Ее) poems are rather original.
4. These are (наши) photos. 5. Where are (их) friends
now?
8. Write the tonograms of the following sentences.
'Is this 'fountain-pen .yours?
.Yes, | that’s .mine.
And 'are those 'news.papers .also yours?
.No, | they 'aren’t 'mine.
They are hers.
9. Read rapidly the following sentences using the substitution tables.
a) 'Is this 'book .yours? 'Yes, it’s .mine.

that 'note-book .his? .his.
'watch .hers? .hers.
'toothbrush .mine? .yours.
'towel, etc.
b) ’Are those ’photos .mine? 'No, they 'aren’t .mine.

'flowers .yours? .yours.
'pictures .hers? .hers.
these 'matches ,his? ,his.
etc. .ours? .ours.
.theirs? .theirs.
10. Fill in the blanks with interrogative words corresponding to the
Russian pronouns given in brackets.
1. ... is your best friend? (кто, как зовут)
2. ... is your profession? (кто по специальности)
3. ... is Bill so sad today? (почему)
4. ... are my shoes? (где)
5. ... have you got in your bag? (что)
6. ... pencil is yours? (который)
7. ... novel is it? (какой)
8. ... rooms have they got? (сколько)
a) 1. Возьмите свои тетради и положите их на стол.
2. Их рассказы очень интересны. Прочтите их. 3. При
ходите к нам сегодня вечером. Сегодня день моего рож
дения. 4. Где Петров? Он сейчас (находится) в Киеве со
своими детьми.
107
b) 1. He бери эти перчатки. Они мои. 2. Эти письма
мои? — Да, ваши. 3. Это его галстуки? — Нет, мои.
4. Это их дети? — Да, их. 5. Это наши пальто? — Конеч
но, ваши.
ЗАНЯТИЕ 16
Интонация обращения
Если слова обращения стоят в начале предложения,
они бывают ударными и выделяются в отдельную син
тагму, которая может произноситься с низким нисходя
щим тоном, с низким восходящим тоном, с ровным тоном
или с нисходяще-восходящим тоном; в последнем
случае слова обращения несут большую семантическую
нагрузку:
.Bob, I 'go to .bed.
.Michael, I'go to the .blackboard.
"Michael, I 'what’s 'wrong with my 'lamp?
-►John, | you’re 'late a,gain.
В середине предложения слова обращения несут
меньшую семантическую нагрузку, поэтому, как прави
ло, они не имеют ударения или остаются частично удар
ными и продолжают мелодический рисунок синтагмы:
.Now, Peter, |'go ’on .reading. .Yes, ‘mum, I I’m
.ready.
Слова обращения, стоящие в конце предложения,
имеют полное или частичное ударение, в зависимости от
степени их семантической значимости:
.Thank you, .Helen.
'Spell this 'word, .Michael.
Нарушение постепенно понижающегося

ряда ударных слогов
Одним из распространенных видов эмфазы в англий
ском языке является нарушение постепенно понижаю
щейся шкалы ударных слогов в синтагме. Начало пред
ложения представляет собой обычный понижающийся
ряд слогов; на слове, которое говорящий хочет выде
лить, голос повышается, но, как правило, не поднимает
ся выше первого ударного слога. Затем снова идет
постепенное понижение, заканчивающееся повышением
108
или понижением тона голоса. В транскрипции этот
подъем голоса обозначается стрелкой /|/ вместо обыч
ного знака ударения. Например:
She is ex'plaining a fnew
.grammar .rule.
-►Helen I 'read the ffirst
'passage ajoud.
Высокое безударное начало синтагмы
Высокое безударное начало синтагмы, обозначаемое
знаком /-/, характерно для эмоциональной речи. На
чальные безударные слоги синтагмы произносятся на
более высоком уровне, чем следующий за ними первый
ударный слог. Например:
“Good .morning. •
“Hu, Но. ' j
“How .can you be so .late?
Интонация приветствий
В английском языке выражения приветствия могут
произноситься с разными мелодическими тонами. Офи
циально и деловито звучит приветствие, произнесенное
с низким нисходящим тоном:
“Good .morning. • \
Но это же приветствие можно произнести и с низким

восходящим тоном, и с нисходяще-восходящим тоном,
в зависимости от ситуации или настроения говорящего:
Good .morning. Good "morning.
В конце разговора оба говорящих произносят слова
прощания с повышением тона. Например:
.Good 'after.noon.
Good-, bye.
109
Dialogue
Teacher: “Good .morning! Is 'everybody 'present
to. day?
Helen: 'No, I Or'lov is absent.
Teacher: 'Why is he'absent?'Is he .ill?
Helen: .Yes, | he’s 'very ill.
Teacher: I'am .sorry. Now'open your'books at fpage
'5,3. 'Let us 'read 'Lesson .Two. ->Helen, I 'read the
ffirst 'passage ajoud I but 'please 'mind your .into-
,nation.
Helen: “'This is a 'class in -^English | at 'Leningrad
’University. The 'subject to.day | is 'English .Gram
mar. 'All the 'students of 'group number .three | are
'sitting at their .desks.”
Teacher: .Thank you, I 'that’ll .do. 'Now, .Peter, I 'go
’on .reading. But re’member lyou 'must ’read dis
tinctly.
Peter: “The teacher|is 'not 'sitting. 'She is 'standing
at her .table. Her' papers are ’ lying on the .table, I but
she is 'not .reading. She is explaining a fnew .gram
mar .rule. The 'students are 'listening to her with
fgreat attention."
Boris: Ex'cuse me, Г may I 'ask you a .question?
Teacher: .Yes, I ~what'is it?
Boris: 'What’s the 'Russian for “attention”?
Teacher: 'Who can .answer this .question?
Helen: 'I,can. The'Russian for “attention” | is «вни'ма-
ние».
Teacher: 'That’s .right. .Thank you, .Helen. .Michael, |
'go to the .blackboard I and ’write_ the 'word
“attention” .on it. Now, 'step a.side. 'Comrades, I
'look at the 'blackboard. 'Is it cor.rect?
Peter: 'No, I it’s 'wrong. I The 'letter 'o is .missing in
the .word.
Teacher: 'Spell ’this 'word, .Michael.
Michael: A-tt-e-n-t-i-o-n.
Teacher: .Thank you. Now trans'cribe the .word I
and ’mark the .stress, .please. .Thank you. 'Clean the
.blackboard I and 'go to your .seat. Now, 'let’s 'check
on the transjation. 'Don’t translate 'word for .word.
'Mind your .Russian.
Exercises
passage, intonation, aloud, aside, Leningrad, univer
sity, distinctly, transcribe, translation
2. Practise reading the following words and word combinations.
a) sitting b) 'lesson .two
reading 'read the 'first .word
standing the 'subject taday
lying 'all the ,students
explaining 'that’ll .do
listening on the 'table
missing 'look at the .blackboard
studying 'check on the transjation
3. Practise reading the following sentences; mind the high pre-head.
1. “How .can you be so .lazy. *
2. “Is this .your 'note-book? ••
3. “Is .this the thing? •
4. “Come .on 'then! ’
5. “Is .Maxim 'in? •
6. 'I’m not .ready, |-are .you? , •
4. Practise reading the dialogue; pay attention to the melody, strong

and weak forms.
5. Intone the sentences.
1. The subject today | is English Grammar. 2. Her

book is lying on the table, | but it’s closed. 3. Open your
books at page 36 | and read the beginning of text number
three, Helen. 4. The sun is still shining | through the big
windows of the room. 5. The teacher is standing at her
desk | in the middle of the classroom. 6. Comrades, I look
at the blackboard. 7. Now, Helen, | say it again. 8. Step
aside, please. 9. Please mind your intonation.
Hi
F
6. Answer the following questions about the text.

1. What kind of text is it — a dialogue or a story?
2. Is this a class in English or in French? 3. Who is absent?
4. Why is Orlov absent? 5. Are they first-year students?
6. Students of what group are they? 7. What lesson are
they reading? 8. What is the subject today? 9. Where are
all the students of group number three sitting? 10. Whom
are they listening to with great attention? 11. What is
their teacher explaining to them? 12. What language is
she speaking? 13. Is the teacher sitting at her table?
14. Who can’t spell the word attention? 15. Can you spell
it? Do it. 16. Can you transcribe the word intonation
without a dictionary? 17. Must we read and speak distinct
ly at our classes in English?
7. The following statements are not true to fact. Correct them.
1. Three students of your group are absent today. 2. No
letter is missing in the word. 3. This is group number
seven. 4. We are fourth-year students. 5. You are a student
of group number eight. 6. You are fifteen in your group.
7. Nina can’t mark the stress in the word. 8. You must
not clean the blackboard during the break. 9. We must
translate word for word.
8. Make the following sentences interrogative and negative.
1. He may ask his question now. 2. Nina can sing beau
tifully. 3. The papers are lying on the table. 4. Peter can
answer the question. 5. Orlov is absent today. 6. They are i
checking on the translation. i
9. Ask special questions about the words in italics. Mind the falling
melody.
1. 7’m trying to remember their address. 2. Two letters
are missing in the word. 3. Ann must mind her intonation.
4. Nina is asking Peter to step aside. 5. Nelly is going
to her seat. 6. / can’t transcribe those words because I’ve
got no dictionary. 7. The students of group number two
may go home now. 8. Nick is writing the sentence on the
blackboard. 9. They may come at 7 o’clock. 10. Alec is
sorry — he can’t come to the party today.
10. Fill in the blanks with articles where necessary.
1. They are having ... class in ... German in ... room
number 27. 2. AH ... students of ... group number two
are present today. 3. We are all ... students of ... group
number four. 4. I’m ... student, I’m ... first-year student
112
at ... Leningrad University. 5. Are they also ... first-year
students? 6. She’s not ... doctor, she’s ... teacher. 7. This
young man is ... talented engineer. 8. This is ... easy text,
isn’t it? 9. What... lesson are you reading? — We’re read
ing ... lesson 19. 10. Her ... intonation is very good.
11. Alec, open ... book at page 10 and read ... first passage
of ... text.
11. Fill in the blanks with prepositions where necessary.
1. This is a class ... Spanish ... Moscow University.
The students are sitting ... their desks. They are listening
... the teacher ... great attention. They are ten ... the group.
Their books and note-books are lying ... the desks. Their
books are open ... page 58: they’re checking ... their trans
lation. 2. You must not translate English sentences word
... word. You must mind ... your Russian. 3. Look ... the
blackboard and say what letter is missing ... the word.
Who can answer ... my question? 4. What’s the Russian ...
niece? 5. Go ... the blackboard and write the word ... it.
Mark the stress ... it.
1. Нам жаль, что Нина — студентка не нашей груп
пы. 2. Давайте проверим упражнение. Аня, переводите
первое предложение, но помните о русском языке. 3. Чи
тайте дальше, пожалуйста... Спасибо, достаточно.
4. Отойдите в сторону, пожалуйста. Мы не видим (не мо
жем видеть) карту. 5. Читайте стихотворение громко
и отчетливо. Помните об английских звуках и интона
ции. 6. Кто эта девушка? — Студентка третьего курса
четвертой группы. 7. Какая это аудитория? — 108.—
А где аудитория 130? 8. Можно стереть с доски? 9. Кто
может назвать это слово по буквам? — Я могу. 10. Ка
кая буква пропущена в слове? 11. Как по-английски
экзамен? 12. Можно я отвечу на ваш вопрос?
Revision Grammar Exercises

1. Fill in the blanks with haoe (got).
1. He ... a family. 2. They ... a flat in Lenin Street.
3. Your wife ... a lot of relatives in Kiev. 4. Lily ... a lot of
friends at the University. 5. They ... two children. 6. My
niece ... an interesting English book. 7. His friend ... these
German magazines. 8. Her husband ... plenty of books by
из
foreign writers. 9. His wife ... an elder brother. 10. We ...
her address.
2. Add question-tags to the following sentences.
1. Your parents are not old at all. 2. Tom has (got)
a wife and two children. 3. They have (got) no nephews
or nieces. 4. He has (got) no family. 5. You are nearly
twenty years old. 6. She is not married yet. 7. He is five
years her senior. 8. They have (got) a comfortable flat
in Repin Street. 9. His cousin has not got that magazine.
10. I am two years your junior. 11. Your brother is a build
er. 12. He is clever. 13. It isn’t ready. 14. Her hair is not
brown. 15. If is a pity. 16. I am very punctual. 17.1 am not
very busy. 18. We are not ready. 19. They are sorry for
her. 20. I. am right.
3. Fill in the blanks with the appropriate form of the verbs to be or
to have.
A Letter From England

Dear Ann,
Thank you for your kind letter. I ... very pleased ... a
letter from you, and to know that you and your husband ...
well.
Today I ... free and ... time to write letters to my
friends and relatives.
My brother’s children, three nice boys, ... at school
now and it ... quiet in the house.
The news from home ... that I ... now a “grand-aunt”,
as my niece ... a baby now, a little daughter. Her name ...
Elizabeth, Liz for short. She ... a little darling and they ...
all very charmed with her. We ... glad ... a
baby in the family. My niece’s husband ... not in London.
He ... a nice house not far from Edinburgh and my sister’s
family .... there with him. I ... some little presents for
my “grand-niece”.
How ... your children? Where ... your son now? ... he
still abroad? He ... married, ... he? ... you any grandchil
dren?
Please write to me as often as possible.
I ... always glad to hear from you.
Remember me to your people at home.
Love from
Jane
114
4. Use the pronoun in brackets in the proper form.
1. Let... translate these articles into Russian, (we) 2.
Let... take the books to the library today, (she) 3. Let...
stay at home. He is quite ill. (he) 4. Let ... introduce my
self. My name is Helen. (I) 5. Let ... do this exercise in
class, (they) 6. Let ... have a meeting after the classes,
(we) 7. Let... translate this sentence. It is quite easy. (I)
8. Let ... learn the poem by heart, (she) 9. Let ... read the
story once more, (they) 10. Let ... do it himself, (he)
5. Replace the words in italics by personal pronouns.
1. John, give the book to Henry. 2. Tell the students
the answer. 3. My sister and I have got a room of our own.
4. Alec and Mary are engineers by profession. 5. Jane, buy
a magazine for Granny. 6. Kate, read this story to Mary
and me, please. 7. Tom has got no nephews or nieces. 8.
His wife is not in Petersburg now. 9. Peter, bring flowers
for your mother. 10. Send the letter to your parents.
6. Insert the missing possessives. Try to use all persons.
1. Tell me, isn’t that ... girl-friend over there? Oh,
no, she isn’t... friend, she is .... 2. Don’t take this book. It
is not... book, it is ... . 3. Have you got a pencil? Kate has
got no pencil to write with. Give her ... . 4. Tell him not to
forget... ticket; ask Helen not to forget... either. 5. Take ...
English magazines and give me ... . 6. Look at the cat, ...
coat is so thick. 7. Isn’t that ... composition? Yes, it is ... .
8. Don’t come, ... sister is ill. 9. Don’t touch ... face. 10.
... answers are good.
7. Re-fashion the following statements according to the given pattern.
Pattern: He is my friend.
He is a friend of mine.
1. Kate is his distant relative. 2. Her uncle is in the
Far East now. 3. Let me introduce my cousin to you. 4.
Their great friend is a doctor. 5. Our grandson is a first-
year student at the University. 6. Is Helen your niece? 7.
It is my habit to get up early. 8. It is his favourite expres
sion. 9. He is our colleague. 10. It is her idea.
8. Fill in the blank spaces with se/f-forms.
1. Let him introduce ... . 2. Helen! Do this exercise ...
and let Peter and Bob do it... too. 3. Let’s translate these
articles .... they are not difficult at all. 4. Don’t go out
today. It is very cold. Let Kate buy a present for her
115
friend .... 5. Children, dress ...! It’s time to go for a walk.
The weather is so beautiful. 6. Mother, let me take the
books to the library ... . The library is just round the
corner. 7. Go there ... . 8. They know it.... 9. Let me speak
with the child ... . 10. Let her do her homework ... .
9. Make some sentences with self-forms.
10. Insert demonstrative pronouns.
1.... article is easy and ... one is difficult. 2. Pass me ...
magazines. Thank you. 3. ... boy is fond of music and his
dream is to become a pianist. 4. Who is ... little girl at the
window? 5. ... books are mine and ... are yours. 6. Are ...
men over there your friends? 7. ... flowers are beautiful,
aren’t they? 8. Leave ... two dictionaries on my table and
take ... books on the table over there to the library. 9. ...
picture is framed and ... one is not. 10. ... roof is red and ...
one is green.
11. Add question words to the following questions and let your
fellow-students answer them.
1. ... is that little girl over there? 2. ... is her full
name? 3. ... magazines are in your bag? 4. Here are
the books! ... is yours? 5. ... is your brother-in-law? 6. ...
grandson is in the Far East? 7.... old is your little daugh
ter? 8. ... is your grandfather not yet a pensioner? 9. ...
are you at home? 10. ... many are you in the family?
12. Write in words: a) ordinal numerals, b) cardinal numerals.
1, 11,2, 12, 20, 3, 13, 30, 4, 14, 40, 5, 15, 50, 6, 16, 60, 7,
17, 70, 8, 18, 80, 9, 19, 90
13. Read the following numerals.
100; 568; 101; 1000; 4,268; 6,005; 1,204; 782; 9,044;
378
14. Read the following dates:
a) 1905; 1917; 1826; 1941; 1965; 1717; 1684; 1900;
1612
b) 5.1-1946; 8.III-1950; 22.IX-1948; ll.X-1956; l.V-
1917; 23.11-1941; 24.IV-1924; 15.VI-1815; 9.VIII-1905;
25.XI-1900; 21.XII-1979
15. Use the following patterns in sentences of your own.
The text is on the third page.
This text is on page 3.
116
• 16. Wrife the plural of the following nouns.
kettle, birth, bath, telephone, deed, built-in wardrobe,

tree, butterfly, match, shoe, bus, glove, pie, fox, ski, taxi,
bush, toe, life, photo, piano, handkerchief, roof, chief,
woman, potato, goose, knife, study, tomato, thief, leaf,
foot, child, mouse, deer, fish, sheep, man, calf, hero,
shelf, brush, baby, fire-place, hoof, radio, mother-in-law,
storey, passer-by, ox, eye, advice, knowledge, step
mother, parent-in-law
17. Change into the plural.
1. The sheep is eating grass. 2. There is a potato on the
plate. 3. The postman is always very busy. 4. The roof of
this house is bad. 5. This is a lovely city. 6. The worker’s
family is at home. 7. My sister has long hair. 8. This man’s
wife is a doctor. 9. Who is this woman? 10. This piano
is of the latest model. 11. That is Ann’s photo. 12. This
woman’s husband is a good sportsman. 13. I have a bad
tooth. 14. This baby’s toy is here. 15. He is our chief. 16.
The deer is a beautiful animal. 17. His son-in-law is sitting
here. 18. The key is on the shelf. 19. Her brother-in-law
is an engineer.
- /18. Write the ing-form of the following verbs.
run, catch, beg, sit, drop, stop, fish, get, cut, sing, shut,
read, shoot, slip, swim, dress, plan, write, take, ride, shine,
skate, bite, smile, rise, make, hope, type, dine, cross, be,
win, dig, go, play, fly, stay, dry, hide, cry, try, put, say,
lie, die, ski, copy, sew, tie
19. Explain the use of Present Continuous in the following sentences
and translate them into Russian.
a) 1. I am reading a very interesting article in the
newspaper. 2. Listen, she is singing so weTll 3. Look, they
are crossing the street. 4. Now he is working at the
Pedagogical Institute.
b) 1.1 am going to stay at home today. 2. We are leav
ing- for Moscow tomorrow. 3. She is coming in the
evening. 4. The expedition is starting in some days.
c) I. My grandmother is always grumbling (she is
a great grumbler). 2. My little nephew is such a naughty
child, he is continually worrying his parents.
20. Use the verbs in brackets in Present Continuous.
1. The clock ... in the next room, (to strike) 2. Father
and Mother ... . (to get up) 3. My sister ... tea. (to make)
117
4. They... breakfast, (to have) 5. My brother ... continual
ly ... about his wife’s health, (to worry) 6. I ... my home
work. (to do) 7. Mother ... dinner, (to cook) Grandmother
... her. (to help) 8. It ... dark, (to get) The wind ... . (to
blow) The sun ... not.... (to shine) It... . (to rain) We ...
home, (to run) 9. Hallo! Where ... you ... ? — I ... to the
library. ... you ... there, too? — No, I ... to a friend of
mine, (to go) 10. You ... always ... at the lessons, (to talk)
11. The Orlovs ... to the Far East this summer, (to go) 12.
Come and say good-bye. Our guests ... in a minute, (to
leave) 13. We ... a figure skating competition tonight,
(to watch) 14. She ... guests on Sunday, (to receive)
21. Ask questions about all the members of these sentences.
1. My nephew is introducing his friend to his mother.
2. We are celebrating our granny’s birthday. 3. These
children are eating their soup. 4. Peter’s wife is playing
the piano in that room. 5. I am talking to an old friend of
mine.
22. Change the following sentences into the interrogative-negative
form and let one of the students give short affirmative or negative
answers to them.
Pattern: Nick is writing the new words on'the
blackboard.
isn’t Nick writing the new words on the
blackboard?
1. The students are having a drill on the plural of
nouns. 2. The sun is still shining through the window of
our classroom. 3. They are planning to go to Moscow
during their winter vacation. 4. He is leaving by the 6
o’clock train. 5. They are translating this text with a
dictionary. 6. The students are copying the examples into
their note-books. 7. The teacher is asking the students.
8. We are waiting for our friend. 9. They are having a
lesson now. 10. I am lucky to have so many pen-friends.
23. Add question-tags to the following statements.
1. Your aunt is speaking French. 2. My daughter is

playing with her doll. 3. His parents are watching TV. 4.
His second cousin is not playing the piano now. 5. The
children are not eating now. 6. I am not speaking too
loudly. 7. He is writing quite legibly. 8. This man is al
ready fifty. 9. This little girl is sewing. 10. I am using the
right intonation.
118
24. Ask one of the students and let him answer your question.
Pa ttern: Teacher: Ann, ask Harry what he is doing.
Ann: Harry, what are you doing?
Harry: I am reading.
Teacher: Ann, please ask Henry
where he is sitting,
where the teacher is standing,
what Helen is doing,
what his nephew is doing,
where the students are work
ing.
25. Say according to the pattern.
a) Peter, take your book!
What are you doing, Peter?
I am taking my book.
b) Ann, don’t take the pencil!
Is Ann taking the pencil?
No, she is not taking the pencil.
1. Ann, come up to the blackboard. 2. Nick, close your
note-book! 3. Jane, don’t talk! 4. Sasha Petrov, clean the
blackboard, please! 5. Please, don’t copy out these
examples! 6. Oleg Pavlov, give me your note-book! 7. Slava
Sidorov, read the second passage!
26. Fill in each blank with the verbs must, can, may.
1. Tell your daughter that she ... not drink cold water.
2. ... you help me? — I am afraid not. 3. You ... take this
book, I don’t need it now. 4. I am free and I ... read you
aloud a little. 5. My cousin ... not translate this article.
It is very difficult. 6. Hurry up! It is late. We ... come on
time. 7. I ... see her tonight. 8. My grandfather ... not
finish this work today. He is tired. 9. My brother ... know
her address. 10. Let us ask Mother. She ... know this
word. 11. She ... be leaving shortly.
a) 1. Я могу показать вам очень интересную статью.
2. Мы должны быть на лекции в понедельник. 3. Мы не
можем обсуждать эти вопросы после занятий, потому
что. я должна уходить. 4. Я должна пойти к бабушке
в воскресенье. 5. Она может перевести эти английские
тексты? 6. Он может уехать в субботу. 7. Вы должны
поехать с детьми за город летом. 8. Он не может отдать
119
вам свой словарь. 9. Мы должны вернуть эти журналы
сегодня? 10. Вы можете подождать в моем кабинете.
b) 1. Его советы всегда полезны (good). 2. Где день
ги? Они в ящике письменного стола. 3. Ваша информа
ция неверна. 4. Его знания по (of) истории Англии
недостаточны (poor). 5. Их успехи просто поразительны
(just amazing). 6. Это старые сведения. 7. Какие но
вости?
ОСНОВНОЙ курс
LESSON 1
MY FAMILY
Let me introduce myself. My name is Alexander, Alec

for short. My full name is Alexander Sergeyevich Orlov.
Orlov is my surname, Alexander is my „first name and
Sergeyevich is my patronymic. I am not yet nineteen.
At the moment I am a first-year student at the Univer
sity.
My parents have two more children besides me. Thus
I have got an older brother and a younger sister. My
sister Helen is just out of school. She is seventeen. She
is a pretty girl with brown hair and soft dark-brown
eyes. Her dream is to become a pianist.
My brother, whose name is Michael, is eight years
my senior. He is twenty-seven already. He is a builder.
He is married and has a family of his own. They are
four in the family. He has a wife and two children — a
son and a daughter. They are twins. They are lovely little
children with golden hair and dark-blue eyes. They are
always full of iov and gaiety. His wife’s name is Nina. She
is a surgeon by profession. They are not in St. Petersburg.
They are in the Far East.
My parents are not old at all. Father is fifty, and Moth
er is three years his junior. My grandparents are
already pensioners but they are still full of life and
energy. They have a house in the country. Aunt Mary is
with them.
She is a pleasant-looking woman of about forty. Uncle
Nick, her husband, is a librarian. He is a clever man but
a little unpractical. Aunt Mary, on the other hand, is
very practical and full of common sense.
They have a son. He is my cousin. Peter is nineteen,
tall, and a fine manly fellow. He is at the University and
is studying to be a chemist. He is a clever, hard-working
student, a first-class footballer, and a good runner. He is
strong, quiet and thoughtful like his father.
121
DIALOGUE
(The students are in the lecture hall)
P.: Excuse me, may I take this seat next to yours?
A.: Yes, it is still free.
P.: Thank you. I am lucky to get a seat in the front row.
A.: We are both lucky. This is our first lecture at the
University.
P.: Yes... Oh! Where is my pen? I’m afraid I haven’t got
a pen today.
A.: Take my pen.
P.: Thank you. I must write down the time-table for
today.
A.: Why only for today?
P.: I may write the time-table for the rest of the week
tomorrow. I mustn’t use your pen too long. You may
need it yourself.
A.: Oh, never mind. I have another pen. You may keep
that pen as long as you like.
P.: Thanks a lot.
A.: What’s your name, by the way?
P.: My name is Paul. And yours?
A.: I’m Andrew. I’m from Tula.
P.: Are you? And I’m a native of Moscow.
A.: Your family are here in Moscow, aren’t they?
P.: Yes, they all are here: Father, Mother, two brothers
and my younger sister. We are a big family.
A.: What’s your father’s profession? Is he a teacher?
P.: Yes, you’re right. He is a teacher of English. That’s
one of the reasons I’m here. Ours is a dynasty of
teachers, that’s why I’m going to be a teacher too.
A.: And my family are all village people. They are
farmers.
P.: So you are the first tn the family to start a dynasty
of teachers, aren’t you?
A.: Yes, languages are not only my hobby but a very
serious interest in life. I can read two foreign lan
guages, English and German.
P.: That’s great! Can you speak these languages?
A.: Not yet. I can speak only English a little.
P.: Look! The lecturer is coming.
A.: It’s a memorable event! The first lecture at the
University.
P.: Yes, isn’t it wonderful! We are university students at
last.
122
Phonetic Notes
1. Если возвратные местоимения (Reflexive Pro
nouns) употребляются для выражения возвратного
залога глагола, они не имеют ударения:
'Let me introduce myself.
Усилительные местоимения (Emphasizing Pro
nouns), совпадающие по форме с возвратными, высту
пают в роли приложения и всегда бывают ударными:
'I myself am 'only eigh’feen.
I am 'fond of it my.self.
2. Буква x читается:
a) Iks]
box, next, except, exercise
b) Iflzl
Alexander I.aelig'zccnda], exact, examine, example
3. Простые слова, состоящие из четырех и более
слогов, обычно имеют два ударения: главное (иа втором
или третьем слоге с конца) и второстепенное (на первом
или втором слоге от начала слова):
patronymic [.paetra'nimik]
University {.jirni'v3:siti]
examination [ig.zaemfneijn]
4. В сложных прилагательных ударными являются

оба компонента:
'dark-'brown, 'five-'storeyed, 'light-'green, 'well-
'planned, 'pleasant-'looking.
Однако сложное прилагательное под влиянием рит
ма может терять одно из ударений, если ему предшест
вует или за ним следует ударное слово:
Му 'sister is 'blue-.eyed.
'Is the 'girlfjblue- ,eyed?
She’s a 'blue-(’)eyed ,girl.
5. Приложение (Apposition) образует отдельную
синтагму и, как правило, повторяет мелодию предыду
щей синтагмы, с которой оно тесно связано по смыслу:
123
He has a 'wife and 'two .children] — a 'son and a
.daughter.
M^friends, | the Orlovs, | have ’two^children.
6. Сложносочиненные, сложноподчиненные или
простые распространенные предложения нельзя произ
нести на одном дыхании. Они делятся на синтагмы в
зависимости от смысла и синтаксической структуры:
Не is .married I and has a 'family of his .own.
My 'full .name I is .Ale'xander Sergeyevich Or.lov.
My .brother I whose 'name is .Michael I is 'eight
'years my .senior.
Their 'elder .son, | a 'boy of seventeen, I is al'ready
a .student.
Если рядом стоящие синтагмы представляют собой
законченные высказывания и не связаны (или не тесно
связаны) между собой по смыслу или синтаксической
структуре, то обе они произносятся с падением тоиа
голоса, чтобы подчеркнуть их самостоятельность, не
зависимость:
Му 'grand .parents are al'ready .pensioners I but they
are 'still'full of 'life and .energy.
Vocabulary Notes on the Text

1. Английское name соответствует русским «имя»,
«фамилия» или «полное имя». На вопрос What’s
your name? отвечающий может сообщить полностью
имя и фамилию, но также только имя или только фами
лию. Если спрашивающий не удовлетворен ответом, он
может задать уточняющий вопрос:
What is your first (Christian) name?
My first (Christian) name is Nina.
What is your surname (family name)?
My surname (family name) is Smirnova.
2. to introduce oneself — представиться, познако
миться:
Let me introduce myself.
to introduce smb to smb — познакомить кого-л.
с кем-л.
Let me introduce my friend to you.
Let me introduce Nina’s friend to you.
Let me introduce a friend of mine to you.
124
' Менее официально:
Meet my friend, father.
Обычный обмен приветствиями во время знакомства:
How do you do? — How do you do? I’m very glad
to meet you.
'> I’m very glad to make your acquaintance.— Очень
рад(а) с вами познакомиться.
3. В тексте встречаются слова more, yet и still в
значении «еще».
More употребляется с исчисляемыми и неисчисляе
мыми существительными при наличии числительного
или обобщающего местоимения:
Give me two more books, please (или: two books
more).
Have some more tea, please.
Yet обычно употребляется в отрицательных и во
просительно-отрицательных предложениях, где оно
может стоять после отрицательной частицы not или в
конце предложения:
Не is not yet here, (или: He is not here yet.)
Isn’t he ready yet?
В положительном значении «еще», «все еще» пере
дается словом still:
Не is still a schoolboy.
Are they still in Leningrad?
4. to be fond of smb, smth — любить кого-л., что-л.
Are you fond of this book?
She is very fond of her little nephew.
5. to be married (to) — быть женатым (на ком-л.),
замужем (за кем-л.)
Не is not yet married.
She is married to Bob N. (to an artist).
6. to be a pensioner — быть пенсионером
Vocabulary Notes on the Dialogue
I’m a native of Moscow.— Я москвич.
Moscow is my native town.— Москва — мой родной
город.
125
Additional Material to ttie Lesson
My brother is two years my junior (senior).
My sister is a pupil of the 8th form.
How old is he? He is 21 (years old, years of age).
He’s nearly (over, about) 21.
He’s not 21 yet.
They are of the same age.
They are husband and wife.
What’s your occupation (profession)?
I’m an engineer (by profession).
They are as like as two peas.— Они похожи, как две
капли воды.
You’re very much like your father.= Your father and
you are very much alike.— Вы с отцом очень
похожи.
Relatives
a granddaughter — внучка
a grandson — внук
a nephew [’nevju:], fnefju:J—племянник
a niece [ni:s] — племянница
a step-mother, a step-father — мачеха, отчим
a father-in-law — свекор, тесть
a mother-in-law — свекровь, теща
a brother-in-law — шурин, зять, деверь
a sister-in-law — невестка, золовка
a daughter-in-law — невестка, сноха
a son-in-law — зять
a distant relative — дальний родственник
Phonetic Exercises
1. Transcribe the following words and learn them.
to introduce, Alexander, surname, parents, younger,
music, pianist, Michael, senior, junior, surgeon, energy,
pensioner, pretty, gaiety, unpractical, cousin, chemist,
librarian, footballer, quiet, thoughtful, manly, front,
native, dynasty, vacant, village, language, memorable
2. Mark the stresses in the following words.
nineteen, birthday, university, patronymic, seventeen,
grandfather, grandparents, grandchildren, housewife,
dark-brown, pleasant-looking, hard-working
126
3. Read the following word combinations; mind the linking t.
four in the family; the Far East; Father is fifty; Mother
is a housewife
4. Find cases of assimilation in the following words and word combi
nations and explain them.
let me, twenty, little, twins, what’s
5. Write these in transcription and underline weak forms.
besides me; Alec for short; let me introduce myself;
her dream is to become a pianist; they are full of life and
energy; they are fond of us
в. Transcribe and write the tonograms of the following sentences
with the broken scale; practise reading them.
1. ’Now I am a ffirst-year 'student at the .University.
2. —>-Thus | I have 'got an -folder .brother I and a
‘younger .sister.
3. My 'sister 'Helen is f just 'out of .school.
4. 'Father is .fifty, I and 'mother is -fthree ’years his
.junior.
7. Intone the following sentences, explain their melody and read them
aloud.
1. My name is Alexander, Alec for short. 2. My older
brother, an engineer, is twenty-seven already. 3. My
friend, Michael Popov, is a second-year student at this
institute. 4. Orlov is my surname; Alexander is my
first name and Sergeyevich is my patronymic. 5. She is
very fond of music, and her dream is to become a pianist.
8. Practise reading the following sentences.
1. 'Please, 'listen a 'minute to .Kitty.
2. My 'tea is .sweet enough.
9. Read the dialogue. Find all the cases of logical stress and practise
reading them. Learn the dialogue by heart.
Dialogue
A. : .Tell me, | 'who is 'that little .boy?
B. : 'That boy? 'There?
A. : ,Yes. ’Who .is he? ’What’s his .name?
B. : He’s my ’little .brother; I his ’name is .Tom.
A. : And the ’big .girl? ’Who is .she?
B. : 'She’s my 'big .sister; | 'her name is .Ann.
A.: Is 'that man, 'there, your .father?
127
В.: That 'little .man! r0h 'no! ’-My father is that ’very
,big man I ’standing over .there.
A. : ’Oh 'yes! ,Yes! .Yes! And ’that 'woman 'sitting,there I
is your .mother?
B. : 'That’s .right!
Grammar Exercises
1. Use the noun in brackets in the proper form instead of the possessive
pronoun in italics.
1. It is her book. (Helen) 2. This boy is their son.
(Michael and Fanny) 3. Look at his photos, (my friend)
4. These are her glasses, (my grandmother) 5. His studio
is very large, (the painter) 6. Her parents are teachers
by profession. (Kate) 7. Their grandparents are in Le
ningrad. (the children) 8. His surname is Orlov. (Alexan
der) 9. Their passports are on the desk, (the men) 10.
Their toys are on the carpet, (the twins) 11. Their
hair is brown and shiny, (the girls)
2. Use the Possessive Case in the following.
1. The father of James. 2. The books of his grand
children. 3. The name of her sister-in-law. 4. The surname
of Helen and Peter. 5. The parents of John. 6. The
brother of this boy. 7. The children of these women. 8.
The toys of the twins. 9. The music of Glinka and Chaikov
sky. 10. The profession of these men. 11. The birthday of
my step-father. 12. She is staying with her aunt.
3. Join according to the given pattern.
Pattern: Good news / today.
Today’s good news.
1. A meeting / last Saturday. 2. A snow storm/
yesterday. 3. A study / last year. 4. The newspaper/
Friday. 5. The rain / last night. 6. A show / next evening.
7. A journey / a day. 8. An interval / two weeks.
4. Answer the questions with the correct form of the noun and the
pronoun.
1. Nina has my magazine. Whose magazine is that?
It is ... (Ann). It is not (I).
2. Alex has a brown coat, so this coat is not his.
Whose coat is it? It is ... (his friend). It is ... (he).
3. Look at these flowers! Whose are they?
They are ... (my Granny). They are ... (she).
128
4. A book for children is lying on the window-sill.
Whose is it? It is ... (my twins). It is ... (they).
5. What a nice flat it is! Whose flat is it?
It is ... (our family)* It is ... (we).
6. Whose children are sitting downstairs?
They are ... (Mary and Peter). They are ... (they).
7. What a nice silk handkerchief! Whose is it?
It is ... (Lena). It is ... (she).
8. Look at the bag! Whose is it?
It is ... (Susan). It is ... (she).
9. Look at the car! Whose is it?
It is ... (Tom). It is ... (he).
Сегодня воскресенье. Нина свободна. Сейчас 10 ча
сов утра. Она завтракает и слушает прогноз погоды
(forecast). На улице тепло. Она собирается за город.
Они с подругой всегда там хорошо проводят время (to
have a good time). Сегодня они могут отдохнуть и по
смотреть новые экспонаты (exhibit) в домике Репина.
Они едут туда с тетей и дядей Нины, а ее подруга берет
с собой своих племянницу и племянника. У Нины тоже
есть племянники, но она не может взять их, так как они
больны сейчас.
6. Use mustn’t or needn’t to fill the spaces in the following sentences.
1. We ... ring the bell; I have got a key. 2. A Zoo notice:
Visitors ... feed this animal. 3. She ... write this exercise.
She can do it orally. 4. He ... do the whole exercise. Ten
sentences are enough. 5. You ... turn on the light; I can see
quite well. 6. Pupils ... talk during the lesson. 7. I ... go
shopping today. There is plenty of food in the house.
8. Mother to child: You ... interrupt me when I am speak
ing.
7. Use may or must to fill the spaces in the following sentences. Pay
attention to the Russian equivalents of the modal verbs.
1. It ... rain, take your raincoat. 2. He ... be on the next
train. Let’s wait a little. 3. I ... see John tomorrow morn
ing. 4. She ... be at the University. She is having her exam.
5. Our parents ... be at the theatre now as it is 8 o’clock
already. 6. Go to this lecture, you ... learn something
interesting. 7. I have got five lottery tickets. I ... win
something. 8. He ... be at home now. Let’s ring him up.
9. Don’t say it to him. He ... be offended. 10. You ... be
right, but I can’t do it.
129
5 - 4043
8. Make sentences of your own according to the pattern.
Pattern: a) May I smoke here? — No, you mustn’t.
Must I wait for Uncle Peter? — No, you
needn’t.
b) Can I switch on the radio? — No, you
may not.
c) He must be at the University now.
He may come home late in the evening.
9. Translate into English using the verbs can, must, may, need.
1. Скажите ей, что я не могу прийти сегодня. 2. Мож
но мне прочесть это письмо моему другу? — Да. 3. Он
сам должен написать ему об этом. 4. Виктор может по
мочь вам проверить перевод. 5. Она не может погово
рить с вами сейчас, так как она должна идти в институт.
6. Мы ведь должны быть в университете в 9 часов? —
Да. 7. У вас слишком много вещей. Вы не можете нести
их сами. Разрешите я помогу вам. 8. Нужно мне идти в
магазин? — Нет. 9. Я не могу пойти в театр. У меня мно
го работы. 10. Мне нужно транскрибировать этот отры
вок? — Нет.
10. Rewrite the following sentences as in the pattern.
Pattern: The student is giving his note-book to the
teacher.
The student is giving the teacher his note
book.
1. Uncle Peter is giving a sketch-book to his nephew.
2. Jane is buying some sweets for her mother. 3. Tell the
news to your cousin. 4. Jane is telling an interesting story
to my little brother. 5. Grandmother is showing brightly
coloured pictures to her grandchildren. 6. My aunt is
making a dress for me. 7. Father is buying a coat for Mary.
8. My friend is giving a cake to me. 9. My husband is
making a toy for Peter. 10. My niece can give this English
book to Nick.
11. Change the word-order in the following sentences according to
the pattern.
Pattern: a) Give Peter this magazine.
Give this magazine to Peter.
b) I must buy my daughter these books.
I must buy these books for my daughter.
1. Send your mother-in-law this book. 2.1 must buy my
niece a doll. 3. Don’t show your grandfather this telegram.
130
4. Peter, bring me the newspaper. 5. They must make the
children new toys. 6. Let us buy your daughter this dress.
7. Don’t read them this book. 8. We are writing Ann a
letter. 9. I must buy my grandson toy-soldiers.
12. Use the corresponding personal pronouns: a) instead of nouns in
the prepositional groups; b) instead of nouns which are direct ob
jects. See if it is necessary to make any changes in the order of
words.
1. We are going to send flowers to Kate. 2. Show these
pictures to your friends. 3. John is going to buy a new bag
for his little son. 4. Sing us these English songs. 5. Give
him your pen. 6. Will you bring me your notes, please?
‘ 13. Arrange the following groups of words into sentences.
1. to, my little sister, do not give, cold water. 2. my son,
pictures, is showing, to, his grandmother. 3. books, Eng
lish, please, bring, some, me, for. 4. it, give, us, to.
5. article, is translating, he, this, for, me. 6. letter, do not
send, to, him, this. 7. friends, them, I, am introducing, to,
my. 8. new, a, children, for, they, are, building, sport centre.
14. Insert articles where necessary.

a) 1. He is ... father already. 2. They are ... orphans.
3. This man is ... distant relative of mine. 4. This woman
is widow. 5. They are ... husband and wife. 6. They
are ... brother and sister. 7. Is your mother at home,
Alec? — No, ... Mother is not at home. 8. Where is your
uncle, Peter? —... uncle is at the factory. 9. ... Mother
is ... employee and ... Father is ... doctor. 10.... Aunt, what
is the short for ... Richard? — It’s ... Dick. 11. ... Petrovs,
our neighbours, are very nice people. They are six in ...
family:... grandfather,... grandmother,... father,... mother,
... son and ... daughter. 12. What is your cousin’s profes
sion? — My cousin is ... surgeon by ... profession 13. Are ...
Smirnovs in ... Far East now? — Yes, they are. They are
in ... Khabarovsk.
b) 1. I am going to explain ... new rule to you. Please
take... notes. Look at... blackboard. Here are... examples.
2. What is ... English for «город»? ... English for «город»
is “city”. If this word is new to you (you must) take ...
dictionary, look up this word in ... dictionary and put
down ... pronunciation and ... spelling of ... word in your
note-books. Write down ... word in ... singular and in ...
plural. 3. We are studying ... English. It is not easy to
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5*
learn ... foreign language. 4. "... Grammar is ... art of
speaking, reading and writing ... English language cor
rectly. Orthography is ... art of spelling. Syntax is ... art
of ... proper construction of ... sentences ...”
c) 1. Open ... books at ... page 20, please. 2. ... pupils
are doing ... exercise 5. 3. Will you read ... paragraph 3,
please? 4. Will you write ... sentence 2, please? 5. They are
in ... room 6.
a) Что сейчас делают ваши родственники? — А

который сейчас час? — Семь часов.— Мой папа сейчас
ведет урок в вечерней школе, он учитель. Мама дома.
Она готовит ужин и ждет меня. Моя сестра помогает ей.
Бабушка шьет сестре маскарадное платье (a fancy
dress). Дедушка гуляет в саду с моей маленькой пле
мянницей. Мой младший брат готовит уроки. Тетя с дя
дей в кино, смотрят цветной фильм «Ромео и Джульет
та», а я — в университете. У нас сейчас урок английского
языка. Вот и все, что я могу рассказать.
b) У меня есть очень хороший друг. Его зовут Алек
сандр, сокращенно Алик. Ему 28 лет. У него есть семья.
Его семья состоит из 4 человек: его жена, он сам и двое
детей. У него две дочери. Они близнецы. Им по три года.
У него теперь новая квартира. Она очень далеко от мое
го дома. Жаль, что у него нет телефона. Сегодня воскре
сенье, так что он дома. Поедем к нему вместе. Дай-ка я
найду адрес Алика. Вот он (Here it is.) Поехали на
40-м автобусе.
Это дом Алика. Подожди минутку. Дай-ка я сначала
найду номер его квартиры в этом списке. Посмотрим,
на каком этаже восемнадцатая квартира. Вот она. Зво
ни. Не забудь, что его жену зовут Маша, а имена доче
рей— Таня и Женя.
Vocabulary and Speech Exercises

A. 1. Read and translate the text.
2. Answer the following questions.
1. About whose family is the text? 2. How many are
they in the family? 3. How many children have the Orlovs?
4. Who is the elder son and where is he? 5. How old are
the Orlovs’ children? 6. How many grandchildren have
Alexander’s parents? 7. How old can the twins be? 8. What
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colour are their eyes and hair? 9. What is Michael’s profes
sion? 10. Have the Orlovs a surgeon in the family? Who
is it? 11. Who is the youngest child? 12. What is her name?
13. What does Helen look like? 14. Is she a pianist al
ready? 15. How old are Alexander’s parents? 16. Has
Alexander any grandparents? 17. Are they pensioners?
, 18. Where have they got a house? 19. Who is living with
them? 20. What can you say about aunt Mary and uncle
Nick? 21. Is Peter Alec’s junior or senior? 22. What is
Peter studying? 23. What kinds of sport is Peter fond of?
3. Retell the text; imagine that you are Alec’s father (mother, grand
mother) or his sister Helen, his brother Michael, his aunt Mary,
his sister-in-law Nina. Speak ot the family using the material of the
text.
il. 4. Insert still, yet, more.
1. He is not in Moscow, (yet) 2. I have two sisters,
(more) 3. He is not at home, (yet) He is at the University,
(still) 4. We have one lecture today, (more) 5. Is your
brother in Moscow? No, he is in Kiev, (still) 6. My aunt
Mary is not old. (yet) 7. Give me three note-books, (more)
8. Your uncle is not a pensioner, is he? (yet) 9. Show me
two newspapers, (more) 10. Nelly is a child, (still) 11. Is
your cousin a schoolboy? (still) 12. My grandparents
have three grandchildren besides me. (more)
5. Change the following sentences according to the pattern.
Pattern: Kate’s eyes are blue.
She’s blue-eyed.
1. Fred’s skin is dark. 2. Your hair is fair. 3. Her nose is
■ snub. 4. Nick’s shoulders are broad. 5. Little Helen’s
cheeks are always rosy. 6. Nina’s eyes are big.
6. Compose sententes of your own using the following patterns.
a) I am one year my brother’s junior.
My father is three years my mother’s senior.
b) My brother is two years older than I am.
Mary is five years younger than her cousin.
7. Make a list of relatives beginning with mother, father,... and see how
many words you can add.
\/ 8. Fill in the blanks stating the relationship among the various members
of the family.
1. My father’s sister is my mother’s ... . 2. My father’s
parents are my ... . 3. My grandparents are my mother’s
and father’s ... . 4. My sister and I are our parents’ ... .
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5. My sister and I are our grandparents’.... 6. My father’s
mother is my mother’s ... . 7. My father’s father is my
mother’s ... r8. My mother is the... of my father’s parents.
— 9. My father is the ... of my mother’s parents. 10. My moth
er is my father’s ... and my father is my mother’s ... .
-—11. Nina is married to Victor, so Victor’s parents are Ni
na’s .... 12. Mother’s second husband is my.... 13. We are
good friends with my brother’s wife, my ... . 14. My broth
er’s daughter, my ..., is a pupil of the sixth form.
j 9. Give definitions of the following words.
Pattern: niece — My brother’s (sister’s) daughter is
my niece.
parents, grandparents, grandmother, grandfather,
mother-in-law, father-in-law, brother-in-law, sister-in-
law, nephew, cousin, step-mother, step-father, step-sister,
step-brother, aunt, uncle
. 10. Complete the following sentences.
1. I’m about 20, and my brother is 22, so he is ... . 2. My
cousin is married, so she has ... r3. Nina is a distant rela
tive of yours, isn’t she? — No, she is ... . 4. My father is
married for the second time: so his wife is my ... . 5. Helen
and you are both eighteen, so you are ... . 6. My father’s
first name is Vladimir. So Vladimirovna is ... .
11. Insert prepositions.
1. My cousin’s name is William Bill ... short. 2. My
sister is married ... John, a young architect ... profession.
3. Let me introduce a relative ... mine ... you. 4. Your sister
is just ... ... school, isn’t she? 5. Is your daughter fond ...
music? 6. My brother has a family. They are three ... the
family. 7. My uncle is still full ... energy though he is ...
65 already. He is not yet a pensioner. 8. The Petrovs are
not ... Leningrad. They are ... the Far East. 9. Jane is a
young girl...... twenty, with fair hair and blue eyes. She
is studying Spanish ... the University. 10. I’m fond ...
spending my winter vacations ... the country together ...
my friends. 11. Is Nelly married ... Bill or ... Alec? 12. Can
your son really be a pupil ... the tenth form already? —
Yes, he is ... sixteen. 13. Are you a native ... Minsk?
1. Мой брат — школьник. Он в 9-м классе.— А моя
сестра только что закончила школу. Она мечтает (ее
мечта) стать студенткой Московского университета.
134
2. Мои друзья Коля и Нина — муж и жена.— Они одно
го возраста? — Нет, Нина на два года моложе Коли.
3. У меня еще нет племянников или племянниц, хотя мой
брат уже женат. 4. Нас четверо в семье: отец, мать, брат
и я. Мы с братом близнецы. Мы похожи, как две капли
воды.— А нас только двое: мама и я. 5. Сколько лет ва
шему брату? — 25.— Он старше вас? — Да, на три го
да.— Так тебе 22? — Да. 6. Вера, познакомься с моим
приятелем Виктором.— Здравствуйте.— Здравствуйте.
Очень рад с вами познакомиться. 7. Кто эта женщи
на? — Это родственница моего отца. Она его двоюрод
ная сестра.— У нее есть дети? — Да. Ее дочь — студент
ка, а сын учится в 5-м классе. 8. Сколько вас.в семье? —
Пятеро. У меня есть внук и внучка. Я уже бабушка.
9. У Семеновых нет детей.— Как жаль! Они очень любят
детей. 10. Чем занимается твой двоюродный брат? —
Он хирург. 11. Нинина тетя на пенсии. Ей уже 57. А ее
муж еще работает. 12. У меня есть еще один дядя. Он
инженер. 13. Виктор женат на моей сестре. Он мне шу
рин, а маме — зять. Для родителей Виктора моя сест
ра — невестка. 14. Меня зовут Вера, а моего отца —
Сергей Иванович, поэтому мое отчество — Сергеевна. А
как ваше полное имя? 15. Чем вы занимаетесь? (Кто вы
по профессии?) —Я учительница английского языка.—
Ваш отец тоже преподаватель? — Нет, он зубной
врач.— А ваша мама? — Она домашняя хозяйка.
С. 13. Pronounce the following questions with your eyes up. Let your
fellow-students answer them.
1. How many are you in the family? 2. What are your
parents? 3. How many brothers and sisters have you?
4. What is your sister’s name? 5. What is your brother’s
occupation? 6. Your aunt is an engineer by profession,
isn’t she? 7. What is your friend’s full name? 8. How old
are you? 9. How old is your friend? 10. Is he (she) your
senior or junior? 11. How many years is he (she) your
senior (junior) ? 12. You have a large family, haven’t you?
13. You are not married, are you? 14. Is your grandfather
a pensioner? 15. How many cousins have you? 16. Are you
fond of all of them? 17. Are you twins with your sister
(brother)?
14. Ask questions about relatives and their professions; use the given
words in your answers.
a worker, a farmer, an engineer, a teacher, a
doctor, a surgeon, a dentist, a painter, an actor, an
135
actress, a singer, a librarian, a nurse, a sailor, an officer,
a secretary, a student, a schoolboy (girl), a housewife,
etc.
Pattern: — What is Mary’s (your) brother?
— He’s a surgeon.
15. Answer these tail-questions. Follow the pattern.
Pattern: Helen’s daughter is just out of school, isn’t
she?
No, she isn’t. She is still a schoolgirl.
1. His father isn’t a pensioner, is he? 2. They have got
twins, haven’t they? 3. You are not yet 21, are you? 4. Kate
and Jane are of the same age, aren’t they? 5. Their grand
mother is still full of life and energy, isn’t she? 6. You have
got an older sister, haven’t you? 7. Nelly’s parents are not
old at all, are they? 8. Your mother is six years your fath
er’s junior, isn’t she? 9. You are four in the family, aren’t
you? 10. He is an engineer by profession, isn’t he?
16. The following statements are not true to fact. Correct them. Begin
your own statements with one of the following: I’m afraid you are
wrong; That’s not quite right; That’s not so; You are mistaken; On
the contrary.
Pattern: Her brother has got a family of his own.

You are mistaken. He is not yet married.
1. Your birthday is on the fifth of January. 2. His cousin
is married to a surgeon. 3. Nina’s uncle is an engineer
by profession. 4. Helen is two years her husband’s junior.
5. Your mother has got no grandchildren yet. 6. His son-
in-law is a painter. 7. Kate’s nephew and niece are in the
Far East. 8. His granddaughter’s dream is to become a
pianist. 9. Your wife has got a lot of relatives in Kiev.
10. His father-in-law is not a pensioner.
17. Look at the pictures and speak about Ann (the first picture) and
her relatives. Use the given information.
A. Ann — a girl of 18, a student. Her father — a man of

51, a turner. Her mother — a woman of 47, a librarian.
Her grandfather — an elderly man of 71, a pensioner.
Her grandmother — a woman of 69, a housewife.
Ann’s younger brother — a schoolboy of 16. Her elder
brother — a man of 25, a painter. His wife — a young
woman of 24, a school-teacher. Their son — a boy of 3.
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В. Additional information:
to be like (unlike) her mother (father); to be thin
(stout); to be short (tall); to be pretty (handsome,
beautiful, nice, good-looking, attractive); to be dark
(fair)-haired; to be blue (dark, brown, black, grey)-
eyed; to be snub (straight, long, short)-nosed; to be
well-dressed (dressed in good taste)
18. Compose short dialogues using the following sentences.
1. Meet my friend, father. I am very glad to meet you.
2. A pupil of the tenth form. He (she) is ... years old. 3. Her
dream is to become .... She (he) is just out of school. 4. He
(she) is not old at all. He (she) is full of life and energy.
5. He (she) has a family of his own. He (she) is ... by
profession.
19. Describe your own family or the family of your friend (brother,
etc.). Speak about the relationship among the various members,
their appearance and professions.
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LESSON 2
MY HOME
I
We have a nice flat rather far from the centre of the
city. It is in a new sixteen-storey high-rise building in
Gagarin Avenue. As there are so many storeys in the
building it has two lifts.
Our flat is on the fourth floor. It has all modern con
veniences such as central heating, gas, electricity, cold
and hot water, and a chute to carry rubbish down.
There are three rooms, a kitchen, a bathroom and a
hall in our flat.
The living-room is the largest and most comfortable
room in the flat. In the middle of the living-room we have
a square dinner-table with six chairs round it. There is a
hanging lamp above the table. To the right of the dinner
table there is a wall-unit which has several sections: a
sideboard, a wardrobe and some shelves. At the opposite
wall there is a piano with a piano stool before it.
Between the two large windows there is a little table
with a colour TV set on it. Our TV set is of the latest
model. Near the TV set there are two cosy armchairs.
Nothing is more pleasant in rainy weather than to sit in a
comfortable armchair and watch TV programmes.
A small round table, a divan-bed and a standard lamp
are in the left-hand corner. This table is for newspapers
and magazines.
The walls of the living-room are light-green and there
are a few prints and water-colours on them.
II
The bedroom is smaller than the living-room and not
so light as there is only one window in it. In this room
there are two beds with a bedside-table between them. An
alarm-clock and a small lamp with a pink lamp-shade
are on the table. In the left-hand corner there is a dressing
table with a big mirror.
In this room we have a built-in wardrobe with coat
hangers to hang clothes on. There is a thick carpet on the-
floor and plain light-brown curtains on the window.
138
Ill
The third room is the study. It is not so large as the
dining-room but it is as cosy as all the other rooms.
There is not much furniture in it, only the most neces
sary pieces. It has a writing-desk with drawers to keep
papers in. Pens, pencils, a writing-pad and a few diction
aries are lying on the desk. There is a telephone on the left.
; Just behind it there is a reading lamp. On the right there is a
desk-clock and a calendar. A desk-armchair is standing
before it. I’ve also got a computer on a little table near
к the desk. There are books on the shelves all round the
walls. In the right-hand corner there is a bookcase full of
books. Among them there are many English books in the
original and in translation as I am a student of English.
7 A small table with a radio is standing in the left-hand
corner. Near it there is a sofa with some cushions. In my
opinion the study is the best room in our flat.
DIALOGUE
MOVING IN
7 Alice and Ben are ready to move into their new flat. They are
1 examining their new flat and discussing where to put the furniture.
A. : 'Let’s 'start with the .kitchen.
B. : 'All .right. It is 'light and .pleasant. There is a’gas-
' stove .here | to'cook the .meals I or'boil the .kettle .on.
A.: .Look, | .here is a'sink and a dish-washer to wash
the"* dishes in after 'meals.
7 B.: 'How ‘wonderful! 'Come over 'here, .Alice, | there
is a 'built- in re'frigerator in the .kitchen!
A. : A 'fridge jto 'keep 'food 'cool or 'frozen jin 'hot,
.weather! “That’s 'marvellous!
B. : And there is a .number of'shelves | and’two’kitchen-
.cupboards (for 'pans, ('frying-pans | and .kettles.
A. : ’One of the .cupboards I is ’good for ’plates and
'dishes, I ’cups and'saucers I as ’well as for 'cutlery.
B. : There is ’very'little.furniture I we ’need to,buy I as
the ’kitchen has ’fitted .units, I ’just a ’kitchen table
and some .stools I or .chairs, I ’nothing .else. _
A.: You’re'right. Some’pretty'curtains for the, window I
are ’ so’nice and ’cheerful .tool Now 'let’s 'go into the
.study.
139
В.: 'Here we. are! ’This room is'very .good for the. study.
A. : .Yes, I there is enough ’place for a'writing-desk over
.there by the window.
B. : And the’best’place for the,bookcase | is to the’right
of the .writing-desk I in the ’right-hand .corner.
A. : What about the dFvan?
B. : There is ’no.room for it .here. Be’sides I 'my,study |
is a ’room for .work, I ’not .rest.
A.: "Your .study?!
Proverbs
There is .no place like home. | В гостях хорошо, а до-
East or West, home is best. / ма лучше.
Phonetic Notes
1. Сложные существительные обычно имеют одно
ударение на первом компоненте:
’living-room, ’dining-room, ’sideboard, ’tooth-brush,
’looking-glass.
Если второй компонент состоит из двух или более
слогов, на него падает второстепенное ударение:
’dinner-.table, ’wash-.basin.
Ряд сложных существительных составляет исключе
ние; в них оба компонента имеют сильное ударение:
a’larm-’clock, ’arm’chair, ’gas-’stove.
2. В географических названиях, где вторым компо
нентом являются слова avenue, square, road, lane,
embankment, garden (s), sea, ocean, ударение падает на
оба элемента:
Ga’garin ’Avenue, ’Red ’Square, ’London ’Road,
’Park ’Lane, the Neva Em’bankment, the ’Summer
’Garden(s), the ’Black ’Sea, the ’Indian ’Ocean.
Если в подобных названиях вторым компонентом
является слово street, ударение падает только на имя
собственное:
’Gogol Street, ’Hertzen Street.
3. В конструкции there is, there are обычно выделяет
ся только название предмета, о наличии или отсутствии
140
которого идет речь; обстоятельство места, стоящее в
конце предложения, ударения не имеет:
There is a 'thick .carpet on the .floor.
’Is there a,telephone on the table?
| Но если обстоятельство места стоит в начале пред-
А ложения, оно получает ударение:
Between the 'two 'large .windows I there is a Tittle
t .table.
.Near it I there is a 'sofa with some .cushions.
В быстрой разговорной речи there is (there’s) обычно
' произносится без связующего [г] как [беэг] или [SazJ:
There’s a .clock on the .wall.
4. Предлоги, стоящие в начале предложения перед
неударным словом, становятся ударными под влиянием
ритма:
Among them I there are 'many-'English .books.
.In it | there is a .bath.
'In this .room I there are 'two .beds.
Как уже говорилось раньше, в конце синтагмы или
предложения, особенно перед безударным местоиме
нием, предлог обычйо имеет слабое второстепенное
ударение и произносится в своей сильной форме:
‘What are you .looking .for?
I’m .fond .of it.
There’s 'only 'one .window .in it.

1. flat (Amer, apartment)—квартира
The flat is well-planned (badly-planned, cosy, com
fortable, well laid out).
2. far from — далеко от
Opp. near — близко от
3. floor, storey — этаж
Эти слова часто заменяют друг друга:
on the ground floor. ] „___
on the first storey. JHa первом этаже
Our flat is
}"• втором этаже
on the second storey.] r
141
Когда спрашивают о количестве этажей в доме,
употребляют слово storey:
How many storeys are there in your house?
Когда речь идет о многоэтажных, многоквартирных
домах, то вместо слова house часто употребляют слова
building, block of flats или apartment house:
a five-storey(ed) building — пятиэтажный дом
a many-storeyed building — многоэтажный дом
a multi-storeyed building )
a high-rise building J высотный дом
Слово block может также иметь значение «квартал:».
4. Обратите внимание на употребление предлогов:
in Gagarin Avenue in Palace Square
in Pushkin Street on the Neva Embankment
5. to the right (left) of — направо (налево) от
To the right of the dinner-table there is a sideboard.
on the right (left) — справа (слева)
On the right there is a desk-clock.
6. between, prep.— между (двумя предметами, ве
щами)
Between the two large windows there is a little table.
among prep.— среди (нескольких или многих пред
метов)
Among my books there are many English novels in the
original.
7. ... a built-in wardrobe with coat-hangers to hang
clothes on — стенной шкаф с вешалками для одежды
... a fridge to keep food cool in hot weather — холо
дильник для хранения продуктов в жаркую погоду
8. a piece of furniture — отдельный предмет обста
новки
Слово piece может сочетаться со следующими суще
ствительными:
a piece of news — новость
a piece of advice — совет
a piece of art — произведение искусства
142
9. a radio= a radio set — приемник
10. a cupboard
a bathroom cupboard j
a kitchen cupboard > шкаф,буфет
a dining-room cupboard J
Additional Material to the Lesson

residential area —жилой массив
within easy reach of shops and metro stations — недалеко
от магазинов и метро
a five-minute walk from ... — в пяти минутах ходьбы от ...
a bedsitter=a bed-sitting room — комната, которая
сдается квартиранту
parquet — паркет
linoleum — линолеум
a suite (a set) of furniture — гарнитур
a bedroom (dining-room, kitchen) set
a tape-recorder — магнитофон
a video= a video tape-recorder — видеомагнитофон
a record-player — проигрыватель
Phonetic Exercises
1. Read, transcribe and spell the following words; learn them.
piano, house (houses), cupboard, drawer, refrigerator,

cushion, wardrobe, curtain, electricity, chute, storey,
avenue, floor, convenience, comfortable, programme,
divan-bed, standard-lamp, magazine, calendar, saucer,
apartment, gas-stove, model, armchair, clothes, coat
hanger, alarm-clock, radio, marvellous, area, parquet,
linoleum, suite, residential
2. Write out 20 compound nouns and adjectives from the text and mark
stresses in them.
3. Pick out 20 nouns from the text, give their plural forms and transcribe
them.
4. Read the following adjectives in the comparative and superlative

degrees.
a) longer, younger, stronger, smaller, taller

b) largest, latest, busiest, longest, youngest, strongest
143
5. Read the following sentences; do not stress as.
a) It’s as light as the .dining-room.
It’s as ’cosy as ,my room.
I’m as 'old as .Nina.
b) It’s 'not so 'large as the .dining-room.
It’s 'not so 'cosy as .mine.
It’s 'not so light as the .bedroom.
6. Practise reading the following phrases and sentences; mind stresses
on prepositions.
a) 'six .chairs .round it. and ,water-,colours .on
'two .drawers .in it. them.
with a .piano stool 'one .window .in it.
be.fore it. 'not 'much .furniture .in it.
with a'T .V set .on it.
b) Among them | there are 'many 'English .books.
.Near it | there is a .sofa.
.Near it I there is a .piano.
.In it | there is 'large .table.
1. There’s a pair of bears there in that fairy tale.
2. Mary shares the pears with Clare.
8. Intone the following sentences.
1. There are three rooms, a kitchen, a bathroom and a
hall in our flat. 2. At the opposite wall there is a piano.
3. It is in a new sixteen-storey high-rise building in Ga
garin Avenue. 4. As the kitchen has fitted units we needn’t
buy new kitchen furniture. 5. Is it Pushkin Street?
Grammar Exercises
1. Insert there is or there are.
1. ... a gas-stove and a fridge in our kitchen. 2. ... a lot
of furniture in their flat. 3. ... some chocolate and a piece
of cake on this plate. 4.... no fruit at home. Will you go and
buy some? 5. ... some magazines and a telephone on this
little table. 6. ... a lot of work to do this afternoon. 7. ...
plenty of knives in the drawer. 8. ... good news for you!
9. ... some money in my purse. You may take it. 10. ... a
water-colour and some prints on the walls of his room.
2. Insert it is or there is.
1. ...fine today. 2. ... no telephone in this flat. 3. ... an
underground station not far from my house. 4. ...nearly
144
10 o’clock. 5. ... a pity that you can’t come with me. 6. ...
late. We must hurry. 7. ... a light in the kitchen. Mother is
at home. 8. ... no place like home. 9. ... time to go to bed..
10. ... not true to say that she is a close friend of mine.
11. ... windy. I don’t want to go out. 12. ... far from here.
Let’s take a taxi.
1. Сейчас сильный туман. Водители должны быть
осторожны. 2. На улице много снега. 3. Еще очень рано.
Не уходи. 4. В этой комнате слишком много мебели.
5. Здесь солнечно и светло. 6. В этом доме все современ
ные удобства. 7. Очень приятно сидеть перед телевизо
ром по вечерам. 8. В этой комнате нет телефона. Он в
коридоре. 9. Сейчас 11 часов. Давайте выпьем чашку
кофе. 10. В ванной комнате есть душ и умывальник.
4. Make the following sentences interrogative and let other students
give short affirmative or negative answers.
1. There are three rooms in our flat. 2. There is a
built-in wardrobe in the room. 3. The study is as large as
the bedroom. 4. The radio is standing on the table. 5. There
is a carpet on the floor. 6. They have a flat of their own.
7. You have got a lot of English books. 8. This student has
got a textbook of his own. 9. Peter can answer the question
himself. 10. They must be present there.
1. There are two pencils on the table. 2. Children must
tidy up their room themselves. 3. There is no central heat
ing in your house. 4. There is no chute in your kitchen.
5. There are taps for cold and hot water in the bathroom.
6. There are no curtains at the windows in the bedroom.
7. She is planning to buy some new furniture. 8. There are
a lot of knives, forks and spoons in the drawers of the
sideboard. 9. There is a sofa-bed in the left-hand corner.
10. They have no TV set yet. 11. We can easily make our
flat cosy. 12. Your parents are not watching a TV prog
ramme tonight.
6. Ask general, special and alternative questions about the text. Use the
construction there is (are).
7. Compose 10 questions using there are and they are and answer them.
Pattern: Are there many trees in your garden?
Yes, there are.
Are they fruit trees?
YeSj they are. (No, they aren’t.)
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8. a) Answer the following questions either in the negative or in the
affirmative giving full and short answers. Use a lot of instead of
much, many in the affirmative answers.
1. Are there many new words in the text? 2. Is there

much furniture in the dining-room? 3. Is there much work
to do today? 4. Are there many people in the garden?
5. Are there many students in your group? 6. Is there much
milk in the bottle? 7. Are there many desks in the class
room?
b) Make questions with the following phrases and let your fellow
students answer them negatively.
much water many knives

much juice many windows
many newspapers much rain
9. Insert some, any or no.
1. Are there ... letters for me? No, there aren’t... letters
for you. There are... letters in the letter-box. 2. You have ...
very nice water-colours here. 3. I have got ... interesting
books to read. 4. There aren’t ... magazines here. 5. There
are ... coat-hangers in the wardrobe. 6. Г have got... inter
esting news to tell you. 7. There isn’t ... butter on the
table. Take ... fresh butter from the fridge. 8. Will you
have a cup of tea? There is ... hot water in the kettle. 9. I
have got ... time to speak to you now. I am very busy.
10. Have you got... English records at home? 11. You may
read ... book you like. 12. Where can I buy ... flowers?
13. I am interested in ... information you can give me on
this question. 14. May I have ... water, please? 15. Give
me ... money if you have ... . 16. If you have ... idea about
it, please tell it to me. 17. If you see ... nice prints, buy
them, please.
10. Make the following sentences a) negative, b) interrogative.
a) 1. There are some flowers in the vase on the table. 2. There
are some fresh newspapers in the letter-box. 3. There are
some dirty dishes in the sink. 4. There are some pictures in
this magazine. 5. There are some mistakes in your test
paper. 6. There are some fish in the bag.
b) 1. There is some meat in the fridge. 2. There is some
milk in the bottle. 3. There is some tooth-paste in the tube.
4. There is some bread on the plate. 5. There is some boiled
water in the kettle. 6. There is some beautiful fruit in the
shop-window.
146
с 11. a) Insert much, many, little, few, a lot of, plenty of, a great deal of.
1. There are ... students in the hall. 2. There is ... furni
ture in this room. 3. I haven’t ... time today. I am very
' busy. 4. She has ... Russian but... English books. 5. Please
don’t make so ... noise. 6. I have ... mistakes in my dicta
tion. 7. Are there ... rooms in your flat? 8. I have ... ink in
» my ink-pot. Give me some, please. 9. Are there ... new
£ houses in your street? 10J There isn’t ... paper in the
* drawer. 11. There is ... fruit in the fruit-stall.
b) Insert a few, a little.
’ 1. I have got ... pictures in the room, but not many.
2. There is ... bread in the cupboard. Take it. 3. There are
2 only ... cigarettes in the box. 4. ... books are lying on the
*, table, but there are no magazines there. 5.1 have ... money
in my pocket. 6. Give me ... water, please, I am very thirsty.
' 7. I have just ... prints, but they all are very good. 8. We
& have got ... fish. Have some.
12. Write the following adjectives in the comparative and superlative
degrees and use some of them in sentences of your own.
a) sharp, long, small, young, old, few
.?. b) big, hot, thin, wet, sad, red
c) busy, easy, dirty, dry, merry, cosy, shy, sly, gay,
grey
d) famous, beautiful, interesting, comfortable, hope
ful
e) good, bad, much, far, many, little, old
i. f) large, fat, clumsy, many, pleasant, expensive, low,
£« nice, little, heavy, pale, lazy, ugly, quiet, cheerful,
■ good, honourable, powerful, pretty
f.
IS . 13. Pick out all the adjectives from the text and give their degrees of
comparison.
14. Insert as ... as, so ... as, than.
1. Nothing is more pleasant ... to sit in a comfortable

chair and read an interesting book. 2. Your sister is ...
young ... his. 3. The dining-room is much bigger ... the
study. 4. Our teacher is not ... old ... theirs. 5. My brother
\ is older ... I am, but he is younger ... my sister. 6. The study
is not ... big ... the bedroom. 7. The Sun is bigger ... the
Earth. 8. This street is ... wide ... the next one. 9. His radio
set is not ... powerful ... mine. 10. This English book is
not... difficult... that one. 11. This woman is ... old ... you
are.
147
15. Use the correct form of the adjectives given in brackets.
1. This room is ... and ... than that one. (big, com
fortable) 2. Your work is ... than that of John, (good)
3. Mary is ... student of your group, (bright) 4. Take this
knife. It is ... than yours, (sharp) 5. Don’t sit down here.
I think it is ... armchair in our flat, (uncomfortable)
6. George is ... than William. He is ... in our family, (old)
7. Where is your ... brother? (old) 8. It is ... book in my
collection, (interesting) 9. This street is ... and ... than
that one. (narrow, quiet) 10. Which is ... room in your
flat? (large) 11. There are ... students in group 3 than in
group 2. (many) 12. Which is ... day of the year? (long)
13. Yours is ... dictation, I’m sorry toeay. (bad) 14. Which
is ... way to the University? (near) 15. My tape-recorder
is ... than yours, (good) 16. Helen is ... girl in our group,
(noisy) 17. In our house there are ... flats than in hers,
(few) 18. I am not so ... as you are, I am sorry, (quick)
19. July is ... and ... month of the year, (hot, dry) 20. This
book is as ... as the; one you are reading, (interesting)
21. Is your brother ... than you? (old) 22. There is ... snow
in the garden than in the streets, (much) 23. There is ...
sugar in this sugar-basin than in that one. (little)
1. В моей квартире меньше удобств, чем в вашей.

2. Квартира моей сестры менее удобна, чем моя.
3. В квартире моего дяди больше комнат, чем здесь.
4. В какой из ваших комнат больше мебели, в кабинете
или в столовой? 5. Его рассказы менее интересны, чем
романы. 6. Ваш район очень хороший, в нем больше
зелени (trees), чем в нашем. 7. В моем саду меньше
цветов в этом году, чем обычно. 8. У меня в кабинете
меньше мебели, чем в гостиной. 9. На улице меньше
снега, чем в саду. 10. У вас больше английских книг,
чем у меня. 11. У меня меньше дисков, чем у тебя. 12. Ва
ши фрукты более спелые, чем мои.
This is ... classroom. There are ten students in ... class

room. One student is standing; the others are sitting.
There is one door and four windows in ... classroom.
There is ... table in ... classroom. There are... flowers on ...
table. There are two pictures on ... walls. One picture is
near ... door; the other is near one of... windows. .„ black-
148
board is in ... middle of one of ... walls. There is ... large
map to ... right of... blackboard. It is ... map of... world.
There are ... different countries on it, they are all of ...
different colours: green and brown, light brown and dark
grey, yellow and red. I can find ... place on ... map where
... Father is now: it is ... Far East. It is far from Petersburg.
When it is still dark in Petersburg and only ... moon and
stars are shining it is light there because ... sun is already
rising in ... East.
Дорогой Петя!
Сегодня у меня есть немного свободного времени, и я
могу наконец ответить на твое письмо. У нас теперь
удобная квартира в многоэтажном доме на пятом этаже.
В доме есть лифт. В нашей квартире четыре комнаты.
Моя комната направо от входа. В ней мало мебели:
письменный стол, два кресла и диван-кровать. На сте
нах полки с книгами, так как я люблю читать (to be fond
of reading). У меня около двухсот английских книг.
Я должен много читать, чтобы овладеть английским
языком.
Рядом (next to) с моей комнатой — комната родите
лей. Она лучше моей, но не такая солнечная. У них очень
много фотографий на стенах, так как фотографии —
любимое занятие (a hobby) моего отца. Третья ком
ната — столовая. Она такая же большая, как комната
родителей, но светлее, и на стенах меньше фотографий.
Там у нас телевизор, и, когда мы свободны, мы смотрим
все интересные передачи.
Рядом со столовой — комната сестры. Она самая
большая, так как их теперь трое: Мария, Леонид и
маленькая Катюша. Сейчас Катюша у меня в комнате —
сидит на ковре и играет со своими куклами и игрушеч
ными животными. Здесь медведи, волки, олени, лисицы,
коровы, гуси — целый зоопарк!
Приезжай к нам и посмотри на нее сам. Мы все оч нь
хотим (to be eager) тебя видеть.
Спасибо тебе большое за книгу. Она очень интерес
ная и совсем не трудная.
Мы тебя ждем!
Большой привет родителям.
Твой Коля.
149
2. Ask questions about the text and let your fellow-students answer
them.
3. Draw a plan of the living-room (bedroom, study, kitchen) described
in the text and the dialogue and speak about it.
8. 4. Agree with the following remarks.
Pattern: — It’s a very sunny room.
a) Yes, it is ... (простое подтверждение
факта)
b) So it is ...— В самом деле? (выражение
удивления).
c) Of course it is ...— Конечно, (очевидный
факт)
1. We must buy a new standard-lamp.— Of course ... .
2. The Petrovs are moving into a new flat.— So ... .
3. Their flat is well-planned.— Yes ... .
4. Someone is coming. The door bell is ringing.— So ... .
5. There is room enough for a sideboard here.— Of
course ... .
6. Mary is a grey-eyed girl.— So ... .
7. John has got a new tape-recorder.— Yes ... .
8. There'are a lot of students among your friends.— Of
course ... .
9. Ann’s flat is on the third floor.— Yes ... .
10. These curtains are a bit too dark.— Yes ... .
5. Write the names of the things that you can usually find in a dining
room, a living-room, a study, a bedroom, a bedsitter, a kitchen.
6. Give a) the opposite of:

in the left-hand corner, comfortable, well-laid out,
well-planned, to the right of, near the University, above,
behind, a one-storey building, much furniture, books in the
original
b) words or expressions similar to:
East or West, home is best; flat; in front of; in the
centre of the room; on the first storey.; radio set
7. Explain the meaning of the following words according to the pattern.
Pattern: A kitchen is a room to cook meals in.
A cupboard is a piece of furniture to keep
things in.
150
a dining-room, a study, a bedroom, a bathroom, а
bookcase, a wardrobe, a writing-desk, a fridge, a gas
range
8. Insert prepositions or post-verbal adverbs.
1. We have a nice flat ... the centre ... St. Petersburg. It
is ... the second floor ... a new house. It is a two-room flat ...
a kitchen.... the kitchen there is a refrigerator to keep food
cool ... hot weather and a kitchen cupboard :.. plates and
dishes. 2. How many multi-storeyed buildings are there ...
your street? 3. We have a lot ... furniture ... our dining
room. 4. Peter has got a nice cottage in the country but ...
any conveniences. 5. The University is not far ... my house.
Both are ... the Neva Embankment. 6. Our TV set is ... a
special little table ... the wardrobe ... the right ... the win
dow. 7. There is no room (места) ... (между) the sofa
and the bookcase ... the armchair. 8. There are no engi
neers ... my friends. 9. A portrait of Pushkin is hanging ...
the writing-desk. 10. It is rather dark to write here
because there is no lamp ... the table. Put that reading
lamp ... the table and switch it ... . 11. Who is sitting there
... the armchair ... front ... the TV set? — П is a friend ...
mine. 12.... my opinion this flat is too small... your family
though I am fond ... it. It is so light and warm. 13. ... the
right there is a bookcase to keep books ... . 14. Are we
moving ... our new flat next Saturday? Then we must start
packing our things. Come ... here, Peter. Let’s begin ... the
books. We’ve got lots ... them. 15. Why aren’t there any
curtains ... the windows yet? — I’ve got silk ones, but
they’re too good ... kitchen-curtains. I’m going to buy
something cheaper.
1. У вас ведь новая квартира? — Да, у меня теперь

чудесная квартира в десяти минутах ходьбы от метро.
Наш дом — в новом микрорайоне.— На каком эта
же? — На третьем.— Большая? — Довольно (rather)
большая: гостиная, кабинет, спальня, ванная и малень
кая передняя.— Ваша квартира со всеми удобст
вами?— Конечно. Горячая и холодная вода, централь
ное отопление, газ, мусоропровод и электричество.—
Есть в доме лифт? — Да. У нас в доме двенадцать
этажей.
2. В комнате моей сестры стоит пианино, диван-
кровать, круглый стол, стулья и буфет. По-моему, в ней
151
слишком много мебели. В моей комнате меньше мебели,
чем в комнате моей сестры.
3. Это самая светлая и большая комната в квартире.
4. На нашей улице три новых многоэтажных дома,
в них много хороших и удобных квартир.
5. У моей семьи небольшая, но удобная, хорошо
спланированная квартира в центре города. Наш дом
на улице Гоголя, а наша квартира на третьем этаже.
Моя комната самая маленькая, но очень уютная и свет
лая. В ней большое окно с красивыми занавесками.
Комната очень теплая. В комнате довольно много
мебели. Посредине комнаты стоит небольшой круглый
стол; вокруг него несколько стульев. Направо от окна —
мой письменный стол. Перед столом — кресло. Я очень
люблю сидеть в этом кресле, оно мягкое и удобное.
На письменном столе — масса вещей: пишущая машин
ка, календарь, часы, лампа под зеленым абажуром,
английские и русские книги, журналы и газеты, тетради,
ручки, карандаши. Над столом — полка с книгами.
Направо от двери — маленький столик с радиолой
на нем. Мы очень любим музыку. В одном из углов —
диван-кровать. Рядом с диваном-кроватью встроенный
платяной шкаф. Обои в моей комнате светло-коричне
вые. На стенах висят два портрета моих родителей
и несколько фотографий и акварелей. У нас есть теле
фон. Он в прихожей.
С. 10. Answer the following questions.
1. What’s your address? Is your flat in a new residen
tial area? Is it large? On what floor is it? Which floor is it
better to live on? 2. In what street is your house? Is it far
from your Institute? 3. Your flat has all modern conve
niences, hasn’t it? What conveniences have you got? What
furniture have you got in your living-room? Have you got
a wall-unit in it? Is the furniture of your living-room
typical of modern flats? 4. How many rooms are there in
your flat? You have got a room of your own, haven’t you?
5. Which room is the largest? And which of them is the
most comfortable? Will you describe your room? 6. What
pieces of furniture have you got in your study? Have you
got bookcases or shelves in it? What kind of books are
there in your study? 7. Have you got a black-and-white or
a colour TV set at home? What model is it? Where is it?
Are you fond of watching TV programmes? 8; Are there
any water-colours or prints on the walls of your room?
152
1
' Are there any photos of your relatives there? 9. Have you
' got a standard-lamp in the study? Where is it? What is the
colour of the lamp-shade? Is it convenient to have a
standard-lamp near your armchair? 10. Is your kitchen as
large as your friend’s? What are shelves and kitchen
> units for? Where is the gas-stove in your kitchen? 11. Have
i you got a telephone? In which room is it? Is it convenient
to have a telephone at home? 12. Which is the cosiest room
? in your flat?
~ 11. Ask one of the students and let her (him) answer the questions.
i what her address is
on wliat floor her flat is
how many storeys there are in their house
*■ if their house is multi-storeyed
if there is electricity, gas and central heating in her house
now many windows there are in her room
* what her telephone number is
what furniture there is in her room
what there is in the left-hand corner of her room (in the
centre, near the window)
where the alarm-clock is
* if there are any high-rise buildings in her town
> what is the colour of the walls of her room
i how many English books in the original she has got
’ if there are more books in translation than in the original
among her books
if her flat is larger than her friend’s
if her TV set is of the latest model
’ how many drawers there are in her writing-desk
which is the most comfortable room in her flat
I 12. Study the picture-of the bedsitter on p. 154. Describe it.
? 13. Discuss with your friend.
•. 1. Your family country house. 2. Buying furniture for

t a new flat. 3. Moving into a newflat. 4. What is a well-
'■ (or badly-) planned flat. 5. A well-furnished room.
6. Speak about the advantages or disadvantages of:
a) your present home; b) central heating; c) having a
country house; d) having a telephone at home.
14. Describe the following.
1. Your flat (room). 2. Your friend’s new flat. 3. Your
bedroom. 4. Your study. 5. The dining-room. 6. Our
153
classroom. 7. A famous writer’s house which is a museum
now. 8. A room in a picture you bring to class.
15. Read, translate and retell the text.
Mary and Tom are a young married couple. They are
looking for a flat. This is quite a problem for them because
furnished flats in London are not only difficult to find but
they are nearly always very expensive.
Flats are usually advertised in the local paper and in
the London evening papers. Mary and Tom are looking
under “Furnished Flats to Let”. There are advertisements
about several flats in today’s newspaper. But Mary and
Tom are looking for a self-contained flat with its own
entrance, one bedroom, one living-room and a kitchen and
bathroom. Their flat must be in a house (detached, semi
detached or terrace) close to a shopping centre and a tube
station; besides it must not be too far from Tom’s office
as fares in London are very expensive, especially for
students and people with low-paid jobs.
Here is one of the advertisements they are reading
now: “Flat over shop to Let. Fully furn. incl. fridge,
cooker, 1 room, kit. & bath. No children or pets. £ 40 pw.
23 Rosewood st.” Mary is going to see that flat today.
It is in quite a good neighbourhood, not far from Tom’s
office, so it may suit them...
154
LESSON 3
THE DAILY PROGRAMME
On week-days the alarm-clock wakes me up and my

working day begins. It is seven o’clock. If it is spring or
summer I jump out of bed, run to the window and open
it wide to let the fresh morning air in. The bright sun and
the singing of birds set me into a cheerful working mood.
In winter I am not so quick to leave my bed, and I bury my
head under the pillows pretending not to hear the alarm
clock. But all the same, it is time to get up and I start
getting ready for my work.
I do my bed and go to the bathroom where I turn on
the hot and cold taps. While the water is running into the
bath, I clean (brush) my teeth. Then I turn off the taps
and have my bath. Sometimes I have a shower. If I am
not short of time, I tidy up the room. I am through with
it in 10 minutes.
While I am having breakfast, I switch on the radio
and listen to the news.
Breakfast, as doctors say, must be the most substan
tial meal of the day. But I have neither time nor inclina
tion to cook it, so I just have a cup of coffee and some
sandwiches. I live in the suburbs, and every week-day
I commute to town.
I leave the house at ten minutes to eight, and as I live
quite near the station I like to walk there in any weather.
My train to town leaves at 8.10. I arrive in town at a
quarter to nine. On my way to the office I often meet my
fellow-workers and colleagues and we go on together
talking shop.
My working day starts at 9 sharp, 1 work till half past
twelve and then I go out for dinner to a self-service
canteen which is just round the corner. It does not take
me long to have my midday meal. I return to my office
at half past one and work steadily till six. During my
working hours I haven’t a spare moment to think of my
University classes. I am a student at the Evening
Department of the University.
We have classes four times a week, and on other days
I often spend my evenings in the reading-room of our
library preparing my homework. It is not easy to work
and study at the same time, but I feel great satisfaction
when I think of the future.
155
Sometimes friends come to my place and we play
chess; sometimes we go to the pictures or the theatre, but
not very often. In summer I like to get out more, so in
the evenings I go to the tennis court for a few sets of
tennis, or take out my bike for a run in the country.
DIALOGUE
Nina: Ha'llo, .Mary.

Mary: ~Ha,llo, I ’come .in. 'Don’t 'mind the .mess. I’m
'just 'doing the .room.
Nina: Oh, 'what a 'pity you are .busy! .Look, I I’ve 'got
ftwo 'tickets for the .cinema. The 'show be'gins at
'five .sharp.
Mary: 'Don’t .worry. We have 'time e'nough for
'everything. We'still have an'hour before the,show. It
'never .takes me 'much 'time to .tidy .up my .room.
Nina: 'Let me .help you. 'What can I .do?
Mary: 'If you .like, I 'you can 'water the 'flowers and
'dust the .books | while 'I 'sweep the .floor I and 'put
'everything in its .place.
Nina: 'Shall I 'put this 'flower-pot on the .window-sill?
Mary: 'Yes, .please.
Nina: It’s a ’bit .stuffy .in .here.'Do you 'mind if I'open
the .window?
Mary: 'Oh, .no. I I 'don’t mind a .bit!
Nina: 'Now the 'room 'looks 'quite 'tidy. There is
'nothing .else to ,do. 'Let’s .go.
Mary: 'Wait a .moment. I’ve 'got to ’wash .up.
Nina: 'Somebody .else can .do it.
Mary: Of 'course, | but to’day it’s 'my turn to .do it.
We 'all .help .Mother about the .house | as ’much as
we .can.
Nina: And 'who 'does the .shopping in your .family?
M a r y: As a .rule, | 'Mother .goes .shopping after .work.
Oh, 'that re.minds me. I must 'buy 'something for
supper. 'Mother has a .lecture .tonight.
Phonetic Note
Интонация вводных слов и предложений зависит от
их позиции в предложении. В начале предложения ввод
ные слова иногда образуют отдельную синтагму, кото
рая произносится с повышением или понижением тона;
156
но вводные слова могут выступать и как начальные
безударные слоги данной синтагмы:
As a .rule I I 'switch 'off the 'radio before fgoing
to ,bed.
By the ,way, I 'do you 'like this ,book?
Well, 'why don’t you ,hurry?
В середине и в конце предложения вводные слова
являются неударными и примыкают к предыдущей
синтагме, продолжая ее мелодический рисунок:
vBreakfast, as doctors say, I must be the most sub
stantial 'meal of the .day.
'Somebody .else can .do it, I think.

1. to set (smb) into a cheerful working mood — при
вести в хорошее рабочее настроение
2. all the same— 1) тем не менее, все-таки:
But all the same, it is time to get up.
2) все равно, безразлично:
It is all the same to me when you come.
3. I do my bed — я убираю постель
to make the bed — стелить постель (перед сном)
4. to make — делать, изготовлять
Syn.: to do — выполнять какую-л. работу, занимать
ся какой-л. работой или делом.
Глаголы to do, to make сочетаются с различными
словами в функции прямого дополнения и не взаимо-
заменяются:
to make a mistake — сделать ошибку
to make a dress — сшить платье
to make progress — делать успехи
to make tea (coffee, etc.) — заварить чай (кофе и т. д.)
to do the cooking — готовить
to do the shopping — покупать, делать покупки
to do the washing — стирать
to do the ironing — гладить
to do a room — убрать комнату
to do a translation — переводить (делать перевод)
to do an exercise — делать упражнение
157
5. as I am always short of time — так как мне всегда
не хватает времени
6. to be through with smth — закончить что-л.
I think he is already through with his work.
7. to listen to smb — слушать кого-л.
The students are listening to the teacher with great
attention.
to listen In — слушать радио
I like to listen in on a rainy evening.
to listen to smth over (on) the radio — слушать что-л.
по радио
I always listen to the news over the radio while I’m
having breakfast.
Cp.: to hear — слышать
I can’t hear what he is saying.
8. Когда союзы neither ... nor («ии ... ни») и either
... or («или ... или») соединяют подлежащие, сказубмое
предложения согласуется (т. е. стоит в соответствую
щем лице и числе) с ближайшим подлежащим:
Neither she nor they are right.
Neither they nor she is right.
Either they or I am right.
Either I or they are right.
9. just часто употребляется для подчеркивания зна
чения последующего слова и переводится на русский
язык словами «как раз», «именно», «просто», «только».
I just have a cup of coffee and some sandwiches.—
Я пью только чашку кофе и съедаю пару бутербродов.
I’m just doing the room.— Я как раз убираю комнату.
Just now I don’t care for anything too serious.— Как
раз сейчас мне не хочется читать ничего серьезного.
It’s just the thing for you.— Это именно (как раз) то,
что вам нужно.
His pronunciation is just beautiful.— Его произноше
ние просто великолепно.
just часто употребляется перед глаголом в повели
тельной форме и может быть переведено на русский
язык при помощи частицы «-ка»:
158
Just come here for a moment.— Подойди-ка сюда на
минутку.
Just open the window, will you? — Открой-ка окно,
пожалуйста.
10. to commute — регулярно ездить на работу (пре
имущественно поездом) из пригорода в город и обратно
a commutor (commuter) п
A commuter is a person who travels to or from town
regularly.
11. to leave— 1) уходить (из), уезжать; 2) остав
лять
I leave the house at ten minutes to eight.
His train is leaving for Odessa at 8.40.
Don’t leave your little sister alone.
to leave for — уезжать куда-л.
He is leaving for Moscow on Wednesday.
12. to town — в город
My train to town is leaving at 8.10.
out of town — в пригороде, за городом
Syn. exp г.: in the country
Peter lives out of town (in the country) all the year
round.
in town — в городе
He is not in town now.
at — приезжать, прибывать в не
большой город, деревню, на
13. to arrive станцию
in — приезжать в крупный город,
страну
Every year many delegations arrive in Russia to see
our country.
When does the train arrive at the station?
14. to talk shop — разговаривать на профессиональ
ные темы
Stop talking shop.
15. a self-service canteen — столовая самообслужи
вания на предприятии
159
a cafeteria — столовая самообслуживания
a refectory — столовая в высшем учебном заведении
a snack-bar, a coffee-bar — буфет
16. a spare moment (hour, room) — свободная ми
нута (час, комната)
spare time — свободное время
Have you any spare time today?
a spare pencil (dictionary, etc.) — лишний карандаш
(словарь и т. д.)
17. once (twice, three times) a week (a day, a
month) — один раз (два, три раза) в неделю (в день,
в месяц)
time— 1) раз (исчисляемое существительное)
How many times a month do you go to the pictures?
2) время (неисчисляемое существительное)
How much time does it take you to do your room? —
Oh, very little (time).
It is time to go.— Пора идти.
Your time is up.— Ваше время истекло.
18. to go to the pictures (to the cinema) — пойти
в кино
19. bike (colloq.) = bicycle — велосипед
1. Don’t mind the mess.— He обращай внимания на

беспорядок.
Do you mind if I open the window? — Ты не возра
жаешь, если я открою окно?
Oh, 1 don’t mind a bit.— Нет, нисколько.
2. Наречие enough может выступать как перед су
ществительным, так и после него, но всегда следует за
прилагательным или наречием:
time enough — enough time; large enough; good
enough; well enough
3. to let — разрешать
Syn.: to allow
160
В значении вежливой просьбы эти глаголы взаимо
заменяемы: глагол to let имеет более разговорную
окраску и после него инфинитив употребляется без
частицы to; после глагола to allow инфинитив стоит
с частицей to:
Let me take your dictionary.
Allow me to take your dictionary.
4. to help — помогать
После глагола to help инфинитив может стоять как
с частицей to, так и без нее:
Let me help you (to) do the room.
to help about the house — помогать по дому
5. Shall употребляется с 1-м лицом единственного
и множественного числа в вопросительных предложе
ниях при обращении к собеседнику за распоряжением
или указанием:
Shall I close the window? — Закрыть окно?
Shall we begin? — Начнем?
6. Now the room looks quite tidy.— Теперь комната
выглядит прибранной.
7. else — в значении «еще» употребляется после
вопросительных слов и составных местоимений типа
something, somebody:
What else do you want to buy for dinner?
I’ve got something else to tell you.
8. We help mother as much as we can.— Мы, как
можем, помогаем маме.
9. That reminds me...— Кстати, я вспомнила; да,
не забыть бы
Proverbs
An hour in the morning is worth two in the evening.—
Утро вечера мудренее, (букв. Час утром стоит двух
вечером.)
(It’s) as clear as day.— Ясно как день.
Better late than never.— Лучше поздно, чем никогда.
Never put off till tomorrow what you can do today.—
He откладывай на завтра то, что можешь сделать
сегодня.
161
6 - 4043
Phonetic Exercises
1. Pronounce the following verbs.
Is] [z] [iz]

puts sets wears hears watches
points thinks tells includes loses
takes looks says deals fetches
regulates gets gains refers matches
forgets waits goes turns catches
stops repairs knows stresses
cleans comes washes
winds up finds dresses
does brushes
2. Read the following words and word combinations with the sounds
Pl. PJ-
bathroom through think something
bath with it mother anything
weather the same three times nothing
together thin the theatre everything
1. They take the cake to bake. 2. They paint the table
pale-gray to save it from staining. 3. They wait and wait
for the train, but in vain.
4. Practise reading the following words and word combinations.
a) the office b) at the same time c) quarter
the alarm-clock mind the mess twelve
to open just doing the room quick
to air about the house sweep
midday meal switch
quite
5. Transcribe the following words; learn them.
cheerful, to bury, pillow, to pretend, shower, break
fast, substantial, sandwiches, coffee, to arrive, office,
colleagues, steadily, canteen, department, court, to water,
to remind, cafeteria, refectory
6. Mark stresses in the following words.
wake up, come in, let in, turn off, switch on, tidy up,
wash up; week-day, alarm-clock, self-service, flower-pot,
reading-room, homework, window-sill; inclination, satis
faction
162
7. Transcribe the following words; pay attention to the non-reduced
vowels of unstressed syllables.
programme, blackboard, translate, dialogue, electri
city, diagram, architect, already
8. Write tonograms of the following sentences with a fall-rising
melody. Practise reading them.
1. 'Breakfast, as doctors .say, I must be the 'most
substantial 'meal of the .day.
2. 'Sometimes I 'friends 'come to my .place I and we
play .chess.
3. In ’summer I I 'like to 'get out .more.
4. 'Oh, .no, | I 'don’t mind a .bit.
9. Learn the dialogue of the lesson by heart.
Grammar Exercises
1. State the tense and explain its use.
1. Leaves become green in spring and yellow in
autumn. 2. This girl is always talking at the lessons. 3. My
father is leaving for Kiev on Wednesday. 4. Tell him to
wait when he comes. 5. Don’t talk. I cannot hear what he is
saying. 6. On week-days we usually get up at eight
o’clock. 7. We have a class in English Grammar from
9 to 11 on Saturday. 8. Come to my place on Thursday if
you are free. 9. The bus is just coming. 10. Time passes at
different speeds according to what you are doing. 11. Ac
tions speak louder than words.
2. Write the following verbs in the third person singular of the Present
Indefinite Tense and use them in sentences of your own.
read, write, finish, march, rise, dress, study, lie, go,
say, have, see, copy, take, explain, wash, be, know, do,
Play
3. Put the following sentences into the interrogative, negative and
negative-interrogative forms. Make the necessary changes.
1. Ann .always brings some flowers with her when she
comes to the office. 2. They want to buy some new chairs.
3. We do some exercises in writing. 4. He likes to speak
English with her. 5. In the evening my parents watch TV
or listen in. 6. She knows how to tell the time in English.
7. Watches and clocks have figures on their faces. 8. My
watch gains. 9. His watch goes wrong. 10. My aunt’s
clock loses.
163
e*
4. Put the verbs in brackets into Present Indefinite or Present Con
tinuous.
1. Look up! The sun ... so brightly, (to shine) 2. My
uncle usually ... newspapers in the evening, (to read)
3. As a rule, my sister ... all housework in the evening,
(to do) 4. Go and see! Our children ... soundly, (to
sleep) 5. Our family usually ... out of town on Sundays,
(to go) 6. What ... the students ... at the moment? (to
do) — Some of the students ... themselves while the
others ... a dialogue by heart, (to record, to learn)
7. ... your nephew ... English books in the original? (to
read) 8. Hallo! Where ... you ... ? (to go) — 1 ... to the
University, (to go) ... you ... there, too? (to go) — No,
I ... not usually ... to the University in the morning, (to
go) I ... evening classes, (to attend) 9. ... you ... the
words of this English song? (to understand) — Yes, I ...
that now I ... them, (to think, to understand) 10. Whom ...
you ... there? (to see)
5. Supply the following sentences with one of the given adverbs:
usually, generally, never, often, seldom, always, occasionally.
1. He is late for the lectures. 2. She goes to the theatre
alone. 3. We write compositions. 4. We meet at the Uni
versity. 5. My grandparents are full of energy. 6. I wind
my watch up in the morning. 7. My watch loses five
minutes a day. 8. I have an early breakfast. 9. We don’t
take this book from the reading-room, we take it from the
library. 10. Dina sets her watch by the radio.
6. Give short affirmative or negative answers to the following questions.
1. Is she a fourth-year student? Does she have many
classes a day? 2. Do you read many English books? Are
you reading an English book now? 3. Do you have break
fast at home? 4. Are you having a lecture on Modern
English Literature on Monday? 5. Can you'take this book
for me from the library? 6. Need I say anything to that?
7. May I take this piece of chalk? 8. Are you having good
weather? 9. Is she doing anything today? 10. Does she
know any student of group 3?
1. Where do you live? Do you walk to the University?
2. What song is she playing? Does she play the piano well?
3. Comrade Z. is learning French, isn’t she? Do you think
she works hard at her pronunication? 4. Are you writing
a dictation now? How often do you write dictations?
164
Do you make many mistakes in them? 5. May I come to
your place in the evening? At what time are you going to
do the translation?
'''B.Read quickly inserting do or does.
1. ... you like English food? 2. ... your friend like
it? 3. ... your watch go wrong or right? 4. ... students
arrange socials at the Institute? 5.... the short hand of the
clock point to the hour? 6. ... he smoke during the inter
vals? 7. ... you like the carpet in my dining-room? 8. ...
they come on time? 9. ... she find good excuses when she
is late? 10. ... you wind your watch up regularly?
9. Add question-tags to these sentences.
1. The sun is not shining through the windows of the
classroom. 2. It is the second half of September. 3. We
usually set our watches by the Kremlin clock. 4. It is not
snowing outside. 5. There are all modern conveniences
in his new flat. 6. His brother has not got a car. 7. Her
sister has English lessons twice a week. 8. My papers
isually lie on my desk. 9. You must pay attention to your
health. 10. He does not like porridge. 11. They usually have
dinner at three o’clock. 12. My granny never has supper
after seven.
10. Ask questions to which the given sentences are the answers.
1. My friends go to the country every week. Who ...?
2. His sister always helps him with the exercises. Who ...?
Whose ...? 3. I come to the University at one o’clock in the
afternoon. When ...? 4. There is a piano stool before the
piano. What...? 5. We write an essay in class once a month.
What...? How often ...? 6. The employer is explaining
new rules to the employees. What rules ...? Who ... to?
7. The watchmaker repairs watches. Who ...? What ...?
What ...?-8. His watch goes wrong. What ...? Whose ...?
9. We usually set our watches by the radio-time signal.
Who ...? When ...? What...? What... by? 10. Watches and
clocks have figures on their faces. What ...? What ...?
Where ...?
11. Use the correct tense of the verbs in brackets.
1. ... you ... breakfast at eight o’clock in the morning?
(to have) 2. ... you ... now? (to listen in) ... you ... this
music? (to like) 3. Now she ... to go to the lecture, (to
want) 4. I ... what you mean, (to see) 5.you ... a noise
in the adjoining room? (to hear) 6. How .:. he ... at present?
165
(to feel) 7. What... you ... here? (to do) 8. My niece ... in
the next room now. (to be) 9.... you ... him well? (to hear)
12. Compose 7—10 questions using the Present Indefinite and the
Present Continuous Tenses. Let other students answer them.
13. Choose the right expression and use the correct form of the verb
to have.
to have a rest, to have breakfast (lunch, dinner), to
have a lesson, to have a bath, to have a look, to have an
opportunity, to have difficulty, to have a good time, to
have a chance, to have a cold
1. Don’t disturb him; he ... . 2. We ... at two o’clock.
3. He usually ... six ... a day. 4. Answer the phone! I can’t
come, I... . 5. ... at this picture. 6. It is difficult to master
a foreign language when you ... of speaking it. 7. Are you
enjoying yourself? Yes, I ... . 8. I am staying in bed
because I ... . 9. He ... to speak to her. 10. She ... some ...
in doing this exercise. 11. They ... of listening to his lec
tures.
14. a) Change the following sentences into the interrogative and
negative forms.
1. They always have a good time on Sunday. 2. I have
a chance to see his niece today. 3. She never has a rest
after dinner. 4. They always have breakfast before they
go to work. 5. He has a cold in his head (насморк).
6. They are having difficulty in carrying out their plans at the
moment. 7. Some people have a bath, others prefer a shower. 8. He
has an opportunity to brush up his English. 9. Come here, we are
watching the sunset. 10.1 have some difficulties in my studies.
b) Complete the following sentences using to have or to have got
in the appropriate form.
I.... you usually ... lunch at home? 2. ... you ... to cook
dinner before Mother comes home? 3. He ... an alarm
clock in his bedroom (neg.). 4. ,.. you ... a bath in the
evening? 5. Some students ... a substantial breakfast in
the morning. 6. She ... to sit up late doing her
homework, because she is on holiday (neg.). 7. ... he ...
a rest before his evening classes? 8. ... you many
friends at the University? 9. ... your sister ... to get up
at 8 o’clock every morning? 10. She ... to cook the meals
herself as her mother keeps house for her (neg.).
11. I ... to cook dinner on week-days, because we dine
out (neg.).
166
16. Give 10 sentences with to have as in the patterns.
Pattern 1: —Do you have time to talk to me now?
— I’m afraid I don’t. Let’s talk tomorrow.
Pattern 2: — Have you any books on modern art?
— Let me think. No, I haven’t any. I’m
afraid.
16. Form adverbs from the following adjectives. Say which of them can
be used as adverbs without any changes in the form.
bad, bright, beautiful, poor, wise, new, lucky, hope
ful, happy, gay, quick, shy, easy, ready, cheap
17. Copy the following sentences choosing the required word from
the brackets.
1. Everybody says that she sings (bad, badly). 2.
It is (easy, easily) to swim down the river. 3. It is
(pleasant, pleasantly) to go for a walk on a warm
summer day. 4. The park looks (beautiful, beautifully)
when the leaves begin to come out on the trees. 5. Our
team is as (good, well) as yours. 6. The light is
shining (bright, brightly) in my face. 7. He plays chess as
(good, well) as she does. 8. You can do this work
quite (easy, easily). 9. See how (good, well) you can do
your work if you want to. 10. Vera looks quite (different,
differently) after her illness.
18. Give the comparative and superlative degrees of the following
adverbs.
hard, fast, wisely, well, badly, heartily, much, little,
near, far, happily, brightly
19. Give the correct form of the adverbs in brackets.
1. This sportsman runs (fast) of all. 2. I like this
novel (well) of all. 3. My grandmother always asks
me to come (close) to hear me (well). 4. My sister
speaks English far (well) than I do. 5. The (much)
we read the (soon) we enlarge our vocabulary. 6. These
sportsmen jump (high) than any other sportsmen in the
world. 7. I live (far) from the University than my friend.
8. Please give me some (much) tea. 9. This student
works at her English (little) than that one. 10. My neph
ew goes to the theatre (often) than my niece.
20. Complete the following sentences using infinitive phrases.
1. It is difficult ... . 2. It is easy ... . 3. It is
pleasant ... . 4. It is nice ... . 5. It’s not pleasant ... .
167
6. It’s interesting ... . 7. It’s not easy ... . 8. It’s not
simple ... . 9. It is hard ... . 10. It is comfortable ... .
11. It is important ... . 12. It is necessary ... . 13. It is
impossible ... .
21. Add it is or the correct form of there is to the following.
1. ... fifteen students in group number three. 2. ... a
pity you can’t go there with me. 3.... too early to leave yet.
4. ... a beautiful park near my home. 5. ... not true to say
that she is my friend. 6. ... easy to understand why he is
absent. 7. ... time to go to bed. 8. ... some interesting
magazines on that table. 9. ... time to go. 10. ... different
watches here.
22. Compose questions with the impersonal it and let your fellow
students answer them.
1. I usually have ... breakfast at eight o’clock.
2. I like to have ... hot breakfast in ... morning. 3. What do
you usually have for ... breakfast? I usually have ...
eggs, bread, butter and tea for breakfast. It is ... very
substantial breakfast, isn’t it? 4. ... breakfast today is
very good. 5.1 like to have... dinner at home. 6. In summer
we have ... very simple dinner at home. 7. ... dinner is
already cold; we must warm it up. 8. I have ... supper
with my friend three times ... week. 9. It is pleasant to
play ... chess in ... evening after ... good supper. 10. ...
dinner is over. 11. ... supper is ready.
Ранняя весна, Тепло. Уже 10 часов утра. Солнце ярко
светит в окна моего кабинета. Я сижу за письменным
столом и готовлюсь к завтрашним занятиям. Сегодня
воскресенье. Я слышу веселые голоса детей и их смех. Я
подхожу к окну и смотрю на улицу. Там много детей.
Я открываю окно. В комнате становится прохладно.
Настроение у меня хорошее. Жаль, что нельзя сразу же
выйти на улицу: я должна перевести до конца текст из
газеты. Очень трудно переводить такой текст без сло
варя.
— Можно к тебе? — спрашивает брат.— Ты уже
свободна?
— Да,— кричу я.— Входи.
— Как холодно у тебя в комнате! Уже четверть
одиннадцатого, пора ехать на вокзал. Дядя Миша
уезжает сегодня в 11.
168
Я смотрю на часы. На моих пять минут одиннадцато
го. Значит, мои часы отстают.
— Хорошо,— говорю я.— Достань мой берет (beret)
из шкафа. Нет, не зеленый, а синий.
В половине одиннадцатого мы уже на улице. Какая
великолепная погода! Солнце такое яркое!
Да, это настоящая весна!

A. I. Read and translate the text and the dialogue.
2. Ask questions about the text and let your fellow-students answer
them.
3. Retell the text.
B. 4. Compose questions using the following substitution table and

let your fellow-students answer them.
Pattern: — How much time (how long) does it take

you to read your newspaper in the morn
ing?
— It takes me a quarter of an hour to do it.
How much does you to translate a one-page

time it take her text?
How long him to make your bed?
them to have breakfast?
Ann to prepare your Home-
Reading?
to do your exercises?
to get to the University?
to take your dinner at the
refectory?
to do your room?
to do the shopping?
to do the cooking on Sun
day morning?
5. Insert enough in the right place.
1. Have you got time to tidy up the room now? 2. I’m

not sure we have money at the moment to buy this expen
sive wall-unit. 3. The dress is beautiful to wear at the
birthday party. 4. I think you know English well to
169
translate this simple text without a dictionary. 5. There
is room here to put this little table. 6. The girl is not
tall to hang up the picture. 7. Is the weather warm
to go to the country? 8. The water is not hot to have
a bath. 9. I’m afraid Peter hasn’t will power to improve
his English. 10. Your little brother is clever to do his
homework without your help.
6. Translate into Russian paying attention to different meanings
of the word just.
1. He is just very excited. Leave him alone. 2. He is
just as excited and nervous as the rest of us. 3. Just
listen to him. He is telling us very interesting things!
4. This is just the present Mother is dreaming about.
5. His behaviour is just horrible. He has no manners.
6. I just want to ask you the time. 7. The boy is
just as absent-minded as his father.
7. Read the following sentences usirtg let or don’t let.
Pattern: a) Allow me to see your photo.

Let me see your photo.
b) Don’t allow him to go there.
Don’t let him go there.
1. Allow her to help you with the cooking. 2. Don’t al
low him to read in bed. 3. Allow her to help your
sister to do the room. 4. Allow me to cook breakfast
for you. 5. Don’t allow your daughter to turn on the
radio. 6. Don’t allow them to have coffee in the evening.
7. Allow Mary to help you about the house. 8. Don’t
allow Nick to take your new bike. 9. Don’t allow her to
leave the house without her coat on. 10. Please allow
him to play chess with my brother.
1. Пусть он уберет постель. 2. Пусть он поможет
вам расставить все по местам. 3. Пусть они не ждут
меня сегодня вечером. 4. Пусть она не берет мой сло
варь. Мне он нужен самой. 5. Не разрешайте ему само
му включать телевизор. 6. Разрешите мне на минуту
взять вашу газету. 7. Не пускайте его сегодня в кино.
8. Пусть он подметет пол и проветрит комнату.
9. Read these sentences replacing the italicized words by one of the
following: who else, what else, somebody else, anybody else, nobody
else, anything else, somewhere else, anywhere else, nothing else.
170
Pattern: What other things are you going to buy?
What else are you going to buy?
1. Do you want to go to any other places'? 2. There
is no other person in the room. 3. What other student
needs a dictionary? 4. I’m busy now; ask some other
person to help you. 5. There is no other magazine on the
table. 6. Can I show you any other things, Kate? 7.
What other fruit must I buy? 8. Perhaps you can find
these vegetables at some other shop. 9. Are there any
other guests coming? 10. No other persons know where
he is now.
10. Use the verbs to listen or to hear.
a) Fill in the blanks with one of them in the proper form.
1. Turn on the radio. I want ... to the news. 2. Deaf
people cannot ... . 3. We ... to him attentively, but we
can’t ... anything. 4. She ... not ... very well. Will you
speak louder, please? 5. ... how beautifully she is singing!
b) Translate into English.
1. Как часто ты слушаешь радио? — Каждый день.
2. Не слушайте его. Он ничего об этом не знает. 3. Я
вас сейчас хорошо слышу.. 4. Я не слышу, что ты гово
ришь. Здесь так шумно. 5. Слушайте его внимательно!
Он говорит очень интересные вещи.
11. Insert to do or to make.
1. Will you please ... the beds while I ... the cooking?
2. You can ... progress only if you ... all the exercises.
3. Don’t ... this mistake again. 4. You must ... your work
first, then you may take out your bike for a run in the
country. 5. Don’t ... anything until he comes back. 6. You
can ... a very nice summer dress out of this material.
7. Let her ... the cake herself, she must learn how ... it.
8. Don’t put off till tomorrow what you can ... today.
9. I always ... the beds and ... the room myself. 10. Don’t
ask Mary ... coffee, she doesn’t know how ... it.
12. Change the sentences according to the patterns.
Pattern: You or I must do the room today.
Either you or I must do the room today.
a) 1. You must water the flowers in the morning or
in the evening. 2. I can get this book in translation or
in the original. 3. Don’t worry about me. I can have
dinner at our refectory or at some cafeteria today. 4. Mary
171
or Kate can do the shopping. 5. She can wash the floor
on Friday or on Saturday. 6. I can make the birthday
cake on Saturday night or on Sunday morning. It’s all the
same to me.
Pattern: Tom and Harry haven’t got much money.
Neither Tom nor Harry has got much money.
b) 1. Kate and her sister do not like porridge for
breakfast. 2. What a pity Pete and I can’t go to the
pictures today. 3. Father and Mother do not want to have
dinner at a cafeteria on Sunday. 4. My brother and I do
not like tea with much sugar in it. 5. Helen and her
sister cannot drink hot milk. They dislike it. 6. Nelly and
Alec are not making any noticeable progress in English.
13. insert prepositions or post-verbal adverbs.
1. I wake...... seven o’clock and then it is time for me

to get ... . I like a cold bath every morning, so I put ... my
dressing-gown and slippers and go ... the bathroom. The
water feels cold ... winter mornings, but I rub myself hard
with a towel and soon I feel quite warm. 2. I brush my
teeth and wash my face and go back ... the bedroom to
dress. I brush my hair, take a clean handkerchief...... the
drawer and go ... the dining-room ... breakfast. 3. ...
twelve-thirty I have a break ... lunch. I usually have it
... our refectory. Sometimes I go...... lunch and have it at
the cafeteria just... the corner. 4. Sometimes ... week-days
we go ... the cinema or the theatre. But very often we
just have a quiet evening ... home. We sit and talk,
listen ... or watch TV. 5. Don’t come ... my place tonight.
I’m going to tidy ... mv flat. My mother-in-law is
arriving ... Moscow tomorrow. She lives ...... town and
... winter she comes to see us and usually stays ... us ...
a fortnight. Everything must be ready ... her arrival.
6. I’m short ... time. ... my way ... the University I must
buy tickets ... the cinema and call on a friend ... mine
who is leaving ... Kiev tomorrow. 7. When you are.......
your work, go ... the shop and buy something ... supper.
8. Don’t turn ... the radio. Father is working and we are
playing ... chess. 9. My brother likes to walk ... his
office ... any weather. ... summer he likes to take ... his
bike ... a run ... the country. 10. Let’s go ... our refectory ...
the interval. 11. Do you help your mother ... the house?
— Of course, I do. I always wash...... meals and some
172
times do the shopping ... week-days. 12. Don’t hurry. We
have an hour and a half ... the concert. We have enough
time to put everything ... its place.
I. Входите, пожалуйста. He обращайте внимания на
беспорядок. Я как раз убираю в комнате. 2. Кто готовит
в вашей семье? — Конечно, мама.— Где ты обычно обе
даешь? — Я обычно обедаю дома, но иногда в столо
вой при заводе. 3. Я обычно хожу в кино в субботу
или воскресенье, так как в остальные дни недели я очень
занят. 4. Вы не возражаете, если я закурю? — Нет, ни
сколько.— Хотите папиросу? — Благодарю вас, я не
курю. 5. Сколько вам нужно времени, чтобы пригото
вить утром завтрак? — Я не готовлю завтрак утром, так
как у меня всегда мало времени; я выпиваю чашку
чая или кофе и съедаю бутерброд. Я предпочитаю
(to prefer) плотно пообедать днем в нашей столовой
(самообслуживания). 6. Как правило, утром мне неког
да подметать пол, вытирать пыль и мыть посуду. Я
только убираю постель и открываю окно, чтобы провет
рить комнату. 7. Кто помогает вашей маме по хо
зяйству? —Мы все помогаем ей как можем, но, конеч
но, мама сама ходит в магазин и готовит, так как мы
днем работаем. 8? Когда вы выходите утром из дома? —
Ровно без четверти восемь. Я живу совсем рядом с
заводом. Поэтому я в любую погоду хожу на работу
пешком. 9. У нас мало времени. Поезд прибывает на
Московский вокзал через полчаса.— Не волнуйтесь. У
нас еще достаточно времени. 10.- Где ваша библиоте
ка? — Недалеко отсюда, как раз за углом. Я хожу ту
да два раза в месяц. 11.-Не задавай мне вопросов.
Я не могу писать и разговаривать одновременно (at
the same time). У меня нет ни одной свободной мину
ты. 12. Вы не возражаете, если я включу радио? —
Пожалуй, возражаю, так как мне надо заниматься.
13. Давай сделаем это упражнение вместе, если ты
ие возражаешь.— Нисколько. 14. Ваши студенты дела
ют много ошибок в речи? 15. Не говори о работе
(на профессиональные темы) в театре, Катя. Мы можем
поговорить об этом завтра в институте. 16. Вы всегда
слушаете последние известия утром? — К сожалению,
нет. Я живу в пригороде и выхожу из дома очень рано.
17. Почему вы не торопитесь? Пора идти на вокзал.
Последний поезд в город отправляется ровно в 11 часов.
173
1
18. Ты ие поможешь мне сделать перевод, когда закон

чишь упражнения? — Конечно.
С. 15. Ask one of the students and let him (her) answer your questions.
who wakes her up in the morning
when she wakes up on week-days
if she is quick to leave her bed in winter
how long it takes her to make her bed
if she has flowers in her room and if she waters them
every day
if she has a bath or a shower in the morning
whether she listens in while she is having breakfast
what doctors say about breakfast
if she cooks a substantial breakfast
what she usually has for breakfast
when she leaves her house
if she lives in town or in the country
if she lives quite near the Institute or rather far from
it
where she studies
when her classes begin
if she makes progress in her English
whom she often meets on her way to the Institute
what they talk about
when she has a break for dinner
where she has her dinner
if there is a refectory at her Institute
when her classes are over
what she does after classes
when she goes shopping
who does the cooking in her family
how long it takes her to do her homework
if she often goes to the pictures or the theatre in the
evening
if she goes anywhere on Saturdays and Sundays
how she usually spends her spare time in summer.
16. Respond to the following offers of service. Begin the answer
with: Yes, please; Please, don’t; No, you needn't.
Pattern: — Shall I put this flower-pot on the window
sill?
— Yes, please. It always stands there.
1. Shall I turn off the light? 2. Shall I retell the
chapter in full detail? 3. Shall I give you a spare pencil?
4. Shall I do the cooking today? 5. Shall I make coffee?
174
6. Shall I go to the cinema and buy the tickets? 7.
Shall I repair your bicycle? 8. Shall I buy anything else?
9. Shall I tidy up the room? 10. Shall I water the
flowers?
17. Change the following sentences according to the pattern; add a
sentence of your own.
Pattern: Shall we go to the cinema today?
Let’s go to the cinema today. A new film is
on.
1. Shall we walk home? 2. Shall we switch on the
wireless? 3. Shall we buy something for supper? 4.
Shall we tidy up the room? 5. Shall we have dinner? 6.
Shall we do the shopping on Monday? 7. Shall we do
the cooking ourselves? 8. Shall we dust the books on the
shelves? 9. Shall we air the room? 10. Shall we turn
on the light?
18. Use in your own situations.
to do a translation, to make a mistake, to make
progress, to do the cooking, to do a room, to do the
shopping, to do one’s lessons, to make coffee
19. Answer these questions according to the following patterns. Add
sentences of your own to develop the idea.
Pattern: — Do you mind if I smoke?
— I don’t mind a bit.
— Yes, I’m afraid I do.
— Yes, I mind it very much.
1. Do you mind if I do the shopping today? 2. Do you

mind if I have a cup of tea with you? 3. Dq you mind
if we talk shop a little? 4. Do you mind if I wait for
you in the street? 5. Do you mind if we have dinner at
the canteen? 6. Do you mind if I buy theatre tickets?
.20. Change the following sentences using the form Do you mind
if ...? Give your own responses.
Pattern: a) Peter asks Mary to come another day.

Mary, do you mind if I ask you to come
another day?
b) Peter asks Father if he may turn on the
wireless.
Father, do you mind if I turn on the wire
less?
175
1. George asks Mike to walk home. 2. Mary asks
Helen if she may use her dictionary. 3. Nina asks Mother
if she may open the window. 4. Kate asks Helen to go to
the tennis court on Friday and not on Saturday. 5. I ask
Jane if I may call for her at 7 o’clock. 6. He asks
Helen if he may smoke.
21. Give an account of your mother’s day. Use the following questions
*
as a plan.
1. Does your mother get up earlier than you? Why?
2. Does she do the room alone? 3. When does she leave the
house? 4. Where does she work? 5. How long does she
stay at her office? 6. When does she come home after
work? 7. How long does it take her to cook dinner?
8. When does she do it as a rule? 9. Who helps her about
the house? 10. What does she usually do in the evening?
11. When does she go to bed?
22. Give an account of:
1. A schoolboy’s week-day. 2. A housewife’s day.

3. Your father’s day. 4. Your day off. 5. Your working
day.
23. Learn the proverbs cm p. 161 and use them in situations of your own.
24. Make up short dialogues about your daily programme.
25. Study the picture on p. 177 and answer the following questions.
Mother’s Day Off
1. What day of the week is it? 2. Where is the

mother? 3. What is she doing? 4. What is there in the
sink in front of her? 5. She is cooking dinner at the same
time, isn’t she? 6. Do you think that she does the washing
on her day off too? 7. Why do you think so? 8. How many
children are there in the family? 9. Has the mother got
time to look after them? 10. What are the children doing?
11. Does the kitchen look tidy? 12. Is the father at home?
* Независимо от того, в каком времени ведется изложение в

английском рассказе, план к нему составляется в Present Indefinite.
План может быть в виде вопросов или утверждений (утвердитель
ных предложений).
176
13. Where is he sitting? 14. What is he doing? 15. Do you
think he generally helps his wife about the house? 16.
Most husbands help their wives, don’t they?
LESSON 4
THE WEEK-END
Almost every week-end Brian and Lucy, a young mar

ried couple, spend with Brian’s parents in the village
of Applefield in Berkshire, a county to the west of Lon
don.
On Friday evening they travel down by coach from
Victoria Coach Station. It is cheaper to travel by coach
than by train. The coach pulls up at Applefield village
green after roughly a two hours’ ride. Although both
Brian and Lucy know Applefield extremely well, they
nevertheless always admire the contrast between the bus
tle of London and the peace of the village.
The parents are glad to have their children home with
them and Brian’s mother shows this by cooking them all
an enormous meal. On Saturday morning Brian helps his
father in the garden. Dr Brown, Brian’s father, is very
proud of his garden; he grows both flowers and vege
177
tables quite successfully. But he has very little time left
for his garden on week-days. Dr Brown is a typical
English country doctor. Patients start to arrive at his
surgery at 9 o’clock every week-day and he deals with
them until about half past ten. Then he gets into his car
and drives round all the houses where people are too
ill to visit his surgery. At six o’clock he holds his evening
surgery which generally lasts until half past seven but
can continue until eight o’clock on a busy day especially
if there is an emergency. That is why he needs a good rest
on Sunday. He likes to spend Sundays with his family.
Sometimes Dr Brown and Brian get up very early
and go to the nearby river to fish. It is so pleasant
to fish on a fine summer morning! But there is little
fish in the river now because of pollution. The water
is very dirty.
Brian and Lucy are very keen sportsmen and they
like to go hiking, ride their bicycles and swim in the
river. Sometimes in the afternoon they go to the cinema,
but Dr Brown and Mrs Brown prefer to stay at home.
Dr Brown looks through Sunday papers, writes letters
and watches his favourite football games on television.
Mrs Brown likes knitting and reading women’s maga
zines.
Holidays flash past and soon Brian and Lucy have to
go back to London. They take vegetables from the garden
as food is very expensive in London and fresh vegetables
from your own garden are always the best. The parents
see them to the garden gate. Dr Brown goes back into
the house, switches on the radio and sets his watch by Big
Ben, the clock on the Houses of Parliament which Eng
lishmen can hear over the radio every hour. He is very
careful that his watch neither gains nor loses. He does
not approve of new digital watches which need no wind
ing up or regulating. He is a bit old-fashioned.
There is another busy week ahead for all of the family
and it may seem quite a long time before the next
week-end. Dr Brown likes to repeat that time passes at
different speeds according to what you are doing. Week
ends can go by like lightning if you are doing something
you really enjoy, but even half an hour can seem a very
long time indeed when you are doing something you don’t
like.
DIALOGUES
Nick: - He'llo,, Peter! 'What’s the'time by .your .watch?

Peter: It’s 'two o’clock .sharp.
Nick: 'Is it as 'late as .that? .Oh, I there’s 'something
'wrong with my,watch. It is only a 'quarter past 'one
by .mine.
Peter: 'Do you 'wind your 'watch ’up .regularly?
Nick: Of 'course, I .do. I 'always 'wind it 'up before
'going to .bed. I 'turn on the.radio I and 'set it by the
'time 'signal fevery .evening.
Peter: I 'don’t 'think your 'watch is .going. 'Have a
.look.
Nick: You are "right, I it 'isn’t.
Peter: You must 'go to the .watchmaker I and 'have it
'cleaned and re'paired.
Nick: .Certainly. There is a 'very'good one I 'just round
the .corner. I 'always .go there I when my 'watch is
.wrong.
* * *
Kitty: It’s 'getting .late. 'Where is'.Mary? 'Doesn’t she
'know (that) we are .waiting for her?
Ann: She 'does I but she ’never ’comes on .time I and
always 'finds a fgood ex,cuse. Oh,'here she,is I 'late
as .usual.
Kitty: 'Why are you so .late, .Mary?
Mary: .Am I? 'Have a 'look at my 'watch, I it is a
'quarter past'three by .mine. I am 'only 'five .minutes
late. It’s 'so 'difficult to come 'always on .time!
* * ♦
X. : ’This is the 'last "day of .winter. We must 'put our

'clocks "on to'Summer .Time.
Y. : 'Must?
X. : Oh, of 'course. 'Everyone must 'put his 'clock 'on
'one .hour in .summer.
Y. : I .see. You 'really 'must get 'up one 'hour 'earlier.
X. : .Yes, I the 'sun 'rises .earlier I and 'sets .later, I and
'we ’want to 'get fall the 'sunlight we .can.
Y. : So you 'get a fnice 'long 'after'noon and .evening.
X. : That’s 'just .it!
Y. : I suppose they 'do it in 'many .countries. 'Do they?
X.: .Yes.
(“English by Radio")
179
Phonetic Notes
1. Berkshire [’bcukjia] или ['bcukja]
-shire ['Jaia] в качестве суффикса в названиях не
которых графств Англии произносится как [Jia] или
Иэ]:
е. g. Hampshire ['hasmpja]
Yorkshire ['jakj’ia]
2. Если в предложении (или синтагме) повторяется
слово, которое встречалось в предыдущей синтагме, оно
становится неударным. Слово-заместитель существи
тельных one (ones) также безударно в предложении:
You must 'go to the ,watchmaker. There is a 'very

.good one just .round the .corner.
'What 'pencil are you .taking? 'Take the .red one.
3. Многосложные глаголы, оканчивающиеся на суф
фиксы -ate, -ize (-ise), имеют одно ударение на первом
слоге.
regulate [’regjuleit] memorize ['memaraiz]
decorate fdekareit] criticize [’kritisaiz]
4. Сложные глаголы, состоящие из глагола и после
лога, имеют два сильных ударения:
'go 'on, 'check 'on, 'wind 'up, 'turn 'on, 'put 'off

1. Victoria Coach Station — станция междугородных
автобусов в Лондоне.
2. Applefield Village green — зеленая лужайка в цен
тре деревни, которая используется для спортивных игр
и других общественных мероприятий
3. hour — час (астрономический)
o’clock — час (в выражениях времени)
The lesson begins at 6 o’clock and lasts one hour and
a half.
a two hours’ ride — два часа езды.
В выражениях, обозначающих время, неопределен
ный артикль часто опускается, если существительное
стоит во множественном числе. Ср.:
180
I ■
an hour’s rest
ten minutes’ walk or a ten-minute walk
4. a digital watch — электронные часы
5. Юр. m. — short for Latin post meridiem “after
noon”.
a. m.— short for Latin ante meridiem “before
noon” (= 12 o’clock in the middle of
the day).
6. Обратите внимание на следующие предлоги вре
мени:
at
L
*
at three o’clock (sharp), at the same time, at any time,

at noon, at midnight, at the moment, at the beginning
(end) of the month
between
between two and three
by
by two o’clock, by the end of the week, by May, by
that time, by Monday
during отвечает на вопрос when?
during the day (night), during the winter (break)
for отвечает на вопрос how long?
for five hours, for some days (time), for years, for
ages
from ... to (till)
from one o’clock till four o’clock, from 1976 to (till)
1978, from early morning to (till) late at night
in
a) in half an hour, in an hour and a half, in a quarter
of an hour, in a week, in a day, in a few days, in a
fortnight, in a moment, in a day or two
b) in the 20th century, in the future (past), in 1927,
in June (July, etc.)
c) в некоторых случаях предлог in на русский язык
не переводится, например, в сочетаниях с существи
тельными, обозначающими время суток, и с названиями
времен года:
181
in the morning (afternoon, evening, daytime), early
(late) in the evening, in summer (autumn, winter,
spring)
on
с названиями дней недели:
on Saturday, on Monday, on week-days
В некоторых случаях предлог on на русский язык не
переводится, например, в сочетаниях с существитель
ными, обозначающими время суток, при наличии опре
деления к ним и в названиях дат:
on a fine morning, on a rainy afternoon, on the
first of May
till
till spring, till tomorrow, till the 9th of November
Vocabulary Notes on the Dialogues

1. Англичане обычно приветствуют друг друга сле
дующим образом:
Good morning! j уП0Требляется в зависимости от
Good afternoon! >z 1времени дня
миииапчииии
Good evening! J r
Hallo (hullo, hello) ] , ..
Hi (амер.) J (P035- пРивет!>
При прощании можно употреблять выражения:
Good-bye!
Bye-bye!
See you tomorrow!
So long! (Пока!)
See you later!
2. What’s the time? (разговорная форма)
What time is it? (нейтральная форма)
Can you tell me the time? — My watch says it’s five
minutes to (past) 12.— По моим часам...
What’s the time by your watch? (У меня есть часы,
ио я не уверен, точны ли они.)
Have you got the time?) , , ,
Any idea of the time? J (Р^ворный стиль)
182
3. to come (be) in time (for something) — прийти
вовремя, не опоздать
The examination begins at 10. Now it is 5 to 10, so Pe
ter is just in time.
to come (be) on time — прийти по расписанию, в
назначенное время
His classes begin at 9. But he never comes on time.
He is always some minutes late.
4. We take the watch to the watchmaker and have it
repaired, cleaned and regulated.— Мы относим часы в
мастерскую, чтобы их починили, почистили и отрегули
ровали.
Выражение to have something done употребляется
для обозначения действия, выполняемого не субъектом,
а другим лицом или лицами. Сравните:
Субъект производит действие сам Действие совершается не субъ

ектом, а кем-то другим
I never cut my hair myself. I have my hair cut every month.

I do my room every day. My grandmother has her room
done every week. She cannot do
it herself.
She must wash her dress. She must have her dress washed.
5. to find a good excuse — находить оправдание, ува

жительную причину
no excuse. (Это не оправдание.)
not a very good excuse. (Это не очень
уважительная
That’s причина.)
a poor excuse. 1 (Это неуважи-
а lame excuse, f тельная причи-
J на.)
6. It’s getting late —Уже поздно.
to be late — опаздывать
Обратите внимание на употребление предлогов:
to be late (early) for the train (for a lecture, for a
class, for the theatre, for the performance); н о: to come
late to the theatre.
183
7. Where is Mary? — Here she is.
Here is Mary.
Если в ответе подлежащее выражено местоимением,
то соблюдается прямой порядок слов.
Если же в ответе подлежащее выражено именем
существительным, то употребляется обратный порядок
слов. Если предмет или лицо находится на некотором
расстоянии, вместо here употребляется there:
Where is my brother? — There he is.
There is your brother.
8. late as usual — как всегда опоздал(а)

later than usual — позже обычного (чем обычно)
9. Следует помнить, что слово minutes можно опу
стить, если количество минут делится на 5:
It’s ten past 12 (or: ten minutes past 12).
Если количество минут не делится на 5, слово опу
стить нельзя:
It’s seven minutes past 2.
It’s one minute past 3.
Если речь идет о времени отправления поезда (са
молета и т. д.), мы говорим:
Му train is leaving at 12.31 (twelve thirty-one),
Moscow time.
We are going by the 9.15 (nine fifteen) plane.
the face (of a watch) — циферблат

the hands — стрелки часов
the figures on the face of a watch — цифры на циферблате
My watch tells the right (the wrong)) Мои часы идут
time > правильно
My watch is right (wrong) ' (неправильно)
The watch is fast (slow) — часы спешат (отстают)
My watch is 5 minutes fast (slow)) Мои часы спешат
My watch gains (loses) 5 minutes > (отстают) на пять
a day ’ минут (в день)
F
Proverbs
Time flies.— Время летит.
Time and tide wait for no man.— Время не ждет.
A stitch in time saves nine.— Минута час бережет.
Time works wonders.— Время творит чудеса.
Time cures all things.— Время — лучший лекарь.
Lost time is never found again.— Потерянного времени
никогда не воротишь.
Phonetic Exercises
1. Transcribe and learn the words.
coach, roughly, extremely, nevertheless, enormous,
surgery, successfully, vegetables, emergency, pleasant,
pollution, favourite, expensive, digital, according
watchmaker, midnight, week-day, radio-time, wind up,
regulate, organize, get up, put off
1. What a lot of clocks and watches there are in that
shop! 2. Where there’s a will there’s a way. 3. All’s well
that ends well.
4. Intone and write tonograms of the following sentences. Read them
aloud.
1. In England they set their watches by Big Ben, the
clock on the Houses of Parliament. 2. When a watch goes
wrong we take it to a watchmaker and have it repaired,
cleaned and regulated. 3. Is it as late as that? 4. Why are
you late, Mary? 5. Dr Brown, Brian’s father, is very proud
of his garden. 6. It is so pleasant to fish on a fine summer
morning.
5. Transcribe one of the dialogues and comment on assimilation, melo
dy, sentence stress, reduced forms.
6. Learn one of the dialogues by heart.
Grammar Exercises
1. Put into Reported Speech the following statements.
1. Mother says, “Jane, aunt Eliza is coming to tea
tonight.” 2. My sister Mary says, “It is time to get up and
185
start getting ready for your work.” 3. Nick says, “I like to
listen to the news while I am having breakfast.” 4. My
friend says, “If I have time I walk to the University, and
if I have no time I take a bus.” 5. The students say, “We
must be at the University at 6 p.m.” 6. The teacher says,
“You can easily translate this text without a dictionary.”
7. Jane says, “I always help my mother to wash up after
meals.” 8. Jack says, “In our new flat we have all modern
conveniences.” 9. My colleague says, “There is a bus stop
quite near my house.” 10. My father says, “On Sundays I
don’t like to get up very early.”
2. Put into Reported Speech the following commands and requests

using the verbs to tell, to ask, to order in the Present Indefinite
Tense.
Teacher: John, go to the blackboard and rub out the

wrong sentence. Write the day of the week and the date.
Tom, don’t talk in class! John, please go back to your seat.
The whole class, take out your exercise-books quietly and
write down the day of the week and the date at the top of
the page. Please don’t make any noise. George, please get
me some more white chalk. Don’t bring any coloured
chalk. The whole class, open your textbooks at page 107.
Tom, please begin to read at the top of the page. Don’t
read too fast.
3. Put into Reported Speech the following questions.
My friend asks, “Who wakes you up in the morning?

When does your working day begin? Do you usually do
morning exercises? Do you air your room before you go
away? What do you usually have for breakfast? Do you do
the bed before you leave the house? How long does it take
you to get to your office? Do you go there by tram or by
bus? Is there a bus stop near your house? How long does
your working day last? Do you go out for dinner? At what
time do you usually come home? Do you cook the meals
yourself? Do you have supper with your parents at home?
Do you have time to watch TV programmes in the eve
ning? Does your mother prefer to listen in or to watch TV
programmes? Does your father come home earlier than
you? Does your sister go to the University every evening?
Does she study well? Can she already speak English a
little? At what time do you usually go to bed?”
186
4. Retell the Dialogue on p. 179 in Reported Speech.
5. Insert somebody, someone, anybody, something, anything, every

thing, nothing, anyone, everybody, nobody, no one, none. Give two
variants if possible.
1.1 see ... at the window. 2. Is there ... new? 3. There is ...
in the next room who wants to speak to you. 4. ... knows
about it. 5. Will you give me ... to eat, I am hungry. 6. If...
calls while I am out, ask him to wait. 7. If there is ... else
you want, please let me know. 8. I haven’t any more
money about me, so I cannot buy ... else. 9. Where can I
get... to eat? 10. When can I find here who can give me
some information on this question? 11. Let me know if ...
happens. 12. I know ... about your town. Tell me ... about
it. 13. I can see ... . It is too dark here. 14. I understand ...
now. Thank you for your explanation. 15. ... of them speak
English well. 16. Where is the book? — It’s on the table.—
But there is ... there. 17. Please tell us the story.... knows
it yet. 18. Is there ... in your group who lives in the hostel?
19. ... can answer this question. It is too difficult. 20. ...
can answer this question. It is very easy. 21. The room is
empty. ... is in. 22. ... likes to go out for a walk when it is
raining. 23. Can you see ... through the fog?
6. Supply one of the following adverbs: somewhere, anywhere,

nowhere, everywhere. Give two variants where possible.
1. Let’s go .... The weather is fine. I don’t want to stay

at home in such weather. 2. I cannot find my glasses .... I
always put them ... and then look for them for hours.
3. Today is a holiday. The streets are full of people. There
are flags, banners and flowers ... . 4. You can buy this
dictionary.... it is on sale now. 5. You can go ... in summer.
6. Do your parents live ... near Petersburg? 7. There are
so many people ... today. 8. He goes ... in the evenings.
9. Let’s go ... as I have a headache. 10. Your book must
be ... on the shelf.
7. Form questions according to the pattern and give answers (af
firmative or negative).
P a 11 e r n: — Is there anybody at the telephone?

— Yes, there is somebody.
— No, there is nobody.
— No, there isn’t anybody.
187
Is there anybody in the room?
Do you see anyone at the blackboard?
Do you know anything in the library?
in the street?
in the Philological Faculty?
in the classroom?
on the table?
in your bag?
on the floor?
on the ceiling?
on the wall?
in the bookcase?
about the University?
8. Translate into English the words given in brackets.
1. They understand (ничего). 2. Don’t go (никуда)
tonight. 3. (Никто) is standing there. 4. There is (ничего)
in the cup. 5. (Никто из наших студентов) speaks Rus
sian during the break. 6. Don’t ask him (ни о чем). 7. (Ни
кто из них) knows (ничего) about this book. 8. (Каж
дый) knows it. 9. (Кто-то) is knocking at the door. 10. I
want to tell you (что-то). 11. She reminds me of (кого-
то). 12. (Некоторые из нас) know her address. 13. Have
you got (какие-нибудь) questions? 14. Where can I get
(что-нибудь) to drink? 15. (Кто-то из нас) must stay
here. 16. (Любой из вас) can do it. 17. (Кто-то из них)
must speak to the teacher about it. 18. (Никто из иас)
knows this rule. We must learn it. 19. If there is (что-
нибудь) interesting in this magazine, let me know. 20. She
knows (всё) already.
ft. Look at the table and give your own sentences using some, any, no,
every and their derivatives.
-body -one -thing -where
some somebody someone something somewhere

any anybody anyone anything . anywhere
no nobody no one, nothing nowhere
none
every everybody everyone everything everywhere
10. Answer the following questions in the negative.

Patterns: Where are you going? —- Nowhere.
Which of these two bags is yours? —
Neither.
(88
F
J. Where are you going to leave the book? 2. Who are

you talking to? 3. How much do these flowers cost?
4. What are you doing? 5. Who do you meet? 6. Whom do
they want to see? 7. Which of these two books do you want
to read? 8. What are you thinking about? 9. Where do you
want to go? 10. How many glasses of tea do you drink in
the morning? 11. What do you see here? 12. Which of these
two umbrellas is yours? 13. Which of the two girls is your
sister? 14. Where does she work? 15. Who helps her about
the house?
w
11. Re-word the following no-sentences using not ... any-form.
1.1 have no time to help you. 2. There is no more sugar
? in the sugar-basin. 3. I can see my hat nowhere. 4. We see
? nobody we know yet. 5. They want nothing to eat. 6.1 have
no more money. 7. There are no students in the room.
i 8. There is nobody in the garden. 9. I want no more, thank
you. 10. My uncle can see nothing without his glasses.
Й. 12. Insert what, which or who.
I 1. ... subjects does he do? 2.... subject do you like best?

| 3. ... is Leonid Petrov? Is he a doctor? 4. ... letter is miss-
i ing in this word? 5. ... of these books is yours? 6. ... con-
| veniences have you got in your flat? 7. ... pieces of furni-
f ture are there in your room? 8.... meals do you have at home
j; and ... at the self-service canteen? 9. ... is your favourite
English writer? 10. ... do you like to drink in the morn-
ing: tea or coffee? 11. ... of the two boys is your school-
1 mate? 12.... rule is not clear to you? 13.... is your telephone
number? 14.... helps you to cook the meals? 15.... foreign
languages do you know? 16. ... language can you speak
f well? 17. ... tram do you usually take, No. 5 or No. 8?
x 18. ... is the English for электричество? 19. ... words are
fs new to you in this text?
13. Fill in the blanks using a) must, b) can or their equivalents. Insert
(
>
the particle to where necessary.
a) 1. I ... go now. (It’s late.) What a pity you ... go
1 now. (It’s time for you to catch the last train.) 2. We ...
;* begin before five. (If we don’t do it we cannot finish our
1 work on time.) We ... begin before five. (We cannot begin
>. later because that’s the time arranged.) 3. He ... cook din-
i ner himself. (I can’t help him.) He ... cook dinner himself.
; (He has got no one to help him.) 4. He ... stay at my place.
(I ask him to do so.) He ... stay for the night. (He can’t
189
sift
get back tonight.) 5. You ... wash the dishes. (Mother
can’t do it today.) You ... wash the dishes. (I insist on it.)
b) 1. I ... come on time. 2. We ... do it easily. 3. Our
friends ... buy new furniture now. 4. ... you remember the
street where she lives? 5. They are glad ... to help each
other.
14. Answer the following questions using mayn't, mustn’t, needn’t.
1. Must I do the room? — No, you .... It is clean. 2. Moth
er, may I play with matches? — No, you ... . 3. Must we
go there at once? — No, you .... 4. Shall I meet you at the
University after the evening classes?'— No, you ... . Peter
promised to see me home. 5. May I take your bicycle for a
run in the country? — No, you .... because it is out of order.
6. Must I go through this text now? — No, you .... you can
do it tomorrow.
15. Insert:
a) what, what a or how instead of blanks.
.. hard she is working at her English! 2.... beautiful
1..
building it is! 3. ... wonderful weather we are having
today! 4. ... windy morning it is! 5. ... well he translates
English poems! 6. ... good idea. 7. ... quickly time passes.
.. horrible song! 9.... difficult exercise! 10.... pretty she
8..
is! 11. ... bright students you are! 12. ... beautiful music
they are playing! 13. ... interesting story! 14. ... pity your
friend can’t come! 15. ... funny thing to say! 16. ... silly
mistake! 17. ... large the hall is! 18. ... grand ideas you
have! 19. ... dark it is. What is the time?
b) such a (an), such or so.
1. It is ... interesting book! 2. This room is ... com
fortable and light! 3. They are ... diligent students! 4. Eng
lish spelling is ... difficult. 5. It is ... hot here! Take your
coat off. 6. To collect clocks! It is ... unusual hobby. 7. It
was very impolite of you to come at... late hour! 8. It is ...
wrong conclusion! 9. It is ... far from here! 10. It is ...
simple radio to regulate.
16. Change the following sentences according to the patterns.
a) Pattern I: He is clever.
He is so clever!
How clever he is!
1. She is dull. 2. It is late. 3. We are tired. 4. These
children are noisy. 5. She speaks English well.
190
b) Pattern II: He is a clever boy.
He is such a clever boy!
What a clever boy he is!
1. She is a bright student. 2. He is a talented writer.
3. She is a well-read girl. 4. He is a tall boy. 5. They are
clever children.
c) Pattern III: It is a difficult exercise.
It is such a difficult exercise!
This exercise is so difficult!
How difficult this exercise is!
What a difficult exercise it is.
1. It is an interesting article. 2. It is a dull book. 3. It
is a comfortable flat. 4. It is a wonderful story. 5. It is a
fine day.
17. Form 10 exclamations using the pronouns what and such or adverbs
how and so.
18. Insert one, ones or that, those in their appropriate forms.
1. You have got a lot of English books; have you got
any French ...? 2. This sheet of paper is dirty; please give
me a clean ... . 3. Will you take my watch and ... of my
brother to the watchmaker? 4. Are there any new maga
zines? I don’t want to read the old .... 5. Don’t take a knife
out of the drawer, take... from the kitchen table. 6.1 want
to buy a new bookcase. What do you think of that ...? 7. I
like Simonov’s books and ... by Nagibin. 8. Does your
brother want to live in this room or in that ...? 9. There
are two tables in the dining-room: a big ... in the centre
and a small ... in the left-hand corner. 10. Which do you
like better, green lamp shades or red ...? 11. Please bring
me your composition and ... of Petrov.
19. Insert articles where necessary and comment on their meaning.
a) My watch is right. I set it by ... radio-time signal.
Your watch is correct, too. It is telling ... right time. ...
clock in ... living-room is not right. It is three minutes
slow.
b) Twelve o’clock in ... daytime is ... noon; twelve
o’clock at ... night is ... midnight. When it is noon in ...
Hague, it is ... midnight in the region of ... Chukotsk Sea.
When it is 4 o’clock in ... afternoon in ... Vladivostok it is
9 o’clock in ... morning in ... Moscow. When it is 5 o’clock
in ... afternoon in ... London it is ... noon in ... New York.
When it is ... day in the European part of ... Russia, it
is ... night in ... United States of ... America.
191
c) 1. There are sixty minutes in ... hour. 2. There are
sixty seconds in ... minute. 3. You must return this book
in ... week. 4. It is ... quarter past eight. 5. You may take
my magazines for ... month. 6. Will you give me ... hundred
postcards, please?
d) 1. ... Moscow is ... capital of ... Soviet Union. 2. ...
New York is ... largest city of... United States of America.
3. ... Hague is not ... capital of ... Holland. 4. ... Petrovs
live in ... Gorky Street. 5. ... water in ... Black Sea is very
warm in summer. 6. I buy ... Guardian four times ...
week. 7. ... Volga flows through ... Tver. 8. ... Petersburg
University is on ... Neva Embankment. 9. ... Paris is ...
capital of... France. 10.... French live in ... France. 11. Big
Ben is ... biggest clock in ... England. 12. ... English are
proud of Big Ben.
— Что ты обычно делаешь по воскресеньям?

— По воскресеньям я обычно встаю немного позже,
чем в будни. Я включаю радио и слушаю утреннюю
музыкальную программу. Пока я слушаю, я убираю по
стель, моюсь и завтракаю. Как правило, я не делаю
утреннюю гимнастику в воскресенье, потому что я езжу
за город ранним поездом (to catch an early train to the
country). Я люблю проводить воскресенье на свежем
воздухе.
— Твоя жена ездит с тобой?
— Обычно да. Но когда у нее срочная работа или
она хочет повидать своих друзей, она остается дома.
Она машинистка. Как правило, она не работает в вос
кресенье, но если кто-нибудь из друзей просит ее сроч
но напечатать что-нибудь (to type something urgent),
она не может отказать. А что ты обычно делаешь по
воскресеньям?
— Я предпочитаю в воскресенье утром поспать,
так как в будние дни мне приходится вставать очень
рано. Потом я помогаю жене убирать квартиру, и мы с
ней идем погулять. Иногда мы ходим в музей, а иногда
в кино. Если идет дождь, то мы остаемся дома. Жена
занимается хозяйством, а я читаю.
— Ну, я вижу, вы не любите свежий воздух!
— Нет, мы любим, но нам не надо выезжать за
город, так как мы живем в новом районе и у нас перед
окнами лес.
192
2. Ask questions about the text and let the students answer them.
3. Retell the text according to the following plan.
1. Where do Brian and Lucy like to spend their week
ends? Why do they go to the village of Applefield? Which
of their relatives live in Applefield? 2. Dr Brown and his
everyday work. 3. Mrs Brown and her hobbies. 4. How do
the Browns usually spend the week-end?
B. 4. Change the sentences according to the pattern.
Pattern: Your watch is here.
Here’s your watch!
Here it is!
Her dresses are there.
There are her dresses!
There they are!
1. His radio is there. 2. The pictures are here. 3. Our
clock is there. 4. Your friends are here. 5. My magazine
is here. 6. Her dictionary is there. 7. The watchmaker is
here. 8. Their books are there.
5. Change the sentences according to the pattern.
Pattern: Wind up the clock!
Wind the clock up.
Wind it up.
1. Turn off the light! 2. Take away these books! 3. Write
down my address! 4. Cross out this word! 5. Hand in your
papers! 6. Turn on the radio!
6. What time, a) in words, b) in figures, is.
a) 9.30, 7.10, 5.00, 10.20, 4.05, 5.45, 11.15, 2.34, 3.52,
8.02?
b) a quarter past three, half past five, a quarter to
six, twenty-five to nine, twenty to eleven, ten to four, five
to nine, twenty-three minutes to six, twenty-five to two?
7. Answer the following questions according to the pattern.
Pattern: The small hand is between twelve and one.
The big hand is at three. What’s the time?
If the small hand is between twelve and one
and the big hand is at three it is a quarter
past twelve.
193
7 - 4043
1. The small hand is between twelve and one. The big
hand is at six. What’s the time? 2. The small hand is
between two and three. The big hand is at five. What’s
the time? 3. The small hand is between four and five. The
big hand is at nine. What’s the time? 4. The small hand is
between nine and ten. The big hand is at six. What’s the
time? 5. The small hand is between eight and nine. The big
hand is at eleven. What’s the time? 6. The small hand is
between eleven and twelve. The big hand is at nine.
What’s the time? 7. The small hand is between three and
four. The big hand is at seven. What’s the time? 8. The
small hand is between four and five. The big hand is at
ten. What’s the time?
8. Complete the following sentences.
1. I must go to the watchmaker as ... . 2. Switch on
the radio, will you? I want ... . 3. There is something
wrong with my watch. It’s ... . 4. If your watch gains or
loses you must go ... . 5. Helen never comes on time, she
is ... . 6. My watch never loses a minute or gains a minute.
It always ... .
9. Insert prepositions and post-verbal adverbs if necessary.
1. He leaves his factory late ... the evening. 2. She
must translate the text ... Saturday. 3. I always set my
watch ... the radio-time signal. 4. What time is it ... your
watch? 5. We must finish this work ... the end ... the month.
6. How many times a week do you wind ... your clock?
7. The train arrives ... noon. 8. You must hand ... your
exercises ... time. 9. I think there is something wrong ...
my watch. I must take it ... the watchmaker. 10. I’m fond
... “Carmen”.— Well, you can hear it ... the radio ... a
quarter ... an hour. 11. Classes begin ... nine o’clock and
last ... four. 12. I don’t know where she is ... the moment.
13. He is leaving for Moscow ... the tenth ... December.
14. We work ... nine ... five ... week-days. 15. ... Saturday
he usually goes to the country for the week-end. 16. She
intends to return to Volgograd ... a fortnight. 17. Why are
you late ... your classes today? 18. May I have this maga
zine ... an hour? 19. Tell the man to bring his report ... an
hour. 20. Don’t forget to open the window ... the break.
21. You may call on me ... any time you like. 22. It is ten
... nine ... my watch. 23. I’m going to work in our library ...
three hours tomorrow. 24. My little nephew likes to watch
all programmes ... television. I can’t approve ... it. 25. I’m
194
IRSi- '
>
ЖЖ
М"
1^4^
going to spend my winter vacation ... my aunt’s family ...

the village ... Sosnovo. It’s ... the east.;. Minsk, an hour’s
ride ... car. 26. I’m going to look ... these articles to find
some interesting material for my paper. 27. I’m afraid I
can’t see you ... the airport today. You’ll have to go there
alone. 28. According ... our timetable we must have a
lecture on the History ... Great Britain tomorrow.
29. Time is not the same all ... the world. ... Russia there
is Moscow time and local time. All in all there are eleven
time zones ... this country.
a) 1. Как ты собираешься провести субботу и вос
кресенье? — Я хочу поехать в Кавголово походить на
лыжах. 2. Поехали в Павловск! —Давай поедем на ве
лосипедах! Отсюда часа два езды. 3. Если хочешь, я
могу проводить тебя до театра. 4. Манчестер находится
к северу от Лондона. 5. На неделе у студентов обычно
мало времени для развлечений (entertainments). 6. Ког
да поезд прибывает на Белорусский вокзал? 7. Что Люся
делает? — Смотрит какой-то фильм по телевидению.
8. Любимое занятие моих детей — слушать сказки по
радио. 9. Некоторые (some people) любят читать в по
стели. Врачи это не одобряют.
b) 1. Не забудьте, что в половине четвертого у нас
собрание. 2. Уже поздно, я должна идти домой. 3. Я могу
дать вам эту книгу в субботу. 4. Ясно как день, что он
неправ. 5. Я хочу купить новые (наручные) часы, потому
что мои часы все время идут неправильно. 6. Я думаю,
что мои часы спешат. На ваших часах шесть, а иа моих
десять минут седьмого. 7. Поезд опаздывает на три часа.
8. Вы можете достать эту книгу к пятнице? 9. Так позд
но? Тогда выключи радио. Пора (it’s time) ложиться
спать. 10. Кого ты ждешь? — Катю. Она никогда не
приходит в назначенное время и всегда находит оправ
дание. 11. Я хочу поставить свои часы по твоим. Где
они? — Вот они, на письменном столе. 12. Сегодня он
отвечает лучше, чем обычно. 13. Я надеюсь увидеть его
через день или два. 14. Что-то случилось с моими часа
ми, я должен отдать их в починку. 15. Позвони (to ring
up) мне от (between) двух до трех. 16. Взгляните,
пожалуйста, на часы. Который час на ваших часах? —
Мои часы идут неправильно, они спешат. Где ваши ча
сы? — На столе.— Они ведь правильно идут? — Я
боюсь, что они отстают, как всегда. По моим часам поло-
195
7’
вина девятого. Мы должны торопиться (to hurry up).
17. Мои часы не ходят.— Что случилось? — Я не знаю.
18. Включите радио, пожалуйста. Я хочу поставить часы
по радио. 19. Уже без пяти семь. Где Петя? Сеанс
(show) начинается ровно в семь.—Не волнуйтесь (to
worry). Петя всегда приходит вовремя. 20. У меня сегод
ня выходной день (day off), и я хочу приготовить грам
матику сегодня, а не завтра.— Ты прав. Не откладывай
до завтра того, что можешь сделать сегодня. 21. Я люб
лю заниматься утром.— Да, утро вечера мудренее.
22. Что вы делаете? — Я перевожу статью с английского
на русский. Я должен перевести ее к завтрашнему дню.
С. 11. Change the following statements into questions beginning with
What do you say when according to the pattern; give answers
to them.
Pattern: It is exactly two o’clock. What do you say
when it is exactly (точно) two o’clock?
When it is exactly two o’clock we say that it
is two o’clock sharp.
1. Your watch (clock) is ahead of time (спешат).
2. Your watch (clock) loses three minutes. 3. Your watch
(clock) gains three minutes. 4. Your watch ticks. 5. Your
watch does not tick. 6. Your watch tells the right time.
7. Your watch does not tell the right time.
1. Can you tell the time in English? What time is it by
your watch? 2. Is your watch fast or slow? 3. Have you
got a watch? 4. Where is it? 5. What does your watch look
like? Describe it, please. 6. When is it past the hour and
when is it to the hour? 7. What do you do if there’s some
thing wrong with your watch? 8. What must you do if your
watch is fast or slow? 9. Do you wind your watch up
regularly? When do you usually wind it up? 10. What do
we usually set our watches by? 11. The right time is seven
o’clock; my clock says a quarter to seven. What can you
say about it? 12. The right time is seven o’clock; Peter’s
watch says ten minutes past seven. What can you say
about it? 13. Do you know the names of the big clocks in
this country and in England? What are they? 14. When can
you hear the Kremlin clock over the radio? 15. Where is
Big Ben? 16. What time does Russia go by? 17. When do
Englishmen put their clocks on one hour? Why do they do
196
it? 18. When does time flash past? 19. When do the days
’ seem endless?
13. Ask one of the students and let him (her) answer your questions:
where he (she) likes to spend his (her) week-end in sum
mer
whether his parents (grandparents) have a cottage in the
country
how often he spends his week-ends with his parents
(grandparents)
j whether he has a lot of free time to rest on week-days
whether he agrees that we can get tired of the bustle of
the town
why town-dwellers admire so much the peace of the
countryside
how most people travel down to the country: by coach,
by train or by car
what he likes to do when he goes to the country for the
week-end
if there is a river or a lake near the place he often visits
if he can swim in the river (lake)
if he is fond of swimming
whether he likes to go fishing or boating
with whom he likes to go fishing (boating)
if he is fond of hiking
with whom and where he likes to go hiking
whether he likes to go mushrooming on an early summer
morning
how he prefers to spend his week-end in winter (autumn
or spring)
why he doesn’t approve of the people who prefer to stay in
town for the week-end
whether he agrees that the week-end flashes past
14. Explain the meaning of the following. Use the sentences in sit
uations or short dialogues.
1. I can do it in no time. 2. She is always short of time.

3. We’ve only got 20 minutes to our train. 4. Your time is
up. 5. Classes always begin on time. 6. We are just in time
for the show.
15. Learn the proverbs on p. 185 and use them in situations of your own.
16. Speak on one of the topics.
1. Why it is pleasant to spend the week-end in the
country. 2. How people spend their week-end in town and
197
in the country. 3. Week-end is the best time for one’s hob
bies. 4. Describe your (or your friend’s, uncle’s, etc.)
country-house. 5. Why a lot of people want to build (have)
a small cottage in the suburbs of the town.
17. Make up a dialogue, of your own on one of the following topics:
1. Two friends speak of the convenience and incon
venience of having a country-house. 2. Two friends
discuss their plans for the next week-end. 3. Two friends
like to spend their week-end in a different way: one of
them prefers to go hiking, the other wants to go to his
cottage in the country. 4. Discuss different ways that old
and young people like to spend the week-end. 5. Father
and son speak of the plans for the week-end.
18. Describe the picture:
0
LESSON 5
BOOKS AND LIBRARIES
“I am indebted to books for all that is

good in me.”
Maxim Gorky
The Russian State Library in Moscow is one of the

greatest libraries in the world. It has scores of reading
halls and hundreds of kilometres of shelves full of books
in more than 170 languages — and all of them are in
constant circulation. Here we find millions of books,
newspapers, manuscripts and a great number of rare
priceless volumes which are the noteworthy treasures
of the past. Here are the first Russian newspapers, pub
lished in the time of Peter I, and the newspapers that
are but a few hours old. And all this countless wealth
is at the disposal of millions of readers. The pride and glory
of a public library is not in the number of rare books it
contains, but in the wide circulation of books among the
people.
The library is not only for the use of Muscovites. If
a reader from any place of the country or from abroad
needs a rare book he can’t find elsewhere, he can send
his order to Moscow through his local library. If
a book is of special value, the library takes a copy
and sends it to the reader. There are excellent catalogues
and efficient librarians there.
Deep silence reigns in the huge halls. It is not often
that one can see a vacant place at these desks: hundreds
of people sit over their books, reading and making notes.
The number of books in the Russian State library is
growing every day. Three copies of each new book,
magazine or newspaper are sent to the library, and a great
number of publications arrive from abroad.
There is a public library in every town of our country
and local libraries in most villages. Anyone may join a
library, that is become a member, and it costs noth
ing to borrow books. At the lending department you may
take three books at a time and keep them for a fortnight.
If, at the end of the fortnight, you have not finished reading
199
a book, you may renew it for another fortnight. At the
college or university library students may take books for
the whole academic year and return them after they pass
exams. If the book you want is out you may ask the libra
rian to keep it for you when it is returned. The librarians
know a lot about literature. They can give you advice
about literature and recommend you what books to take.
Most public libraries also have a reading-room and a
reference library. In the reading-room there are tables
and desks where you can sit and read the daily papers
and all the other important periodicals (the weeklies,
monthlies and quarterlies). In the reference library there
are encyclopaedias, dictionaries, atlases, and other books
of reference on every possible subject. They are not for
continuous reading. We consult (refer to) them on
occasion.
DIALOGUE
Tom (after taking a glance at Dick's bookshelves): Can

you lend me a nice book, Dick? I’m fed up with reading
thrillers most of the time.
Dick: Oh, with pleasure. But you must promise to handle
it carefully. That reminds me, Tom, you haven’t yet
returned the one I’ve lent you. Will you bring it back in
the near future?
T о m: I promise to; you needn’t worry.
Dick: All right, then; have you got anything special in
mind, or do you want any particular author?
Tom: You know I’m not over-particular. But just now I
don’t care for anything too serious — I feel tired. Can
you give me something for light reading?
Dick (after picking out a volume): Is that anything in
your line?
Tom: The title sounds promising. What’s it all about? Is
it worth reading?
Dick: It is. You’re sure to enjoy it. It looks like becoming
a best-seller. It’s had excellent reviews.
Tom: Oh, I never go by reviews, you know.
Dick: But you can do so in this instance; it’s having a
large sale. It’s a travel story, instructive and quite
thrilling into the bargain.
Tom: Thanks awfully, Dick. I’m looking forward to read
ing it now. May I return it within a week or so?
Dick: Yes, of course.
200
Phonetic Note
Ударение в слове может использоваться в англий
ском языке для различения глагола и существительного,
которые не различаются на письме. Как правило, ударе
ние в существительных падает на первый слог, в глаго
лах — на второй слог:
'present п — to present v 'comment n — to comment
'subject n — to subject v v
'object n — to ob ject v

1. hundreds of books — в этом сочетании слово
hundred является существительным и поэтому прини
мает во множественном числе окончание -s, и за ним
следует предложное сочетание с of:
hundreds of years
thousands of people
millions of books
Если перед словами hundred, thousand, million стоят
числительные one, two, three и т. д., то они не принимают
окончания -s, и следующие за ними существительные
стоят без предлога of, так как в этих сочетаниях сами
эти слова являются числительными:
Two hundred students are present at the meeting.
2. They are but a few hours old —они изданы всего
лишь (только) несколько часов назад
3. Three copies are sent ...— 3 экземпляра посылают
ся ...
When it is returned...— Когда ее (книгу) вернут ...
4. in most villages — в большинстве деревень
most adj — большинство; употребляется как опреде
ление перед существительным во множественном числе:
In most cases you are right.
Most people dislike him. I don’t know why.
most n — основная, большая часть, большинство; за
существительным most всегда следует предложная кон
струкция с предлогом of:
Most of his friends are students.
I have read most of these books.
201
5. to join a library — записываться в библиотеку
Syn. expr.: to become a member of a library
I have already joined our faculty library, and you?
6. to take (get) books from a library — брать книги
в библиотеке
Syn.'. to borrow — брать на время, занимать, заимст
вовать
I don’t like to borrow money.
Ant.-, to lend — давать взаймы, одалживать
Can you lend me your book for a couple of days?
a lending department — абонемент в библиотеке
I want to join a library with a foreign lending depart
ment to borrow English books from.
7. you may take three books at a time — можно взять

сразу (за один раз) три книги
Expr.: time and again — снова и снова, неоднократ
но, то и дело
I can read them not only once, but time and again.
8. После ряда глаголов, например finish, stop, go on,
start, look forward to и др., глагол употребляется в фор
ме герундия.
to finish (start) reading — кончить (начать) читать
to stop (go on) reading — перестать (продолжать)
читать
to look forward to reading — ждать с нетерпением
возможности прочесть
9. advice [ad'vais] n — совет, советы

Существительное advice не имеет формы множест
венного числа. Для выражения единственного числа
употребляется сочетание a piece of advice:
Не gives me advice about books (советы).
I’m always ready to give you a piece of advice if you
need it (совет).
I’m eager to listen to good advice (совет, советы).
to follow one’s advice — следовать чьему-л. совету
Why don’t you want to follow Nick’s advice?
202
to advise [ad'vaiz] v — советовать
I advise you to work at your pronunciation every day.
10. periodical n — периодическое издание (газета,
журнал); adj — периодический
weekly п — еженедельное издание; adj — еженедель
ный
monthly п — ежемесячное издание; adj — ежемесяч
ный
quarterly п — издание, выходящее четыре раза в год;
adj— (еже) квартальный
11. to enjoy (something) —

a) нравиться, получать удовольствие (от чего-л.)
I’ve enjoyed the book (dinner, film, etc.) very much.
b) пользоваться (правами и т. д.)
Women in our country enjoy equal rights with
men.
to enjoy oneself — хорошо проводить время
Do you always enjoy yourself at our parties?
You are sure to enjoy it.— Наверняка она (книга)
вам понравится.
12. a present fpreznt] п — подарок

to present smb with smth [pri'zent] v — дарить
В разговорной речи в значении «дарить» может
употребляться глагол to give:
What are we going to give her as a birthday present?
Let’s give her a book, she’s getting too grown-up for
toys.
1. В диалоге встречается форма для выражения

вежливой просьбы с модальным глаголом will, который
употребляется в сочетании с инфинитивом без частицы
to.
Will you bring it back to me, (please) ? Принесите ее
Will you please bring it back to me? мие, пожа-
Bring it back to me, will you? луйста.
203
2. thriller — увлекательный (особенно детективный)
роман, фильм
3.1 promise to.— Обещаю (принести тебе эту книгу).
В разговорной речи в ответ на вопрос или просьбу
инфинитив часто опускается (хотя и подразумевается),
а сохраняется только частица to:
Are you already translating the article? — I intend
to (= translate it).
Is Ann tidying up the room? — She is going to (= tidy
it up).
4. an author — автор
a writer — писатель
a playwright — драматург
a poet — поэт
a novelist — писатель-романист
5. Is that anything in your line? — Эта книга в вашем
вкусе?
6. a title — название (книги, романа, поэмы, повести,
фильма и т. д.)
a title page — титульный лист
a headline (heading) — заголовок (статьи в газете,
журнале)
7. It is worth reading.— Ее стоит прочесть.
8. to go by reviews — полагаться на рецензии, су
дить о книге (фильме) по рецензиям
9. a best-seller — очень популярная книга, пользую
щаяся большим спросом
10. It’s having a large sale.— Ее (книгу) быстро
раскупают.
11. into the bargain — еще и; кроме того

a line — строка
a paragraph — абзац
a chapter — глава
a table of contents — оглавление
a preface — предисловие
a paper-back — книга в мягкой обложке
204
a hard-cover book — книга в плотной обложке
an illustration — иллюстрация
a caricature — карикатура
to read a book from cover to cover at a sitting —
прочесть книгу от начала до конца за один присест
Proverbs
Choose an author as you choose a friend.— Выбирай
книгу, как выбираешь друга.
Не who likes borrowing dislikes paying.— Тот, кто
любит брать взаймы, не любит отдавать.
Phonetic Exercises
1. Transcribe the following words and learn their pronunciation.
library, librarian, village, to borrow, to renew,

fortnight, important, periodicals, monthly, quarterly,
encyclopaedia, dictionary, atlas, occasion, birthday,
to understand, particularly, literature, collection,
playwright, novelist, novel, author, poet, poem, to recom
mend, kilometre, circulation, manuscript, noteworthy,
disposal, microcopy, catalogue, publication, review,
bargain, preface
2. Practise reading the following word combinations.
a) read them b) reference library
about books daily paper
get presents important periodicals
and that is exciting novel
what kind
at the library
1. Have a look at this cookery book.
2. Put sugar in the pudding.
4. Consult a dictionary and read these pairs of words. Mind the stress.
Nouns Verbs Nouns Verbs
conduct to conduct import to import
object to object record to record
transport to transport accent to accent
protest to protest refuse to refuse
export to export review
205
5. Intone, transcribe and write the tonograms of the following sentences.
1. Can you lend me a nice book, Dick? 2. That reminds

me, Tom, you haven’t yet returned the one I’ve lent you.
3. Have you got anything special in mind, or do you want
any particular author? 4. What a nice present! 5. What’s
it all about? 6. If it’s a travel story, it must be exciting.
7. The title sounds promising, doesn’t it?
6. Read the dialogue according to the given melody.
— 'Can I have this .book?

— 'No, I’m,sorry. 'This 'book is on 'Mr Brown’s reserve
shelf.
— On his re'serve shelf? 'What does that 'mean?
— It 'means that it 'doesn’t .circulate | like 'most .other
.books.
— 'Can’t you 'take it out of the,library?
— 'Yes, I you'can take it.out. But you have to return it
within f three .hours.
— 'Why is .that?
— To 'give the 'other .students a .chance to .use it.
— .Oh, I I .see. There must be a 'lot of de,mand for it.
— There .is. And we have only 'two .copies of it.
Grammar Exercises
1. Look up the forms of the following irregular verbs and learn them.
become, say, cost, lend, keep, read, sit, be, write, have,
get, know, buy, feel, hear, think, give, understand
2. Find in the text and the dialogue all the sentences with verbs In
the Present Perfect Tense and comment on them.
3. Change each sentence twice according to the pattern.
Pattern: John, open your book at page 10.
a) What are you doing?
— I am opening my book at page 10.
b) What have you done?
— I have opened my book at page 10.
I. Peter, read exercise 21, please. 2. Ann, give me the
book, please. 3. Lucy and Ann, exchange the books, please.
4. Ask the librarian if she can help you to find this book.
5. Write down the title of the book. 6. Choose a book for
me, please. 7. Kate, turn on the hot tap, please. 8. Look
up this word in a dictionary. 9. Ask questions about the
206
words in italics. 10. Write the date on the blackboard. 11.
Jane, take the textbook out of your bag, please. 12. Mary,
boil the kettle, please.
4. Make these sentences interrogative, negative and interrogative
negative.
1. The Petrovs have bought a sideboard. 2. She has
read all the books in her library. 3. I have heard of those
writers. 4. I have left your book at home. 5. She has seen
some of Shaw’s plays. 6. I have dusted the furniture. 7.
The students have written some short stories. 8. The
teacher has told the students about some English writers.
9. They have chosen light-green wall-paper. 10. Nick has
put his papers into the drawer.
5. Change the following sentences according to the pattern.
Pattern:
a) Mary! Wind up the watch!
b) Mary! Don’t forget to wind up the watch!
Mary: I have already wound it up.
1. Bring the forks and the knives, please. 2. Don’t
forget to switch off the gas! 3. Hang the new prints in
the dining-room! 4. Don’t forget to send the letter! 5. Put
the armchair before the TV set! 6. Don’t forget to take
your watch to the watchmaker! 7. Bring some chalk,
please! 8. Don’t forget to turn off the taps in the
bathroom! 9. Put the table linen into the drawer! 10. Don’t
forget to speak to him about it!

1. You have read this book. 2. She has not met her
colleagues today. 3. You have already finished your work.
4. You have not yet read Live with Lightning in the origi
nal. 5. She has never been to the Far East. 6. They haven’t
yet gone to the tennis court. 7. He has already written
the test-paper. 8. Mother hasn’t come yet. 9. You have
already returned the book to him. 10. We have not yet been
there.
7. Answer the following questions using the Present Perfect Tense

with just, already.
I. Is Mary going to invite them to dinner? 2. Is he
going to have a cup of tea? 3. Are they going to look at
207
те
those pictures? 4. Is Tom going to turn the radio on? 5.

Is Granny going to carry in the tea things? 6. Aren’t you
going to place the chairs round the dining table? 7. Are
they going to have dinner together? 8. Isn’t he going to
buy a sofa-bed? 9. Are we going to have a test? 10. Are
you going to join a library?
8. Complete the following sentences with the given alternatives using
since or for.
1. I haven’t seen you ... .
a) May; b) three years
2. We have been here ... .
a) an hour and a half; b) January
3. She hasn’t spoken to me ... .
a) more than two weeks; b) last week
4. They have lived in this street ... .
a) 1958; b) a long time
5. I haven’t bought any new books ... .
a) a month; b) last fortnight
6. Nobody has written to me ... .
a) many weeks; b) my birthday
7. I’ve been asking you to come and see us ... .
a) over a month; b) the beginning of the year
8. I haven’t ridden a bicycle ... .
a) ages; b) my childhood
9. Arrange the following words into sentences according to the pattern.
Pattern: Harry, to write, a letter.
a) Harry is going to write a letter.
b) Harry is writing a letter.
c) Harry has written a letter.
1. He, to put, a stamp, on the envelope. 2. I, to read,
Harry’s letter. 3. They, to take out, their bikes, for a run in
the country. 4. We, to listen to, the news. 5. I, to speak,
to him, about this matter. 6. He, to have lunch, alone. 7.
The boys, to have, breakfast. 8. Peter, to ask, the librarian,
to keep, the book. 9. My brother, to write, a poem. 10. Ann,
to give, a lesson.
10. Re-fashion the following sentences using Present Perfect with
the adverbial modifiers in brackets and explain the situation in
which they can be used.
I. He gets up at 7 a. m. (just) 2. I usually fly to Kiev,

(never) 3. I watch TV programmes every day. (recently)
208
4. I read a lot of English books in the original, (of late)
5. Kate reads historical novels with great interest, (al
ways) 6. The boys are finishing breakfast, (not yet) 7.
Does he read books on travel? (ever) 8. I look through the
morning newspapers at breakfast, (already) 9. Nick
shows his films to his friends, (three times) 10 I meet
him on my way to the office, (often)
11. Put the verbs in brackets into the proper present tense (Present
Indefinite, Present Continuous or Present Perfect).
1. It is raining and Ann ... my umbrella, (to take) 2.
The lesson ... yet. (not to begin) 3. I often ... people say
that the weather in Petersburg is bad. (to hear) 4. Peter,
what ... Bob ... there? (to do) — He ... his exercise book,
he ... it. (to look for, to lose) — Why, it ... here! (to lie) 5.
What ... he ...? (to do) — He ... his degree-work, he ... it
yet. (to write, not to finish). He ... the necessary material
for it, and now he ... in the library, (to collect, to work)
6. It’s Sunday morning. On Sundays we usually ... to
the country, (to go) I must be ready by nine o’clock as
my friends are to call for me at 9 sharp. I ... already ... my
bed and ... the floor, (to do, to sweep) Now I ... my hair:
I ... and ... it, and I ... a scarlet band round my head, (to
do, to brush, to comb, to put) Looking into the mirror I
see that I ... pretty with this new hairdo, (to look) I ... to
the kitchen to have breakfast, (to go) My mother ...
it for the two of us. (to cook) We ... at the kitchen-table,
(to sit down) While Mother ... the coffee into our cups, I
... some sandwiches, (to pour, to prepare) “What ... your
plans for today?” Mother asks me. (to be) “We... our minds
yet (to make up)”. “I ... you d better go to some place near
the sea (to think)”, Mother ... (to say).
After breakfast I ... some more things to do. (to have)
I must pack my kit-bag. I must put my bathing suit and
a towel into it and the sandwiches, which my mother ...
for the journey, (to make) Now I am quite ready. I ... at
the watch, (to look) It’s half past seven! So I ... to wind
it up. (to forget) I ... for the right time over the telephone,
(to ask) It’s two minutes past 9. At that very moment
I hear the doorbell ring. I ... to open the door and let my
friends in. (to go)
12. Form Participles I from the following verbs.
speak, cut, pay, come, buy, go, smoke, study, sit, lie,
talk, eat, sell, give, stop, smile, play, approach
209
13. Form Participles II from the following verbs.
allow, sell, prepare, read, wash, bring, repeat, give,
see, perform, translate, forget, pack, leave, pass, stop,
spend, make, pay, say, stage, discuss, dress, buy
а) улыбающаяся девушка, спящие дети, играющие
котята, приближающийся человек, работающие женщи
ны, сидящая девочка
б) хорошо приготовленный урок, хорошо сданный
экзамен, хорошо поставленная пьеса, хорошо написан
ное стихотворение, хорошо одетая хозяйка, хорошо сде
ланное упражнение, хорошо приготовленный обед, хо
рошо вымытые тарелки, забытая мелодия, разбитая
чашка, проданные билеты, упакованные вещи
15. Put the following statements and questions into Reported Speech.
1. My friend says, “I have never been to Moscow.”
2. My sister asks her husband, “Have you ever borrowed
money from any bank?” 3. Grandfather says, “I have
been a pensioner since last year.” 4. My cousin says to
his friend, “I have just learnt about it.” 5. The teacher
asks the students, “Have you read today’s newspapers?”
6. My Granny says, “I have already cooked lunch.” 7.
The students ask the poet, “What English poems have you
translated into Russian?” 8. Peter says to Mary, “I
have bought two tickets.” 9. Mother asks her friend, “Why
haven’t you brought your son with you?» 10. The col
leagues say, “We haven’t met Sergei Petrov in the
laboratory this morning.” 11. My daughter’s schoolmates
ask her, “Where have you seen such gear?” 12. My son’s
fellow-students say, “We have had a meeting this week.”
13. I ask him, “Have you set your watch by the radio time
signal?”
16. Answer the following questions. (Drill. Books shut.)

1. When do you have dinner? 2. How long have you
lived in this flat? 3. Why are you not listening? 4.
Is he taking notes? 5. Do you air the room on winter
mornings? 6. Does your watch gain? 7. Is this clock,
slow? 8. Have you often been to the theatre lately? 9.
Why have you taken out the bike? 10. How long does it
take you to get to your country house? II. Is she going
to her aunt’s tonight? 12. Where are you going after your
210
work? 13. Who have you seen lately? 14. Who was the first
cosmonaut in the world? 15. Do you have to wind your
watch up every day?
17. Omit relative pronouns where possible.
1. The watch which you are looking at is wrong. 2.
I know the girl with whom he is playing chess. 3. The
clock which they are going to buy is of the latest model.
4. We usually dine at the canteen which is round the
corner. 5. I don’t know the professor who lectures on
Russian Literature. 6. The flowers which I cut this morn
ing are still fresh. 7. The man whom you want has just
left. 8. The woman who is standing downstairs is my wife.
9. The book which you are looking for is in that room.
18. Add the missing relative pronoun or make a contact clause where
possible.
1. The magazine ... you have lent me is very interest
ing. 2. The old man ... lives next door has gone to Mos
cow. 3. The garden ... is at the back of our house has a
tennis court. 4. Can you remember the person ... you have
borrowed the newspaper from? 5. The shop ... we buy our
cakes at is shut. 6. The girl ... works in the kiosk is my
sister. 7. The man ... is sitting at the desk is the secretary.
8. The man ... you see at the desk is the secretary. 9.
Where is the shop ... sells picture-postcards? 10. Shake
speare, ... is the world’s greatest dramatist, was born
in 1564.
1. ... most children in this school are members of ...
school library. ... most diligent pupils help ... librarian in
her work. They choose ... most interesting books in the
library and recommend them to their friends. 2. I want
to read A Farewell to Arms by E. Hemingway in the
original. They say it is ... most interesting book. 3. The
rose is ... most beautiful flower. 4. This is ... most beauti
ful picture in the book. ... most pictures in the book are
indistinct. 5. The encyclopaedia is ... most useful book. ...
most people consult it on occasion. 6. ...most important
books of reference are on this shelf. 7. This is ... most
popular play. 8. He is ... most popular playwright in
his country. 9.... most novels by Soviet writers are about
our motherland. 10. For over a hundred years Jane
Eyre has been amongst ... most widely-read of English
novels.
211
— Я получила письмо от Николая.
— Какие новости?
— Он переехал на новую квартиру.
— А его сестра переехала вместе с ним?
— Нет, она осталась в старой квартире. А ты с ней
знаком?
— Да. Кстати, она уже окончила университет?
— Да, в этом году. Теперь она работает на телевидении
— Так, значит, она выбрала профессию своей матери?
— Да, и работает в том же телецентре.
— Кажется, это стало традицией в их семье. Я слышал
(I hear), что ее младший брат, который только что окон
чил школу, тоже собирается работать в этом теле
центре.
— Совершенно верно. А кто тебе сказал об этом?
— Я встретил его друга сегодня.
— Давай съездим к Николаю и посмотрим его новую
квартиру.
— С удовольствием.

A. 1. Read and translate the text and the dialogue.
2. Ask questions about the text and the dialogue; let your fellow
3. Retell the text and the dialogue: a) describe the Lenin State
Library; b) speak about a public or a local library as described in
the text; c) retell the dialogue in Reported Speech.
B. 4. Fill in the blanks with the verbs to borrow or to take, to lend in
the proper form.
I. May I ... your dictionary for a few days? — I’m
sorry I can’t... it to you now, I need it myself. 2. Our libra
ry ... books till 7. It’s only 6 o’clock now. Why don’t you
go and ... the book there? 3. I don’t like ... money, I
prefer ... it. 4. I don’t remember who I ... my book to.—
Don’t you? I ... it from you this week.
5. Use the following sentences in situations or short dialogues of your

own.
a) You are sure to enjoy this film.

They are sure to find this book at the library.
He is sure to come in time.
212
We are sure to like this play.
She is sure to know his address.
b) A Farewell to Arms by Hemingway is worth
reading.
Pushkin’s poems are worth learning by heart.
Most of the exercises to this lesson are worth
doing in writing.
This film isn’t worth seeing.
This old-fashioned coat isn’t worth buying.
1. По-моему, эту книгу читать не стоит. Она очень
скучная. 2. Посмотрите эти статьи. Я думаю, что неко
торые из них не стоит переводить. 3. Эти упражнения
стоит сделать. 4. Нина говорит, этот фильм не стоит
смотреть. 5. Ты читала «Сумерки» (Twilight) Лонгфел
ло (Longfellow)? Наш преподаватель говорит, что это
стихотворение стоит выучить наизусть. 6. Предисловие
к этой книге стоит прочитать. Оно дает интересную ин
формацию об авторе.
7. Change into polite requests.
Pattern: Open the window!
Will you please open the window?
Will you open the window, please?
Open the window, will you?
1. Look up this word in the dictionary. 2. Please wait
a few minutes. 3. Take a microcopy of this rare book.
4. Renew the book for a week. 5. Get this article from our
local library. 6. Keep this book for me. 7. Buy that refer
ence book. 8. Lend me your dictionary for a couple of days.
9. Tell me a few words about this thriller. 10. Give me that
review to read.
8. Explain the meaning of the following.
a weekly magazine, a playwright, a poet, a ref
erence library, to renew a book, a thriller, a best
seller, a review, to read a book at a sitting, a headline,
a title, a preface, a table of contents
1. If you do not know the exact meaning of a word, you
must.... 2. Our library has .... 3. If you want to take books
213
from a library, you must ... . 4. As Peter has not finished
reading the book he may .... 5. As you know English well
you must... . 6. If a magazine comes out every week, you
call it ... . 7. If you don’t know which book to choose, the
librarian can .... 8. Galsworthy’s novels are certainly ... .
9. Children like to read this book because ... . 10. When
you have finished reading a book you have taken from the
library, you must ... .
10. Insert prepositions or post-verbal adverbs where necessary. Repro

duce dialogues 1, 4, 6, 7.
1. — I’m going to join ... the local library. Where is it,

by the way?
— It is just ... the corner.
— How many books can we take... the library ... a time?
— Two or three. You may keep them ... a fortnight. But
if you haven’t finished reading them, you may renew
them ... another fortnight.
— Is it possible to read or study ... the library without
taking the book away?
— Yes, there is a reading-room there, and also a
reference library for the use ... students or research
workers.
— Is there a good choice ... books ... the library?
— Oh, yes, there is a large selection of books ... foreign
languages. There is one bookshelf containing
nothing but English classics. The nineteenth-century
novelists are still very popular with the readers.
— What happens if the book you want is ... ?
— They can keep it ... you when it is returned.
2. — Do you know that The Quiet American ... Greene
has just come out? I’ve read it ... translation, but I
like it so much that I’m eager to read it ... the origi
nal.
3. — We refer ... the encyclopaedia only ... occasion.
4. — What are you going to give him ... his birthday?
— A book, I think. I know he is a great lover ... books.
— Then give him some short stories ... Maugham. They
are worth reading, at least many people think so.
5. — I don’t care ... detective stories. I can’t say I’m fed
....... them. They’re simply not ... my line.
214
— But why? If the plot is interesting you can read such
a book ... cover ... cover ... a sitting.
6. — People ... all parts ... our country come ... the
Russian State Library ... Moscow.
— Yes, millions ... books are ... the disposal ... its
readers. Many of them are ... constant circulation.
You can find there books ... every possible subject.
7. — Don’t keep the book too long, please.
— Do you mind if I return it ... a week or so?
— All right, but I haven’t yet read it myself. I’m looking
. reading it too.
8. — You can’t always go... reviews when you’re choosing
a book to buy.
— Right you are. Sometimes the reviews are too un
friendly, biting and prejudiced ... the bargain.
II. Translate into English.
Недалеко от нашего дома находится районная
библиотека. В библиотеке два больших зала — абоне
мент и читальный зал. Я регулярно посещаю читальный
зал. Я люблю просматривать свежие (еженедельные и
ежедневные) газеты, читать интересные статьи в еже
месячных журналах. В нашем читальном зале много
различных журналов. Я особенно люблю читать журнал
«Юность».
Иногда библиотека устраивает читательские кон
ференции, где читатели обсуждают новые книги. Здесь
же вы можете встретить многих писателей, поэтов,
драматургов. На этой неделе Р., известный драматург,
собирается говорить о своей новой пьесе. Я уверен, что
вы еще ее не читали.
Я также постоянный посетитель абонемента. Я
обычно меняю книги раз в две недели. Если книга,
которую я хочу взять, выдана, я прошу библиотекаря
оставить ее для меня, когда ее вернут. Библиотекари
знают, что я люблю исторические и автобиографические
(autobiographic) романы. Так как я изучаю англий
ский язык, я стараюсь читать английские книги в
подлиннике.
У меня есть собственная библиотека. Я покупаю
много книг. Когда я покупаю книги, я всегда помню
английскую пословицу: «Выбирай автора книги так же,
как выбираешь друга».
215
С. 12. Ask one of the students and let him (her) answer your questions,
what library is the largest in your town
what books and newspapers you can get (read) there
if there is a special department of foreign literature in it
books in what foreign languages you can get there
if she (he) knows how to use a catalogue
if there is a good local library in her (his) town
how often she (he) goes there to work or borrow books
if she (he) is a reader of a foreign languages library
why people like to have their private collections of books
if she (he) has a good collection of books at home
what books she (he) is collecting at present
if there are more English books in the original than in
translation in her (his) collection
how many English books she (he) has read this term
what English books she (he) is reading now
how many chapters there are in the book
if there is a preface to the book
if he (she) can give you some interesting book to read
how many pages an hour his (her) average reading
speed is
whether she (he) prefers to read long novels or short
stories
why people like to read travel books or autobiographies
why most people can’t do without reading
whether he (she) cares for serious reading or prefers
something for light entertainment (reading)
whether he (she) ever goes by reviews when he (she)
chooses a book to read
what book by a Russian writer is having a large sale
nowadays
why it has a large circulation
why it is a great success with the readers
what the table of contents is for
when we use the words “title” and “headline”
13. Change into polite requests and let your fellow-students respond
using one of the expressions: Certainly! Of course! With pleasure!
Here you are! All right!
Pattern: Ask Michael to give you something interest
ing to read as you need a good rest.
— Will you please give me something inter
esting to read, Michael? I need a good
rest.
— All right! Have you got anything special
in mind?
216
1. Ask Peter to advise you which book to take as you
can’t decide. 2. Ask Nelly to explain to you how to use the
catalogue as you don’t know how to. 3. Ask Jack to give
you something serious to read as you’re fed up with read
ing thrillers. 4. Ask Jane to handle the book carefully as
it’s not yours. 5. Ask the librarian to give you another
book as this one is not in your line. 6. Ask Nina to allow
you to use their encyclopaedia as you need it badly. 7. Ask
Alice to lend you that reference book for an hour as you
must finish writing your paper. 8. Ask Mary to find out
whether the lending-department is open today as you
must take out a textbook.
14. Give answers to the following offers of service and polite requests.
1. Shall I take this dictionary to the library? 2. Lend
me that thriller for a day or two, will you? 3. Shall I
borrow this book from our library? 4. Will you please join
our local library? 5. Will you please keep this book for
me when it is returned? 6. Shall I remind you of the read
ers’ conference? 7. Will you handle the magazine care
fully? 8. Shall I give you some play by this playwright?
9. Shall I give Ted some book as a birthday present?
10. Will you take a microcopy of this book?
15. Use the following words and expressions in sentences or situations

of your own.
to be worth reading; time and again; to have a large

sale; in one’s line; at a time; to follow one’s advice; to
borrow; to lend; to enjoy; to recommend; into the bargain;
at one’s disposal; from cover to cover
16. Learn the proverbs on p. 205 by heart; use one of them in a story of
your own.

1. My private collection of books. 2. Our faculty libra
ry. 3. Our local library. 4. A foreign languages library.
5. The work of a librarian. 6. Joining a library. 7. Books of
reference and their usage.
18. Make up your own dialogues on the following topics.

1. At a library. 2. At a bookshop. 3. What books you’ve
bought for your private collection recently. 4. What peri-
217
odicals you know and read regularly. 5. What book(s)
you’re going to give your friend as a birthday present.
6. Why people cannot do without reading.
LESSON 6
CHARLES DICKENS
Charles Dickens was born at Portsmouth on the 7th of
February, 1812. His father was a clerk in the Navy Pay
Office. When Dickens was about four years of age his
family moved to Chatham. There Dickens went to school.
In his tenth year the family left Chatham and settled down
in a mean street in London. Things went from bad to
worse and soon Dickens’s father was imprisoned for debt
and the family home sold up. Little Charles had to work
at a blacking factory. He had to paste labels on the jars
of blacking in a warehouse. He received six shillings a
week, and had to live in miserable lodgings, and for two
years he never had sufficient to eat.
His poverty, however, brought him into contact with
the homes of the very poor, with their modes of life, their
218
hopes and fears. This was of great value to him when he
became an author.
After two years Dickens’s father came into some
money enabling him to leave prison and send Charles to
a private school. After his schooldays he became a clerk
in a lawyer’s office, and in his spare time studied short
hand. When he was nineteen he was able to do some report
ing in the House of Commons for newspapers. As a report
er he often had to go to the country and he described his
experiences “on the road” in many of his novels. In 1833
Dickens published a number of papers under the title
Sketches by Boz but it was in 1836 that he suddenly rose
to fame. A firm of publishers asked Dickens to write some
short articles to illustrate a number of amusing pictures
they intended to publish. Thus was born the famous Pick
wick Papers. This book, full of humour, brought him
world-wide fame. Dickens followed up his triumph with a
quick succession of novels, among them Oliver Twist,
Nicholas Nickleby, The Old Curiosity Shop, Great Expec
tations, Little Dorrit, Dombey and Son, David Copperfield
and many others.
(After An Anthology of Fact and Fiction)
♦ ♦ ♦
Dickens belonged to the small group of brilliant

English realistic writers of the XIX century
(W. M. Thackeray, Ch. Bronte, E. C. Gaskell) about
whom Karl Marx wrote that they had revealed more po
litical and social truths to the world than all the poli
ticians, publicists and moralists added together.
Charles Dickens hated the horrors and evils of capital
ism and was a passionate advocate of all the oppressed
and poor people. In his novels Dickens touched upon dif
ferent social problems: work-houses, debtors’ prisons,
the exploitation of children and education in private
schools. He gave a large gallery of schoolmasters and
schoolmistresses who crippled poor little children, made
little old men out of them, beat and ill-treated them.
DIALOGUE
Lena: Your brother has got a lot of books in his collec

tion, hasn’t he?
219
Peter: Yes, and what is more, he has read them all.
When I talk to him about books I feel that he has read
every book I have heard of.
Lena: Here are some modern English books. Have you
read any of them, Peter?
Peter: No, I don’t think I have. I’ve read the books that
most students read. Some of Shakespeare, Dickens,
Scott and Thackeray, some poems by Byron and Shelley,
plays by Wilde and Shaw, novels by Galsworthy and
Wells. They are not quite modern, they are writers of
“yesterday”, but I like their works.
Lena: Have you heard of such modern writers as Iris
Murdoch or Evelyn Waugh? Their books are very
popular, and they are certainly worth reading.
Peter: The only book by Evelyn Waugh I’ve read in the
original is Decline and Fall. Besides that I have read
one or two of his novels in translation.
Lena: I can lend you a book by Iris Murdoch The Black
Prince. They say this is one of her best novels.
Peter: Oh, thank you very much. By the way, have you
finished reading Of Human Bondage by Maugham?
You have promised to give it to me, haven’t you?
Lena: I’ve got only two more chapters to read. It is an
exciting novel.
Peter: Is it difficult to understand the language of the
book?
Lena: Not in the least. It is simple colloquial English.
You are sure to enjoy it.

1. Navy Pay Office — Морское ведомство
2. Things went from bad to worse. — Дела шли все
хуже и хуже.
3. Dickens’s father was imprisoned for debt and the
family home sold up — Отец Диккенса был посажен
в долговую тюрьму, а дом был продан
4. lodgings — комнаты, сдаваемые на определенный
срок
Не lived in lodgings.
board — пансион, стол (питание)
How much did you pay for your board?
220
boarding-house — пансионат
boarding-school — школа-интернат
5. to bring into contact with smb — познакомить
с кем-л.
6. to be of (great) value — иметь (большое) значе
ние, быть ценным
to be of (great) importance — быть важным, иметь
(большое) значение
His advice was of great importance for me.
to be of no importance — не иметь никакого значения
7. to come into money — разбогатеть
8. to do some reporting — давать репортажи (рабо
тать репортером)
9. Английский парламент состоит из двух палат:
1) верхней палаты — палаты лордов (The House of
Lords) и 2) нижней палаты — палаты общин (The
House of Commons).
10. it was in 1836 that Dickens suddenly rose to
fame—- но только в 1836 году к Диккенсу пришла слава
Эмфатический оборот it is/was ... that (who, whom)
употребляется в том случае, когда требуется выделить
какой-л. член предложения. Выделяемый член предло
жения ставится в начале предложения между it is/was
и that (who, whom).
11. Dickens followed up his triumph with a quick
succession of novels — Диккенс закрепил свой успех це
лым рядом быстро следовавших друг за другом романов
12. ... they had revealed more political and social
truths to the world than all the politicians, publicists and
moralists added together — они раскрыли миру больше
политических и социальных истин, чем это сделали все
политики, публицисты и моралисты, вместе взятые
13. to ill-treat smb— плохо обращаться с кем-л.
ill — в сложных словах означает «плохо»:
ill-bred — плохо воспитанный
ill-mannered — грубый, с плохими манерами
ill-natured 1
Ill-tempered ) с плохим хаРактеРом
221
Vocabulary Notes oa the Dialogue
1. what is more...— больше того...
2.1 don’t think I have (read them).— Пожалуй, нет.
Если сказуемое в главном предложении выражено
глаголами to think, to suppose, to expect, то отрицание
обычно ставится в главном предложении, а не в прида
точном, как в русском языке:
I don’t think (suppose, expect) she remembers me.—
Я думаю, она меня не помнит.
3. The only book by ... I’ve read is ...— Единственная
книга ..., которую я прочел ...
Only — может выступать в качестве прилагатель
ного «единственный» или наречия «только»:
She is an only child, adj
I’ve got only two more chapters to read, adv
4. they say — говорят
They say this film is worth seeing.
5. by the way — между прочим
By the way who is the author of this book?
6. an exciting novel — захватывающий (интерес
ный) роман
Opp.: a dull novel — скучный (неинтересный)
роман
7. not in the least — нисколько, ничуть, ни в малей

шей степени
Syn. expr.: not at all — совсем не, ничуть
— Аге you tired?
— Not in the least (not at all).
at least — по крайней мере
I remember half of the poem at least.
least of all — менее всего, меньше всего
I like him least of all.
Opp.: best (most) of all — больше всего
What subject do you like best (most) of all?
222
Phonetic Exercises
1. Practise reading the following geographical names and titles
of books.
Portsmouth fpoitsmoG]
Chatham [tjaetam]
Sketches by Boz fsketjiz bai ' boz]
Pickwick Papers fpikwik ’peipaz]
Oliver Twist [’joliva ’twist]
Nicholas Nickleby ['nikalas ’niklbi]
The Old Curiosity Shop [6i 'ould .kjuari'ositi fop]
Great Expectations ['greit .ekspek'teijanz]
Little Dorrit [’litl ’dent]
Dombey and Son [’dombi and ’элп]
David Copperfield ['deivid ’kopafrld]
2. Learn the pronunciation of the following proper names.
Richard Aldington ['ritjad ’o-ldiotan]
James Aldridge [’dseimz ’ojdrtds]
Charlotte Bronte [’jculat ’bronti]
George Gordon Byron ['d30:d3 'go:dn ’bairan]
John Cheever ['d3.cn ’tjrva]
Archibald Joseph Cronin ['cutfibald 'dsoozif ’kronin]
Charles Dickens ['tfculz ’dikinz]
Theodore Dreiser ['Giado: ’draiza]
William Faulkner ['wiljam ’fo:kna]
Robert Frost ['robat ’frost]
John Galsworthy ['d3on ’go:lzw3:&i]
Elisabeth Gaskell [i'lrzaba6 ’gaeskal]
Graham Greene ['greiam ’grim]
Ernest Hemingway [’3:mst ’hemirjwei]
Washington Irving [’woj’irjtan ’3:virj]
Jack London ['dsaek ’lAndan]
Somerset Maugham ['sAmasit ’mo.m]
Iris Murdoch ['aiaris ’m3:dok]
Walter Scott ['wo:lta ’skot]
William Shakespeare ['wiljam ’feikspta]
George Bernard Shaw ['d30:d3 'b3:nad ’jo;]
Percy Bysshe Shelley [’p3:si 'bifi ’Jell]
John Steinbeck ]'d3on ’stainbak]
William Makepeace Thackeray ['wiljam 'meikpiis
’бзекэп]
Mark Twain ['matk ’twein]
John Updike ['dson ’Apdaik]
Evelyn Waugh [’iivlin ’wo:]
223
Oscar Wilde f joska ’waild]
Tennessee Williams [.tena'si; ’wiljamz]
3. Transcribe and learn the pronunciation of the following words.
debt, labels, warehouse, miserable, sufficient, poverty,
enabling, lawyer, experience, to illustrate, amusing,
humour, triumph, succession, realistic, politician, horror,
passionate, advocate, exploitation
on the seventh hated the horrors moved to Chatham
in the office at the time of went to school
settled down with their houses with their fears
added together with their hopes with their horrors
5. Divide the following words according to whether the last two sounds
are voiced or voiceless.
paths, lengths, truths, baths, births, mouths, months,
depths, deaths
6. Read the following verbs; mind the pronunciation of -ed.
[t] [dl bd]
worked moved followed pasted
hoped settled belonged reported
published received revealed illustrated
asked lived crippled intended
touched enabled changed added
oppressed studied described hated
ill-treated
7. Read aloud the following.
1. He heard her words. 2. He searched and searched
for the bird he heard in the birch-tree.
8. Mark the intonation of the following sentences and read them.
1. His poverty, however, I brought him into contact
with the homes of the very poor, I with their modes of
life, | their hopes and fears.
2. In his novels | Dickens touched upon different social
problems: I work-houses, I debtors’ prisons, I the exploi
tation of children I and education in private schools.
9. Intone, trascribe and write the tonograms of the following sentences.
1. What is more, he has read them all. 2. By the way,
have you finished reading Of Human Bondage by Maugh-
224
I am? 3. Your brother has got a lot of books in his col-
j lection, hasn’t he? 4. Have you read any of them, Peter?
5. You’have promised to give it to me, haven’t you?
Grammar Exercises
1. Write the three forms of the verbs given below and learn them.
Then make sentences of your own with the first ten verbs in the Past
Indefinite Tense and the next ten verbs in the Present Perfect Tense.
plan, lay, pay, place, beat, become, bite, blow, burn,
buy, choose, hide, draw, try, feed, fly, forget, sell, decide,
stop, cry, play, forgive, grow, hang, cost, hit, hold, keep,
lead, lend, let, mean, retell, ride, work, send, shake, shine,
slide, spell, spread, strike, think, throw, help, bear, drive,
lie (лежать)
2. Explain the use of the Past Indefinite Tense in the following, sen
tences.
1. We had a nice walk two days ago. 2. When did the
last readers’ conference take place? 3. When my son was
in the country in winter he played snowballs almost every
day. He used to ski and to skate too. 4. He visited his native
town in 1995. 5. The man entered the room, sat down at
the table, ordered some food, and began to read a news
paper.
3. Turn the following from affirmative to negative and from negative
to affirmative.
1. It rained a great deal last summer. 2. I did not see
many plays in Moscow. 3. The sun rose at 5 o’clock. 4. She
did not come in time for dinner. 5. Pete didn’t forget to put
his clock forward and so was not late in the morning.
6. They did not think James was as clever as John. 7. You
wrote your exercise very well last week. 8. Andrei Petrov
left for Kiev an hour ago.9. Ann did not join the library
yesterday. 10. They took the book by Dickens last week.
4. Make questions to which the words in italics are the answers.
1. At half past twelve Miss Green stopped her work
and went out to lunch. 2. Yes, I woke up at a quarter past
seven. 3. Little Kate liked a lot of sugar in her tea. 4. You
put the book on the top shelf. 5. Yesterday I had dinner
with a friend of mine. 6. Mary drank coffee at breakfast
yesterday. 7. No, I didn’t go to the University last Satur
day. 8. He came home late at night. 9. This morning I
225
8 - 4043
listened to the eight o’clock news. 10. They went out to
gether to the cinema.
5. Add question-tags to the following sentences.
1. Bernard Shaw was born in 1856. 2. He had to con
sult an encyclopaedia. 3. Samuel Johnson published his
famous dictionary in 1755. 4. You got a lot of books as
presents for your birthday. 5. The Encyclopaedia Bri
tannica first appeared in 1771. 6. For some years the
Bronte sisters worked as teachers. 7. Pete didn’t go to the
reference library yesterday. 8. Your sister bought the
latest novel by this author on Monday. 9. The old man
didn’t like to lend his books. 10. Little Dickens had to work
at a blacking factory.
6. Change the following sentences using the adverbial modifiers of
time given in brackets to replace the words in italics. Change the
tense of the verbs.
1. He often cooks his own breakfast, (yesterday; every
morning; already) 2. We live in the country now. (before
the war, never) 3. At last I know about it. (never, some
days ago) 4. Every month she buys a lot of new books,
(last month, lately) 5. He tells me about it every time he
sees me. (two days ago; this week) 6. She doesn’t often
come to see us nowadays, (last year, yet) 7. I see my
friend every day. (many years ago; just) 8. Mary doesn’t
often drink coffee, (at the party last night; lately) 9. My
boy-friend goes to the country every week, (last night;
this evening) 10. She borrows new books from the library
regularly, (last week; today)
7. Put the verbs into the Past Indefinite Tense.
When I ... to the South last year I hired a very small
but comfortable room, (to come) There ... much furniture
in it: a bed, a small round table, a wardrobe and two
chairs, (not to be) The wash-stand and the shower ... in
the garden, (to be) I usually ... at six o’clock in the morn
ing, ..., ... the bed and in some twenty minutes I ... on mv
way to the sea. (to get up, to wash, to do, to be) It ... me
about ten minutes to go to the sea-shore, (to take)
I ... my morning exercises and ... . (to do, to bathe)
Then I ... down on the sand and ... in the sun till 11
o’clock, (to lie, to bask) At 11 sharp I ... my basket and ...
to the nearest canteen to have breakfast, (to take, to go)
My breakfast ... not very substantial, for I can’t eat much
after I’ve lain in the sun for several hours, (to be) On the
226
beach I often ... some of my friends, who sometimes ... a
transistor radio set with them, (to meet, to bring) It is
very pleasant to listen in while you are lying in the sun.
After dinner, which I ... rather late, I ... for a stroll along
the sea-coast or to the tennis court to have a few sets of
tennis, (to have, to go) When it... quite dark, I ... to bathe
for a second time together with my friends, (to be, to go)
I ... to bed at 11 o’clock, (to go)
8. Use Present Perfect and Past Indefinite instead of Present Indef
inite and put them into a natural context to justify the use of the
tenses.
1. Peter often takes his wife to the theatre. 2. Her
mother goes to the South every summer. 3. My sister
always helps me to wash the dishes. 4. My teacher tells me
to be more attentive at the lectures. 5. She sometimes
meets her friend X. on her way to the University. 6. He
seldom borrows books from this library. 7. His aunt gives
lessons twice a week. 8. Her husband delivers lectures at
the University. 9. My granny often reads books to my
children. 10. My children try to speak English at home.
9. Supply the correct tense: Present Indefinite, Present Continuous,
Present Perfect, Past Indefinite.
a) 1. I can’t speak about this book, as I ... it. (not to
read) 2. The sun ... the whole morning today, (to shine)
3. It is Friday today. ... you ... him this week? — Yes, I ...
him on Monday, (to see) 4. Every day I ... my watch at
nine o’clock in the evening, (to wind up) 5. When ... you ... to
Petersburg? I ... to Petersburg in 1995. (to come)
6. Ann, what ... you ... here? I ... for a friend of mine, (to
do, to wait) 7. ... you ... the dictionary? — Yes, 1 ... it two
days ago. (to buy) 8. She ... not ... anything about it
yesterday, (to say) 9. What exercise ... you ... ? — I ...
exercise No. 3. (to write) 10. This student always ... to
speak English with his comrades, (to try)
b) Here in Moscow in the past 12 months nearly half
a million people ... into new flats, centrally heated, well
equipped and let at fabulously high rents, (to move)
Like the Yelkins, for instance, a family of three,
who ... a large sum for a two-roomed flat with a kitchen
and bathroom, central heating and constant hot water,
(to pay) And they are one among thousands of fami
lies.
The new suburbs which ... here in recent years ... for
the first time on an enlarged city map I ... the other day.
227
8*
(to spring up, to figure, to buy) Although I ... three years
in Moscow, it is still something of a surprise to see how
rapidly the city ... . (to live, to develop)
Tower cranes on the skyline and heavy building lorries
are such a familiar part of Moscow life that they tend to
pass unnoticed.
a) 1. Вы уже видели этот фильм? Когда вы его ви

дели? 2. Ваш брат уже перевел эту статью? Когда он ее
перевел? 3. Ваша дочь уже пообедала? Когда она обе
дала? 4. Ваша группа уже прочла эту книгу? Когда
ваша группа кончила ее читать? 5. Вы уже накрыли на
стол? Когда вы накрыли на стол? 6. Они уже получили
квартиру? Когда они получили квартиру? 7. Мама уже
отнесла мои часы в починку? Когда она отнесла их?
8. Папа уже пришел с работы? Когда он пришел? 9. Вы
уже записались в нашу библиотеку? Когда вы записа
лись в библиотеку?
b) В прошлом году Петя жил в деревне. Он вставал
в 6 часов утра, одевался и шел к реке умываться. Затем
он завтракал. После завтрака он работал со своим дя
дей в саду н сажал цветы перед домом. Вечером они
поливали их.
11. Compose 10 questions using Past Indefinite and Present Perfect.
Let other students answer them.
12. Make sentences according to the pattern. Use the adverbial modi
fiers given below.
Pattern: 1. this month
I have done a lot of work this month.
2. last week
I attended a lecture on English Literature
last week.
1. ever. 2. five days ago. 3. this year. 4. last year.
5. never. 6. yesterday. 7. already. 8. just. 9. last night.
10. lately
13. Put the following story into Reported Speech.
My friend Tom wrote: “I work in an office six days
a week. On Sunday I am free. Six days a week I get up
early, at half past six. I always have a shower and a shave,
and then I have my breakfast. I usually leave home early,
because I go on foot to the office. I always like this walk to
the office, because I often meet my friend Bill, and then
228
we continue our way together. However, I don’t always
walk to the office. My mother sometimes has a job for me
before I go to work. I am always glad to do these jobs for
my mother, because she is very good to me. When I do a
job for my mother after breakfast I usually catch the bus
to the office.” Then he continued: “Write a letter to me,
please, and don’t delay the answer. Where do you live
now? Do you work and study? When do you begin your
work and classes? Must you get up very early? Is it
difficult to work and to study? How many days a week
do you study? Are your lessons interesting? Can you
speak English a little?”
14. Use modal verbs or their equivalents in Past Indefinite. Insert the
particle to where necessary.
1. The bus has gone and we ... walk home. 2. Anne ...
make her own clothes when she was only thirteen. 3. Last
year we ... save up enough money to buy a refrigerator.
4. She ... not go to the railway station to see him off. She
was busy. 5. Jane ... speak German well when she was
only ten. 6. Pete ... pass that difficult examination last
month. 7. ... you ... work late last night? 8. ... the builders
... finish the work on time? 9. John ... draw plans very well
even before he began to study architecture. 10. We ... meet
early in the morning yesterday.
15. Translate the sentences into English.
1. Эта студентка могла сделать всю работу сама.

2. Он мог пойти в библиотеку с вами. 3. Эти студенты
умели говорить по-английски в прошлом году. 4. Вчера
мы должны были сделать много письменных упражне
ний. 5. Дети должны были выучить целый рассказ
наизусть. 6. Нам с Колей пришлось идти быстрее, чтобы
не опоздать на этот поезд. 7. Вчера мне надо было
остаться дома. 8. Вам не нужно было вставать так рано.
9'. Вечером он был дома, так как ему не нужно было идти
в университет. 10. Моя маленькая племянница так
устала в воскресенье, что была не в состоянии ничего
делать. 11. Вы можете взять эту книгу. 12. Вам придется
прийти в субботу.
16. Give a short account:
of what you did yesterday evening
of what you did on Friday
of what you did when you woke up yesterday morning
229
of the conversation which took place at breakfast
of how you got to the University this morning
of how you laid the table for the guests
17. Supply articles where necessary.
a) 1. Children go to ... school to learn. 2. ... youngest

brother is at ... school now. 3. If you want to go to ...
school, you must take ... bus number 6. 4. Though our
village is small there is ... big school in it. 5. At ... time
of Dickens people were often taken to ... prison for debt.
Dickens had to visit his father in ... prison. 6. In winter we
go to ... bed earlier than in summer. 7. I want to have ...
room with ... comfortable bed. 8. Mary woke up suddenly
and lay in ... bed thinking. 9. ... bed on ... left is mine.
10. She goes to ... town once ... week. 11. Though there
is ... large number of big buildings in ... town, it is not as
big as ... city. 12. My friend mostly lives out of ... town
in his country-house. 13. Burns, ... great Scottish poet,
was born in ... small town of Alloway. 14. Next morning I
caught the early train to ... town. 15. She was out of ...
town for ... day.
b) 1. At ... present Palermo is ... capital city and ...
provincial town. ... century ago it was still in ... hands
of ... rich, but today ... rich Palermitans prefer ... conve
niences and comfort of ... modern apartments in ... Milan
or ... Paris. ... houses of ... poor, however, have remained
unchanged since the Middle Ages. 2. Dostoyevsky was ...
passionate advocate of ... oppressed. 3. In capitalist
countries ... contrast between ... rich and ... poor is be
coming greater and greater.
c) 1. Popov invented ... radio in 1895. 2. We can find ...
radio almost in every home nowadays. 3. ... cat and ...
tiger belong to ... same class of animals. 4. ... tiger has
big claws on its paws. 5. ... tiger is ... wild animal.
6. ... greatest writers of all times have been fond of ...
novel. 7. There are more characters in ... novel than in
... story.
P.: Вы читали что-нибудь Хэмингуэя или Пристли в

подлиннике?
Д.: Да, читал. В прошлом году я прочел несколько книг
Хэмингуэя на английском языке, а сейчас я только
230
что закончил роман Пристли «Улица ангела». Мне
очень понравилась эта книга.
Р.: А я недавно прочел несколько рассказов Сьюзен
Хилл. Кстати, вы знаете, что ее роман «Я в замке
король» был опубликован на русском языке?
Д.: Это очень интересно. В каком журнале он был опуб
ликован?
Р.: В «Иностранной литературе». Я очень советую вам
прочесть его.

2. Ask questions about the text and the dialogue and let your fellow
3. Retell Dickens’s biography.
B. 4. Using the following substitution table say what these authors
wrote.
Author Book
W. Scott wrote Childe Harold

M. Twain Ivanhoe
Ch. Dickens Othello
W. Shakespeare The Citadel
J. London A Farewell to Arms
W. M. Thackeray Vanity Fair
J. Galsworthy The Quiet American
Th. Dreiser David Copperfield
Ch. Bronte Hamlet
G. G. Byron The Forsyte Saga
A. J. Cronin Sister Carrie
G. Greene The Picture of Dorian Gray
E. Hemingway The Adventures of Tom Sawyer
0. Wilde Martin Eden
Ch. P. Snow lane Eyre
J. Steinbeck Grapes of Wrath
Strangers and Brothers
5. Make the italicized words emphatic using the construction it was

... that (who).
Pattern: Karl Marx wrote about this group of brilliant

English writers.
It was Karl Marx who wrote about this group
of brilliant English writers.
231
1. When Dickens was about four years of age, his fam
ily moved to Chatham. 2. There Dickens went to school.
3. In his tenth year the family left Chatham and settled
down in a mean street in London. 4. His poverty brought
him into contact with the homes of the very poor. 5. In his
spare time Dickens studied shorthand. 6. In 1833 Dickens
published a number of papers under the title "Sketches
by Boz". 7. Karl Marx highly appreciated the works of
Dickens. 8. In many of his novels Dickens touched
upon the problem of education in private schools.
6. Supply prepositions and post-verbal adverbs.
1. Five years have passed since they moved ... this

city. 2. This news was ... great importance ... me. 3. What
do you usually do ... your spare time? 4. Robert Burns
was born ... 1759 and died ... 1796 ... the age ... thirty
seven. 5. My life at the University brought me ... contact
... different people. 6. ... his eighth year he went to the
Philharmonic ... the first time. 7. Some of the famous
painters rose ... fame only after their deaths. 8. I’ve looked
... a number ... books, but haven’t found any interesting
short stories. 9. In his lecture he touched ... the works of
Theodore Dreiser. 10. He has read several poems ...
Shelley. 11. W. M. Thackeray belonged ... the same group
of English realists as Ch. Dickens, Charlotte Вгоп1ё and
Elizabeth Gaskell. 12. Mr Murdstone ill-treated little
David pretending he wanted to make a real man...... him.
13. John Galsworthy made his first attempt as a writer
when he was 27 years ... age. 14. Theodore Dreiser visited
our country ... 1927. He expressed his opinion ... Soviet
Russia ... his book ... the title Dreiser Looks on Russia. He
was one ... the first to tell the Americans the truth ... our
country. 15. Walter Scott, who lived ... the time ... the
French Revolution and ... the Industrial Revolution ...
England learned from these great historical events that
the masses play an important role ... history. 16. Persecut
ed (преследуемый) by high society for his radical ideas,
Shelley had to leave England, and ... 1819 he settled ...
... Italy. 17. ... his early youth, from the very beginning
of his literary activity, Byron hated tyranny and oppres
sion and was a passionate advocate ... the oppressed. 18.
William Makepeace Thackeray was born ... India, but ...
his father’s death he came ... England and went ... school
... London.
232
A. 1. Я люблю путешествовать и с удовольствием
читаю путевые очерки (books on travel). 2. Из всех
пьес (of all the plays) Оскара Уайльда эту я люблю
меньше всего. 3. Говорят, вы читаете «Цитадель»
Кронина. Трудно вам читать эту книгу в оригинале? —
Нисколько. Между прочим, я читала ее в переводе не
сколько лет тому назад. 4. Я не могу согласиться с тем,
что Голсуорси «устаревший» писатель. Его книги все
еще популярны среди читателей. По крайней мере я могу
читать любой из его романов и рассказов снова и снова.
5. Я думаю, твой брат не любит стихи.— Боюсь, что ты
ошибаешься. Он знает много стихотворений наизусть.
6. Единственная пьеса Б. Шоу, которую я видел в теат
ре,— это «Пигмалион» (Pygmalion). 7. Ты читал сонеты
(sonnets) Шекспира? — Конечно. Более того, я даже
пытался перевести несколько его сонетов на русский,
но скоро бросил: понял, что не могу сделать это лучше
Маршака. 8. Джордж Гордон Байрон родился 22 ян
варя 1788 года в Лондоне в старой аристократической,
но бедной семье. 9. Когда ему шел девятый год, стало
ясно, что мальчик будет талантливым Пианистом.
B. 1. Именно он мне и помог. 2. Виктора я и встретила
на улице Горького. 3. Стенография и помогла ей. 4.
В эту школу я и пошел. 5. 7-го марта он нам и позво
нил. 6. Попов изобрел радио. 7. Именно этой проблемы
он и коснулся в своем докладе. 8. Сергей и познакомил
меня с Ниной.
С. 8. Ask one of the students.
who is her favourite English author
what modern English writers she knows
if she can name a few English writers of “yesterday”
what English books she has read
what English playwrights she knows
what plays by Bernard Shaw she has seen at the theatre
if she has read plays by Oscar Wilde in the original or in
translation
what is her favourite play by Shakespeare
what plays by Shakespeare she has seen at the cinema
if she has read any short stories or novels by S. Maugham
and if they are worth reading
if she can name any American playwright
what American writers she remembers
what books by Mark Twain she has read
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if she knows who wrote The Old Man and the Sea
what books by English or American writers she has read
in translation
9. Use the following sentences and expressions of reassurance in
response to the following questions and statements: Not in the least;
Not at all; Don't worry; It doesn't matter.
Pattern: a) Are you tired? — Not in the least.
b) He hasn’t returned the book in time.—
Don’t worry, he has renewed it.
1. Excuse me, I’ve left your book at home. 2. Is it
difficult to get plays by Shakespeare at your library? 3.
I haven’t yet joined our library. 4. Are you angry with
me? 5. Shall I bring the magazine today or tomorrow?
6. I’m afraid we may be late for the train. 7. Shall I give
you short stories by Maugham or one of his novels?
10. Use the following sentences in situations or short dialogues of your
own.
a) They say this book is rather dull.
They say it is an exciting novel.
They say he is going to leave for Moscow.
They say the play is worth seeing.
They say he is a talented playwright.
b) I don’t think there is anything wrong with my
watch.
I don’t think they remember me.
I don’t think she knows this author.
I don’t think he has seen this play at the theatre.
I don’t think I’ve met him before.
11. Read and retell the text below.
Their Favourite Poet

Don’t look for names like “Barmalei”, “Aibolit” or
“Moidodyr” in any biographical dictionary. You cannot
find them there. Yet any child can tell you all about
them.
Dozens of tales, verses and fascinating children’s
books came from the pen of Kornei Chukovsky, a brilliant
man of letters, critic, historian, biographer, and trans
lator.
Children begin to memorize Chukovsky’s rhymes al
most as soon as they learn their first word “mama".
234
It was he who invented characters with such remark
able names as Mukha-Tsokotukha, the flighty fly, or
Barmalei, the villain, or the cat Katousie and his taunter
Mousie (names in which the author mixes Russian and
English words to amuse his little readers) or Ak'ula-
Karakula, the shark, the famous Moidodyr or Scrubarub,
to whose influence the mothers of little children are so
often grateful.
It was he who acquainted the Russian public with the
work of Wait Whitman through his translation of Leaves
of Grass and his articles about the great American poet
and democrat. He also did much to acquaint the Russian
reading public with Oscar Wilde.
A man of the widest interest, and a remarkable mem
ory, a writer of tremendous skill and great erudition,
he had been on terms of friendship with practically all the
distinguished progressive and famous artists of his time.
He was a close friend of Repin. He worked with Gorky.
He saw a good deal of Mayakovsky.
Chukovsky was a hard worker. He rose every morning
at five, even in winter when it was still dark. He worked
all day. Towards evening after five he usually took a
walk. There he was sure to meet his little friends, who
hurried to his house to exchange a book they had read for
another one, or to light a bonfire with him in his garden.
12. Read and translate the texts below.
1. Dickens was very emotional: he lived with the char
acters he created; he suffered with them in their tragic
moments, he laughed at the humorous side of their lives.
With great energy he began to give dramatic readings
from his own works in various towns all over Britain. His
reading was so wonderful that people came in thousands
to hear the warm-hearted beloved writer.
Dickens is remembered for having invented the
theatre for one actor.
2. Bernard Shaw sympathized with Russia at the time
of the Great October Socialist Revolution. When the Eng
lish workers put up the slogan “Hands off Russia”,
Shaw wrote a pamphlet against British intervention.
Early in the twenties Bernard Shaw wrote many
political pamphlets and became more interested in world
affairs and in the question of peace than in England’s
home affairs. All his articles showed him to be a friend
of the Soviet Union. He visited this country in 1931 and
235
enjoyed a hearty welcome. His 75th birthday was celebrat
ed in Moscow.
3. Robert Burns wrote his first verses when he was
fifteen. Very soon his poems, verses and witty epigrams
became popular among his friends and acquaintances.
In 1786 he published his first book under the title
“Poems Chiefly in the Scottish Dialect” which contained
his lyrical, humorous and satirical verses. The book was a
great success and soon another edition appeared. Burns’
fame spread far and wide. He was invited to Edinburgh,
the capital of Scotland. There he began to collect Scottish
songs and ballads and discovered a lot of long forgotten
songs. He considered this work his patriotic duty. He
refused to write in standard English on noble themes;
he wanted to write poetry about the people and for the
people. He deeply loved his motherland, history and
folklore.
13. Give the biography of your favourite English or American writer.
14. Make up your own stories or dialogues on the following topics.

1. An interview with a writer (poet, playwright). 2.
My favourite playwright. 3. At a readers’ conference.
4. How I tried to write poems, stories or sketches. 5. Lec
tures on Literature at the University. 6. Buying a book
in a bookshop. 7. What’s your opinion about learning po
etry and prose by heart. 8. Give the plot of a story or a play
in as few words as possible.
15. Read and retell the following jokes.
1. Balzac, the famous French writer, was a man of

great talent. But he himself was proud of his ability to
tell a person’s character by his or her handwriting.
One day a woman friend brought him a young boy’s
exercise book. She said that she wanted to know what
Balzac thought of the boy’s character. Balzac studied the
handwriting carefully for a few minutes. The woman,
however, told him that the boy was not her son and that
he might tell her the truth.
“All right,” said Balzac. “I shall tell you the truth."
And he said that the boy was a bad, lazy fellow.
“It is very strange,” said the woman smiling. “This
is a page from your own exercise book, which you used
when you were a boy.”
236
2. The Poet: I cannot find my new sonnet any
where. I suppose Emily has thrown it into the fire.
His wife: Don’t be absurd, Peter. The child cannot
read.
3. Editor: Have you written this poem yourself?
Young writer: Yes, every line of it.
Editor: Then I am glad to meet you, Lord Byron.
LESSON 7
ST. PETERSBURG UNIVERSITY
Every year thousands of young men and women enter

Universities and Institutes of Higher Education. Moscow
and St. Petersburg Universities may be the aim of many
applicants although there are many more institutions all
over Russia where students get their higher education in
various subjects. Besides day departments there are eve
ning and extra-mural (or correspondence) departments for
part-time students who work during the day.
The applicants go in for entrance examinations in July
and August before the new academic year begins. A written
examination in the Russian language is compulsory as
well as oral examination in the subjects the students are
going to major in.
If the applicants want to have a good command of the
subject in which they will take examinations, they attend
preliminary courses.
Most students receive grants. The amount depends on
the results of the previous set of examinations.
The first two years of study are generally the most
difficult. The students may have up to 30 hours a week of
seminars, lectures and classes.
Apart from the major subject and its allied subjects,
University students follow courses in Socio-Political
History of the XX century, Philosophy and Political
Economy.
Sport is also compulsory during the first years of study.
Students’ life is a very full one, both academically and
culturally.
Students have holidays twice a year, at the end of each
set of examinations.
In winter when examinations are over students may
spend their vacation in the country where they skate and
237
ski, or they may go to warmer places where it is
possible to sunbathe and swim even at this time of the
year. Unfortunately there are some students who fail
exams. They stay in town and cram for their failed
exams.
Now more and more young people understand that
education provides the younger generation not only with
formal learning, but with social, moral and political
ideas.
* * *
Once a year every faculty gives an interview for

candidates seeking admission. The dean and some of the
lecturers welcome them and answer all their questions
thoroughly.
Let’s go to one of these meetings at the faculty of
Philology of St. Petersburg University and listen to every
thing they say there.
Dean: Dear friends, St. Petersburg University is one of
the most important educational and scientific centres
in the country. Its history goes back to 1819. This
educational institution gave the world such
outstanding public men, writers and scientists as I.
P. Pavlov, I. I. Mechnikov, D. I. Mendeleyev, and
others.
The University occupies a great many buildings not
only in St. Petersburg, but also in Petrodvoretz, one of
its suburbs. The main building of the University was
originally Peter I’s ’’Twelve Colleges”. Next door to it
is a two-storey building which houses the faculties of
philology and oriental studies. The teaching staff of
[he University consists of professors, lecturers and
assistants. Many of them are well-known not only in
this country, but also abroad.
In October 1994 Elizabeth II, Queen of Britain, visited
St. Petersburg University during her State Visit. She
met professors and students in the University main
hall and visited some of the laboratories. In her speech
addressed to the professors, undergraduates and
graduates she said:
”We know that it was not faint-hearted who first
created the splendours of St. Petersburg from flat and
barren wasteland; and I am confident that the young
people who will emerge from the lecture halls of this
238
University to be a new generation of builders will be
able to draw on those same qualities of vision, courage
and perceverance”.
Now I am ready to answer your questions.
A. : Is there any difference in the curriculum for full-
time and part-time students?
Dean: Yes, there is. The evening department holds
classes only four times a week, and therefore their
course runs for six years.
B. : We have heard that there is a well-equipped lan
guage laboratory at the Philological faculty. Shall we
be able to listen to recordings and work with tape —
recorders there ourselves?
Dean: Of course, you will. You will even have to do it,
otherwise your teachers will tell you that you don’t
work at your English properly. Besides it will help
you to improve your pronunciation and speech habits.
I’m sure that you will do your best, and there will be
no need for your teachers to worry.
C. : Shall we be able to borrow books from the University
library being only part-time students?
Dean: Yes, you will have to join our library. It is well-
stocked with books from the reading-list of recom
mended works for students. Times of opening are
convenient for those who work as well as study. On
Mondays and Thursdays our library is open till 9 o’clock
in the evening.
E.: Are there any student societies at the faculty?
Dean: There certainly are. We have students’ clubs,
which are extremely popular with the students of our
faculty, especially first-year students. Everybody
knows that “Much work and no play never makes
people gay”. So we hope that you will take part in the
activities of our discussion and theatrical groups
or the choir. Our University Choir is famous all over
the country. Of course there are many sports societies
among which you can find something to your liking.
In senior years if you are interested in research work
you will be able to join linguistic societies.
S.: I’ve heard that there are two museums in the main
building of the University. What kind of museums are they?
Dean: You are right, there are two museums in the main
building. Mendeleyev museum which is in fact the flat
where Mendeleyev lived with his family when he
was Rector of the University. The other museum is the
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University History Museum. Among its exhibits there
are old documents, photos and instruments.
K. : When can we hand in our applications?
Dean: The Entrance Requirements Department will
take them from June 20th till July 31st.
L. : What entrance exams shall we have to take?
Dean: You must write an essay and go in for Russian,
English and History.
Vocabulary Notes on the Texts
1. extra-mural department - заочное отделение
Syn.: correspondence department
to study by correspondence (as an external student) —
заниматься заочно
2. part-time students — студенты вечернего или заочного
отделения, которые занимаются без отрыва от
производства
full-time students — студенты дневного отделения
3. to have a good command of a subject - хорошо знать
предмет
She has a good command of English.
Syn. expr.: to be good at a subject
4. to take (to have) an examination in Literature
(English) — сдавать экзамены по литературе (англий
скому языку)
Syn. expr.: to go in for Literature
to pass an examination (a test) in English — сдать эк
замен (зачет) по английскому языку
to fail an examination (a test) in Literature —
провалиться на экзамене (зачете) по литературе
5. a class in English
to have classes in Grammar(Home-Heading, Phonetics,
Written Practice, Conversation)
to have seminars on Socio-Political History of the XX century
to have a lecture on Literature, the Geography of England
6. ...every faculty gives an interview for candidates
seeking admission — каждый факультет проводит день
открытых дверей (встречи с желающими поступить)
7. a public man — общественный деятель
Syn. expr.: a public figure
8. to house [hauz] v — помещать, размещать, вмещать
This two-storey building houses three faculties.
9. Their course runs for six years — курс обучения
продолжается шесть лет
to run for — продолжаться, длиться
240
Syn.: to last (for)
The meeting lasted (for) two hours.
10. a record ['rekotdj n — пластинка
ordinary and long-playing records — простые н дол
гоиграющие пластинки
a record player — проигрыватель
to record [n'ko:d] v — записывать
11. to do one’s best — сделать все от себя зависящее
I’m sure you’ll do your best.
12. times of opening — время работы
13. Much work and no play never makes people
gay.— Нельзя только работать, надо н развлекаться.
Русская пословица: Мешай дело с бездельем, про
живешь век с весельем.
14. you can find something to your liking — вы
можете найти себе что-л. по вкусу.

Head of the (English, Russian, etc.) Department — заве
дующий кафедрой
senior teacher — старший преподаватель
a time-table — расписание
to give a talk (lecture) on — прочесть доклад (лекцию) о
to attend classes (lectures) — посещать занятия (лек
ции)
to miss classes — пропускать занятия по уважительной
-причине или прогуливать
to take (make) notes at a lecture on Literature — запи
сывать лекцию по литературе
to give (make) a precis of a story, text, book, etc.— дать
письменно краткое содержание рассказа, текста,
статьи и т. д.
a composition — небольшое сочинение иа тему (обычно
1—3 страницы)
an essay — сочинение (очерк)
to do a subject — изучать предмет
to do well in a subject — хорошо успевать по какому-л.
предмету
241
to work by fits and starts — работать урывками, не
систематически
to fall (get, lag) behind the group in Grammar — отста
вать от группы по грамматике
to lack fluency — говорить медленно (букв, не хватает
беглости)
to catch up with the group — догнать группу
to help smb with Grammar (in one’s work) — помогать
кому-л. по грамматике (в работе)
an examination paper (a test-paper) in Grammar — кон
трольная работа по грамматике.
to revise (to do a revision) for an examination — гото
виться к экзамену
a student’s record book — зачетная книжка
to give a mark (a credit) — поставить оценку, зачет
to get a mark (a five, etc.) in a subject (for a paper) —
получить оценку (пятерку и т. д.) по предмету (за
работу)
to graduate (from) the University — окончить универ
ситет
Proverbs
Soon learnt, soon forgotten.— Выученное наспех быстро

забывается.
Live and learn.— Век живи — век учись.
Little knowledge is a dangerous thing.— Недоученный
хуже неученого. (Ср.: Всякое полузнание хуже
незнания).
То know everything is to know nothing.— Знать все зна
чит ничего не знать.
It is never too late to learn.— Учиться никогда не поздно.
Phonetic Exercises

faculty, department, applicant, command, prelimi
nary, candidate, educational, scientific, institution, philol
ogy, oriental, college, curriculum, philological, pronun
ciation, to recommend, convenient, especially, extremely,
theatrical, choir, research, application, essay, require
ment, laboratory, academic, academy, compulsory, to
grant, seminar, allied
242
extra-mural, part-time, full-time, well-known, well-
equipped, well-stocked, reading-list, tape-recorder, cor
respondence, qualification, agriculture, generation
a) singing or acting English song
walking along outstanding things
studying English something or everything
nothing wrong studying and reading
something interesting among scientific books
b) with her sister with her teacher r with her work
with her book with her girls with her husband
4. Read the following lengthening sentence.
Sing a song! Sing a song at the beginning! Sing a song
at the beginning of the English concert!
5. Write out from the texts all the questions; mark stresses and melody
in them.
6. Read and transcribe the dialogue; pay attention to the weak forms.
Learn the dialogue by heart.
Pete: ‘Are you 'still 'studying .English?
Mike: .Yes, I but I'don’t'get e'nough'time for it. I have
'so many 'other things to .do.
Pete: It’s the 'same with .me. I can ’read .English now I
with’out 'much .difficulty, | but I 'still 'find it f rather
'difficult to 'speak English. And I 'don’t 'always
.understand people I when they'speak .English to me.
Mike: We 'don’t hear 'English 'spoken enough I
sup.pose. Do you 'listen to the 'wireless 'programmes
“'English by .Radio”?
Pete: .Yes I'That 'helps me to understand spoken
.English I but 'not to 'speak English.
Mike: We must 'speak 'English fall the .time.
Pete: .Yes. I You are .right. It’s the 'best 'way to 'master
a .language.
Grammar Exercises
1. Give the Past Indefinite Tense and Participle II of the irregular
verbs given below.
to take, to give, to seek, to go, to hear, to tell, to know,

t to sing, to find, to write, to get, to read, to understand,
to speak
243
2. Change the following sentences into Interrogative, negative or
interrogative-negative.
1. We shall take our examination in History on Mon
day. 2. They will leave Moscow in July. 3. We shall meet
in the University. 4. She will call on them tomorrow. 5.
We shall stay with my parents for a month. 6. Nina and
her sister will be busy in the evening. 7. He will return
in three hours. 8. There will be many students there. 9.
There will be a meeting here today. 10. He will go to the
country this Sunday.
1. Next year your brother will write his degree paper.
2. In some years there will be more faculties at the Uni
versity. 3. He will be glad to hear from her. 4. There will
be an interesting lecture at the Institute. 5. They are going
to visit their lecturer. 6. She will wire us on the day of her
arrival. 7. As usual there will be four entrance examina
tions. 8. We shan’t be able to take part in this conference.
9. We shall have to go to the language laboratory to
morrow. 10. They will not translate the article without
our help.
4. Give short affirmative or negative answers.
1. Will you come tomorrow? 2. Will your brother have
classes only three times a week? 3. Will your course run
for five years? 4. Shall we be able to listen to records?
5. Will this help you to improve your pronunciation? 6.
Will you have to join the library of the University? 7. Will
your sister be able to read this book in two days? 8. Will he
be able to go to the watchmaker today? 9. Will she have
to speak to the dean? 10. Will the student have to write a
test-paper at the end of the week?
5. Fill in the spaces with shall and will where necessary.
1. Ask if they ... go in for their examination on Tues
day. 2. I have no idea when I ... finish reading this book.
3. The students will receive grants if they ... study well.
4. We do not know when we... have a test in Grammar. 5.
The applicants will go in for entrance examinations before
they ... become students. 6. Tell me when the meeting of
the first-year students ... take place. 7. My friend asks me
if I ... go to the library with him. 8. If the applicants ...
attend preliminary courses they will have a good
command of the subjects in which they are going to take
examinations. 9. As soon as the applicants ... enter the
244
University they will take part in one of many students’ societies.
10. They will work in the country till the classes ... begin.
6. The following sentences refer to the future. Fill in the blanks using
the correct form of the verb in brackets.
1. He ... the door if you ... him the key. (to open, to
give) 2. I ... a letter if he ... me his address, (to write, to
send) 3. If you ... to work here next year you ... to study at
the evening department, (to want, to have) 4. He ... as a
school-teacher as soon as he ... (from) the University, (to
work, to graduate) 5. Every student ... to improve his
pronunciation if he ... to English records, (to be able, to
listen) 6. Come to me when you ... your entrance exami
nations. (to pass) 7. Let us buy the tickets after you ...
your stipend, (to get) 8. Try to see him before he ... to the
university, (to go) 9. You must translate this text before
the teacher .... (to come) 10. If he ... me this article in an
hour I ... to translate it on time, (to bring, to be able)
11. He ... that he ... his exam (to say, not to fail)
12. She ... that she ... in French, (to hope, to do well)
1. You will easily catch up with your group if you ....
2. He will remain a part-time student as long as he .... 3.
Ask if the students .... 4. We shall have to draw some car
toons for the wall-newspaper unless .... 5. The students
will not be able to read difficult texts till they .... 6. I don’t
know when .... 7. She will go to the language laboratory
as soon as .... 8. Our teacher asks us if.... 9. What will you
do if ... ? 10. We shall know English well in case we ....
11. You will see him when .... 12. Tell me when .... 13. I
shall do the room befpre ... . 14. They will go to the
country as soon as ... .
8. Translate into English.-’
1. Я стану студенткой университета, если хорошо сдам
все вступительные экзамены. 2. Подождите меня здесь,
пожалуйста, пока я вернусь. 3. Не представляю себе,
когда я смогу написать контрольную работу по грамма
тике. Я все еще больна. 4. Мой брат поедет в Киев, как
только закончит свою работу. 5. Скажите, пожалуйста,
студентам, когда они смогут получить стипендию. 6. Он
пойдет сегодня в лингафонную лабораторию, если получит
текст. 7. Он еще не знает, когда студенты второго курса
поедут на практику. 8. Я буду слушать эту передачу по
радио, когда вернусь из университета. 9. Мы незнаем,
245
надо ли нам будет сдавать экзамен по английскому
языку в зимнюю сессию. 10. Студенты будут заняты в
Доме Дружбы, пока не уедет делегация.
9. Change these sentences into Past Indefinite and Future Indefinite.
Put them into a natural context to justify the use of the tenses.
1. My daughter can sing very well. 2. Everybody can
do this work. 3. One of our students can write plays of his
own. 4. Can you play chess? 5. This girl cannot take part
in the discussion. 6. The Orlovs must move to another
town. 7. He must have teaching practice in his fourth year.
8. We must do three foreign languages at the University.
9. The boys must run to get to the stationon time. 10. Must
he read all the books on the reading-list?
10. Supply a) can, b) must or their equivalents. Put to before the infini
tives where necessary.
a) 1. ... you play chess a little? I ...when I was at
school but I... now. (2nd verb neg.) 2. He has been ill for
a long time. 1 suppose he ... write this paper, (neg.) 3. I ...
remember her address, (neg.) I ... even remember the
street, (neg.) 4. You’ve put too much in your rucksack;
you ... never carry all that. 5. When I was a child I ...
understand adults, and now that I am an adult I... under
stand children, (neg., neg.) 6. Don’t try to look at all the
pictures in the gallery. Otherwise when you get home you
... remember any of them, (neg.) 7. When I first went to
England I ... read English but I ... speak it. (2nd verb
neg.) 8. ... you ... come to my place tomorrow? — Yes, I ...
come at 8 o’clock.
b) 1. Last term she ... leave home at eight every morn
ing. 2. He sees very badly; he ... wear glasses all the
time. 3. You ... read this book. It’s really excellent. 4. She
felt ill and ... leave early. 5’. Bob ... cook his own meals.
His wife is away. 6. D о c t о r: I can’t come now. Call
er: You ... come; he is terribly ill. 7. The buses were all
full; 1 ... get a taxi. 8. Tell her that she ... be here by six
tomorrow. I insist on it. 9.1 got lost and ... ask the passer
by to show me the way. 10. If you want to have this book,
you ... come to my place in the evening.
11. a) Insert must, have, will have, had. Put to before the infinitive
where necessary. Reproduce the dialogue.
David: I ... go soon, I’m afraid, because I ... be at the
station at 10.30 to meet my sister. I ... be late, or she
won’t know where to go. (neg.).
246
Joan: I thought you ... be there at 10.15, not 10.30.
David: Yes, I ..., but now the time of the train has been
changed. It ... go rather slow for a few miles because
they are repairing the railway-lines.
Joan: When ... your sister leave again?
David: Well, she ... be back at her job at 8 a.m. on Mon
day, so she ... leave on Sunday evening.
J о a n: Can’t she stay a little longer?
David: I’m afraid not. She is coming for the week-end.
She is a nurse and works at a hospital.
Joan: Oh, I see. My daughter is training to be a nurse
too. She ... study for one year more, and then she ...
take an examination.
David: Well, I... stay here any longer (neg.), or I ... run
all the way to the station.
Joan: Yes, you ... go. Good-bye.
David: Good-bye.
b) Insert can, could, shall (will) be able, was able. Put to before the
infinitive where it is necessary.
S.: When John was six, he ... swim across the swimming-
pool, and now he ... swim from one end to the other.
Soon he ... swim a quarter of a mile, and then we ...
take him out in a sailing-boat quite safely, which we ...
do now. (neg.)
A..: Yes, I ... quite understand that.
S.: I ... swim until I was fourteen, (neg.) Children ...
learn things much earlier now than when we were
children, ... they?
A.: Yes, they certainly .... And their children ... learn even
earlier, I suppose.
S.: Last week was John’s birthday. I gave him a bicycle,
and he ... ride it already.
A.: Oh, good. Then he ... go to the swimming-pool on it.
12. Put the following dialogue into Reported Speech.
Mike took up the receiver and answered the telephone. He

said: “Hullo!”
A woman’s voice answered: “Hullo!” and asked: “Is that
you, Mike?” Mike answered: “Yes.”
The woman’s voice said: “This is Lucy, Mike. I shall have
a party at my house tomorrow evening. Can you and
„ Mary come? The party starts at eight o’clock.”
Mike answered: “Yes, thank you, Lucy. We’ll come. We
are free tomorrow evening.”
247
Lucy said: “I shall borrow Tom’s records. If it’s fine, we
shall sit outside and play the records. If it’s wet we’ll
sit inside.”
Mike said: “That sounds nice. If you like, I’ll bring some
records too. Who else will be at your party?”
Lucy answered: “Alice and Tom will, Ted won’t be able to
come because he will go to the country tomorrow on
business.”
Mike asked: “Will Bob be there?”
Lucy answered: “I don’t know, Mike, I must telephone
him but I don’t know his number.”
Mike said: “Well, I shall see him tonight. I’ll be at the
University, and he’ll be there too. I’ll ask him if you
like, and I’ll phone you tomorrow morning.”
Lucy said: “Thanks very much, Mike.”
Mike said: “That’s all right, Lucy. Well, I’ll phone you in
the morning and see you tomorrow evening. Good-bye,
Lucy.”
Lucy said: “Good-bye, Mike, and thank you very much.”
13. Fill in the blanks with the appropriate forms of the verbs in brackets.
Retell the text.
A Letter from England

Dear Ann,
I... very glad to hear from you. (to be) Thank you ever
so much for your letter and the book. I... apologize for not
writing to you sooner, (must) I intended to many days
ago when I ... that most useful book Practical Russian
which you ... me. (to receive, to send) I... very pleased to
have the book and I ... to use it with my pupils quite soon,
(to be, to be able)
We ... all back to work now. (to be) We ... almost three
weeks back at school, (to be) This year I... the elementary
classes in Russian at school, (to take) We ... quite a
number of teachers of Russian in our town so we ... prac
tise speaking Russian among ourselves, (to have, can)
I ... it ... me a lot in my work, (to think, to help)
When I first ... to learn Russian, I ... so on my own,
without a teacher, which ... for many gaps in my know
ledge. (to start, to do, to account)
Then I ... to the University of Keele, (to move) It is or
ganized on a system akin to Oxford and Cambridge. All
students and staff ... in, which ... there ... a very close link
between those taught and those teaching, (to live, to
248
mean, to be) There I ... a two-year course of Russian,
which ... as its aim a reading and speaking knowledge of
Russian, (to attend, to have)
After it I ... to go to some kind of evening classes, (to
decide) I ... the classes twice a week, (to attend) One
evening we ... a passage from English into Russian and
the other evening we ... Russian literature, (to translate,
to study) At the end of the course I... to go in for an exam
ination. (to have)
After the examination I ... the elementary classes in
Russian at school, (to take)
Well, now I ... some pupils for Russian, not a great
number 1 ... admit, but the teaching of Russian ... very
much in the experimental stage in our school, (to have,
must, to be) The pupils ... 16 or 17 years of age. (to be)
They ... very interested in Russian and ... good progress,
(to be, to make) They ... only one year of Russian, so I ...
hope to teach them only the beginnings of the language,
(to have, can) They ... the Grammar not too difficult, but
of course to acquire a vocabulary ... a long-term matter;
this ... their greatest difficulty, (to find, to be, to be)
I ... you ... well with your work, (to hope, to get on) I
... to hear from you soon, (to expect)
Thanks again for your letter and the book.
All good wishes,
Jane.
1. School begins on ... 1st of September. 2. ... meeting
of our scientific society will be on ... 19th of October. 3.
Winter exams will be from ... 1st of January till ... 20th of
January. 4. Dickens was born on ... 7th of February, 1812.
5. I handed in my application on ... 3rd of July. 6. He bor
rowed this book from ... library on ... 2nd of November.
7.1 received his letter on ... 31st of March. 8. Pushkin was
born on ... 26th of May, 1799. 9. Gagarin flew into space
on ... 12th of April, 1961. 10.... first group flight into space
took place on ... 11th of August, 1962. 11. He put... butter
and ... jam on his bread. 12. Have ... butter, please. 13. ...
fish was fried in butter.
Аня сказала, что она будет участвовать в телевизи
онной передаче «Английский язык для взрослых». Она
будет играть роль преподавательницы. Она уже выучи
249
ла текст наизусть и собирается записать его на магнито
фон, чтобы послушать, как звучит ее голос.
Когда начнутся передачи, она будет очень занята,
так как утром она будет на занятиях в университете, а
днем — на репетиции. Аня уже познакомилась со свои
ми коллегами по телестудии (TV colleagues). Вместе с
ней в программе «Английский язык для взрослых» будут
участвовать опытные преподаватели и студенты треть
его курса. Аня сказала, что они постараются сделать но
вую программу интересной и полезной для тех, кто изу
чает английский язык.

2. Ask questions about the text and the dialogue; let your fellow
3. Retell the text and the dialogue. Speak about:
St. Petersburg University; the preliminary courses;

entrance examinations to the faculty of philology; the stu
dents’ life; the societies at the University; the libraries
and laboratories; an interview with the Dean for candi
dates seeking admission to the University.
B. 4. Fill in the blanks with one of the words given below.
ill-bred, well-stocked, well-read, well-equipped, well-

known, ill-tempered, well-timed, well-meant, well-in
formed
1. If one lacks manners, we say he is ... . 2. If there
is a good choice of books at the library, we say it is ...
with books. 3. If a man knows literature well, we say
he is ... . 4. If a language laboratory has a lot of tape
recorders of the latest model, we say it is ... . 5. If a man
is always quarrelling with his friends, we say he is ... .
6. If a writer is popular with the readers, we say he is ... .
7. If one has access to reliable information, he is ... . 8. If
you said something with a good intention, your words
were ... . 9. If one does something at a very suitable mo
ment, it is ... .
5. Give antonyms to the following words and expressions.
to attend classes, to be absent, to fail, in writing, part-
time students, evening department, to lack fluency, to be
good at a subject
250
в. What do we call:
the machine that records your voice; the students that
study by correspondence; the students of the day (eve
ning) department; the oral check up of the students’
knowledge; young boys and girls who hand in their ap
plications to the university (institute); meetings that
every higher educational institute (higher school) gives
for schoolchildren; all the professors, lecturers and as
sistants of an institute; a course of study in a university;
the department where they take in applications to an
* institute; students who have just started studying at
a university; the document where the examiners register
a student’s marks
1. He didn’t work properly during the year and now he
is .... 2. If you want to pass your exams well, you must....
3. Helen entered the University in 1985, so in 1990 she ....
4. If you help Kate with Grammar, she is sure ... . 5. If you
don’t know what lectures you have tomorrow ... . 6. Our
University choir is extremely ... . 7. If you want to have
a good command of the language, you must ... . 8. You
are so quick when speaking that ... . 9. In winter we shall
take exams ... . 10. Pete failed his exam. No wonder, he
worked ... .
8. Insert prepositions or post-verbal adverbs if necessary.
1. Kate is very good ... English. She always helps her
friends ... their Home-Reading, Phonetics or Grammar.
There are no weak students ... her group. They all work
hard ... their English and help each other ... their work.
2. If a student gets ... the group, everybody is ready to
help him. It doesn’t take him long to catch...... the group.
3. If you are interested ... research work, you may join ...
some scientific society. There are many ... them ... our fac
ulty. You are sure to find something ... your liking. 4. Did
you write a composition ... Monday? — Yes, we did. I got
“excellent” ... it. Next week we shall write a paper ...
Grammar. 5. You can hand ... your application ... the En
trance Requirements Department. It is next door ... the
Dean’s Office. 6.-... winter we shall take exams ... English
and the Geography ... England. ... a month we shall have
our first examination. I have already begun to do some
revision ... it. 7. I hope nobody will fail ... English. It is
most unpleasant to fail... an examination. 8. Peter is good
251
... Phonetics. He works hard ... his sounds. He spends
much time ... the language laboratory ... the faculty. He
listens ... records and works ... a tape-recorder. 9. Please
help me ... this rule. It is rather difficult. Will you give me
your Grammar book ... a few days? — Well, yes, of course.
But why don’t you get a codv ... the library? 10. What
subjects shall we do ... senior years? 11. Our local library
is well-stocked ... books ... foreign and Russian writers.
Times of opening are convenient... everybody.... Mondays
and Tuesdays our library is open ... 9 o’clock ... the eve
ning. 12. Our English club is extremely popular ... the stu
dents ... our faculty. Those who are fond ... singing or
acting may join ... our theatrical group or the choir, which
is famous all ... the country. 13. There are many sports
societies ... which you can find something ... your liking.
1. В каком институте вы учитесь? — Я учусь в Инсти
туте иностранных языков.— Вы на втором курсе? —
Нет, я студент первого курса. 2. В нашей библиотеке сот
ни интересных книг, которые я еще не читала. Я всегда
могу выбрать себе что-нибудь по вкусу. 3. Какие пред
меты вы сдавали на вступительных экзаменах? — Я сда
вал литературу, английский, русскую грамматику и ис
торию.— Какие оценки вы получили? — Я получил «от
лично» по всем предметам. 4. Нина! Какую оценку ты
получила за сочинение? — «Хорошо», а ты? — Я тоже
получила «хорошо». 5. Мой брат прекрасно владеет не
мецким языком. Он окончил немецкое отделение универ
ситета два года тому назад. 6. Когда вы будете готовить
ся к экзаменам? Сколько у вас экзаменов? Когда вы
будете сдавать первый экзамен? 7. Если у вас дома есть
проигрыватель, мы сможем послушать эти английские
долгоиграющие пластинки. 8. Как вы могли сделать такие
грубые ошибки в вашей грамматической работе? Вы
пропустили три артикля, сделали несколько ошибок во
временах и допустили много орфографических ошибок.
9. Я знаю пословицу «Мешай дело с бездельем, прожи
вешь век с весельем». Легко это говорить, а у нас 3 семи
нара по разным предметам в неделю, да еще одно или
два занятия по языку каждый день. Ну, а если пропус
тишь занятия, то отстанешь от группы. 10. Я знаю, что
мне в английском языке недостает беглости.— Ты долж
на заниматься систематически и упорно. А ты работа
ешь спустя рукава и в лингафонной лаборатории быва-
252
ешь раз в две недели. Ты не сумеешь догнать группу и
можешь провалиться на экзамене по языку. 11. Я уже
подала заявление в приемную комиссию, а ты? — Нет
еще. Я буду поступать на вечернее отделение, я могу
подать заявление несколько позже. 12. Трудно зани
маться заочно? — Конечно. Я завидую (to envy) даже
студентам вечернего отделения — у них бывают регу
лярно занятия четыре раза в неделю. 13. Сколько
студентов вашей группы посещали подготовительные
курсы? 14. Я стараюсь не пропустить ни одной лек
ции по русской литературе. Они очень интересные,
и я их всегда конспектирую. 15. История Санкт-Пе
тербургского университета восходит к началу 19 ве
ка. Он был основан в 1819 году. 16. Обучение на
дневном отделении длится 5 лет. 17. Какие
спортивные общества самые популярные среди сту
дентов? 18. Вы уже начали изучать философию?
19. Не забудь дома зачетную книжку.
1. When do applicants take entrance examinations?

What subjects do they go in for? Is competition usually
fierce? 2. What departments are there at your faculty?
What department are you in? 3. Are you a part-time or
a full-time student? What year are you in? 4. What classes
in English do you have? Do you find English spelling
(Grammar) difficult? Why? 5. What lectures do you
attend? Do you ever miss lectures? What seminars do you
have? 6. What English book are you reading now? Do you
use a dictionary when reading it? 7. Who is good at Eng
lish in your group? Are there any students who fall behind
in your group? What are they weak in? Who helps them
to catch up with the group? 8. How many exams will you
have in winter? Have you begun to revise for them yet? 9.
Is there a language laboratory at your faculty? What kind
of work do students do there? 10. Are there any student
societies at the faculty? What are they? What society have
you already joined? Why have you joined it? What society
is extremely popular with your students? 11. Which socie
ty is more popular — the theatrical group dr the choir?
Do you take part in the work of your students’ club? 12.
Which sports societies do you find to your liking? 13. Is
there an evening department at your faculty? How many
253
times a week do part-time students attend their classes?
How long does their course run?
11. What do you say if:
Pattern: — What do you say if your friend has fallen

behind the group in Phonetics?
— I say, “You must go.to the laboratory
and listen to recordings.”
you are late for your lesson and enter the classroom after
the bell has gone
you have no pen to write with
there is no chalk in the classroom
you don’t know how to spell a word
your friend has made a mistake in spelling
you don’t remember in what room you will have your lec
ture on Geography
your friend does not work properly
you didn’t hear what the teacher said
you don’t know what a word means
your friend has pronounced a word in the wrong way
12. When do you say or hear.
Pattern: He works by fits and starts.
We say “He works by fits and starts” if he
doesn’t work regularly.
1. She is a part-time student. 2. He has a good com
mand of Spanish. 3. She lacks fluency. 4. Their course
runs for five years. 5. Much work and no play never makes
people gay. 6. She has done well in her exams. 7. What’s
the Russian for “graduate”? 8. She never misses classes.
9. He gets behind the group in Phonetics.
13. Express agreement mixed with surprise; add a sentence developing
the idea.
Pattern: a) — He mispronounced the word “scien
tific”.
— So he did. It seems very strange. I’m
sure he knows this word.
b) — Helen has passed her examination.
— So she has. It was very difficult for
her. She missed classes for a month
because of her illness.
1. Alice has a good command of English. 2. The bell
has gone. 3. She omitted the article. 4. Nina lacks fluency.
254
5. The monitor is at the Dean’s Office. 6. She has already
caught up with the group. 7. Bill will graduate in a year.
8. Nick got a five for his dictation.
14. Give the meaning and use the following in sentences of your own.
an applicant, a student’s record book, a language lab
oratory, preliminary courses, a full (part)-time student,
to have a good command of a language, to work by fits
and starts, to lack fluency, an English language room,
curriculum
15. Put the following statements into a natural context (a situation or
a short dialogue).
1. Kate will catch up with the group. There is no need

for us to worry. 2. We shall wait for him. There is no need
for him to hurry. 3. I’ve already bought a dictionary for
Kate. There is no need for her to buy one. 4. I’ve taken a
tape-recorder from the language laboratory. There is no
need for you to go there. 5. I’ve looked through these arti
cles. There is no need for you to do it.
In Britain there are a number of different kinds of
institutions of higher education. First of all, of course,
there are the universities. The oldest of them are Oxford and
Cambridge. Their history goes back to the 12-13th centu
ries. But, of course, there is a large number of other uni
versities, many of which have opened since the war. The
latest of these is the Open University, a unique institution
which, as its name suggests, is open to all. It is not neces
sary for students of the Open University to have any
previous qualifications. All the students are part-time and
are taught through the medium of television and radio,
although they do receive some personal tuition as well
through centres located near their own homes. The first
graduates received their degrees in 1973.
Besides the universities there are other institutions
such as Polytechnics and Technical Colleges. These tend
to offer courses of a vocational nature as well as academic
courses. Colleges of Education provide training and edu
cation for prospective teachers.
The vast majority of students receive grants from
their Local Authority, which cover tuition fees and allow
a certain amount of money to the students to pay for their
keep and their books.
255
The Academic Year has three terms; it starts in Octo
ber, each term lasting eight weeks at Oxford and Cam
bridge, or ten weeks at other universities.
Students have vacations at Christmas, at Easter and
the so-called “Long Vac” in summer.
At the end of three years’ study the undergraduates
take their first degree — Bachelor of Arts (B. A.) or
Bachelor of Science (B. Sc.).
17. Read the following story, ask questions on it and let your fellow
Professor Grey is a Professor of Ancient Languages.
He knows so much about ancient languages that I think he
always lives in the past. He also has some very fixed ideas
about English. Once I met him on the station when we
were both going to London.
“Oh, Priestley,” he said, “You are the very man I
wanted to see ... About that book of yours ... you know.
Spoken English or some thing ... I forget the exact name ...
did you — er — go over it carefully before it went to the
printers?” So of course I said, “Good heavens, Grey, yes.
You don’t suppose I can let them publish anything with
my name to it without knowing whether they’ve done it
properly?”
“Well, look here — er — I don’t want to hurt your
feelings but, well, to put it bluntly, there are a lot of
mistakes in it.”
So I said:
“Really? That’s interesting. Can you mention one off
hand?”
So he said:
“Well, you’ve got two in one sentence.”
I guessed what he meant as a matter of fact. But I kept
quiet about it. I pretended to think that he referred to some
misprints. So I just said:
“Hm! That’s rather serious. I’m sorry about that. I
went through it very carefully indeed before they print
ed it.”
So he went on:
“Well, one of the mistakes may be a misprint. But the
other can’t be. You’ve put a preposition at the end of a
sentence. And you put who for whom. You ve put “Who’s
it by?” on the first page, and a little later you say, “It de
pends who you are speaking to.” Everyone will say,
“That’s a fine person to learn English from! Why, he can’t
256
talk it properly himself. Who does he expect to buy a book
like that?”
So of course I said:
“Well, if anyone says that to me, I shall just say, ‘Well,
what’s good enough for a Professor of Ancient Languages
is good enough for me’.”
He said, “Professor of Ancient Languages? Who do you
mean?” So of course I said: “You’ve just made the very
mistakes you accuse me of. First you said. “That’s a fine
person to learn English from” (that’s a preposition at the
end of a sentence). Then you went on by saying “Who does
he expect to buy a book like that?” (that’s who instead of
whom).
Of course he denied he said so. People like Grey never
admit they talk that way. And of course you can’t prove it.
I said: “You know perfectly well that you — and nine
ty-nine out of every hundred educated Englishmen — al
ways talk like that.”
So he said: “You don’t know what you are talking
about.” Of course I couldn’t help laughing, and that put
him in a bad temper. He has not spoken to me since.
(After Essential English for Foreign Stu
dents by С. E. Eckersley)
18. Tell or write the story of Mr Priestley and Professor Grey in the
form of a dialogue.
19. Learn the proverbs on p. 242 and use them in situations of your own.
1. Your university (instituted 2 Moscow University,its history. 3.
Oxford and Cambridge Universities (Oxbridge) — the oldest
Universities of Great Britain. 4. Your first day at the university (insti
tute). 5. Your preparation for the future winter exams.
6. The day and evening departments of your institute.
7. Your entrance exams. 8. Your English classes. 9. Stu
dents’ linguistic and sports societies. 10. Students’ social
life and activities. 11. Your new friends at the University.
21. Make up your own dialogues on one of the following topics.
1. Why you have chosen our university (institute). 2.
A second-year student shows a first-year student around.
3. At the language laboratory. 4. Your plans for the next
academic year. 5. Speak about the profession you have
chosen. 6. An interview for candidates seeking admission
to the university (institute).
257
9 - 4043
22. Read and translate the text into Russian.
At nine o’clock on the 23rd of September the first term
of the new academic year started. When Arthur arrived at
the entrance hall he saw a large notice informing the new
students that they were to assemble in the main hall for an
address by the Principal, Dr Gibson. So Arthur made his
way to the main hall, which was already full of students
waiting to hear what the Principal had to say. Arthur was
a little late but he just managed to find a seat in the back
row. There were a number of people already sitting on the
platform but the Principal was not there yet.
At 9.30 precisely the Principal hurried into the hall and
on to the platform. He seemed to be a pleasant and effi
cient person, Arthur thought. He said that he was
delighted to see so many intelligent looking students and
that he hoped that they would all manage to profit from
their various courses of study. He proceeded to give a
brief outline of the history and organization of the Poly
technic and then went on to give some general advice con
cerning their studies. A number of students near where
Arthur was sitting appeared to be taking notes, so Arthur
pretended to do the same. Dr Gibson then introduced
Mike Robinson, the President of the Students’ Union, and
sat down. Mike Robinson told them all about the activi
ties of the Union and announced that there was to be
a meeting the following day. After that the Registrar, the
Librarian, the Senior Tutor and the Lodgings and Welfare
Officer each said a few words, after which everybody
left the hall.
The next thing Arthur had to do was to register, which
involved standing in a long queue and filling in a form.
During the afternoon he saw the Head of the Department
and his personal tutor, Mr Trafford, who gave him his
timetable and a list of books that he was to buy. He went
to the college bookshop although he could not afford to
buy all the books on the list.
Notes: the Principal — ректор; the Registrar — регистратор; the
Tutor — руководитель группы студентов; the Lodgings and Welfare
Officer — комендант общежития
LESSON 8
SPORT
Russia is a sporting country. Millions of our people

go in for various kinds of sport. Approximately one
out of every five people is a sports fan. You can hardly
find a grown-up person or a youngster who does not
support his or her favourite sports club, or team, or
athlete — they are enthusiastic spectators. Physical
training and sports have become a matter of national
importance.
The ancients said, “A sound mind in a sound body”.
Therefore we begin to teach our children to love sport since
early childhood. In kindergartens the child takes his first
sporting steps — he learns to run, jump and dance.
Troughout school and college sport is a compulsory
subject.
Our sportsmen have excellent sports facilities at their
disposal — palaces of sports, stadiums, sports grounds,
gymnasiums, swimming-pools, tennis courts — and
excellent coaches. Not only champions and keen
sportsmen but anyone can take part in sports and
competitions. If you like light athletics you may go in
for running, jumping, throwing. Many people are fond
of winter sports: speed skating, figure-skating, skiing,
ski-jumping. In summer you can go in for swimming,
diving, rowing, sailing, yachting and cycling. Boxing,
wrestling, weight-lifting, fencing, shooting, mountaineering,
slalom and chess also have millions of followers. Many
people are very good at various games: football, rugby,
ice-hockey, tennis, table-tennis, basket-ball, volley-ball,
golf.
It’s no wonder that our sportsmen have tremendous
success at world and European championships and
Olympic Games.
Every four years the youth of the whole world come
together at the Olympic Games, the greatest sports event
of international character. The best athletes of each nation
compete there with one another in all kinds of sport. The
Olympic Games, and Youth Festivals, and the World Stu-
259
9*
dents Games as well give thousands of young people an
opportunity to meet, to make contacts and get better ac
quainted with each other. All these gatherings show the
will of the youth to act together for peace and friendship
among the nations.
DIALOGUE
John: What’s your favourite sports, Alan?

Alan: Football.
John: Oh, football!
Alan: It’s a splendid game. I used to play football at
school. I still play it now and then but like most of us,
I’ve become a spectator rather than a participant. By
the way they were broadcasting an interesting match
last night. I watch a match nearly every Saturday
afternoon either at the local ground or on TV. What
about you? D’you play football?
John: I’m afraid not. And I don’t watch it either. I know
it’s Britain’s most pqpular outdoor game but I never
liked it, not even when, I was at school.
Alan: But don’t you watch the Cup Final and the great
international matches between British teams and other
national teams?
John: Very rarely. My favourite game is cricket. I used
to be quite a good cricketer when I was at school and
I’ve kept it up ever since. I still play it quite a bit at the
local cricket club and of course I watch all the country
championships, too.
Alan: D’you play any other outdoor games?
John: No, I don’t. But I like watching tennis. I go to
Wimbledon every year to watch the championships,
and when I can’t, I follow up the matches on television.
It’s very exciting. But I think I prefer games where
it’s team work rather than the individual performance
that counts. Don’t you?
Alan: Well, yes. That’s why I like football so much. But I
also like tennis. It’s a marvellous game to watch. How
ever, like you, I prefer watching team games.
John: What about other types of sport — athletics,
mountaineering, skiing and so on?
Alan: I suppose athletics, including boxing and wrestl
ing, must be one of the oldest forms of sport in exist
ence. The Greeks went in for these sports with great en
thusiasm and their Olympic Games included most of
the sports we go in for today.
260
John: D’you like sailing?
Alan: Yes, it’s a marvellous sport! I also like swimming
and I’m very fond of rowing.
John: So am I.

1. to go in for sport — заниматься спортом. В англий
ском языке слово sport имеет множественное число
sports, которое означает виды спорта.
2. a sports fan — спортивный болельщик
He’s a football fan.
supporter — болельщик (когда речь идет о спортив
ной команде, а не о виде спорта)
I’m a Dynamo supporter. The supporters cheered loud
ly their team.
to support — болеть (за команду)
Who do you support?
3. a compulsory subject — обязательный по про
грамме предмет
an optional subject — необязательный, факульта
тивный предмет
optional exercises — произвольные упражнения
(спорт.)
4. record holders — рекордсмены
to hold the record in — удержать
to set the record — установить
to break the record — победить рекорд
to better the record
to improve on a record y a
to level the record — сравнять
5. It’s no wonder that ... — неудивительно, что ...
6. to compete — соревноваться
to compete in running — соревноваться в беге
to compete for the team — выступать за команду
competition — соревнование
championship — чемпионат
match — матч
game „„„„
play "rpa
261
7. The Olympic Games — Олимпийские игры. Впер
вые были проведены в городе Олимпия в Греции в 766 г.
до н. э. В 1896 г. были возобновлены. После второй ми
ровой войны проводятся каждые четыре года.
1. I used to play football at school.— Я (бывало)

играл в школе в футбол.
Конструкция «used [ju=st] to + инфинитив» обозна
чает привычное или повторявшееся в прошлом действие
или состояние. В вопросительной и отрицательной фор
мах чаще употребляется с вспомогательным глаголом
did, но может употребляться и без него:
Did you use (used you) to play volley-ball?
You used to come here every day, didn’t you (usedn’t
you)?
She used to be a beauty.
2. I don’t watch it either — Я тоже не смотрю (фут
больные матчи)
Русские слова тоже, также переводятся also, too (в
утвердительных и утвердительно-вопросительных пред
ложениях) и either (в отрицательных и отрицательно
вопросительных предложениях):
Do you also play tennis?
Do you play tennis too?
He wasn’t reading them either.
Can’t you help him either?
Обратите внимание на структуру английского сокра
щенного подтвердительного предложения (short con
firmative sentences):
I am fond of speed skating. So is my brother.
He has seen this film already. So has his sister.
I don’t know French. Neither does Peter. Nor does
Peter.
I can’t play chess. Neither can he. Nor can he.
Такие предложения употребляются в тех случаях,
когда подлежащие (действующие лица) в обоих пред
ложениях разные, а сказуемое — одно. Порядок слов
здесь обратный:
262
so (в утвердительных вспомогатель
предложениях) ный глагол
neither (в отрицатёЛьных + модальный + подлежащее
пог предложениях) глагол
глагол-связка
3. a) cricketer; footballer; boxer; wrestler; skater

b) ho : hockey
tennis player
basket-ball
c) an athlete; a gymnast; a cyclist
4. Wimbledon — теннисные корты недалеко от Лон
дона, где в июне — июле ежегодно проводятся соревно
вания по теннису
5. the Cup Final — игра на кубок

to play for a team — играть за команду
to award somebody a medal, a prize for — наградить
медалью, призом
to hold a competition, contest — проводить соревнова
ния, состязания
physical education (phys. ed.) — физкультура
gymnastics — гимнастика
England versus Canada игпят. c
France plays with England играть c
the score is three to nil — счет три-иоль
in favour of — в пользу
to end in a draw — закончить вничью
to end in a shutout — закончить с сухим счетом
to even the score — сравнять счет
to open the score — открыть счет
to score a goal — забить гол
a goal-keeper — вратарь
Phonetic Exercises
various, approximately, athlete, physical, national,
nation, importance, ancient, kindergarten, gymnastics,
compulsory, labour, defence, champion, facility,
disposal, stadium, tennis courts, skiing, diving, rowing,
sailing, yachting, cycling, wrestler, weightlifting,
mountaineering, tremendous, to compete, competition,
263
opportunity, spectator, existence, enthusiasm,
enthusiastic
2. Read aloud the following sentences; mind the level tone.
1. 'What do you 'do on 'Saturdays?
->Often I I 'go to a 'football .match.
'Why do you 'play Jootball?
1 ->play | to 'try to ’keep 'fit.
2. What a 'difficult .situation!
As a ->friend I 'what would you ad'vise me to'do?
In the -circumstances Г don’t take 'too much 'no
tice.
3. 'Can I bring .two ’guests?
As far as->I’m concernedIbring as 'many as you
'like.
4. 'Is there 'anything .wrong with you?
It 'doesn’t -cnatter.
1. It’s half past eight at last.
2. Half the class laughed.
3. Golf is a game for grandfathers.
4. I always find travel by train very trying.
4. Read the following lengthening sentence.
Just think! Just think of the things we’ll do! Just think
of the things we’ll do at the stadium! Just think of the
things we’ll do at the stadium on Thursday! Just think of
the things we’ll do at the stadium on Thursday if nothing
else turns up!
5. Write out from the text all the names of games and sports and
practise reading them.
6. Transcribe the first half of the dialogue; pay attention to the stresses
and melody.
7. Practise reading the following sentences; write their tonograms.
1. “Come,on, please. 2. “Cheer,up. 3. “But you,can’t
do , th at. 4. Come at ejeven.— “At e'leven? 5. Can ,1
’help? 6. “Good,night, dear. 7. “Is that,your little boy?
8. Read the dialogue; then learn it by heart.
— 'Let’s 'go ,ice-.skating.
— ,No, | I’m 'really 'not in the 'mood for it this
.evening.
— 'Feel like a 'stroll in the'park?
— I 'don’t think I ,do I'thanks all the ,same.
264
— 'Come ,on. A 'spot of 'exercise would 'do you
„good.
— 'No, .really. I’ve'promised myself an 'early,night.
Grammar Exercises
1. Comment on the use of Past Continuous; ask general and special
questions about these sentences.
1. My granny was sewing in the drawing-room when I

returned home. 2. The students were working at the lan
guage laboratory all evening yesterday. 3. We were
sitting for the examination from five till six. 4. At eight
o’clock yesterday the students were watching a TV
programme. 5. Mary was always losing her gloves when
she was a little girl. 6. While walking in the garden I saw
children who were making their first steps in sport. 7. I
noticed that little children were jumping and dancing
in the gym-hall. 8. The workers were doing morning exer
cises during their five minutes’ interval when I opened the
door of the shop. 9. My grandson was swimming and
diving in the Black Sea all summer. 10. I was waiting for
a friend of mine at 5 o’clock sharp.
2. Make the following sentences complete using Past Continuous in
the second part of each sentence.
1. While I was speaking to the dean my friend ... .
2. The weather got worse while we ... . 3. When 1 called
on him he .... 4. I switched on the radio and listened to the
news while ... . 5. When my daughter came into the kit
chen I ... . 6. What was Jane doing while Mary ... ?
7. When I rang him up in the evening he .... 8. While I was
writing on the blackboard John .... 9. My colleagues were
playing chess when I ... . 10. While children were skiing
grown-ups ... .
3. Fill in the blanks with the suitable tense of the verbs in brackets.
1. I ... to a record at the phonetic, laboratory when my
friend came in and asked me to help him with the transla
tion. (to listen) 2. They ... for Vladivostok on Thursday,
(to leave) 3. I ... to the wireless programmes in English
all day yesterday, (to listen) 4. She ... always ... mistakes
in her dictations, (to make) 5. In July I... for the entrance
exams to the University, (to revise) 6. My friend ... the
essay from 5 o’clock in the morning till one in the afternoon,
(to write) 7. When I entered the assembly-hall the dean ...
26$
the difference in the curriculum for full-time and part-
time students, (to explain) 8. Oh Monday I ... still ... on
the text, (to work) 9. I ... still ... with the tape-recorder
at 5 o’clock in the evening, (to work) 10. While some
students ... the texts on tape the others ... their homework,
(to record, to answer)
4. Insert appropriate modal verbs and give reasons for your choice.
1. You ... hardly find a grown-up person or a youngster

who is not enthusiastic about sport. 2. She will hardly ...
go there again. 3. Every school ... have good sports facili
ties. 4.1 think it... rain today. 5. How ... he say such things
about me! 6. ... I come to see you next Saturday? 7. We ...
have a five minutes’ interval now because 1 am tired.
8. Mother thinks he ... come tonight. 9. He ... be more
careful. 10. ... I carry your bag for you? 11. ... we get up
early to meet him? 12. ... 1 ask you to close the window?
13. You ... eat less bread and potatoes not to be fat.
14. She ... know her because she is also a member of a
Dynamo team. 15. No one ... ask him about the accident.
16. We ... all work hard so that our country ... be
prosperous.
5. Use must not, need not, cannot, may not, dare not, could not,
should not, ought not to fill the spaces in the following sentences
and state the reason.
1. You ...write to him for he will be here tomorrow.

2. We ... make any noise or we’ll wake the baby. 3. They
... to take the exam. 4. I am sure they ... understand the
text because it is too difficult. 5. They ... talk to each other
yesterday. 6. You ... waste much time because time is
money. 7. Children ... be heard when guests come. 8. Peter
... drive so fast, because he is not a very good driver.
9. You ... say such things if you don’t mean them.
10. She ...play in the concert last night as she hurt her
hand. 11. She ... be at the stadium now because she has
broken her leg. 12. He ... go to the cinema because the
students are waiting for him at the tennis court. 13. She...
to ask him about it. 14. Students ... bring books into the
examination room.. 15. You ... take an umbrella. It isn’t
going to rain. 16. Mother to child: You ... tell lies.
17. People ... smoke in a non-smoking compartment.
18. You ... eat so many sweets, Ann. Bad for your figure,
you know.
266
в. Translate the following sentences. State in what meaning the modal
verbs are used and give their Russian equivalents.
1. You can read this story for yourself in a book called

Sketches by Boz. 2. To save postage young Dickens had to
go to the offices of the Magazine and drop his stories into
the letter box. 3. We may be sure that what little David
thinks in the book is very much what young Dickens
thought as a boy in London. 4. We can still see the opening
pages of David Copperfield, just as Dickens wrote them,
in the South Kensington Museum in London. 5. Dickens
had always been a good actor, and how he was able to
act all the odd people his imagination had created. 6. We
must find time to have a good look at the Thames.
7. Walking back up the Embankment we can be sure of
plenty to see on the river. 8. It may only be a short voyage,
but it is packed with interest and gives us a fine view
of London. 9. What could be better than a fine day at the
Zoo? 10. We dare not say what animal is most amusing,
and we needn’t. 11. We can watch the sea-lions catching
their fish or diving into the water for them. 12. 1ц the
wonderful monkey house we can see the monkeys scram
ble up trees and carefully peel their bananas. 13. But one
should be careful feeding the animal: you ought to give
them only what they are allowed to eat.
7. Choose one of the equivalents of modal verbs: to be able, to have, to be or
to be allowed. Use it in the correct fprm and give reasons for your choice.
I. The ambulance ... to arrive in some minutes because
a student broke his leg in the gym-hall. 2. They... to attend
the laboratory regularly because they had no textbooks.
3. Our sportsmen ... to win the first prizes in figure-
skating at the previous Olympic Games because they were
in good form. And we hope that they ... to show the same
results in future. 4. We have such old wall paper that we
... to paper the room. But we ....to paint the floor. 5. May
I come in and take the skis? We... to do it. 6. Last year we
...to start our journey on July 5th. 7. Last week I ... not
to attend classes in physical training because I had a cold.
8. Though my son was only six he ... to play chess as a
grown-up person. 9. ...the first-year students ... to learn
poems by heart last year? Yes, they did. 10. The children
... to go to the skating-rink after they have done their
homework. 11. You ... to hurry if you don’t want to be late.
12.1 can’t come today, because we ... to have a picnic this
afternoon.
267
8. Write sentences expressing the following ideas by means of modal
verbs according to the pattern.
Pattern: A possibility of snow.
It may snow tomorrow.
1. Polite request to borrow a newspaper. 2. Granting
permission to leave early. 3. Agreeing to someone’s spend
ing their time how they please. 4. Asking for permission
to ask a question. 5. Prohibiting passengers getting off a
moving trolley-bus. 6. Forbidding students to speak any
other language but English in class. 7. The possibility of
meeting some friends at a party. 8. A prohibition against
bringing books into an examination room. 9. The possibil
ity that someone has lost his way. 10. An order against
smoking in the room. 11. A refusal of permission to stay
out late at night. 12. The possibility that someone’s car
has broken down. 13. A polite request for another cup of
tea. 14. The possibility of spending a holiday in the
country. 15. The possibility that someone has missed the
bus. 16. A prohibition against talking during a lecture.
17. An offer of help to carry someone’s luggage (may}.
18. The advisability of sending a letter immediately.
19. An obligation to look after one’s pets well.
9. Translate the following sentences using modal verbs.
1. Вам бы следовало слушать, что говорят старшие.
2. Детям не следует играть с огнем (со спичками). 3. Ей
следует быть более осторожной, когда она переходит
улицу. 4. Вам следует прочесть эту книгу в оригинале.
5. Ему нужно больше работать в лингафонной лабора
тории. 6. Ей не нужно ходить в эту квартиру, там боль
ной ребенок. 7. Вам следует писать диктанты каждый
день. 8. Вам следует побольше читать. 9. Вы не должны
опаздывать на занятия. 10. Сергей должен записаться в
один из спортивных кружков Дворца пионеров, если он
хочет серьезно заниматься спортом. 11. Спортивную
тренировку ему следует начинать с утренней гимна
стики. 12. Ему не нужно больше тренировать школьную
команду. 13. Он может стать профессиональным фут
болистом, если захочет. 14. Кто может рассказать о по
бедах российских спортсменов на Олимпийских играх?
15. Знает ли она, что прежде чем стать членом нашей
команды, ей нужно получить права? 16. Каждый ребенок
должен научиться плавать как можно раньше. 17. Вам
приходилось когда-нибудь участвовать в соревнованиях
по боксу? 18. Завтра ему нужно участвовать в
268
соревнованиях по прыжкам в воду. 19. В будущем году
мне придется поехать в летний спортивный лагерь вместе
с моим сыном.

A. 1- Read and translate the text and the dialogue.
students give answers to them.
- 3. Retell the text and the dialogue according to the following plan.
' a) 1. Russia is a sporting country. 2. Our children

begin to love sport since their childhood. 3. Sport
in the life of our people. 4. Sports facilities at the
disposal of our people. 5. Kinds of sport you know and
may go in for. 6. Some outstanding sports events.
b) 1. Alan’s favourite sport; some other kinds of sport
he likes. Is he a participant or a spectator? 2. John’s fa
vourite game; what games he likes to watch on television.
3. Kinds of sport the Greeks went in for.
B. 4. Make questions and answers from the following tables.
Questions (falling tone):
prefer football or tennis?
Which d’you like better hockey or basket-ball?
enjoy more chess or draughts?
table-tennis or badminton?
Answers:
a) prefer football
I like hockey better
enjoy chess more
table-tennis
b) , I don’t like either
I don’t enjoy
Continue asking- questions about other kinds of sport following the
patterns.
a) What do we call sportsmen who go in for:
gymnastics; swimming; motorcycling; boxing; wrestl
ing; skating; skiing; jumping; running; figure-skating;
yachting; weight-lifting; fencing; mountaineering; athlet
ics
269
и
b) What do we call a person who plays:

chess; tennis; football; volley-ball; hockey; basket
ball; golf
c) What do we call people who:
are skilled in gymnastics; coach a team; win at a
championship; support a sports club or an athlete; break
some record; watch sports competitions and games; take
part in a competition or game
d) What do we call the place where:
we can join some sports society; we play football and
organize sports festivities; schoolchildren can go in for
sport in the open air; we go in for athletics indoors; we can
swim; we can play tennis
e) What do we call:
the country where almost everybody goes in for sport;

a subject which everybody must study; a subject which
is not compulsory; running, jumping and throwing; the
greatest sports event of international character; the games
in which students of all countries take part; festivities
where young people of the world gather together; the last
game in a series of football games; the place in Great
Britain where annual world tennis championships take
place
6. Add question-tags and answer the questions.

1. You never used to smoke so much. 2. Mother used to
take you to the tennis court when you were small. 3. They
used to live in that house. 4. You didn’t use to watch
figure-skating ten years ago. 5. Athletics used to be popu
lar. 6. Wrestling used to be one of the oldest forms of
sport. 7. We didn’t use to have indoor ice-rinks fifty
years ago.
7. Make statements like the pattern and use the cue-words given below.
Pattern: I used to play hockey at school but I haven’t

played it ever since.
basket-ball, table-tennis, chess, draughts, football,
volley-ball
8. Change the following sentences first according to pattern I, then
according to pattern II; use the suggestions in brackets.
270
Sentences Pattern 1 Pattern II
1 She speaks French. She speaks French. She speaks French.

(I) I also speak French. So do I.
1 speak French too.
2. I haven’t read it. I haven’t read it. 1 haven’t read it.
(he) He hasn’t read it Neither has he.
either. Nor has he.
1. Students have a busy time in January and June,

(teachers) 2. He got quite excited over the new plan, (the
students) 3. Mary works by fits and starts. (Kate) 4. He
doesn’t lag behind the group in English. (Nelly) 5. 1 can’t
catch up with the group, (she) 6. Kate will do the
shopping in the afternoon. (I) 7. I spent the week-end
skiing in the country, (my parents) 8. He isn’t tall, (his
brother) 9. Saturday’s match was not very exciting.
(Sunday’s) 10.1 didn’t win the prize, (myfriend) 11.They
didn’t have a chance to win. (we) 12. He mustn’t take
part in sports competitions for a month, (she) 13. He was
late for the game, (his friend)
9. Give short confirmative answers.
I. He didn’t have any dinner, and what about Bob?
2. I can’t speak English fluently yet, and Mary? 3. She is
not well enough to go skating on Sunday, and you? 4. I
haven’t copied the time-table yet, and Pete? 5. Vera has
left her student’s record book at home, and you? 6. They
must be here at 10 sharp, and Nina? 7.1 have to see him on
Sunday, and Kate? 8.1 heard the results of the match over
the radio, and Peter? 9. I shall not go to the football
match, if it rains, and you? 10. We are already revising for
the examination, and Peter?
1. Я люблю смотреть по телевидению соревнования

по легкой атлетике.— Я тоже. 2. Я не «болею» за «Зе
нит».— Мы тоже. Мы «болеем» за «Динамо». 3. Мой
младший братишка тоже любит ходить на лыжах.
4. Лена — тоже очень хорошая теннисистка. 5. Мне не
нравится наш плавательный бассейн.— Мне тоже. Он
очень маленький. 6. Максим тоже еще не выбрал спор
тивную секцию, но я уверена, что он выберет альпинизм;
он блестящий скалолаз. 7. Я не видел эту игру по теле
видению. — Я тоже. Я поздно вернулся домой. 8. Он тоже
271
и
никогда не тренируется по субботам. 9. У них тоже

хороший стадион.
11. Insert prepositions or post-verbal adverbs where necessary.
1. My father always follows... football

matches ... TV ... great enthusiasm. 2.... world championships
our athletes show their skill ... various kinds ... sport. They
have thousands ... followers who try to be good ... the sport
which they admire. Many football fans used to go ...
... football in their school-days. 3. The boys and
girls ... that school received six prizes ... skating. 4. How
marvellous it was to see the magnificent performance ...
the gymnasts ... the beautifully decorated sport palace.
5. Our athletes are looking..... another big event.— the
winter Olympic Games. There they will compete ... the
best world sportsmen. 6. The hockey players ... Russia
first became World Champions ... Stockholm ... 1954.
They have tried to keep ... their leading position when
ever they could. 7. John is both strong and fast ... the
ice-field. He has plenty ... technique and knows all the
secrets ... the game.
1. В нашей стране дети занимаются спортом с ран

него детства. Зимой они любят кататься на лыжах и на
коньках, летом плавать и играть в футбол. В их распоря
жении находятся катки, стадионы, спортивные залы,
теннисные корты, плавательные бассейны, дворцы
спорта. 2. Утренняя зарядка полезна для людей любого
возраста. Она делает человека сильным и энергичным,
а после утомительной работы помогает стряхнуть уста
лость и снова почувствовать себя свежим и полным сил.
3. Хоккей — замечательная игра. Я сам, бывало, играл
в хоккей в школе, а сейчас, к сожалению, я лишь зри
тель. Хоккей — очень популярная игра, которую мил
лионы зрителей с увлечением смотрят по телевидению.
Когда транслируют олимпийские матчи или матчи на
первенство мира, на улицах и в кино становится меньше
народу. 4. Я предпочитаю виды спорта, где соревнуются
команды, а не отдельные спортсмены. 5. Олимпийские
состязания включают почти все виды спорта, которые
272
W’’
стали популярными за последние годы. 6..Мой друг «бо

леет» за «Динамо». Он смотрит все передачи по телеви
дению, когда играет его любимая команда. Последняя
игра, которую он смотрел, закончилась вничью. Долгое
время ни рдна (neither of) команда не могла открыть
счет. Наконец «Спартак» забил гол, а затем и второй.
Какое-то время казалось, что «Динамо» закончит игру с
сухим счетом. И только во втором тайме (period of time)
им удалось сравнять счет. 7. Физкультура — обязатель
ный предмет в школе. 8. Спортивные соревнования
порождают дружбу (make friends), служат делу мира
и взаимопонимания. 9. Спортсмен не надеялся даже
улучшить свой рекорд, а в результате установил новый
мировой рекорд. 10. Виктор сделал все возможное, что
бы удержать рекорд в прыжках в высоту, и это ему
удалось. 11. Я никогда не играл в крикет.— Я тоже.
12. Мой брат — рьяный спортивный болельщик. 13. Наш
тренер — бывший чемпион Советского Союза по пла
ванию. 14. Нам очень нравилась произвольная програм
ма Бобрина.— Мне тоже. 15. Не удивительно, что Игорь
такой сильный — он занимается штангой. 16. Когда-то
она любила баскетбол, насколько я помню.— Я тоже
его люблю. 17. В детстве я не умела кататься на конь
ках.— Я тоже. 18. Я никогда еще не видел этого хок
кеиста в их команде. 19. Он был лучшим велосипедистом
в школе и прекрасно играл в футбол.— Не могу этому
поверить. 20. Ты ведь играешь в шахматы? — Да,
но плохо.
1. What’s your favourite sport? 2. How often do you
watch a game of football? 3. Do you support any team?
4. How are great sporting events reported nowadays?
5. Are you a figure-skating fan? 6. Do you watch figure-
skating competitions on TV? 7. What’s the most popular
outdoor game in our country? In England? 8. In what
countries has ice-hockey become popular? 9. Which do you
enjoy more, football or basket-ball? Why? 10. Cricket is a
very English game, isn’t it? 11. What games did you use
to play at school? 12. Which indoor games do you like?
13. Which indoor games is your friend good at?
14. Which do you prefer, watching or playing tennis?
15. Do you enjoy watching games? If so, which? 16. Do
you enjoy playing games? If so, which? 17. What is the
most popular indoor game in our country? 18. Do you like
273
skating as much as skiing? Give your reasons. 19. Which
games do schoolchildren play in this country? 20. Name one
of the oldest forms of sport. 21. Motor-racing is a recent
sport, isn’t it? 22. Which sport do you disapprove of and
why? 23. Do all the football teams play the game fairly?
24. Which sport do you go in for? 25. What advantage
is there in having gone for sports in your youth? 26. What
sort of sports do women go in for in this country? 27. What
did the ancients say about sport?
14. Form question-tags using the cue-words given below; let your
fellow-students answer your questions.
Pattern: — Hockey is a very fast game, isn’t it?

— Yes, it is so fast that sometimes it is
difficult to follow it.
Cue-words: football / splendid; cricket / English; ten
nis / lively; draughts / well-known, badminton / popu
lar; volley-ball / lively; basket-ball / exciting; hockey/
marvellous; chess / difficult
15. Compose sentences according to the pattern using the cue-words.
Add a sentence to develop the idea.
Pattern: I like nothing better than ... (go for a swim in

summer)
I like nothing better than to go for a swim
in summer, especially when the water is
warm.
1. ... watch a good football match. 2. ... play a game
myself. 3. ... hear a large football crowd. 4. ... talk about
the team after a game. 5. ... go to a local stadium. 6. ...
drive fast. 7. ... go for a swim after work. 8. ... take part
in a competition.
16. Speak or write on one of the following topics.
1. International sport creates goodwill between the

nations. 2. Do you think that playing team games teaches
people to get on with each other and to co-operate?
Give your reasons. 3. Is it possible to be impartial when
watching a hockey match?T 4. In what sports has
Russia a high international reputation? 5. Name a few
kinds of sport and say what you know about them.
6. Why are gymnastics and athletics compulsory in our
274
schools and colleges? 7. Why do you like (dislike) watch
ing sport events on TV? 8. Which of the games you
played or watched impressed you most? 9. The history of
the Olympic Games. 10. Sports facilities at the disposal
of our people. 11. Life story of some champion.
17. Make up dialogues of your own on the topic.
18. Read, translate and retell the following.
In London and in the industrial cities of England there

are hundreds of angling clubs (клубы рыболовов). Most
of the members are keen fishermen. They are at the water
side nearly every week-end throughout the season. They
spend every holiday fishing. They join the club mainly for
the outing, they like the trip, the companionship of their
fellows, the day at the waterside, and if they have luck and
catch fish they may' acquire enthusiasm for the sport
and become as keen as anybody.
LESSON 9
SIXPENCE
by Katherine Mansfield
(Abridged)
It had begun at tea-time. While Dicky’s mother and

Mrs Spears, who was spending the afternoon with her,
were quietly sitting over their sewing in the drawing
room, this was what had happened at the children’s tea.
They were eating their bread and butter, and the servant
girl had just poured out the milk and water, when Dicky
had suddenly seized the bread plate, put it upside down
on his head, and clutched the Itread-knife. “Look at me!”
he shouted.
His startled sisters looked, and before the servant girl
could get there the bread plate slid, flew to the ground,
and broke into pieces. The little girls lifted up their voices
and cried.
“Mother, come and look what he’s done!”
You can imagine how mother came flying. But she was
too late. Dicky had jumped off his chair and run to the
veranda.
“Very well, Dicky,” she cried. “I shall have to think of
some way of punishing you.”
“I don’t care,” sounded the high little voice.
“Oh, Mrs Spears, I don’t know how to apologize for
leaving you by yourself like this.”
“It’s quite all right, Mrs Bendall. I only hope it was
nothing serious.”
“It was Dicky,” said Mrs Bendall. And she explained
the whole affair to Mrs Spears. “I don’t know how to cure
him. Nothing when he is in that mood seems to have the
slightest effect on him."
Mrs Spears opened her pale eyes. “Not even a whip
ping?” said she.
“We never have whipped the children.”
“Oh, my dear,” said Mrs Spears. “I’m sure you make a
great mistake in trying to bring up children without
whipping them. Believe me, there is nothing like handling
them over to their father.”
“Their father,” said Mrs Bendall. “Then you don’t
whip them yourself?"
276
“Never,” Mrs Spears seemed quite shocked at the idea.
“It's the duty of the father. And, besides, he impresses
them so much more.”
“I shall speak to Edward the moment he comes in,”
said Dicky’s mother firmly.
The children had gone to bed before Dicky’s father
returned. It had been a bad day at the office. He was hot,
dusty, tired out. But by this time Mrs Bendall had become
quite excited over the new plan, and she opened the door
for him herself.
“Oh, Edward, I’m so thankful you have come home,”
she cried.
“Why, what’s happened?”
“I simply can’t tell you how naughty Dicky has been.
I have no control over him — none. I’ve tried everything,
Edward, but it’s all no use. The only thing to do is for you
to whip him.”
“But why on earth should I start whipping him? We’ve
never done it before.”
“Because,” said his wife, “don’t you see, it’s the only
thing to do. You don’t understand, Edward; you can’t,
you’re at the office all day.”
Edward sank into a chair. “What am I to beat him
with?” he said wearily.
“Your slipper, of course,” said his vZife.
He went up the stairs. He pushed open the door of
Dicky’s room. Dicky was standing in the middle of the
floor in his night-shirt.
“Well, Dicky, you know what I’ve come for,” said
Edward.
Dicky made no reply.
“I’ve come to give you a whipping.” And grasping the
slipper he gave Dicky three hard slaps.
“There, that’ll teach you to behave properly to your
mother. Get into the bed.”
Dicky stood there hanging his head. His lips were
quivering, but his eyes were dry. He swallowed and said
huskily, “I haven’t done my teeth, Daddy.’’
At the sight of that little face Edward turned, and^ not
knowing what he was doing, he rushed from the room,
down the stairs and out into the garden. Good God! What
had he done? If only he had cried or got angry. But that
“Daddy!”.
And suddenly he remembered the time when Dicky
had fallen off his knee and sprained his wrist while they
277
were playing together. He hadn’t cried then, either. And
that was the little hero he had just whipped!
He went back to the house, up the stairs, into Dicky’s
room. The little boy was lying quite still, and even now he
wasn’t crying. What he wanted to do was to kneel down
by Dicky’s bed and beg his pardon. But, of course, one
can’t do that sort of thing.
“Not asleep yet, Dicky?” he said lightly.
“No, Daddy.”
Edward came over and sat on his boy’s bed. “You —
you mustn’t think any more of what happened just now,
little man,” he said huskily. “That’s never going to happen
again.”
“Yes, Daddy.”
Dicky lay as before. This was terrible. Dicky’s father
sprang up and went over to the window. He felt in his
trousers pocket for his money. Bringing it out, he chose a
new sixpence and went back to Dicky.
“Here you are, little chap. Buy yourself something,”
said Edward softly, laying the sixpence on Dicky’s pillow.
But could a sixpence blot out what had been?
Phonetic Notes
1. Выражения благодарности и извинения могут про
износиться с различной мелодией, в зависимости от эмо
циональной окраски. Мелодия с повышением тона выра
жает обычную, формальную благодарность или фор
мальное извинение. Мелодия с понижением тона и эм
фатические тип»' мелодии выражают большую сердеч
ность, признательность или более глубокое сожаление:
.Thank you. .Thank you, darling.
I 'beg your .pardon. 'Thank you 'so .much.
I’m .sorry. Oh, 'thank you.
I ’beg your vpardon, I but
’you are ’wrong.
I’m 'awfully sorry.
2. Предложения, выражающие просьбу повторить то,
что ие расслышали, всегда произносятся с повышаю
щейся мелодией:
.Sorry?
.Pardon? .what did you savl
say? более официально
.What is her address?
278
3. Обычной мелодией перечисления является мело
дия с повышением тона; но если синтагмы, содержащие
перечисление, эмоционально насыщены, то употреб
ляется мелодия с понижением тона:
Не was ,hot I .dusty, I 'tired .out.
4. Слова, вводящие прямую речь, оформляются инто-
jj. национно в зависимости от их позиции в предложе-
< нии и от того, насколько распространенной группой они
являются.
Если слова, вводящие прямую речь, стоят в начале
предложения, то они образуют отдельную синтагму,
которая произносится с низким нисходящим тоном:
Our 'teacher .said, I “'Now we shall 'write a dic
tation.”
Если нераспространенная группа вводных слов
встречается в середине или в конце предложения, то она
представляет собой ряд неударных слогов, которые при
мыкают к предшествующей синтагме и продолжают ее
мелодический рисунок:
“'Very .well, Dicky,” she cried, I “I shall 'have to
'think of some 'way of .punishing you.”
“.Look at me,” he shouted.
“Because,” said his wife, I “it’s the'only'thing to,do.”
“'Not a,sleep yet, ’Dicky?” he said lightly.
Если слова, вводящие прямую речь, являясь распро
страненной группой, сами делятся на синтагмы, то часть
их (а именно слова, непосредственно вводящие прямую
речь) примыкают к предшествующей синтагме, а часть
выделяются в отдельную синтагму, которая повторяет
ту же мелодию, но имеет более суженный мелодический
диапазон:
“'Buy yourself .something," said .Edward .softly, I

'laying the 'sixpence on 'Dicky’s .pillow.
“'Shall, I .help you?” he asked, I'looking at her

.thoughtfully.
279
Vocabulary Notes
1. Mr (Mister) — стоит перед именем мужчины:
Mr Bendall
Mrs (Mistress fmisiz]) — стоит перед именем за
мужней женщины: Mrs Bendall
Miss — перед именем девочки, девушки, незамужней
женщины: Miss Smith
Doctor (Dr) может употребляться с именем врача
или без его имени:
Good morning, Dr Brown. Thank you, doctor.
Professor употребляется как с именем профессора,
так и без него:
I’ll do it, professor.
We’ve invited Professor Green to read a lecture on
English literature.
Sir (без имени) употребляется как обращение к муж
чине, чаще старшему по возрасту.
Sir, Madam употребляется служащими в магазине,
ресторане и других общественных местах при обраще
нии к посетителям:
Can I help you, madam?
Shall I help you with the luggage, sir?
Dad (Daddy), Mum (Mummy) — папа, мама (слова
обращения детей к матери или отцу в семье). Взрослые
дети, обращаясь к родителям, чаще говорят: Father,
Mother.
Granny, Grandad — слова обращения к бабушке и
дедушке
2. В английском языке существуют следующие спо
собы выражения извинения:
I apologize. I’m sorry. Sorry. I beg your pardon.
Excuse me.
Случаи употребления Примеры Возможные ответы
Apologize
В официальном стиле I don’t know how to It’s quite all right.
речи. apologize for leav
ing you by yourself.
I have to apologize It’s nothing to speak
for not answering of-
your letter in time.
280
Продолжение
Sorry
1. В разговорной ре Sorry. Oh, never mind.
чи — извинение за I’m sorry to be late. (It’s) all right.
незначительный I’m terribly sorry.
проступок.
2. Соответствует рус Sorry, but I don’t
скому <к сожале remember his ad
нию». dress at present.
Pardon
Более официальное a) I beg your pardon a) Never mind. It’s
извинение за до for being late. all right.
пущенный просту b) Pardon, I hope b) Oh, certainly not.
пок. I’m not disturbing Not in the least.
you.
Note: В том случае, когда просят повторить то, что не расслышали,

говорят:
.Sorry?
I 'beg your .pardon?
'Beg your .pardon?
.Pardon?
Excuse
1. В разговорной ре a) Excuse те. (Мау 1. а) Ответа нет.
чи, заранее изви I pass?)
няясь за беспокой b) Excuse те, сап b) Certainly. With
ство или обраща you tell те the way pleasure.
ясь к кому-л. с from here to the
просьбой или воп Moscow Railway
росом. Station?
2. Когда вы прерыва a) Excuse me, may 1 2. a) Certainly.
ете кого-л. в разго ask you a ques
воре; не соглаша tion?
етесь с кем-л.; ис b) Excuse me, I’m b) Am I?
правляете допу afraid you are Really?
щенную кем-л. wrong.
ошибку. c) Excuse me, that c) Is it really?
pencil is mine. I didn’t know.
3. В ряде выраже Excuse fingers! 3. Ответа нет.
ний, связанных с (when you are
нарушением пра passing food with
вил поведения. your fingers)
Excuse me!
(when you sneeze)
281
Vocabulary Notes
1. Mr (Mister) — стоит перед именем мужчины:
Mr Bendall
Mrs (Mistress [’misiz]) — стоит перед именем за
мужней женщины: Mrs Bendall 4
Miss — перед именем девочки, девушки, незамужней
женщины: Miss Smith
Doctor (Dr) может употребляться с именем врача
или без его имени:
Good morning, Dr Brown. Thank you, doctor.
Professor употребляется как с именем профессора,
так и без него:
I’ll do it, professor.
We’ve invited Professor Green to read a lecture on
English literature.
Sir (без имени) употребляется как обращение к муж
чине,. чаще старшему по возрасту.
Sir, Madam употребляется служащими в магазине,
ресторане и других общественных местах при обраще
нии к посетителям:
Can I help you, madam?
Shall I help you with the luggage, sir?
Dad (Daddy), Mum (Mummy) — папа, мама (слова
обращения детей к матери или отцу в семье). Взрослые
дети, обращаясь к родителям, чаще говорят: Father,
Mother.
Granny, Grandad — слова обращения к бабушке и
дедушке
2. В английском языке существуют следующие спо
собы выражения извинения:
I apologize. I’m sorry. Sorry. I beg your pardon.
Excuse me.
Apologize
В официальном стиле / don't know how to It’s quite all right.
речи. apologize for leav
ing you by yourself.
i
I have to apologize It’s nothing to speak
for not answering of.
your letter in time.
280
Продолжение
Случаи употреблении Примеры Возможные ответы
Sorry
1. В разговорной ре Sorry. Oh, never mind.
чи — извинение за I’m sorry to be late. (It’s) all right.
незначительный I’m terribly sorry.
проступок.
2. Соответствует рус Sorry, but I don’t
скому «к сожале remember his ad
нию». dress at present.
Pardon
Более официальное a) / beg your pardon a) Never mind. It’s
извинение за до for being late. all right.
пущенный просту b) Pardon, I hope b) Oh, certainly not.
пок. I’m not disturbing Not in the least.
you.
Note: В том случае, когда просит повторить то, что ие расслышали,

говорят:
.Sorry?
I 'beg your .pardon?
’Beg your .pardon?
.Pardon?
Excuse
1. В разговорной ре a) Excuse те. (Мау 1. а) Ответа нет.
чи, заранее изви I pass?)
няясь за беспокой b) Excuse те, сап b) Certainly. With
ство или обраща you tell те the way pleasure.
ясь к кому-л. с from here to the
просьбой или воп Moscow Railway
росом. Station?
2. Когда вы прерыва a) Excuse me, may I 2. a) Certainly.
ете кого-л. в разго ask you a ques
воре; ие соглаша tion?
етесь с кем-л.; ис b) Excuse me, I’m b) Am I?
правляете допу afraid you are Really? '
щенную кем-л. wrong.
ошибку. c) Excuse me, that c) Is It really?
pencil is mine. I didn’t know.
3. В ряде выраже Excuse fingers! 3. Ответа нет.
ний, связанных с (when you are
нарушением пра passing food with
вил поведения. your fingers)
Excuse met
(when you sneeze)
281
3. Благодарность в английском языке может быть
выражена следующим образом:
Способы выражения благодарности Возможные ответы
Thanks. Not at all.

(Oh,) thank you. Never mind.
Thank you very much. Don’t mention it.
Thank you very much indeed. It’s nothing to speak of.
Thank you ever so much. Oh, it’s all right.
Thanks a lot. You are welcome.
I’m very much obliged to you.
It's very nice (kind, etc.) of you to do it.
Все указанные возможные ответы соответствуют

русскому «пожалуйста:». Однако please никогда не упот
ребляется в ответах на благодарность. Употребление
английского please и русского «пожалуйста:» не всегда
совпадает.
«Пожалуйста:» переводится словом please в следую
щих случаях:
1. Для выражения a) Please pass те 1. a) Here you are.

вежливой просьбы the book.
сделать что-л. b) May I have a glass b) Yes, certainly.
of water, please? Surely.
c) Will you, please, c) All right. By all
go there? means. With
pleasure.
d) Will you stop that d) Oh, of course.
noise, please? All right.
2. Для выражения May I take that book 2. Yes, please do.
разрешения или home?
согласия. Shall I read it? Yes, please.
4. to break into pieces — разбить(ся) вдребезги, на

части, на мелкие кусочки
Русскому слову «кусок> соответствуют piece, bit,
slice, lump, sheet, cake. Они отличаются друг от друга по
смысловому оттенку и сочетаемости с другими словами.
Ср.:
piece — имеет наиболее обобщенное значение «ку
сок:», применяется очень широко и может заменять все
982
другие слова этого синонимического ряда: a piece of
bread, chalk, paper, wood, glass, pie, etc.
bit — кусочек чего-л.: a bit of bread, wood
slice — тонко отрезанный кусок, ломтик чего-л.
съестного: a slice of bread, apple, lemon, ham
lump — небольшой бесформенный кусок какого-л.
вещества, комок: a lump of sugar, earth
sheet — тонкий, плоский кусочек чего-л., лист:
a sheet of paper, glass
cake — кусок, брусок (мыла): a cake of soap
bar — кусок, брусок, плитка: a bar of chocolate, soap
5. If only he had cried or got angry.— Если бы он хоть
заплакал или рассердился.
Phonetic Exercises
1. Read aloud the following pairs of words; mind the positional length
of vowels.
servant — serf slim — slipper time — tight

slid — slipped wives — wife bill — bit
win — whip gun — gust shade — shake
1. He toiled all day in the toy shop.

2. I was annoyed at the boy for spoiling the toy which
belonged to Joy.
veranda, to seize, to imagine, serious, affair, effect,
idea, excited, naughty, control, reply, to behave, quiver,
swallow, knee, hero, money, trousers, upside
tea-time, drawing-room, night-shirt, bread-knife, pour
out, bring up, jump off, come in, spring up, apologize
5. Intone the following sentences.
1. It’s quite all right, Mrs Bendall. 2. Oh Edward,
I’m so thankful you have come home. 3. You know what
I’ve come for. 4. Mother, come and look what he’s done!
5. They returned home hungry, tired, cold, but very
happy. 6. Here you are, little chap. 7. “I don’t care,”
sounded the high little voice.
283
6. Read the following phrases of apologies and thanks and use them
in your own situations.
1. 'Haven’t you .done it yet? —'No, I’m .sorry.
2. It’s 'very .kind of you.—'Not at .all.
3. 'Thank you fever so .much.—'That’s .really .noth
ing.
4. I 'beg your .pardon.—,Oh, 'that’s all .right.
5. Exvcuse me, [’can you 'tell me the .time? —With
.pleasure.
6. 'Thank you 'very .much.— 'Thank 'you.
Grammar Exercises
1. Supply the other two forms (i. e. Past Indefinite and Participle II)
of the irregular verbs given below.
to begin, to eat, to fly, to break, to come, to run, to
think, to teach, to hang, to fall, to lie, to spring, to choose
2. Find in the text all the sentences with the verb in Past Perfect and
comment on its use.
3. Ask general and special questions about these sentences.
1. He had washed his hands before he sat down to
dinner. 2. The students had finished translating the article
by 5 o’clock. 3. The watchmaker hadn’t cleaned my watch
by the time I came. 4. She had trained a lot before the
Olympic games. 5. When the taxi arrived, they had al
ready finished packing.
4. Supply Past Indefinite or Past Perfect. Translate the sentences.
a) When I was 20, I ... to Petersburg to study English,
(to go) At that time I thought I ... English quite well
because I ... it for nearly ten years, (to know, to study)
I... already... my studies at the evening classes of Foreign
Languages in our town, (to finish) In fact I ... the highest
mark at the final examination, (to get)
I ... to Petersburg in August, (to come). I ... never ... to
a big city, so everything ... me very much, (to be, to inter
est) I... a taxi and ... straight to the hostel where I was to
stay till the end of the entrance examinations, (to take, to
go) When I ... my luggage in my room, I ... to go out to
see Petersburg, (to put, to decide) I ... never ... such a
beautiful city before! (to see) After I... around for an hour,
I ... my way. (to walk, to lose) I ... a militiaman and ...
him that I ... my way. (to find, to tell, to lose) He ... me
the way to the hostel, (to show) It turned out that during
284
_r the past hour I ... round in a circle, and I ... quite near
the hostel again! (to walk, to be)
' b) 1. I ... to enter the philological faculty after I ...
to a friend of mine, who is a student of the English de
partment. (to decide, to speak) 2. By the time I ... to the
University, the meeting ... already .... (to get, to begin)
3. After I ... the entrance examinations, I ... a student of
t Petersburg University, (to pass, to become) 4. I ... the
/ true state of affairs even before I ... your letter, (to under
stand, to read). 5. After I ... all the books on the reading
list, I... that I was prepared for the examination, (to read,
■■ to decide) 6. He ... to our house before I ... breakfast, (to
- come round, to finish) 7. We ... everything by the time the
, taxi .... (to pack, to arrive) 8. After I ... the library, I ...
the reader’s membership card, (to join, to get)
w 5. Put the verbs into the Past Indefinite, Past Continuous or Past
Bк
•S
Perfect Tenses.
1. After Dickens’s family ... Chatham and ... down in

London, things went from bad to worse, (to leave, to
f settle) 2. While Charles ... at a blacking factory, he had
| to live in miserable lodgings, for he ... only six shillings a
f week, (to work, to earn) 3. Dickens’s father ... in prison
J for two years before he ... into some money, (to be, to
| come) 4. Dickens ... just ... his Sketches by Boz when a
f* firm of publishers ... him to write some short articles,
i (to publish, to ask) 5. By 1836 Dickens ... already ... popu-
4 lar with the English readers, (to become) 6. Dickens ...
■i shorthand before he could do some reporting in the House
-л of Commons, (to study) 7. After he ... school he ... a clerk
in a lawyer’s office, (to finish, to become) 8. Dickens ...
already ... world-wide fame when he ... to write Oliver
; Twist, (to earn, to begin) 9. Dickens ... to read at an
Г early age and ... many books in his childhood, (to learn, to
T read) 10. After Dickens ... much he ... a writer and ...
his childhood and youth in some of his famous novels,
(to suffer, to become, to describe)
6.’ Change the bracketed infinitives into suitable finite forms in the
following passage.
Last year John (to travel) through Italy on his way to
England. His train (to stop) at Turin for a few hours.
He (to put) his suit-cases under the seat, and (to go off)
to see the town and have lunch. He (to look forward) to
a good hot lunch, as it was a cold January day.
285
As he (to walk) along the street, he (to see) a good
restaurant and (to enter).
As John (to eat), he (to take in) the atmosphere of
the place. It seemed a good restaurant. The dark-eyed
Italian waitresses (to rush about) and (to exchange)
jokes with their customers. While he (to observe) this,
John (to finish) his enormous lunch. He (to order) coffee
and a cigar, and (to call for) the bill. Then he (to get
up) to go. He (to walk) over to the counter, where the
proprietor (to talk) to a friend, and (to put) his hand
into his breast-pocket to get out his wallet. To his surprise,
his breast-pocket (to be) empty. He (to search) the other
pockets. His heart (to thump) as he (to turn) to the
proprietor. “I’m awfully sorry,” he (to say) to him, “but
I have lost all my money.” “Well,” said the proprietor,
“if you find it you might come back and pay the bill.” John
(to look) at him in amazement. “Thanks awfully, I will
certainly come back.”
He (to go) to the nearest police-station and (to tell)
them that someone (to rob) him of all his money. Then
he (to go) to collect his luggage at the station. And
great was his surprise when he (to see) his wallet lying
on the floor near his luggage!
7. Translate the following sentences into Russian.
1. Five o’clock had hardly struck on the morning of

the nineteenth of January when Bessie brought a candle
into my little room and found me already up and nearly
dressed. 2. Hardly had I read more than the first three
chapters when I heard a conversation going on in the
next room. 3. No sooner had I discovered that the wolves
could only run-on the ice in a straight line, than I decided
to turn aside whenever they came too near. 4. Scarcely
had the wolves heard the barking of my dogs, when
they stopped and after a few minutes turned and fled.
5. Hardly had we made ourselves comfortable in the par
lour when an old fellow came in smoking a long pipe;
we naturally began to chat. 6. No sooner had he left the
room than another man came in. 7. No sooner had he
arrived when the accident took place. 8. Scarcely had I
finished my work when my friends arrived. 9. Hardly
had we closed the door when a snowstorm broke out. 10.
No sooner had I come home and switched on the TV set
when the figure-skating began.
286
1. Он не прочел и трех страниц, как его прервали. 2.
’ Не успела мисс Бетси узнать, что у миссис Копперфилд
; родился сын, как она уехала из дому. 3. Я не пробыл и
? пяти минут в приемной, как меня пригласили к дирек-
|тору. 4. Едва дверь закрылась за ней, как я вспомнила,
что хотела ей рассказать. 5. Едва Оливер успел покон
чить со вторым ломтем хлеба, как мистер Бамбль вер
нулся и объявил, что мальчик должен немедленно пред
стать перед советом. 6. Не успела я войти сегодня в
университет, как встретила девочку, с которой училась
в школе. 7. Едва мы успели кончить писать контрольную
. работу по грамматике, как прозвонил звонок на следую-
Ж щее
9. Answer the following
занятие. questions.
8. Не успели мы (Drill.
дойтиBooks shut.)
до набережной, как
1Ж начался салют.
1. What were you doing all evening yesterday? 2. Had
a y°U finished reading the book by 5 o’clock yesterday? 3.
Ж Were you working at home from 7 till 9 o’clock yester-
Ц day? 4. Had you already returned home when he called on
9 you on Sunday? 5. What were you doing when he rang you
> up? 6. Had he ever studied English before he entered the
* University? 7. What argument were you having when
you heard someone enter the room? 8. Had you worked
a* with tape-recorders before you entered the philological
*• faculty? 9. Had you improved your pronunciation by the
1 end of the year? 10. Were you working hard at your
■ English during the past academic year? 11. Had your
friend known the difference in the curriculum for full-
Itime and part-time students before he applied to the
University?
19. Put into Reported Speech.
1. My friend said: “Moscow University was opened
I- in 1755.” 2. He asked his friend, “Have you written this
poem yourself?” 3. He said, “1 am working hard as I want
to pass my exams by the first of January.” 4. Margaret
asked me, “Have you brought any English books with
you?” 5. The speaker said, “Conditioned reflexes were
first researched in Russia.” 6. The librarian said to the
students, “We have just received some new books on
travel.” 7. The students said to their new teacher, “We
read David Copperfield last term.” 8. I asked John,
“Was Mary at home when you called on her yesterday?”
287
9. The boy asked his little sister, “What are you writ
ing in your note-book?’’ 10. The lecturer said, “Lomono
sov was a great Russian scientist."
11. Put these sentences into the reported form.
1. “How long are you going to stay here?” the aunt

asked me. 2. “What are we going to have for dinner to
night?” he said. 3. “How many letters did you write last
week?” my friend asked me. 4. “How much does this dress
cost?” the customer asked. 5. “The teacher is going to
give us a test tomorrow,” the pupil remarked. 6. ”We took
a test a week ago,” the student said. 7. ’’Are you coming
to see us today?* Mother said. 8. “Tom won a gold medal
yesterday,” John said. 9. “Are you going to be at home all
day tomorrow?” Mary asked. 10. “He is playing football
now,” my friend’s sister said. 11. “He started his tour
last week,” the secretary said.
12. Supply the correct tense (Present Indefinite, Present Perfect, Past
Indefinite, Past Perfect or Past Continuous).
One rather drowsy afternoon we ... in the classroom

and ... what the teacher ... monotonously, (to sit, to take
down, to read) Most of us ... honestly to get down the
essence of it, but Robert ... a better way of spending the
time, (to try, to find) He ... listening to the lecture alto
gether, and ... delightedly over a pen-and-ink drawing
which he .... (to give up, to smile, to make) This was
the. first time I ... him really drawing something, (to
notice) Though I ... next to him I ... what he ... at first,
(to sit, not to see, to draw) But after a few minutes he ...
to me and ... the paper towards me. (to turn, to push)
What he ... me was a rapid but very energetic sketch of
the teacher on skates, (to show) “It’s great,” I .... (to
whisper) Then a shadow ... across the sunlit desk, and the
next second the teacher ... the drawing and ... it off to his
table, (to fall, to snatch, to bear)
“Artistic creation,” he said in his horrible dry voice.
“But I ... we ... here for this purpose.” (not to think, to
assemble) Then he ... at the picture and ... it clearly for
the first time, (to look, to see) For a moment the teacher
could think of nothing to say. He just ... the drawing
across, (to tear) Then he ... the two pieces together and ...
them across again, (to lay, to tear)
288
13. Insert a(n), the, some where necessary.
1. I like to have ... good breakfast of ... bread, ...
butter, milk or ... cream. 2. Where is ... butter? — It is in
the fridge. 3. Put ... milk on the gas-stove. 4. There is ...
milk in the jug. 5. Pass me ... cream, please. 6. In England
friends often meet at ... tea-time for ... chat while they
have their cup of ... tea, ... cake or ... bread-and-butter.
7. ... chalk is white. 8. You must not drink ... cold water.
9. Give me ... piece of ... chalk, please. 10. ... water in ...
lake is warm. 11. Give me ... paper to write ... letter. 12.
Some kinds of... glass are as strong as ... metal. 13. Look
here, there is ... glass on the floor. I think some naughty
boy has broken ... glass in ... window with ... stone. 14. ...
stone-breaker is ... machine for breaking ... stone. 15. Dif
ferent kinds of ... artificial silk are very common nowa
days. 16.... silk of... curtains was the same colour as that
of ... cushions. 17. ... gas and ... electricity are the conve
niences we have in every flat.
Когда мы готовились к вступительным экзаменам
в университет, мы еще не решили, на какое отделение
поступать — на вечернее или дневное. Мы ие знали, есть
ли разница в программах для студентов дневного и
вечернего отделения.
Перед самыми экзаменами у нас было собрание. Де
кан объяснил нам, что различие в программе довольно
значительное. Хотя перечень предметов приблизительно
одинаковый, но на каждый предмет на дневном отделе
нии отводится гораздо больше времени, так как студен
ты-вечерники занимаются только четыре раза в неделю.
После того как мы поговорили с деканом и некоторыми
преподавателями, мы решили поступать на дневное от
деление филологического факультета.
Когда мы сдали вступительные экзамены, мы стали
студентами университета. Мы поселились в общежитии,
недалеко от филологического факультета. В комнате нас
трое: две мои подруги и я. Каждое утро мы встаем
в 8 часов, чтобы успеть приготовить плотный завтрак.
Мы делаем это по очереди. Пока одна из нас греет чай
ник и накрывает на стол, две другие убирают постели и
убирают комнату. Без четверти девять мы выходим из
общежития. Мы успеваем дойти пешком до университе
та за 10 минут. Без трех минут девять мы уже сидим в
аудитории и ждем начала занятий.
289
10 - 4043
2. Ask questions about the text and let your fellow-students
answer them.
3. Make up a plan of the story and retell it according to your plan.
*
4. Summarize in your own words the main idea of the story.
5. Make up dialogues based on the text between: a) Mrs Bendall and
Mrs Spears; b) Mrs Bendall and Mr Bendall; c) Mr Bendall and
Dicky.
B. 6. Fill in the blanks with one of these words — piece, bit, slice,
lump, sheet, cake, bar.
1. Where is the ... of chalk you have brought? 2. There
is no more soap at home. Will you buy a ... of soap on your
way home? 3. Will you give me a ... of paper to write my
dictation on? 4. How many ... of sugar do you take in
your tea? 5. Will you cut the cold meat, please? Only
don’t make the ... too thin. 6. There was a ... of cheese on
the plate. 7. I must buy a ... of chocolate for little Nelly.
7. Find the following statements in the text and reproduce the conver
sation they are used in.
1. I don’t care. 2. I don’t know how to apologize for
leaving you by yourself. 3. It’s quite all right. 4. I hope it
was nothing serious. 5. 1 shall speak to him (Edward)
the moment he comes in. 6. Oh, Edward, I’m so thankful
you have come home.
a) Why on earth should I punish the child? There are
some other ways of ...
What on earth are you talking about? I can’t ...
Where on earth is my book? I put it ...
What on earth do you mean? I didn’t ...
How on earth did you manage to lose my book? Now ...
b) Bill became quite excited when ...
The child looked quite frightened as ...
We all were quite pleased because ...
Mrs Bendall became quite shocked when ...
c) There is nothing like reading English books in the
original for me. I’m ...
There is nothing like listening to classical music for
Ben. He ...
* См. сноску на с. 176.
290
There is nothing like playing chess for my brother. He
began ...
There is nothing like figure-skating for my sister. She
thinks it is ...
1. The little boy jumped ... his chair and rushed ... the
room ... saying a word. 2. They didn’t become excited ...
my plan to spend the summer holiday ... the country. 3.
We’ll discuss the problem ... supper-time.— What prob
lem? — Bringing ... children. 4. Jane is fond ... sewing.
She can sit... it for hours. 5.1 can’t say I have no control...
my little son, but sometimes he becomes too naughty,
and then I begin to think of some way ... punishing him.
He especially likes to run ... and ... the stairs of the cot
tage. I’m afraid he may hurt himself. But... the sight... his
father he immediately becomes obedient 6. Shall I pour ...
the coffee? 7. Will you explain ... Mike that he must apolo
gize ... keeping the book ... so long.— ... all means. 8. I’m
very much obliged ... you ... your help.— It’s nothing to
speak .... 9. Are you tired? — Not... the least. 10. It was
very nice ... you to bring the book ... me.— Not ... all.
1. Извините, я вас неправильно понял.— Ничего.
2. Мы вам очень признательны за ваши советы.— Не за
что. 3. Спасибо за книгу.— Не стоит благодарности. 4.
Прошу прощения за опоздание.— Ничего. 5. К сожале
нию, он и сегодня не придет на занятия, он все еще бо
лен.— Очень жаль. 6. Извините, как пройти в Русский
музей? 7. Огромное спасибо за конспекты.— Не за что.
8. Простите, я не занял ваше место? (to take one’s
seat) — Нет-нет. 9. Я вас не обидел? (to offend) — Ни
капельки. 10. Он, кажется, живет на улице Горького.—
Простите, что вы сказали? 11. Извините меня, но я этого
не помню.— Неважно. 12. Простите, но вы опустили не
которые детали.— Неужели? 13. Простите, но вы не сов
сем правы.— Неужели? 14. Простите, могу я вас пре
рвать на минутку? — Конечно. 15. Передайте мне вон
тот словарь.— Пожалуйста.— Спасибо.— Пожалуйста.
16. Закрыть окно? — Да, конечно. 17. Ты не купишь мне
плитку шоколада? — Конечно (с удовольствием). 18.
Я сама спрошу Виктора об этом.— Ладно (хорошо).
19. Простите, это моя ручка.— Ваша? Прошу прощения.
20. Купить вам эту книгу? — Да, пожалуйста. 21. Да
291
10*
вайте поговорим с Вадимом, может быть, он согласится
нам помочь.— Бесполезно, он очень занят. 22. Когда
отец вошел, Маша сидела и шила. 23. Вот что случилось
вчера за обедом: Джонни схватил чашку, она полетела
на пол и разбилась на мелкие кусочки. 24. Нет ничего
лучше прогулки в парке в солнечный осенний день.
1. What expressions do we use when apologizing? 2.

When do we use the verb to apologize? Give an example.
What do we answer? 3. When do we use the word sorry?
Give some examples. What do we answer? 4. When do we
use the word please? Give an example. 5. What do we say
when we didn’t hear what somebody, said? Give some
variants. What intonation do we use? 6. What do you
say when you are passing food with your fingers (when
you sneeze)? What’s the answer? 7. What do you say
when you interrupt somebody or disagree with somebody?
Give examples. 8. What do you say when you ask a passer
by about the way to some place? 9. How can we thank
people? 10. Do we ever use the word please when an
swering people who thank us? 11. What English expres
sions correspond to the Russian «Не за что, пожалуйстаэ?
12. When do we translate the Russian «пожалуйстаэ as
please in English? 13. How do English people address
(invent some name if necessary): a married woman, a
grown-up man, a girl or an unmarried woman, a pro
fessor, a doctor, a customer in a shop?
12. Make up short dialogues beginning with the following sentences.
1. It is impossible to get The Gadfly at the book shops.

(You must disagree with the statement.)
2. So glad to see you. Haven’t seen you for ages ...
(You must interrupt me.)
3. Oh, here is my umbrella. I thought I had lost it.
(You must contradict me.)
4. Oh, you have stepped on my foot. (You must
apologize.)
5. I’m sorry to have kept you waiting. The tram was
dragging so slowly. (You must give a reply.)
6. Will you kindly lend me 10 roubles till tomorrow?
(You have got no spare money about you.)
7. I have brought the book to you. Here it is. (You
thank your friend.)
292
8. Thank you very much indeed for looking after my
Sick child. (You must give a reply.)
9. Please pass me the bread. (You must give a reply.)
13. Respond to the following using the suggested words and expres
sions; then add a sentence of your own.
a) Thank for the following:
Here is the pen you lost.— Thank you very much indeed.
Your umbrella, John.— Oh, thank you.
141 bring the article tomorrow.— Many thanks.
Let me get you some more tea.— It’s very nice of you.
You can have the book if you like.— Thanks very much.
b) Apologize for the following:
You are on my toe.— Sorry.
You are late again.— I’m awfully sorry.
You think you are disturbing your neighbour.— I hope
I’m not disturbing you;
You have taken Bill’s book by mistake.— I beg your
pardon.
You are interrupting someone.— Excuse me.
c) Respond, to the following apologies and thanks:
Thank you for your help.— You’re welcome. (It was noth
ing.)
Sorry I’m late.— All right. (That’s all right.)
I’m afraid I’ve broken the cup.— Don’t worry about that.
I’m sorry to trouble you, but could you give me your pen
for a moment? — It’s no trouble.
Thanks awfully.— Don’t mention it. (It was a pleasure;)
I’m terribly sorry.— Don’t apologize. It could happen to
anyone.
Thank you for lending me the book.— Think nothing of
it.
Excuse me, but you aren’t quite right.— Aren’t I?
I’m so sorry I interrupted.— Don’t give it another
thought.
Excuse me, it was an accident. — It wasn’t your fault
(It doesn’t matter.)
14. Ask one of the students and let him (her) answer your questions,
what he (she) thinks about Mrs Spears’ advice to punish
children for their pranks (шалости)
why children may sometimes become naughty and play
pranks
293
if he agrees that parents should manage to bring up
their children without punishing them
if he thinks that any kind of corporal punishment humil
iates a child and hurts his feelings
what methods of persuasion (убеждение) parents should
try instead of whipping their children
what harm whipping can do to the children
if he agrees that parents should be patient with their chil
dren and try to understand their inner world and their
character
what parents should do to become closer to their children
whether parents should use every opportunity to encour
age their children
whether his parents have ever punished him
LESSON 10
NEW YEAR’S EVE
The Old Year is going out. These are its last few
hours and very soon we shall be seeing it out.
The streets are full of people. The shops are attracting
them like magnets. Grandfather Frost, or Santa Claus,
as he is called in English, is there in the shape of busy
people stuffing their bags and briefcases with New Year
presents.
Looking at the lighted windows we can see brilliantly
decorated fir-trees, without which you can’t imagine the
New Year celebration.
Many young people are against celebrating the New
Year indoors. They like to see the New Year in somewhere
out in the open and if by chance you happen to be at
the railway-station at this time you’ll see a forest of skis
and crowds of merry, laughing people.
There are plenty of fir-trees in the woods just like the
ones indoors, but with the moon behind them and stars in
place of candles.
But many families prefer to see the New Year in at
home with their friends and relatives.
The clock hands are creeping nearer and nearer to
wards midnight. Soon crowded buses and taxis will be
rushing from one end of the city to the other carrying
people visiting one another.
294
By this time the men and children in the family will
have decorated the fir-trees and the women will have laid
the festive tables.
Soon the best part of the waiting will begin. Radios
will be switched on in all the houses to tune in to the
Kremlin chimes. The whole city will be standing round
tables, holding up glasses of champagne. Everyone will
be waiting for the moment when the Kremlin chimes will
bid the Old Year good-bye.
A happy New Year to one and all!
A Happy New Year (to you)!

Best wishes for a Happy New Year!
Thank you, the same to you!
DIALOGUE
A. : Look! What an interesting article in today’s paper!

It’s about New Year celebrations in different coun
tries.
B. : Yes, I’ve read it too. It was interesting to see how dif
ferent people see the New Year in. I remember in
Cuba they store water beforehand and pour it into the
street at midnight on New Year’s Eve. This symbol
izes their wish for the New Year to be as clear, fresh
and sparkling as the water they pour.
A. : And in Burma and India they put on their national
costumes and go into the streets carrying flowers,
toys and jars full of water — they pour water over
each other. On a very hot night it can even be a pleas
ure to walk about in soaking clothes. And in India
they traditionally fly bright kites on New Year’s Eve.
B. : So do the Japanese. Young and old enjoy it alike. In
Japan 108 strokes of the bell announce the beginning
of the New Year over the radio. Then everyone goes
to bed to get up again at dawn so as not to miss the
sunrise. They believe that if you miss the sunrise
you’ll have bad luck in the new year.
A.: There’s something interesting about Panama, too.
There at midnight they make as much noise as they
can with bells, car horns, factory hooters and sirens.
In this way they “please” the New Year.
2$5
В.: And in Italy they follow a very old tradition — in
the last minutes of the old year they throw all the old
things they don’t need — old furniture, pots and pans,
old shoes, etc.— out of the windows.
A. : And look, in Scotland Hogmanay (as they call New
Year’s Eve there) is a very merry holiday. If they see
the New Year in at home they make a bright fire —
for the brighter the fire, the better the luck. And at
midnight the head of the house usually throws the
front door wide open to let the Old Year out and
the New Year in. And in the early hours of New Year’s
morning the first visitors — “first-footers” — appear.
Tradition says the first-footer must be a dark-haired
man — he will bring good luck to you.
B. : But do they ever celebrate it out-of-doors?
A. : Yes. Then they gather in some central square and w;ait
for the clock to strike 12. Then, crossing arms, every
one links hands for the traditional song, “Auld Lang
Syne”.
B. : Oh, we forgot about England! I know that in England
many people ignore the New Year and go to bed at
their usual hour. Young people may go to a New
Year party or dance. Young Londoners usually gather
in Trafalgar Square or Piccadilly Circus to sing and
dance and cheer the New Year in. The Englishmen
celebrate Christmas instead.
A.: What a lot of interesting facts we’ve found out!
Really, every country has its customs.

1. to see the Old Year out — провожать старый год
Opp.: to see the New Year in — встречать Новый
год
2. indoors — в помещении
Opp.: out-of-doors, in the open — под открытым
небом
3. If by chance you happen to be at the railway-sta
tion...— если вы случайно окажетесь на вокзале...
4. in place of — вместо
Syn.: instead of
5. Soon crowded buses and taxis will be rushing from
one end of the city to the other.
296
В данном примере перед словом other стоит опреде
ленный артикль, так как речь идет об одном из двух про
тивоположных концов города. При сопоставлении двух
предметов или лиц местоимение other всегда употребля
ется с определенным артиклем.
I have two brothers. One is an engineer, the other is a
doctor.
Когда речь идет об одном из трех или более предме
тов или лиц, то употребляется местоимение another:
I don’t like this book. Give me another one.
Местоимение other («другой») может употребляться
В качестве определения перед существительным в един
ственном или множественном числе, another — только
перед существительным в единственном числе:
Give me some other book, please.
Other boys know him.
Please give me another magazine.
В значении «другие» («другие люди») местоимение
other может употребляться в форме множественного
числа others и может иметь определенный артикль, если
этого требует контекст:
Some of the students will go to the state farms, others
will work at pioneer camps.
I know about it. Please tell the others.
Местоимения other, another также входят в состав
местоимений each other и one another, которые пере
водятся «друг друга».
В современном английском языке оба составных
местоимения употребляются как синонимы, независимо
от того, сколько лиц имеется в виду:
Му friend and I often visit each other (one another).
6. Radios will be switched on in all the houses to tune
in to the Kremlin chimes.— Во всех домах будут вклю
чены радиоприемники, чтобы был слышен бой Кремлев
ских курантов.
1. to pour water over each other — поливать друг
Друга водой
2. the brighter the fire, the better the luck — чем
ярче очаг, тем удачливее год
297
3. Auld Lang Syne ['odd 'laerj ’sain] —тради
ционная шотландская песня
4. Every country has its customs, (proverb) —
У каждой страны свои обычаи. (Сколько стран, столько
обычаев.)
Phonetic Exercises
1. Transcribe the following words and learn them.
to attract, magnet, Santa Claus, brilliant, to decorate,
to imagine, celebration, to celebrate, laugh, candle, rela
tive, towards, festive, Kremlin chimes, indoors, cham
pagne, briefcase, fir-tree, to tune in, dawn, to symbolize,
siren, hooter, custom, Hogmanay, Christmas, Cuba, Bur
ma, India, Japan, Japanese, Panama, Italy, Scotland,
Trafalgar Square, Piccadilly Circus
2. Read the following word combinations aloud.
a) 'going .out b) attracting them
'seeing it .out 'stuffing their .bags
'looking at the .tree 'laughing .people
.visiting us 'creeping .nearer
'holding .up 'carrying .people
.standing .round
.rushing .from
'waiting for the .moment
3. Practise reading the following sentence.
Paul called from the hall that he had slipped on the
floor and couldn’t get to the door.
4. Transcribe and intone the first four sentences of the text.
Grammar Exercises
1. Pick out of the text all the irregular verbs and supply the other two
forms and Participle I.
2. Pick out of the text all the sentences with the verb in Future Con
tinuous and Future Perfect and explain the use of these tenses.
3. Turn the following statements into questions (general and special).
1. My cousin will be staying at my place for a few
days. 2. We shall be approaching Moscow tomorrow
morning. 3. Our children will be sleeping when we return
home. 4. The guests will have arrived by the time you re
turn home. 5. I shall have already dined by the time you
call on me. 6. In an hour we shall be seeing the New Year
in. 7. The children will be dancing around the New Year
tree the whole evening. 8. Many people will be celebrating
298
the New Year in their country houses. 9. By eleven o’clock
we shall have already decorated the New Year tree. 10.
By the time the guests come she’ll have already laid the
table.
4. Turn the following into politer questions about future intentions
by using Future Continuous.
Pattern: When are you going to have your next
lesson?
When will you be having your next lesson?
Is he going to meet us at the station?
Will he be meeting us at the station?
1. Are you going to stay here long? 2. When are you
coming again? 3. When are you going to post your letters?
4. When are you going back to the University? 5. Are you
going to visit him tomorrow?
5. Re-state the following sentences using Future Continuous to show
that something has already been fixed or decided.
1. I am seeing him tomorrow. 2. He is leaving in a
few days. 3. The leaves are going to fall soon. 4. She says
she is going to do the washing tomorrow. 5. I shall write to
you later. 6. He is coming home soon. 7. We are going to
have fried fish for supper. 8. I am having coffee after
dinner as usual. 9. He is lecturing on Byron tomorrow.
10. We are going to celebrate Mother’s birthday tomor
row.
•. Complete the following sentences using Future Continuous or Future
Perfect.
1. I shall still be studying at 8 o’clock, and my friend
... . 2. Don’t come between six and eight, I ... . 3. At this
time tomorrow my mother .... 4. By that time tomorrow
we .... 5. We ... for a few hours tomorrow. 6. While you
are revising for your examination, I .... 7. Before you ring
me up I.... 8. He will be living in the Crimea all next year
while .... 9. By this time next week I.... 10. At this time the
day after tomorrow we ....
T. Use the verbs in brackets in Future Continuous or Future Perfect.
1. My friend’s brother will be a graduate next year, he...
his studies by spring, (to finish) 2. Don’t you know what
Peter ... at 7 o’clock? (to do) 3. When the guests arrive,
We... the fir-tree, (to decorate) 4. When I call on her, Mary
... the table, (to lay) 5. When the hands of the clock are
close to eleven, our train ... Vladivostok, (to approach)
299
6. While you are writing this exercise we ... Home-Reading
(to prepare) 7. I think she ... dinner by the time Mother
comes home, (to cook) 8. She ... by the end of winter holi
days. (to recover) 9. Everyone ... for the moment to bid
the Old Year good-bye. (to wait) 10. By the end of the
week I ... my fancy ball dress, (to make)
8. Supply the correct form of the verbs in brackets.
a) Mrs Y.... her son John’s school tomorrow, (to visit)
When she ... there at 2 p. m., he ... games, but this ...
as she ... first ... to see the headmaster, (to get, to
have, not to matter, to go) By the time they ... to talk,
the lesson ... and John ... a shower, so that he ... ready to
go home with his mother, (to finish, to be over, to have, to
be) In two hours John ... all his homework and ... quite
free, (to do, to be) When I... at their house, John and his
parents ... dinner, (to arrive, to have) After dinner we ...
to new records, (to listen) Mrs Y. ... some coffee by the
time we stop listening, (to make) We ... in the
dining-room and ... hot coffee, (to sit, to have) Then
I ... home, (to go)
b) My friend’s brother ... his studies by spring and
he ... to teaching, (to finish, to look forward) After he ...,
he ... to a village to teach and I think he ... a good teacher
and children ... him. (to graduate, to go, to become, to
like) Now he ... hard as he ... that time ... quickly and it
may happen that he ... no time to revise everything thor
oughly. (to work, to know, to fly, to have) Yesterday
we ... together, I ... him with his degree paper, (to study,
to help) Tomorrow he ... all day long and in the evening
we ... for a walk as I think he ... his work by that time,
(to work, to go, to finish)
9. Ask questions about the following text and retell it.
A Letter From England

326 Park Road
Manchester
January 1, 1989
Dear Ann,
I was most glad to receive your letter and the postcard
with the wishes of a Happy New Year and peace among
all the nations of the world. I wish you the same, a Happy
New Year for you and your family.
300
We are on holiday until January 3rd. I hope to have
time to do some reading.
Last week in school we had class-parties and dances
which were really quite enjoyable. The boys and girls
spent a lot of time practising the dances, and on the night
of the Dance they put on a very good show. They deco
rated the school with garlands.
And the whole town has a festive look on this New
Year’s Eve with coloured lights strung across the streets.
It was snowing all day long yesterday; the first
“white” New Year we have had in our town for twenty-
five years! In the evening I shall go to my eldest sister.
She has invited us all to her home where we shall have
supper together and exchange New Year presents.
Write to me and let me know how you celebrated the
New Year.
Yours affectionately,
Mary.
10. Put the following into Reported Speech. Try not to use the verbs
to say, to tell, to ask. For reference see page 512.
The owner of the house — Mrs Maylie — was sitting

in her room. With her was her niece Rose. Mr Giles was
telling them about the events of the night.
“When will the doctor come?” asked Miss Rose.
“We can expect him any minute,” answered Giles.
“Brittles went tor him a long time ago.”
At that very moment the door opened and the doctor
stepped into the room.
“How do you feel, Mrs Maylie?” said the doctor.
“And you, Miss Rose?”
“Oh, we are quite all right,” said Rose. “But upstairs
there is one who wants your help immediately.”
“Where is he?” asked the doctor. “Giles, show me the
way, please. I’ll come to you again, Mrs Maylie, after I
have finished with the patient.”
He came back only in an hour.
“He is not in danger, I hope?” asked the old lady.
“No, he is not in danger,” said the doctor.
“May we then go and see him?” asked Rose.
“If you like,” said the doctor.
And offering his hand, he led the two ladies to the
room where Oliver lay.
301
“No!” exclaimed the old lady. “This boy could never
be the pupil of thieves and murderers!”
“Who knows, who knows,” said the doctor.
“There is one thing that we must do first of all,”
said Rose. “We must tell Giles and all of them not to say
a word about him to the police. Otherwise they will
put him in prison and — who knows — perhaps even
hang him!”
“You are quite right, my dear,” said the old lady.
“I shall give orders to Giles immediately, though of
course I should like to know something more about him.”
“He will wake up soon and then we can ask him to
tell us all about himself,” said the doctor.
(From Oliver Twist by Charles Dickens.
Adapted.)
11. Insert articles if necessary.
a) 1. It is sometimes very cold in Petersburg on ... New

Year’s Eve. 2. I like to see ... New Year in somewhere
out in ... open. 3. On ... New Year’s Eve I always write
letters to my friends and wish them ... Happy New Year.
b) 1. ... whole world tuned in to Moscow to hear ...
news of Gagarin’s flight. 2. She brought... whole basket
of mushrooms yesterday. 3. She wanted to know
... whole truth about the matter. 4. ... whole country
rose against the enemy. 5. My friend has bought ...
whole bag of New Year presents for his children.
Люся только что окончила библиотечное отделение

Университета культуры. Завтра она впервые пойдет на
работу в библиотеку. Она очень волнуется накануне сво
его первого рабочего дня, хотя она прекрасно знает свои
обязанно.сти библиотекаря.
Завтра ей предстоит работать в отделе иностран
ной литературы. Ровно в 10 часов она будет стоять за
барьером, готовая встретить своих первых читателей
Ровно в 12 в читальном зале библиотеки начнется чи
тательская конференция. Она должна будет присутство
вать на ней вместе со своими читателями. Они обсу
дят последние произведения советских писателей. Один
из читателей сделает доклад о В. Распутине, а она
должна будет записать основные мысли доклада, чтобы
302
потом написать о нем статью в стенгазету библиоте
ки. Я уверена, что к концу недели она уже напишет
эту статью.
К двум часам конференция кончится, и Люся вместе
со своими товарищами по работе пойдет в ближайшую
столовую. Я полагаю, что по дороге в столовую они
будут расспрашивать Люсю о ее первом рабочем дне.
После трех часов Люся уже опять будет выдавать кни
ги своим читателям.

A. I. Read hnd translate the text and the dialogue.
3. Retell the text and the dialogue.
B. 4. Fill in the blanks with (the) other, another, (the) others,

each other, one another.
1. These two friends are always ready to help.........
. 2. These three boys hardly know........ 3. If you don’t like
this novel, you may choose some ... book. 4. I can’t come
. tomorrow. I’ll come some ... day. 5. Homer was greater
than any ... Greek poet. 6. Some students have already-
passed the examination, ... are going to do it on Monday.
7. Here are the books we must take to the laboratory.
I’ll take these three books. Will you please take ...?
8. Their house is on ... side of the street. 9. Have you got
any ... magazines? I’m sorry, but there are no ... .
10. I don’t like this dress. Will you show me ... one?
11. I’ve made two mistakes in my paper. One is a slip of
the pen (описка), but ... is a bad grammar mistake.
1. По-моему, театр находится на другой стороне ули
цы. 2. Некоторые студенты нашей группы останутся на
каникулы в городе, другие поедут в спортивный ла
герь института. 3. Возьмите эти книги для своего докла
да. В одной вы найдете рассказы Джека Лондона, а
в другой — его биографию. 4. Хотя мы и очень друж
ны, мы редко видимся, так как мы очень заняты. 5.
Мне не нравится этот портфель. Покажите, пожалуй
ста, другой. 6. Эта семья очень дружная (friendly).
Они все любят н уважают друг друга.
303
1. Are you planning to see the New Year ... at home
or somewhere...... the open? 2. This town is so small that
it won’t take you more than an hour to walk ... one end
of the town ... the other. 3. He doesn’t know the spelling ...
the word weak. He wrote ее ea. 4. Will you switch ...
the radio and try to tune Moscow? 5. Everybody
will have gone ... bed ... the time you return. 6. It is
only 8 o’clock. It’s rather early to see the Old Year ... .
There is still plenty ... time ... midnight. 7. Don’t stuff
your bag ... so many books. You won’t need them all.
8. We arrived ... the station too late: the train had
already left. 9. We started walking ... the cottage which
stood deep ... the woods. 10. Best wishes ... a Happy
New Year.— Thank you, the same ... you. 11. I met Nick
quite ... chance ... a New Year fancy-ball, and I didn’t rec
ognize him at first. 12. I’m ... indoor games ... summer,
I prefer to play ... the open. 13. We all have our hands
full ... New Year’s Eve. And ... the last minutes of the
Old Year we remember we’ve forgotten to do something,
for instance, to make our New Year resolutions. 14. He let
himself ... with his own key.
1. Накануне Нового года в каждом освещенном ок

не можно увидеть украшенную елку. 2. Невозможно
представить себе новогодний праздник без деда-мороза
и елки. 3. Я еще не знаю точно, где буду встре
чать Новый год. 4. Вы уже купили свечи для елки? —
Мы никогда их не покупаем. У нас лампочки вместо
свечей. 5. Помоги детям, иначе они будут украшать ел
ку до полуночи. 6. Я буду покупать подарки в суб
боту, а вы? — О нет, к субботе я уже все куплю.
7. Накануне праздников яркие витрины магазинов
(shopwindows) привлекают сотни людей. 8. В день
футбольного матча переполненные автобусы, трамваи и
такси спешат к стадиону (stadium). 9. Кого ты
ждешь? — Я жду Нину и Петю. Мы решили поехать за
город и провести день в лесу.— Да, чудесно провести
такой день на воздухе. 10. Вы случайно не знаете,
где Катя собирается встречать Новый год? 11. Я пред
почитаю встречать Новый год дома, а вы? — Я тоже.
12. Поздравляю вас с Новым годом! — Спасибо, и вас
тоже.
304
С. 8. Ask one of the students and let him (her) answer your questions,
if she (he) likes to see the New Year in at home
if they always have a fir-tree at home on New Year’s Eve
who usually decorates the fir-tree in her (his) family
who does the shopping and the cooking for the party
who usually comes to her (his) house to see the New Year
in
if children really believe that it is Santa Claus who
brings them presents
if she (he) also believed in Grandfather Frost when she
(he) was a child
if she (he) knows any New Year greetings in English
if it is a custom in this country to give presents to one
another on New Year’s Day
what presents she (he) is going to give her (his)
relatives and friends
if she (he) has ever attended a New Year ball or a fancy
ball and how she (he) liked it
if all the people of the world celebrate the New Year
alike
9. Read and translate the following sentences.
a) I happened to be out when he called.

I happened to have some money on me.
We happened to be there.
b) Do you happen to know his address?
Do you happen to know his wife?
Did you happen to be there when the question
was discussed?
c) If you happen to see this book in a shop, buy it for
me, please.
If you happen to meet him, tell him we’ve got
tickets for the New Year ball.
If he happens to come here, ask him to wait for
me.
d) The faster you walk, the sooner you get tired.
The more you read, the more you know.
The larger the windows, the lighter the room.
The sooner, the better.
1. Mother took her little son to visit a department

store Santa Claus.
305
“And what present will you ask me to give you for
Christmas?” asked the jolly old man.
The child stared at him, horrified.
“Oh, didn’t you get my letter?”
2. A little girl had to write a letter of apology for
forgetting the birthday of a young friend.
“Dear Alice,” she wrote, “I’m sorry I forgot your birth
day. I have no excuse, and it will serve me right if
you forget mine next Wednesday.”
11. Explain the meaning of the proverb and use it in a situation
of your own.
Every country has its customs.
12. Topics for oral discussion and dialogues.
1. How do you prepare for the New Year celebrations?

2. Where do you like to see the New Year in? 3. Which
New Year ball or fancy-ball do you remember? Why?
4. Which is your favourite holiday? Why? 5. Speak about
New Year celebrations in different countries. 6. Speak
about buying New Year presents. 7. Say what presents
you prefer to get on the New Year. 8. Grandfather
Frost and Snowmaiden at children’s New Year celebra
tions.
13. Study the pictures on p. 306—307, compose a story and tell it in class.
306
Christmas in England
The typical English Christmas is becoming more
of a commercial bonanza than a religious festival. But
still churches are nearly full at Christmas services if at
no other time. A lot of people ignore the religious aspect.
The shopkeepers and owners of large department stores
rub their hands at the prospect of large profits they will
make from presents, cards, luxury food and drink. The
main features of Christmas for most people are visiting
relatives and the giving and receiving of presents.
Many young children take part in Christmas Plays
organized by their schools. Some children go from door
to door singing the traditional Christmas Carols. Some
307
times they go with organized parties to collect for charity,
but there are many others who are merely collecting
money for themselves.
For most Englishmen Christmas is the time when
people who have been out of touch with friends and
relatives for the rest of the year write a letter or send
a card.
Note: bonanza [bou naenzo] — доходное предприятие, «золотое дно».
LESSON 11
МО-МО IS ILL
Mo-Mo went down with a chill, or so I thought.

She came home from school one Monday afternoon com
plaining about a headache. She really looked seedy.
I tucked her up in bed and gave her hot drinks. The
next morning she seemed quite normal again, but I kept
her in bed just to be on the safe side.
The day after she was just as bad as ever, and had
a very high temperature.
I ran down to the doctor without stopping to put on
an outdoor coat.
“Really,” the doctor mumbled, “you mothers seem to
think I have nothing else to do but run around after
your children. Children are always running temperatures.
Ah ... well ... I’ll come in and see you later.”
When she came it was eleven o’clock at night. She
woke Mo-Mo, took her temperature and felt her pulse.
Then she gave me two tablets for her and a prescription
for more.
I told her Mo-Mo’s legs seemed to be affected but
she just wasn’t listening. She gave me a mumbled sort
of lecture on running for the doctor whenever there was
the slightest thing wrong with a child, and, still mum
bling, went home.
She promised to look in again the following morning.
But the next few days were anxious ones for me.
Mo-Mo was really ill and the doctor never came.
I sat up with her every night, trying to warm her
little legs. She had no use in them and they were always
cold.
308
Late on Sunday night the doctor came again. She was
still tired and said she would look at Mo-Mo’s legs
the following day.
I went off to work the following morning with a very
heavy heart. My little one did not seem any better at
all.
I was working part-time for two business ladies,
cleaning their flat and giving their invalid brother his
midday meal.
I was only half way through my work when the
door-bell rang. It was the doctor. She had been to see
Mo-Mo and then followed me to work. I could not speak.
I just looked at her.
“Why didn’t you tell me about your little girl’s legs?”
she demanded.
“But I did,” I said, “surely you can’t have forgotten?”
“Oh, no, you did not. You said it was pneumonia,”
she fired the statement at me.
“But I can’t have done. I don’t know now what it is.”
Then fhe doctor blurted out. “I’ve sent for an ambu
lance. Your little girl has infantile paralysis.”
Polio! My little girl with polio! My legs felt like water.
I sat down on the stairs.
(From Not Like This by Jane Walsh.
Abridged)
DIALOGUE
Doctor: Good evening. What’s the trouble?

Patient: I haven’t been feeling well for some time.
I have lost my appetite and I don’t sleep very well.
I have rather a bad cough that I can’t get rid of, and
a pain in my chest sometimes when I breathe.
:
D. I see. Very well. You had better have a thorough
examination. Let me see your tongue ... Yes, your
stomach is a little out of order ... Now your pulse ...
Yes, that’s all right. Now just unfasten your coat and
shirt and I’ll listen to your heart and chest ... Do you
smoke a lot?
P.: Well, rather a lot, I’m afraid.
D.: H’m! You ought to cut that down for a time. Let me see
your throat! Open your mouth. Say “Ah!”
P.: Ah! Ah!
D.: All right, that will do. Have you been losing weight?
309
P.: No, I don’t lose or gain, at least never more than half
a kilo or so one way or the other.
D.: Well, there’s nothing serious the matter with you,
but you are rather run down. You’ve been working
too hard. You need a real rest. I’ll give you a bottle
of medicine that will help. Take a table-spoonful in
water three times a day after meals. Eat plenty of good
plain food, have no cigarettes and drink plenty of milk,
and not too much coffee; get plenty of fresh air and
plenty of sleep, but, above all, don’t try to do too much.
A real change of air and surroundings would be very
helpful.
P.: As a matter of fact, a friend of mine has invited
me to come and stay with his family in their cottage
near the town.
D.: That’s just the thing. But remember, take it easy.
Not too much swimming or tennis, at least for a week
or two, but a good walk by the sea every day will do
you a world of good. I’ll see you again when you come
back, just to make sure you are all right. Don’t worry
about yourself. If that holiday doesn’t work wonders
I shall be very much surprised. Another month and
you’ll be as fit as a fiddle. Good evening.
(From Essential English for Foreign
Students by С. E. Eckersley. Adapted)

1. to go down with a chill — слечь (от простуды)
Syn. expr.: to catch (a) cold (a chill) — просту
диться
to catch a bad cold (chill) — сильно простудиться
2. to complain of (реже about) a headache (earache,
toothache, stomachache, etc.) — жаловаться на...
She has a (bad, splitting) headache.— У нее (силь
ная) головная боль.
to suffer from a headache — страдать от головной
боли
the best remedy for a headache — лучшее средство от
головной боли
I have a sore throat.— У меня болит горло.
a cold in one’s head 1 нясмппк
a running nose J
310
3. to look seedy — плохо выглядеть
В качестве именной части сказуемого после глаголов
to look, to feel употребляется прилагательное:
to look bad (ill, tired, beautiful, healthy, excited, well,
unwell, poorly, etc.)
to feel bad (tired, ill, well, unwell, poorly, etc.)
Why are you looking so poorly? — Because I’m feel
ing tired.
Прилагательные well, unwell, poorly совпадают no
форме с наречиями.
4. ... she was just as bad as ever — ... ей не стало
лучше
5. I kept her in bed to be on the safe side.— Я на
всякий случай уложила ее в постель.
to keep (to) one’s bed — лежать в постели, не вста
вать с постели, болеть, быть больным
to stay in bed — лежать в постели
to keep (to) one’s room — не выходить на улицу
She doesn’t keep (to) her bed, but she still keeps to
her room.
6. a high (low, normal) temperature — высокая (низ
кая, нормальная) температура
to be running a temperature — температурить
to take one’s temperature — измерять температуру
a thermometer [iga’momito] — градусник
7. you mothers seem to think I have nothing else
to do but run around after your children — вы, мате
ри, кажется, считаете, что мне нечего больше делать,
кроме как возиться с вашими детьми
But, except — употребляются в значении «кроме»,
«за исключением», причем после but инфинитив упот
ребляется без частицы to.
Everybody is ready but me (except me).
I can do nothing but wait (except to wait).
There was nothing but (except) pencils in the box.
Если же «кроме» означает «сверх», «в дополнение»,
то употребляется besides. Ср.:
Не does not know any foreign languages except
(but) French, (кроме, за исключением)
311
He knows two foreign languages besides French,
(кроме, в дополнение)
8. I’ll come in. She promised to look in again.
В данном контексте глаголы to come in, to look in
означают «заглянуть», «зайти», «навестить».
Syn.: to call on smb — навестить кого-л., посетить
кого-л.
9. a prescription — рецепт
to prescribe some medicine (a mixture, drops, pow
ders) — прописать лекарство (микстуру, капли, по
рошки)
to have a prescription made up at the chemist’s —
заказать лекарство в аптеке
10. I told her Mo-Mo’s legs seemed to be affected —
Я сказала ей, что у Мо-Мо, кажется, что-то случилось
с ногами
11. to be ill (with) — болеть (чем-л.), быть больным
to fall ill (with) —заболеть (чем-л.)
ill — употребляется в функции именной части сказу
емого
sick — в значении «больной» употребляется в функ
ции определения:
a sick man — больной (человек)
she is sick — ее тошнит (Amer.— она больна)
12. The doctor never came.— Врач так и не пришел.
Наречие never может употребляться с целью эмфа
зы; в этих случаях оно переводится «так и не»:
I had been impatiently waiting for his letter, but it
never came.
13. She had no use in them (legs) — зд. Они (ноги)
не действовали
use [ju:s] п — польза, смысл
to be of (great) use — быть полезным
This dictionary is of great use to me.
to be of no use — быть бесполезным
Don’t take this mixture, ft’s of no use now.
to use [ju:z] v — пользоваться
312
Why don’t you use the duster to clean the blackboard?
14. my little one= зд. my little girl (my darling) —
доченька, дочурка
15. to work part-time — работать неполный рабочий
день
16. You can’t have forgotten — He может быть, что
бы вы забыли
1 can’t have done (it).— зд. He может быть, чтобы я
сказала это.
17. to fire smth at smb l выпалить; резко сказать;
to blurt smth out J сказать, не подумав
18. polio (сокр. от poliomyelitis fpoulioumaia’lai-
tis] — полиомиэлит, детский паралич
19. My legs felt like water.— У меня подкосились
иоги.

1. You had better have a thorough examination.—
Вам бы следовало (лучше) пройти тщательный осмотр.
Конструкция had better выражает совет и перево
дится «лучше бы». После нее инфинитив употребляется
без частицы to:
You had better do as the doctor says.
2. You ought to cut that down for a time.— зд. Вам
временно следует меньше курить.
to cut down — сократить, уменьшить
3. to lose weight — худеть
Syn. expr.: to grow thin
to put on (gain) weight — полнеть
Syn. expr.: to grow stout
4. one way or the other — в ту или другую сторону
5. to be run down — переутомляться
6. A real change of surroundings would be very
helpful.— Полная перемена обстановки была бы вам
очень полезна.
7. to stay — оставаться
Syn.: to remain
313
Глагол to stay употребляется только при подлежа
щем, выраженном именем существительным одушев
ленным, в то время как глагол to remain может упот
ребляться с существительным одушевленным и неоду
шевленным:
Only two books remained on the shelf.
The doctor told me to stay in (remain in the house)
for a few days.
8. to take it easy — не торопиться, не принимать
близко к сердцу, зд. не переутомляться
9. to do smb a world of good — принести кому-л.
огромную пользу
10. to work wonders — творить чудеса
11. Русское слово «еще» переводится на англий
ский язык рядом слов: still, more, yet (см. примечания
к уроку I), else (см. примечания к уроку 3), another
и other.
another — употребляется только с исчисляемыми су
ществительными в единственном числе н означает «еще
один, другой»:
Another week, and you’ll be quite well again.
other — употребляется часто после вопросительного
местоимения what (какой), после которого всегда стоит
существительное в единственном или множественном
числе:
What other medicine can help him?
What other diseases have you had?
12. to be as fit as a fiddle — быть в добром здо
ровье (здравии), в прекрасном настроении
to get well, to recover — выздороветь
to recover from scarlet fever ■) поправиться после скар-
after an illness >латины, после болез-
' ни
to call in a doctor — вызвать врача
to get a doctor’s medical certificate (or a sick-note) —
получить отпуск по болезни
to have a complication after an illness on one’s heart,
etc.— получить после болезни осложнение на серд
це...
314
to be subject to colds (headaches, etc.) — быть под
верженным простудам (головным болям и т. д.)
1 had an operation on my heart (ears, etc.) — Мне
делали операцию на сердце и т. д.
Гт aching all over.— Все болит.
to check up one’s blood pressure — измерить давление
to be X-rayed — сделать рентген
the Hospital Accident and Emergency Unit — отделе
ние неотложной помощи при больнице
to die of some il,ness’ hunger VMeoeT, OT
to “ from wounds умереть от...
hospital — больница
infectious (catching) diseases — заразные болезни
to catch (the flu, etc.) — заразиться (гриппом и т. д.)
to treat — лечить
treatment — лечение
the chemist’s — аптека
Diseases:
measles — корь diphtheria — дифтерит
flu — грипп tuberculosis (abbr. ТВ) —
quinsy — ангина туберкулез
scarlet fever — скарлати cancer — рак
на rheumatism — ревматизм
Proverbs
К An apple a day keeps the doctor away.— Ешьте каждый
J день по яблоку, и вам не нужно будет обращаться
j к врачу.
< Good health is above wealth.— Доброе здоровье дороже
5 богатства (денег).
1 No pains, no gains.— Cf.: Без труда не вытащишь
ж и рыбки из пруда.
< What can’t be cured must be endured.— Чего нельзя
|| исцелить, то нужно терпеть.
1 Health is not valued till sickness comes.— Здоровье
Ж не ценится, пока не придет болезнь.
Ц Phonetic Exercises
® 1. Transcribe the following words and learn them.
w headache, temperature, pulse, tablet, prescription,
Ж affected, anxious, use n, invalid, pneumonia, ambulance,
315
infantile paralysis, appetite, to breathe, breath, thorough,
stomach, to unfasten, throat, weight, medicine, remedy,
thermometer, complication, wound, measles, quinsy,
diphtheria, tuberculosis, rheumatism
2. Intone the part of the text from the words “Really,” the doctor
mumbled...” up to the words “I told her...”.
3. Practise reading the following short dialogues; write their tono-
grams.
1. He’s 'broken his .leg.— 'Broken his 'leg?
2. They were 'all dejighted.— 'All of them?
3. I 'don’t know 'what to ,do.—Can 'I 'help at
•all?
4. Have a,nother .apple — ’May I?
5. I’ve been'thinking about’Tom.— 'Seen him ’lately?
4. Read the dialogue according to the given melody.
A. : Is 'that the .hospital?
B. : .Yes.
A. : I 'want to 'ask about Mr .Smart, I who is in the
'sick-room at the .moment, I believe. I i'magine he
'isn’t ’fit to .come to the .phone him,self; I I 'just
'wanted to 'ask how he .was.
B. : He is 'doing f quite .well, I 'definitely on the .mend.
A. : 'Thanks very .much. I’m ’glad to .know he is .get
ting .on all .right.
B. : 'Oh 'yes, | he is 'getting 'on 'quite .nicely.
A. : 'Tell him I’m 'glad he is .making .good .progress.
“Good-, bye.
B. : Good-.bye.
Grammar Exercises
1. Find in the text all the irregular verbs, write down their three
forms and learn them.
2. Explain the use of tenses in the following sentences and trans
late them into Russian.
a) 1. The book I am reading now has completely
carried me away. 2. He has been looking for this exciting
novel in many libraries.
b) 1. They were revising for the coming exam all
the day yesterday. 2. He had borrowed books at the lend
ing department of this library before he moved to another
district. 3. She had been working with tape-recorders
at the language laboratory for hours until she improved
her pronunciation.
316
с) 1. Don’t ring me up at 11 o’clock tomorrow. I
shall be taking my examination in the History of England
at that time. 2. The librarian will have found the books
of reference you need by Monday.
3. a) FUI in the blanks ■with after, for, since, from ... to', b) Retell
the dialogues in Reported Speech.
1. Joe: What have you been doing ... last Sunday,
George?
George: First I was ill ... two days on Monday and
Tuesday; and ... that I stayed at home ... a day;
but ... Thursday I have been working again.
Joe: So you worked ... Thursday ... Saturday only!
George: Yes, I haven’t been really well ... several
months, not ... the New Year, in fact.
2. Joe: What are you doing here?
George: I have been waiting for my sister ... 4
o’clock. She has been promising to visit me ...
several weeks, but she had to wait until ... the
children’s holidays. She is going to stay here ...
about a fortnight, ... today ... the 11th of May.
I haven’t seen her ... four months. We are going
to Moscow together ... one day tomorrow, and ...
that she will have a rest. She hasn’t had a real
holiday ... she married.
4. Answer the following questions. (Drill. Books shut.)
A. 1. What stories by modern English writers are
you reading this term? How long have you been reading
the book? Have you read any other stories by these
authors? 2. What article are you translating? How long
have you been translating this article? Have you ever
» translated articles like that? 3. What language is his
~ brother studying at the University? How long has he been
studying English? Has he ever been to any English-
| speaking country? 4. What are they showing on TV
I tonight? Have you already switched the TV set on? How
| long have you been watching the film? 5. What are the
J children doing? Have they decorated the New Year tree
? yet? Since when have they been decorating it?
? В. 1. Who was speaking when you entered the hall?
I How long had the dean been speaking when you came?
? Had you ever heard the dean before this meeting? 2. What
I were you doing at the language laboratory at 5 o’clock
| yesterday? How many times had you listened to the rec-
I ord before you began to understand every word of it?
317
How long had you been listening to it before you were
able to mark the stresses and the intonation? 3. What
were you doing at the watchmaker’s yesterday? How
many times had your mother taken her watch to the
watchmaker’s before? How long had your mother been
using her watch before it went wrong?
5. Complete the following sentences using since or for as in the
example.
for three weeks (a pe
riod of time)
I have not been to the library since the 25th of Octo
ber (a starting point
of time)
1. He has worked at his report... . 2. I haven’t been to
the pictures ... . 3. I have known him ... . 4. My sister’s
friend has lived in this flat ... . 5. I haven’t seen much
of him ... . 6. This teacher has taught children at
school ... . 7. Peter has read a lot ... . 8. This author
has written a great many books ... . 9. I haven’t had a
spare moment ... . 10. He hasn’t talked to me about
the matter ... .
1. I ... since I last wrote to you. 2. We ... for the

last five years. 3. I ... since I came to live here. 4.
The Petrovs ... seven years ago. 5. This student of our
group ... less than a minute ago. 6. My parents ... for
the last two days. 7. They ... since the beginning of
the month. 8. How long ...? 9. Since when ...?
7. Put the verbs into the correct tense and answer the questions.
1. How long ago ... you ... here? (to arrive) 2. Since
when ... she ... him? (to know) 3. When ... you ... your
girl-friend last? (to meet) 4. How long ... they ... in this
district? (to live) 5. When ... you ... your supper? (to
finish) 6. How long ... he ... you? (not to see) 7. Since
when ... she ... a new job? (to get) 8. How long ago ...
World War П ...? (to begin) 9. When ... he ... to the Crimea
last? (to go) 10. Since when ... you ... here? (to be)
8. Make sentences according to the pattern. Use the adverbial modifiers
given below.
318
pattern: 1. ... since last week
I have done a lot of work since last week.
2. ... last week
I attended a lecture on English Literature
last week.
1. ... since last year. 2. ... five days ago. 3. ... for five
days. 4.... last year. 5.... since I saw him last. 6. ... yester
day. 7. ... for a whole month. 8. ... ever since. 9. Since
when ...? 10. ... for an hour.
9. Use Present Perfect or Present Continuous of the verbs in brackets.
Learn the dialogues and act them.
1. Mrs G.: Where’s John?
Mrs B.: He ... to his music lesson. He ... music for six
months, (to go, to study)
Mrs G.: ... you ... a good teacher for him? (to find)
M r s B.: Yes, Mrs Williams ... music for the past twen
ty years, (to teach)
Mrs G.: ... John ... to play real tunes yet? (to learn)
M r s B.: Yes, he ... good progress. He ... always ... mu
sic. (to make, to love)
2. Mrs G.: Are you busy?
Mrs B.: Yes, I ... since 8 o’clock in the morning. I ...
these cakes and now I am cooking the lunch, (to
cook, to make)
M r s G.: What lovely cakes! Can you make a birthday
cake?
Mrs B.: Oh, yes! I ... them ever since I got married.
(to make)
Mrs G.: Then you ... to make them perfectly, I am sure
(to learn). I... to make them for a long time, but 1
... to make them well, (to try, not to learn)
Mrs В.: I can teach you. 1 ... several of my friends.
(to teach)
Mr s G.: Thank you. I ... of asking you to give me les
sons in cooking for a long time, (to think)
10. Use Past Perfect or Past Perfect Continuous of the verbs in brackets
and retell the story.
Jim ... for Mary for half an hour yesterday, (to wait)
She ... never ... so late before, so he thought she ... about
their meeting, (to be, to forget) He went to telephone to
her house to find out if she ... . (to leave) He learnt that
Mary ... for him outside the cinema for half an hour, (to
wait) She ... home twice during that time, (to telephone)
319
Jim was very much surprised to hear it as he ... outside the
cinema for half an hour too. (to stand) It was clear that
Mary ... to the wrong cinema, (to go) Jim ran to the cine
ma they usually went to. And indeed there she was. They
... to the cinema together for two months, and this was the
first mistake they ... . (to go, to make)
As they ... the first part of the film they decided to wait
for the next show, (to miss) They were awfully hungry as
they ... no dinner, (to have) Jim invited Mary to a cafe.
She agreed as she ... of her tea for some time too. (to
think)
11. Use one of the future tenses of the verbs in brackets and retell the
dialogue as a story.
В i 11: Do you know, Joan, next month I... in this house for
25 years? (to live)
Joan: Yes, and my family and yours ... neighbours for 25
years, too. (to be) They ... 25 years together without
any quarrels or trouble, (to have)
Bill: Yes, and how long ... your family ... in this town?
(to be)
Joan: Well, my father was born here, so in March, when
he has his birthday, he ... 48 years here, (to complete)
Bill: How is your father’s work getting on?
Joan: When he has finished the house he is building now,
he ... six houses this year, (to build)
Bill: That’s good. When ... he ... this house? (to finish)
Joan: By the end of November, probably. He ... on it for
two and a half months by then, (to work) By the end
of this year he ... houses for 20 years, (to build)
Bill: My father ... a doctor for sixteen years next June,
and he ... in this town for eight years next January, (to
be, to work)
Joan: ... you ... your medical studies by 1990? (to finish)
В i 11: I ... the Institute, I hope; but I ... my hospital work
yet. (to graduate, not to do) By the summer of 1990 I
... medicine for five years, (to study)
Joan:’Well, by that time I ... my studies and I ... as a
teacher for a year, I hope, (to finish, to work)
12. Make sentences beginning with the following opening words. Use
suitable adverbial modifiers or adverbial clauses’.
1. I work ... 5. I worked ...
2. I am working ... 6. I was working ...
3. I have worked ... 7. I had worked ...
4. I have been working ... 8. I had been working
320
9; I shall work ... 11. I shall have worked ...
10. I shall be working ...
13. Make questions with the verbs to speak, to read, to take, to discuss
and let other students answer them.
1. ... every day? 2. ... at the present moment? 3. ... for
an hour? 4.... last month? 5. ... when I rang you up? 6. ...
this month? 7.... before you went home? 8.... for two hours
when I saw you? 9.... very soon? 10.... when I come? 11....
by that time?
14. Use the correct form of the verb in brackets and retell the story.
A Day’s Wait
At the house they ... the boy ... to let anyone come into
the room, (to say, to refuse)
“You can’t come in,” he said. “You mustn’t get what I
have.”
I ... to him and ... him in exactly the position I ... him,
white-faced, but with the tops of his cheeks flushed by the
fever, staring still, as he ... at the foot of the bed. (to go up,
to find, to leave, to stare) I ... his temperature, (to take)
“What is it?”
“Something like a hundred,” I said. It was one hun
dred and two tenths.
“It was a hundred and two,” he said.
“Who said so?”
“The doctor.”
“Your temperature is all right,” 1 said. “It’s nothing to
worry about.”
“I...,’’ he said, “but I can’t keep from thinking.” (not to
worry)
“Don’t think.” I said. “Just take it easy.”
“I ... it easy,” he ... and ... straight ahead, (to take, to
say, to look)
“Take this with water.”
“Do you think it ... any good?” (to do)
“Of course.”
I ... down and ... the Pirate book and ... to read, but I
could see he ... so I.... (to sit, to open, to commence, not to
follow, to stop)
“About what time ... you ... I’m going to die?” he asked,
(to think)
“What?”
“About how long will it be before I ...?” (to die)
321
11 -4043
“You ... to die. (not to be going) What is the matter
with you?”
“Oh, yes, I am. 1 ... him say a hundred and two.” (to
hear)
"People ... with a fever of one hundred and two. That’s
a silly way to talk.” (not to die)
“I know they do. At school in France the boys told me
you can’t live with forty-four degrees. I’ve got a hundred
and two.”
He ... to die al! day, ever since nine o’clock in the morn
ing. (to wait)
“You poor darling,” I said. “It’s like miles and kilome
ters. You aren’t going to die. That’s a different thermome
ter. On that thermometer thirty-seven is normal. On this
kind it’s ninety-eight.”
(E. Hemingway. Adapted)
a) 1. Будильник разбудит меня завтра в половине
восьмого. 2. Когда я встану, я тебя разбужу. 3. Я не
знаю, когда мама придет с работы, но как только она
придет, я тебе позвоню. 4. Я думаю, что мне не понадо
бится много времени, чтобы застелить кровать, подмес
ти пол и вытереть пыль. 5. Я всегда слушаю последние
известия по радио, когда завтракаю. 6. Как только ста
тья будет готова, сестра ее напечатает. 7. Я знаю, что у
тебя занятия в университете четыре раза в неделю. 8. Вы
понимаете меня сейчас, когда я говорю быстро по-анг
лийски? 9. Мы не знаем, когда она будет дома. 10.
Когда ты придешь, ужин будет готов. 11. Если твой брат
возьмет эту книгу, пусть вернет ее, как только приедет в
город. 12. Если поезд не опоздает, я утром встречу своих
сотрудников. 13. Я пойду домой после того, как закончу
работу. 14. Если он будет работать, когда вы вернетесь,
посоветуйте ему лечь спать. 15. Не сходите с трамвая
(to get off a tram), пока он не остановится.
b) 1. Каким словарем вы сейчас пользуетесь? — Сло
варем Мюллера. Мама мне подарила его, и я пользуюсь
им с тех пор, как стала изучать английский язык. 2. Этот
студент изучает итальянский язык самостоятельно. Он
занимается итальянским уже в течение многих месяцев.
3. Где ваша сестра? — Моя сестра занимается в Пуб
личной библиотеке. Она посещает Публичную библиоте
ку с 1988 года. Она уже собрала материал для своей
диссертации (theses). 4. Мой друг заболел и лежит в
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постели уже целую неделю; сейчас он чувствует себя
лучше. 5. Когда вы начали читать Диккенса в подлинни
ке? 6. Какую английскую книгу ваша сестра читала с
утра, когда я пришла? — Она читала роман «Убить пе
ресмешника» (“То Kill a Mocking-bird”). 7. Мой дядя
живет в этом доме уже 4 года. 8. Артур любил Джемму
с самого детства. 9. Давид Копперфилд ненавидел сво
его отчима и его сестру с тех пор, как узнал их. 10. 1-го
сентября исполнится 3 года, как студенты изучают анг
лийский язык в университете.
с) Моя сестра — школьница. Она уже 9 лет учится в
школе. Она в девятом классе, а мой брат уже кончил
школу и работает. Его зовут Александр. Мы зовем его
просто Алик. У него своя семья. Он жил в Горьком в
течение трех лет, прежде чем вернулся с семьей в Пе
тербург. Его жена жила там до того, как вышла замуж за
брата. У меня еще нет племянников и племянниц, так
как у брата нет детей. Нас шестеро в семье: мама, ба
бушка, сестра, мой муж, моя дочь и я. Дочери 8 лет.
Послушайте, как она мило говорит по-английски. Она
все лето говорила по-английски, так как жила в оз
доровительном лагере, в котором работали студенты ан
глийского отделения, и они много занимались с ребятами
английским языком.
Моя свекровь с нами не живет. У моего мужа есть
брат, и они живут вместе. На праздники у нас обычно
бывает еще родственница моего отца, она работает биб
лиотекарем. Она скоро опять приедет. Я жду ее с нетер
пением, так как она, если сможет, привезет почитать
интересные книги. Тогда я буду читать все вечера. Я уве
рена, что я их прочту до ее отъезда.
Hob’s Visit to the Dentist

I had had ... toothache for several days, but just hadn’t
enough courage to go to ... dentist. As ... matter of fact I
went twice, but just as I got on his doorstep and was go
ing to ring ... bell,... toothache seemed to have gone away,
so I went home again. But at last I had to go back, and
this time I rang ... bell and was shown into ... waiting
room.
There were ... number of magazines there, arid I had
just got into ... middle of ... exciting story when ... maid
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1Г
came in to say Mr Puller was ready to see me. I’ll have to
wait for ... next toothache to finish that story!
Well, I went into... surgery (зубоврачебный кабинет)
and he told me to sit in ... chair, and then he had ... look at
... inside of my mouth. He put ... little mirror on ... long
handle inside my mouth and said, “I’m afraid we can’t
save that one, it will have to come out. I’ll just give you ...
injection.”
So he filled ... syringe (шприц) with ... liquid. I felt ...
little prick on ... gum (десна) and that was all. Then he
waited for ... minute or so. Then he took ... instrument,
got hold of my tooth, gave ... twist, then ... quick pull, and
... tooth was out. He said, “There’s ... tooth, ... very nasty
one.
“May I have ... tooth, please?” I said. “It has worried
me ... good deal for ... last week, and so now I am going to
put it on my dressing-table and watch it ache.”
(After Essential English for Foreign Stu
dents by С. E. Eckersley)

3. Make up a plan of the story and retell it according to your plan.
4. Summarize in your own words the main idea of the story and the
dialogue.
B. 5. Compose your own sentences using the following substitution
table.
You go to see the doctor at once.
He take this medicine for your (his, her,
She had better etc.) cough.
They keep the bed for a week.
We take your (his, her, etc.) temperature.
read this book in the original.
join our local library.
в. Give advice and suggest what each one should do. Follow the pattern.
Pattern: — I’m aching all over.
— You had better go to see a doctor.
1. Ann’s grandmother, who is 82, has got a bad attack
of ’flu. 2. John’s little brother has a very bad sore throat
324
and a bad cough. 3. John has hurt his arm badly while
playing volley-ball. He thinks he has broken it. 4. The doc
tor has given you a prescription. 5. You feel hot. 6. You feel
quite run down. 7. Mary has a splitting headache. 8. You
are in doubt how to take the medicine.
7. Insert English equivalents of the Russian words in brackets.
1. What is the trouble? — I have а (боль) in my chest
and rather a bad cough that I can’t (избавиться). Are you
doing anything for it? — I just drink hot milk with honey
(мед). It is (лучшее средство) for it. 2. The doctor (ос
мотрел) the patient. He (пощупал) his pulse and (про
слушал) his heart and chest. He (прописал) him some
medicine to be taken before meals. 3. The doctor was sure
that a month’s rest in the mountains would (принесет) my
brother (огромную пользу). And indeed when he returned
from the sanatorium he felt (в добром здравии и хорошем
настроении). 4. When she (заболела) pneumonia last year
she had to (пролежать в постели) for over three weeks.
5. You (очень простудилась). You must (полежать в по
стели) and in a day or two you will recover. 6. You (по
правились). What do you weigh now? 7. Why is she look
ing so (плохо) today? — Is she? I thought she was look
ing only (усталой). 8. I’m sure you feel (здоровым) after
your two months’ rest.— Indeed. I feel very (хорошо)
now. 9. To say that I am feeling (неважно) is to say noth
ing. I’m feeling (плохо) and dead (усталой). 10. You’re
looking (больным) today. What’s the matter with you?
8. Insert but, except or besides.
1. He could do nothing ... call the doctor in. 2. The doc

tor examined all the students of our group ... Mary as she
was ill that day and stayed at home. 3. What do you take
for a cough? — I always take this mixture and of course I
drink milk with butter and honey ... . 4. ... the drops she
has bought some powders at the chemist’s. 5. The sick
child wanted to see nobody ... her mother. 6. She could
give him no other medicine... powders for the cough. 7. The
doctor didn’t put her on a diet and allowed her to eat
everything ... eggs. 8. He had all children’s diseases diph
theria in his childhood. 9. The doctor recommended me to
do nothing ... keep my bed for a couple of days. 10. I had
nothing else to do ... go to the chemist’s and buy a new
thermometer instead of the broken one.
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9. Fill in the blanks with else, more, still, another, other, yet.
1. What... medicine did the doctor prescribe? 2. Who ...
wants to go to a sanatorium? 3. She will stay at the sana
torium several days .... 4. Will anybody ... call on Peter in
the evening? 5. Isn’t the medicine ready ...? 6. I don’t think
he is ... in hospital. 7. What ... did the doctor tell you? 8. I
shall drink ... glass of tea. I’m ... thirsty. 9. What ... reme
dies do you take for a headache? 10. I think that he will ...
be keeping to his room on Monday. 11. The doctor did not
allow her to go out ... . 12. We hope that some ... doctors
will take part in the discussion. 13. The doctor was sure
that ... week in the country would do him a world of good.
1. Почему он все еще дома? 2. Вы еще не видели вра
ча, который лечит вашего сына? 3. Какие еще болезни у
вас были в детстве? 4. Вы должны давать ему это лекар
ство еще три дня. Он все еще кашляет. 5. Мой брат еще
не работает, так как он все еще болеет. 6. Что еще вы хо
тите купить в аптеке? 7. Дайте мне еще один порошок.
У меня очень болит голова. 8. Он пошел в аптеку и зака
зал еще одно лекарство от желудка. 9. Он еще не попра
вился. 10. Кому вы еще должны сказать, что Петров за
болел? 11. Вы все еще не выходите на улицу? 12. Какое
еще лекарство врач прописал вам от горла? 13. Лекар
ство еще ие готово. 14. У нее все еще высокая темпера
тура. 15. Кто еще осматривал этого больного?
11. Supply the given verbs in the necessary form.
a) to see, to look (at)
1. “We shall have to operate on that leg, Mrs Walsh.”
“When?” I asked, not daring ... Mo-Mo. 2. “Don’t worry,
mother,” she said. “I’m all right now. Don’t you ... I’m
much better already?” 3. Bart noticed a great change in
Jan since he ... her on Sunday. 4. She lay back and ... him
with frightened eyes. 5. They took their temperatures in
silence. No one ... openly at her neighbour, or at the wom
an in the bed directly opposite. No one wanted the other
... the question in her eyes. 6. The little boy tried ... his
tongue. He stuck it out, and shut one eye, and tried to ex
amine it with the other, but he could only ... the tip.
b) to stay, to remain, to leave
1. The doctor told me my little darling would ... in hos
pital until she recovered. 2. When she ... the hospital you
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had better take her to the sea-coast and ... there for a week
or two. 3. Please ... here till I return. I can’t ... my sick
daughter alone. 4. I’ve been invited to go and ... with some
friends of mine in their cottage in Repino. We ... in a day or
two. 5. I could not break the news of his father’s death
to him. The letter his mother had written ... in my drawer
all day. I gave it to him only in the evening when we were
alone.
12. Supply ill or sick.
1. It goes without saying that healthy men are happier
than ... men. 2. When I’m ... I stay in bed. 3. The meat was
bad, and made everybody ... . 4. He went to the hospital to
visit a ... friend of his. 5. When I travel by boat I always
become ... . 6. I’ve been very ..., but I’m much better now.
7. He felt ... and left in the middle of the game.
13. Use the adjective dead or the verb to die in the suitable form.
1. His grandfather is ... . He ... many years ago. 2. He
... of fever. 3. A ... bird is lying in the cage. 4. The flowers
... . What a pity! 5. People seldom ... of pneumonia nowa
days. 6. The past is ... . 7. The soldier ... from his wounds.
14. Insert prepositions or post-verbal adverbs where necessary. Learn
the dialogue and dramatize it in class.
a) 1. Take these tablets ... your cough, to be ... the safe
side. Otherwise you may fall ill ... ’flu. It’s strange that
you can’t get rid ... it ... such a long time. 2. He is ill ...
quinsy ... a very severe form. He has been keeping ... his
bed ... a fortnight already and is sure to stay ... bed ...
another week. 3. The doctor gave him a sick-note because
he has a very serious complication ... his heart ... quinsy.
4. As you are subject ... colds you must start hardening
yourself (закаляться). It is the best remedy ... it. 5. I see
you are constantly suffering ... your liver (печень). 6.
Many people died either ... starvation or ... wounds ... the
blockade ... Leningrad. 7. If you complain ... an earache,
go and have this prescription made up ... the chemist’s.
8. I feel I’m aching all ... and running a temperature. I
think we must call ... a doctor. 9. If you don’t want to put
... weight, stop eating so much bread and pastry (пе
ченье). Cut it ... to the minimum. 10. Well, Julian, your
temperature isn’t much above normal. Nothing to worry
..., but I think you had better go ... bed at once. A little
rest will do you a world ... good. You’ve been overdoing
things lately, and if it is a touch of ’flu, it may develop ...
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something serious. Off to bed then, and I’ll make you a hot
drink.
b) A Touch of ’Flu
Mrs B.: What’s the matter, Ellen, a headache?
Ellen: Yes, rather. I’ve been feeling poorly ... two days
now, and I woke . a sore throat this morning.
Mike: Shall I fetch you a couple ... aspirins?
Ellen: No, thank you. I’ve been taking aspirin all the
time and it doesn’t help me much.
Mr B.: As a matter of fact I’m feeling rather run ... my
self. Perhaps we’ve got a touch ... ’flu. It generally
begins ... a headache and a sore throat.
Mrs B.: I’m afraid that’s what it is.
Mike: No wonder, with so much ’flu about.
M r s B.: Exactly. Well, the first thing to do is to take your
temperature. Mike, fetch a thermometer, will you?
Mike: Certainly, Mum, it’s ... the medical chest (аптеч
ка), isn’t it?
Mrs B.: Probably, but if it isn’t there look ... it ... my top
right-hand drawer.
Mike: All right.
Ellen: Mummy, I think I’d better go ... my room and lie
... . I’m afraid I don’t feel well at all.
Mrs B.: Poor dear, of course. Off ... bed with you and
I’ll come ... you presently.
IS. Translate into English.
1. У него болит горло. Наверное, у него ангина. Из
мерь ему температуру.— Где градусник? — Где-то на
столе. 2. Не купите ли вы для меня лекарство в апте
ке? — С удовольствием. Где рецепт? — Вот он. 3. Хотя
мне и нездоровится, я не стану принимать лекарство, так
как терпеть не могу (can’t stand) всякие порошки, кап
ли, микстуры. Я просто не буду выходить на улицу не
сколько дней. 4. Катя серьезно больна. Она лежит в
больнице уже месяц. Но сейчас ей значительно лучше.
Я надеюсь, что оиа поправится к своему дню рождения.
5. Что с вами? Вы похудели.— Ничего серьезного, я про
сто устал. Я много работаю и мало сплю. Через неделю я
поеду в санаторий и отдохну.— Это как раз то, что вам
нужно. Я уверен, что месяц отдыха принесет вам боль
шую пользу и вы будете снова прекрасно себя чувство
вать. 6. Все, кроме Нины, остались на вечере, а она
должна была вернуться домой, так как она оставила
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больную мать одну дома. 7. Ты неважно выглядишь
сегодня. Что с тобой? Ты плохо спал? — Я себя плохо
чувствую уже несколько дней. У меня нет аппетита, и я
плохо сплю.— Пойди к врачу. Он тебе даст бюллетень и
лекарство.— Но у меня иет температуры, только на
сморк и головная боль. 8. Вам придется пройти тщатель
ный осмотр. 9. Дети часто температурят. Я это знаю, но
когда я увидела, что у дочери 39,5°, я сразу бросилась
к врачу, который всегда ее лечит. Оказалось, ничего
серьезного. Врач посоветовал мне подержать ее в посте
ли денек-другой на всякий случай. 10. Что ты так плохо
выглядишь сегодня? — Не знаю, меня всего ломает, и у
меня насморк. Боюсь, что заболеваю гриппом. 11. Ей се
годня так же плохо? — Нет, температура спала (to fall
down), и ее больше ие лихорадит.— А когда вы измеря
ли ей температуру последний раз? — Часа полтора тому
назад.— Дайте-ка я пощупаю пульс и послушаю легкие.
12. Никакое лекарство не может сотворить чудо, если
его нерегулярно принимать. Совсем неумно с твоей сто
роны, что ты пренебрегаешь советами врача. 13. Мой
ревматизм — осложнение после скарлатины. Я страдаю
от него уже лет семь. 14. Давайте измерим ваше давле
ние. 15. Тебе бы лучше больше обращать внимание на
свое здоровье, да поменьше курить. 16. Вот тебе порош
ки.— Спасибо, это как раз то, что мне нужно. 17. Лена
опять простудилась! Когда она начнет закаляться? Не
ужели ей нравится так часто болеть? 18. Она жалуется
на зубную боль уже месяц, а к зубному врачу не идет.
19. Какое лучшее средство от насморка? 20. Кто разбил
градусник? — Я.— Опять? Тебе ничего не остается сде
лать, как пойти в аптеку и купить новый. 21. Кроме этих
порошков я ничего не принимала. 22. Кроме этих порош
ков я еще пила какую-то горькую (bitter) микстуру.
23. Тебя тошнит? — Нет, почему ты так думаешь? 24.
Он обещал достать это лекарство, да так и не достал.
25. Кто еще заболел? — Больше никто. 26. Я подверже
на простудам и часто болею гриппом. 27. Кто вас ле
чит? — Доктор Воронов. 28. Легко заболеть, да трудно
выздороветь.— Не пугай меня. Я верю в медицину.
1. When were you ill last? Did you have to keep your
bed? How long did you have to keep your bed? 2. Did you
call in a doctor when you fell ill? What did you complain
of? Did the doctor give you a sick-note? 3. What examina
329
tion did the doctor give you? What treatment did he pre
scribe? How long did it take you to get well? 4. What dis
eases did you have in your childhood? Are you subject to
colds now? 5. What do you usually take for a headache?
Do you often suffer from headaches? What is the best rem
edy for a headache? 6. What are the symptoms of pneu
monia? What are the symptoms of quinsy? Have you ever
been ill with either of them? 7. Is scarlet fever an infectious
disease? May the patient stay at home if he has scarlet
fever? What other infectious diseases do you know? 8.
What do we do with the doctor’s prescription? How often
did you take the medicine when you were ill? Did you fol
low the doctor’s advice? 9. Have you ever had a complica
tion after a disease? When was it? Are you still suffering
from it?
17. Speak or write on one of the topics.
1. A visit to a doctor. 2. A visit to a sick friend. 3. How
I fell ill. 4. At a health-resort (курорт) or a sanatorium.
5. Why some people go down with a chili so often. 6. How
people can harden their bodies by means of exercises. 7.
Why you hate (or like) going to doctors. 8. Say a few
words about possible complications after quinsy (scarlet
fever, ’flu). 9. My bad luck — I always fall ill when holi
days begin. 10. Why we can’t do without doctors.
18. Find the proverbs in the additional material to the lesson, learn
them by heart and use them in your own situations.
19. Fill in the missing parts of the dialogues. Reproduce the dialogues.
1. A.: You don’t look very well this morning. What’s the
matter? Didn’t you sleep well?
B.: (He did not sleep very well and he is feeling poor
ly)
A. : You haven’t got any pain, have you?
B. : (He has no pain.)
A. : Got a temperature?
B. : (He doesn’t think he has any; he thinks that he is
quite all right, only just a bit tired, that’s all.)
A. : Don’t you want to see a doctor?
B. : (He thanks A., but he doesn’t want to see a doctor
as he is sure he will be perfectly fit again before
long.)
2. Doctor: Well, what are you complaining of?
Patient: (She hasn’t been feeling well. She has pains
just below where her heart is.)
330
D.: Do you have these pains all the time?
P.: (She doesn’t have them all the time. The pains
usually come after meals.)
D.: After meals? Do you eat very big meals?
P.: (She is fond of her food.)
D.: That’s probably the reason why you have these
pains. Lighter meals, that’ll probably put you
right.
P.: (She thanks the doctor and promises to follow
his advice.)
20. Compose your own dialogues.
1. A doctor is talking to a patient. He is trying to find
out what is wrong. The patient is describing some of the
symptoms. 2. Someone in your family is very ill. Ring the
doctor for advice. Describe the patient’s symptoms. 3. Two
patients are waiting for the doctor to receive them. They
are talking about what is troubling them.
You may use the following for a) the doctor, b) the patient:
a) What can I do for you? What are you complaining
of? What troubles you? Where exactly is the pain? When
do you get it? How long have you had this pain? When you
get the pain, how long does it last? Do you have any other
symptoms? I’m afraid you’ve got.... Here is a prescription
for ... . Take two tablets night and morning until you feel
better. The pain will go away. This is nothing to worry
about.
b) Symptoms: I feel hot (cold, sick, feverish). It hurts
in my chest (ear); I’ve got stomachache (toothache, ear
ache). I’ve got a sore throat (eye). I’ve got a pain in my
leg (chest). I’ve got a high temperature (a fast pulse, a
high blood pressure, a bad cough). The pain is mild (quite
bad, severe).
What medicine is this? Can I get it without a prescrip
tion? How do I take this medicine? How often should I
take it? How much should I take it? Can I stop taking it as
soon as I feel better?
1. “Pardon me for a moment, please,” said the dentist
to the patient, “But before beginning this work I must
have my drill.”
“Good heavens!” exclaimed the patient irritably,
“can’t you pull out a tooth without a rehearsal?”
331
2. Professor: You’ve answered all the questions cor
rectly so far. Here is one more easy question.
What’s the dosage to be used in the case you have
just described? The drug you suggested was the
best you could think of. What I want to know
now is the dosage.
Student (in a strong voice): A table-spoonful.
Professor (whose face turns red): Oh... Thank you,
you may go. (The student is near the door when he
suddenly realizes what mistake he has made.)
Student: I’m sorry, sir, the dosage is six drops only.
Professor: Too late — the man you attended to is
dead.
3. Once an old gentleman went to see a doctor. The doctor
examined him and said: “Medicine won’t help you. You
must have a complete rest. Go to a quiet country place
for a month, go to bed early, drink milk, walk a lot, and
smoke just one cigar a day.”
“Thank you very much,” said the old gentleman, “I
shall do everything you say.”
A month later the gentleman came to the doctor again.
“I’m very glad to see you,” said the doctor. “You look
much younger.”
“Oh, doctor,” said the gentleman, “I feel quite well
now. I had a good rest. I went to bed early. I drank a lot
of milk. I walked a lot. Your advice certainly helped me.
But you told me to smoke one cigar a day, and that one
cigar a day almost killed me at first. It’s no joke to start
smoking at my age.”
4. A woman called one day at a house where there
were three children, a boy and two girls. The boy had a
cold and one of the girls had measles, and everyone was
giving them presents. The other girl sat alone, crying
bitterly. The woman went over to her and asked, “Why
are you crying so bitterly?”
“They have all got measles, and colds, and everybody
is buying them presents, and I haven’t got anything,”
said the girl and cried again.
22. Read and translate the text; retell it in the form of a dialogue;
a) between John and his mother; b) between Dr Dixon and John.
On Monday John came home in the evening looking

pale and tired. He told Mother that he had felt terrible all
332
day. First of all he had had a headache since about ten
o’clock in the morning. He had tried taking a couple of
aspirins but they had not had any effect. He had also had
a cough for several days and now his chest felt painful.
He couldn’t remember feeling as bad as this. He didn’t
want to do anything — all he wanted to do was to go to
bed, and this he did. Mother felt his forehead — it felt hot
as if he had got a temperature. She thought he had caught
’flu, so she went into the kitchen and made him a warm
drink. When it was ready, she brought it in to him but John
was asleep. She put an extra blanket on the bed. John’s
breathing was heavy and his face was flushed. She
couldn’t remember that she had ever seen him looking as
ill as this. She remembered that he had forgotten to take
his overcoat with him that morning although the weather
had been cold and windy. And he had had a cold ever
since New Year’s Eve.
The next morning John was no better. Mother rang up
the doctor and asked him to call at the flat. At a quarter
>ast twelve there was a ring at the doorbell. It was Dr
Jixon, the local G. P. The first thing the doctor did was
о stick his thermometer under John’s tongue. When he
ook it out, he exclaimed, “You’ve got quite a temperature
here. Now let’s examine your chest.” Dr Dixon produced
lis stethoscope from his bag and started listening to
John’s breathing. Finally he said, “I’m afraid you might
be suffering from pneumonia. You’d better go into hospi
tal.”
Note: G. P. (General Practitioner) — терапевт
LESSON 12
ENGLISH MEALS
An Englishman’s day begins when he sits down to

breakfast with his morning paper. As he scans the head
lines there is nothing he likes better than his favourite
breakfast of cornflakes with milk and sugar or bacon and
eggs, toast and marmalade, tea or coffee.
Round about 11 in the morning some Englishmen who
work have their tea or coffee break. They never call it a
meal, of course. Tea or coffee is usually brought to the
factory bench or office desk.
Then at mid-day, everything is stopped for lunch. Most
offices and small shops are closed for an hour, say, from
1 till 2, and the city pavements are full of people on their
way to cafes. Factory workers usually eat in their can
teens.
The usual mid-day meal consists of two courses. First
a meat course is served with plenty of vegetables. It may
be potatoes, peas, beans, cabbage or cauliflower.
This is followed by a sweet dish, perhaps fruit pudding
with tea to follow.
Most Englishmen like what they call “good plain
food". They must be able to recognize what they are eat
ing. Usually they like steaks, chops, roast-beef, Yorkshire
pudding and fish and chips.
They are not over-fond of soup remarking that it
doesn’t leave enough room for the more important meat
course.
Those who eat at home usually call their mid-day meal
dinner and make it the chief one of the day. It consists of
three or four courses and is cooked by the mother of the
family.
The first course is soup. Then comes fish or meat
served with various vegetables; as a change they some
times eat chicken or duck.
Then the table is cleared and the dessert is brought
in. This is jelly or fruit — apples, pears, oranges, plums
and nuts.
Afternoon tea is taken at about five o’clock, but can
hardly be called a meal. It is a cup of tea with bread-and-
butter and cake or biscuits. It is often not served at a table;
each person has a cup and saucer, a spoon and a small
334
plate in his hands. Even Englishmen themselves do not
always find it convenient.
The evening meal, when all the family gather round
the table after their working day, goes under various
names — tea, high tea, dinner or supper (depending upon
its size). It is usually a meat course followed by tinned
fruit or cake and tea. But certainly it is not the same in
every English home. Tastes differ.
DIALOGUE
AT DINNER
Mother: The table is laid. Come along, both of you, and

let us begin. It’s high time to have dinner.
Father: I’m ready; I feel quite hungry.
Alec: So am I. I could eat a horse.
Mother: Well, we haven’t got a horse for you, but what
we have got is quite nice. Your favourite dishes will
be served today.
Alec: What are they? I’ve got so many.
Mother: For the first course we shall have chicken soup,
and rissoles with mashed potatoes for the second.
Alec: And for dessert?
Mother: I’ve got stewed fruit with cake.
Alec: Oh, that’s wonderful! It’s a pity you don’t make
stewed fruit more often. May I go and get it now?
Father: Don’t be so impatient. Wait till we’ve finished
the second course. Where is the salt, please?
Mother: Alec, pass the salt-cellar to Father, please.
Alec: Here you are, Dad.
Father: Thank you, son.
Mother: Why don’t you help yourself to some salad,
Alec?
Alec: You know I don’t like salad of any kind.
Mother: Here is your soup.
* Alec: Thank you, Mother. May I trouble you for a piece
of bread?
Mother: Brown or white?
i Alec: Brown, please. The soup is delicious today! It
smells lovely, mum. May I have another helping?
Mother: Certainly, dear, I want you to have a good
meal. Any more soup for you, Father?
Father: No more, thank you. Where are the napkins?
Mother: They are in the sideboard drawer. I always
; forget to put them out.
335
Father: Never mind. Alec will fetch them, won’t you?
Alec: Here are the napkins, Dad.
Mother: Hand me your plate, dear, I’ll give you some
rissoles. Will two rissoles do?
Alec: Yes, Mum ... And now may I have stewed fruit
with cake which has been promised?
Mother: Take it from the fridge. I put it there to cool.
Alec: Oh, apricots and cherries!
Father: Thank you, dear, for a most delicious dinner.
Mother: Now Alec, I want you to help me clear the
table. These plates, spoons, knives and forks must be
taken to the kitchen. This bread-basket, the salt-cellar
and mustard-pot must be put into the sideboard.
Alec: I’ve done all that, Mum. What else?
Mother: Take the table-cloth and fold it neatly. Then
put the chairs straight and sweep the room. That’s a
good boy!

1. to scan the headlines — просматривать заголовки
2. toast — хлеб, нарезанный ломтиками и подрумя
ненный на огне
3. marmalade [’mcvmaleid] — густое повидло, джем,
обычно из апельсинов и лимонов
4. strong (weak) tea — крепкий (жидкий) чай
5. round about eleven = at about eleven — около
одиннадцати часов
6. the factory bench or office desk — рабочее место
иа заводе или в учреждении
7. say, from I till 2 — приблизительно (скажем), от
часу до двух:
You may learn to play the violin in, say, three years.
8. first adv — сначала (в первую очередь), впервые:
First think, then say.
I first met him last year.
at first adv — сначала (первое время):
At first it was difficult for me to read English books in
the original.
9. meat n — мясо
336
Различные сорта мяса: beef — говядина; veal — те
лятина; pork — свинина; mutton — баранина.
10. to call — называть (звать):
What do you call this flower?
His name is Richard but everybody calls him Dick.
to name—называть (давать имя, название):
When a son was born to them, they named the child
John after his father.
Name the highest mountain in Russia.
11. to recognize — узнавать (ранее известное):
Don’t you recognize me?
Syn..: to know—узнавать
I knew him at once.
He следует смешивать глаголы to recognize и to know
с глаголами to learn, to find out — узнавать, выяснять
(что-л. ранее неизвестное).
I have learnt that his book has been published.
We have found out his address at last.
12. steak [steik] —кусок мяса или рыбы для жа
ренья, бифштекс
13. chop — отбивная котлета (из свинины или бара
нины)
cutlet — отбивная котлета (из телятины или ба
ранины)
rissoles — котлеты (биточки)
14. roast-beef — ростбиф
to roast — жарить (на вертеле, в духовке)
roast chicken
to fry — жарить (в масле, жире на сковороде)
fried fish (meat)
15. Yorkshire pudding ['j3:kj"io 'podirj] — йоркшир
ский пудинг (взбитое тесто, запеченное в форме и по
даваемое с жареным мясом)
16. (potato) chips — тонко нарезанный сырой карто
фель, поджаренный в масле
> 17. It doesn’t leave enough room for the more im
ft'*’
portant meat course.— Он (суп) не оставляет места для

более важного мясного блюда.
»
=
t
f
337
room — зд. место, пространство:
Is there room for me in the car?
to make room for — посторониться, дать место:
Make room for Kate, please.
18. ... all the family gather round the table—вся
семья собирается за столом
Сказуемое gather стоит в форме множественного
числа, так как подразумеваются все члены семьи, а не
семья как единое целое.
Ср.: Му brother’s family lives in Moscow.
19. high tea — ужин (холодные закуски н чай)
20. tastes differ — о вкусах не спорят

1. come along (произносится всегда с повышаю
щейся мелодией) — проходите, пошли; зд. идите сюда
2. to feel (to be) hungry (thirsty) —- хотеть есть
(пить)
3. I could eat a horse — я мог бы съесть лошадь
4.dish — блюдо (тарелка, миска; кушанье):
What is your favourite dish?
Who will wash the dishes after the meal?
course — блюдо (часть обеда, ужина):
What are you going to have (take, order) for the first
(second) course?
5. Help yourself to some salad — Возьми (те) салата
Have another helping of ... —Возьми (те) еще ...
What shall I help (treat) you to? — Чем вас угостить?
May 1 treat you to ... — Разрешите вас угостить ...
6. 1 want you to have a good meal.— Я хочу, чтобы ты
хорошо поел.
В данном предложении после глагола to want упот
реблена конструкция <объектный падеж с инфинити
вом». Эта конструкция образуется с помощью сущест
вительного в общем падеже (или местоимения в объект
338
ном падеже) и ннфинитнва. Конструкция «объектный
падеж с инфинитивом» всегда переводится дополни
тельным придаточным предложением.
7. to forget — забывать
Не следует смешивать глаголы to forget «забывать»
и to leave «оставлять, забывать».
I forgot to put the napkins out.
I left your book in the tram!
8. Will two rissoles do? — Тебе достаточно двух кот
лет?
9. That’s a good boy! — Молодец!

What kind of soup would you like? — Any kind.—
Какой суп вы бы хотели взять? — Любой.
How do you find the soup? — Как вам нравится этот
суп?
The soup lacks salt.— В супе не хватает соли.
menu, menu-card [’menjutod] — меню
I prefer fruit to cakes.— Я предпочитаю фрукты пирож
ным.
appetizers — закуски
tinned (Am. canned) fruit — консервированные фрукты,
компот
stewed fruit — компот из сухих или свежих фруктов
to go on a diet — сесть на диету
to keep to a diet — соблюдать диету
Phonetic Exercises
1. Transcribe the following words; learn them.
dessert, fruit, course, vegetables, meals, cauliflower,
bacon, porridge, potatoes, mustard-pot, various, oranges,
favourite, salt-cellar, to trouble, delicious, stewed,
apricot, table-cloth, cornflakes, pavement, to recognize,
sufficient, to remark, convenient, rissoles
2. Intone the part of the dialogue beginning with the words “For the
first course ..." up to “Thank you, son”.
3. Read the following patterns aloud and use them in your own short
dialogues.
1. 'Would you 'like a 'cup of .coffee? — 'Yes, .please.
339
2. 'More ,tea?|— 'No, .thanks.
'No, .thank you.
3. 'Would you 'like an .orange?|— 'Yes, .please.
'No, .thank you.
4. 'Will you have a .drink? — "Thank you. I’d "love one.
4. Read the following dialogue and learn it by heart.
A. : 'Come and have some .coffee.
B. : 'What’s the .time?
A. : 'Ten to e'leven.
B. : We shall 'have to be 'quick, then. I’ve 'got 'someone
'coming to "see me. 'Where are we .going?
A. : Can'teen, I sup.pose.
B. : ->No, | 'let’s go .out. The 'coffee here’s getting
fworse and .worse.
A. : 'What about the 'place round the .corner?
B. : 'All .right. I “Come .on!
Grammar Exercises
1. Find all the irregular verbs in the text and give their three forms.
2. Read the text below and then do the following: a) point out all the
verbs in the Passive. State their form. Explain the use of the passive
tense-forms, and translate the sentences into Russian; b) ask ques
tions about the text; c) retell the text using the verbs in the Passive
Voice.
An airy house can be seen in a Moscow street. It stands

in a garden. Durov’s animals live there. They are taken
care of by animal doctors. Rounds (обходы) are made by
them daily. It is impossible to use a stethoscope on every
animal, so the doctors weigh up their state of health by
their appearance, behaviour and appetite.
It is a bad sign if an animal is off his food; then the
patient is watched the whole day and only then a diagnosis
is made by the doctor. We saw the bear who was seriously
ill and breathed with difficulty. “Pneumonia has been
diagnosed,” said the doctor, “and now penicillin injections
must be prescribed." “But in what way will the injections
be done?” I asked. The doctor answered that a way out of
the difficulty had been found by the trainer and in some
minutes I should be invited to watch it. “Look here”, she
said. “The rope is being tied to his hind leg and the leg is
being drawn to the bars. Now the injection will be given
to him. And this procedure will be repeated morning and
340
evening for several days.” “I am on bad terms with all
the animals,” joked the doctor. “I like them but they don’t
like me!”
(After Durov and His Animals
by E. Dvinsky)
3. Change the following sequences of actions into the Passive.
a) 1. I am doing the bed. 2. I am opening the

window. 3. I am dusting the room. 4. I am sweeping
the floor. 5. I am cleaning my dress. 6. I am polishing
my shoes.
b) 1. I have put the plates, knives and spoons on the
table. 2. I have placed the bread-basket in the middle of
the table. 3. My brother has cut the bread. 4. Mother has
brought in the soup. 5. I have not taken the napkins from
the drawer.
c) 1. Mary wrote a letter to her friends. 2. Then she
took it to the post-office. 3. She did her homework.
4. She translated two exercises into English. 5. She
transcribed the most difficult words of the text. 6. And
finally she learnt the dialogue by heart.
4. Use the prepositions by or with.
1. The sky is covered ... clouds. 2. The child was

covered ... a blanket... his mother. 3. This note is written ...
a very bad pen, that’s why you can’t read it. 4. Can you
open the door of your flat ... this key? 5. A lot of damage
(разрушение) was done ... the storm. 6. This book has
been written ... three authors. 7. Trams are set in motion ...
electricity. 8. The dog was killed ... the car. 9. The dog was
killed ... a stone. 10. The new school building will be sur
rounded ... a garden. 11. Who has this house been built...?
12. The papers have been scattered (разбросаны) on the
floor ... the wind. 13. This room is heated ... a stove.
5. Ask questions of all types about the following statements.
1. Our students are offered a wide choice of jobs all

over the country. 2. Listen! An article about some Uni
versity graduates is being broadcast. 3. Lectures on med
ical topics are always listened to with great attention.
4. The use of the atom in medicine has been much spoken
of lately. 5. My homework was regularly checked up.
6. His lectures will be delivered in English.
341
6. Use the verbs in brackets in one of the Passive tenses. Ask questions
about the text and let your fellow-students answer them.
Students often come to the language laboratory of the
Institute to work at their pronunciation and to improve
their intonation and speech habits. They ... special records
and they can work as long as they wish undisturbed, (to
give) Some of the records ... hundreds of times (to use),
but of course many new records come in yearly.
Two days ago some new records ... to the laboratory
again, (to bring) They ... from England by one of our
teachers who is now teaching Russian in London, (to
send) From 6 till 9 o’clock last night the records ... by our
phoneticians who tried to write down the texts of the
records for teaching purposes, (to listen to)
We hope that by the end of the month the texts of all
the records ..., the stresses and intonation ... and students
will be able to use them, (to write down, to mark)
7. Make sentences using the verbs to take, to give, to write, to build in
Passive Voice tenses. Use the time expressions given below.
1. ... every week. * 5. ... this year.
2. ... now. 6. ... two days ago.
3. ... from 6 till 8 yesterday. 7. ... when I return.
4. ... before I entered the 8. ... by that time tomor-
room. row.
1. На страницах журнала обсуждается много инте
ресных вопросов. 2. Разве газеты и журналы еще не
доставлены? (to deliver). 3. Кофе принесут через нес
колько минут. 4. Работа была сделана в срок. 5. Где идет
экзамен (to hold an examination) по истории Англии?
6. Когда я вошла, читали стихи Ахматовой. 7. К вечеру
все вещи уже были упакованы. 8. К началу учебного
года в нашем районе будет открыта еще одна школа-
ннтернат. 9. Этот пудинг нельзя приготовить за полчаса.
10. Обед должен быть приготовлен вовремя. 11. Мясо
надо подавать с овощами.
9. Insert articles where necessary and comment on their use. Retell
the story.
How We Kept Mother’s Day

Of all ... different ideas that have been started lately,
I think ... very best is that of celebrating once ... year
"Mother’s Day”. I don’t wonder that ... May ... eleventh
342
is becoming such ... popular date all over ... America and
1 am sure ... idea will spread to ... England too.
We wanted to make it... great da}', ... holiday for all ...
family, and do everything we could to make ... Mother
happy. ... Father decided to take ... holiday from his office
and Mary and my brother Will stayed home from ...
school.
So we decided to hire ... motor-car just after ... break
fast and take ... Mother for... beautiful drive away into ...
country.
Well, when ... car came to ... door, it turned out that
there hardly seemed as much room in it as we had sup
posed. ... Father said not to mind him, we all said we
would gladly stay home and help ... Mother make ... din
ner.
But in ... end it was decided that... Mother was to stay
home and have ... lovely restful day round ... house and
get ... dinner ready.
So we all drove away with three cheers for ... Mother.
It was quite late when we got back, nearly seven o’clock
in ... evening, but ... Mother had kept back ... dinner so as
to have it nicely ready and hot for us. We sat down to ...
grandest kind of ... dinner, ... roast turkey and all sorts
of things like on ... New Year’s Day. ... dinner lasted ...
long while and was great fun, and when it was over all of
us wanted to help clear ... things up and wash ... dishes,
only ... Mother said that she wanted to do it herself.
It was quite late when we all kissed ... Mother before
going to... bed and she said it had been ... most wonderful
day in her life. So we all felt awfully repaid for all that we
had done.
(After S. Leacock)

2. Ask questions about the text and the dialogue. Let your fellow
B. 4. Name four or five kinds of:
1. vegetables; 2. meat; 3. fruit; 4. soup; 5. dessert
5. Compose as many sentences as possible using the following substi
tution table and translate them.
343
I want me to have a good meal
She don’t want you to make coffee
Не wants her to buy some pork
Тот doesn’t want him to cook some pudding
We us to eat only sandwiches
etc. them the whole day
your brother to have lunch with us
anyone to lay the table
his son to dine with us
Peter to bring the dessert
to clear the table
1. Мама хочет, чтобы я приготовила отбивные котле
ты на обед. 2. Вы ведь не хотите, чтобы ваш сын курил?
3. Борне не хотел, чтобы кто-нибудь узнал о его планах.
4. Возьмите эту книгу. Я хочу, чтобы вы прочли ее. По-
моему, она очень интересная. 5. Вы хотите, чтобы я
встретил вас вечером? 6. Нина не хочет, чтобы ее мама
поехала в Крым в июле, так как это самый жаркий месяц
иа юге.
7. Insert the following verbs in the proper form.
a) to call, to name
1.1 was given a kitten. I... it Pussy, but my little broth
er ... it Push. 2. My cousin ... after his grandfather. 3. Do
you know why Arthur Burton ... the Gadfly? 4. He was
asked ... five kinds of fish.
b) to learn, to find out, to know, to recognize
1. I was introduced to him last week but I am afraid 1
shall not... him if I meet him again. 2. Please try ... how to
make marmalade. 3. We tried our best ... the truth of the
matter. 4. I was sorry ... that they had already left. 5. We
hadn’t seen him for ages but still when we met him at the
theatre we ... him at once. 6. We haven’t yet... whether he
arrived on Monday.
8. Translate and answer the following questions using the words given
in brackets.
1. Как называется то (блюдо), что ты ешь? (York
shire pudding) 2. Как называется этот материал? (teryl-
епе) 3. Как называется эта машина? (a computer) 4. Как
называются дома в 25 этажей и более? (a sky-scraper)
5. Как называется перечень блюд (a list of ...) в рестора
344
не? (a menu-card) 6. Как называются блюда, которые
подаются перед первым? (hors d’oeuvres) 7. Как назы
ваются машины (trucks), которые убирают снег на ули
цах? (a snow-eater). 8. Как называется эта ручка? (а
ball-point реп)
9. Translate into English using the verbs.
a) to call, to name
1. Как называются эти ягоды? 2. Назовите самую
длинную реку нашей страны. 3. Не называйте ее Машей.
Она любит, когда ее зовут Мария. 4. Эта улица названа
в честь (in honour of) летчика-героя (hero pilot) Савуш
кина. 5. Назовите еще один сорт мяса. 6. И ты называешь
это супом?
b) to learn, to find out, to know, to recognize
1. Я сначала не мог узнать песню, которую она пела.
2. Вы можете узнать об этом в деканате. 3. Портрет так
изменился, что Дориан едва мог узнать его. 4. Вы може
те узнать, когда он приезжает? 5. Я сразу же его узнал,
он совсем не изменился. 6. Мы хотим узнать больше об
авторе этой книги. 7. Ты узнала его почерк? 8. Хотя я н
ие понимаю, что ем, ио это вкусно.
c) to forget, to leave
1. Где я оставила свой зонтик (umbrella)? Дием
дождь перестал, н я, конечно, забыла, что утром брала
с собой зонт. 2. Должен лн учитель всегда верить учени
ку, который говорит, что забыл тетрадь дома? 3. Почему
вы не были вчера на лекции? — Я совсем забыл о ней.
4. Не забудьте взять читательский билет, когда пойдете
в библиотеку. 5. Приходи ко мне чаще. Не забывай ста
рых друзей. 6. Кажется, я забыла деньги дома! Может
быть, я их потеряла? 7. Я забыла зачетную книжку дома.
10. Insert prepositions and post-verbal adverbs where necessary. Retell
the text “English Tea”.
a) English Tea
It will probably surprise you to learn that when the
mistress ... the house ... England offers ... her visitors a
cup ... tea, she sometimes asks: “Russian or English tea?”.
... “Russian tea” the English mean tea ... a slice ... lem
on ... it. “English tea” means very strong tea ... milk
... it.
Tea-drinking is quite a tradition with the English. Tea
is served ... almost every house ....... the same time, ...
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5 o’clock ... the afternoon. ... the table the tea-cups and
saucers, with the tea-spoons, are laid. The milk-jug and
the sugar-basin are also ... the table. There are small
plates ... bread and butter, or bread and jam, or biscuits.
Tea is ready.
The hostess pours (разливает) the tea ... the cups.
“Do you take milk?” “Yes, please.”
“How many lumps ... sugar?” “No sugar, thank you,”
or: “Two lumps, please.”
“Help yourself ... some bread and jam,” or “Have
some toast and honey.” But one cup ... tea is not enough.
“Would you like another cup?” “Yes, please,” or:
“Half a cup, thank you.”
But if you have had enough, you answer:
“No more, thank you.”
(Friendship, Moscow, 1958)
b) 1. I have dinner ........ one o’clock. 2. My son’s

breakfast consists ... porridge, a glass ... tea or coffee
and some sandwiches. 3. What will you take ... dessert? —
I’m fond ... ice-cream, if they have it I’ll order some.—
As ... me, I prefer fruit ... ice-cream. My throat is weak
and I’m subject... colds. 4. May I treat you ... this delicious
fish-jelly (заливное из рыбы) or offer you another help
ing ... salad? — Thank you. I think I’ll trouble you ... a
little fish. 5. ... breakfast we had no time to eat properly.
6. The usual time ... dinner is one o’clock, but of course,
it may be half an hour earlier or later. 7. Dinner was fol
lowed ... coffee served ... small cups. 8. Meat is often
served up ... vegetables. 9. Where is my spoon? It is ... the
drawer ... the sideboard over there. 10. Health depends ...
good food, plenty ... exercise, fresh air and sound sleep
11. Mother is always angry ... Father when he sits .....
breakfast ... his morning newspaper. 12. Don’t eat so
much meat. Leave some room ... dessert. 13. The evening
meal goes ... various names in England. 14. I always
forget to put ... the salt... the table. 15. When I was learn
ing to cook, my dinners were not very good ... first
16. Let’s look through the menu-card ... first and then call
the waitress.
1. Ешьте яблоки. Они очень вкусные. Мне нх привез
брат с Кавказа (the Caucasus). 2. Какой суп ты хочешь,
чтобы я приготовила? — Любой. Только пусть ма<
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сварит его. Он будет гораздо вкуснее, если будет при
готовлен без твоей помощи. У семи нянек дитя без глазу.
3. Разрешите предложить вам еще чашку кофе? — Спа
сибо. Не кладите много сахару, пожалуйста. Двух кус
ков (сахара) достаточно.— А я всегда кладу трн куска
(сахара). Я люблю очень сладкий кофе.— Ну что ж, о
вкусах не спорят. 4. Пора ужинать. Что сегодня на
ужин? — Отбивные с жареной картошкой н чай с пе
ченьем. 5. Чем вас угостить? Попробуйте салат.— Спа
сибо, я уже его ел. Очень вкусно.— Разрешите тогда
предложить вам ветчины или сыру? — Спасибо, с удо
вольствием возьму кусочек ветчины с горчицей. 6. Пере
дайте мне, пожалуйста, сахарницу.— Пожалуйста.
7. Что ты заказал на второе? — Еще ничего, но закажу
котлеты с макаронами (macaroni).— А я макаронам
предпочитаю картофель и другие овощи, поэтому я возь
му жареную курицу с пюре. 8. Стол уже накрыт. Тарел
ки, ножи и вилки уже разложены, хлеб нарезан, и вся
закуска (the dishes) уже на столе.— А где же соль и
перец? Ты, как всегда, забыла о них. 9. Как вам нравит
ся мороженое? — Оно чудесное. Давайте возьмем еще.
10. Доктор советовал вам есть больше фруктов. Выпол
няйте его советы, и вы скоро поправитесь. 11. Позвони
мне, скажем, между двумя и тремя. К этому времени я
уже пообедаю, и мы сможем пойти погулять. 12. Я так
хочу пить! Сегодня очень жарко.
С. 12. Ask one of the students and let him (her) answer your questions.
at what time she has breakfast
where she has her dinner
what she usually takes for the first and second course
what kind of soup she likes
what fruit she prefers to apples
on what floor the refectory is
what fruit can be bought in autumn, summer and winter
when she takes a second helping of a dish
what she had for breakfast (dinner, supper) yesterday
what kind of salad she likes best of all
who generally lays the table in their family
what appetizers we can get at our refectory
what dishes the menu-card offers for dessert
what her favourite soup is
if strong tea is to her taste (по вкусу)
how many meals a day she has
if she likes cauliflower
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Who washes up in her family
if she has enjoyed her dinner at the refectory today
13. What do you say if you want:
to offer someone another plate of soup
to give your friends some sweets
to ask your neighbour to pass the salt to you
to know if I like this ice-cream
to know if I prefer chops to rissoles
to help someone clear the table
to ask your friend to cut some bread
to ask your guest to help herself to jam
14. Make up a menu for:
1. a breakfast for a child; 2. an ordinary dinner; 3. your
favourite supper; 4. a New Year (or birthday) party; 5. a
ballet dancer; 6. a sportsman; 7. a person who keeps to a
diet
1. A dinner you were given and liked (disliked).
2. Your favourite dishes. 3. What national dishes you may
recommend to a foreigner (Russian, Ukrainian, etc.).
4. Students’ meals: a) at home; b) at the hostel; c) at the
refectory. 5. English meals and dishes. 6. Fruit and veg
etables are an indispensable part of a diet. 7. What food
you usually buy and who cooks your meals.
16. Make up a dialogue. Use the following phrases.
a) Entertaining Guests
1. May I trouble you for ... ? 2. What shall I help you
to? 3. Help yourself to ... . 4. Pass me .... please. 5. As to
me, I prefer ... . 6. Would you like another ...? 7. May I
offer you another...? 8. Have some more .... 9. You’re very
kind. I’ll take a little more. 10. Allow me to give you ... .
II. Shall I pass ...? 12. I think, I’ll trouble you for ... .
13. No more, thank you.
b) In a Restaurant
1. There’s a table for two in the corner. 2. Here is the
waitress (официантка). 3. Have a look at the menu.
4. Can I take your order? 5. We’ll have two roast-beefs
and .... 6. I’m afraid we’ll have to change our order. Lamb
chops with vegetables twice, please. 7. I would recom
mend fish. 8. I’m a poor eater. Just bring me some ham.
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9. What about the dessert? 10. I’m fond of ice-cream.
11. Everything is delicious. 12. Waitress, the bill, please.
17. Continue the dialogues.
1. — I like to go to a self-service canteen. You just pick
up a tray and walk along a big counter where all
kinds of food are placed ready, with the prices
clearly marked. You take what you want, or rather
what you can afford, and pay the cashier at the end
of the line. Then you take your tray to a little table,
sit down and have your meal.
— But I prefer ...
2. — Don’t go to the canteen around one o’clock if you
want to avoid the rush. That’s when these places
are mostly crowded.
— All right. 1’11 ...
3. — Why aren’t you eating your porridge?
— For one thing, it’s stone cold, mummy. And,
anyway, I’m not very keen on porridge.
— You must- eat it up. It’s good for you.
— But why can’t 1 have ...
18. Give Russian equivalents to the following proverbs. Learn them
by heart and use them in your own situations or dialogues.
1. Tastes differ. 2. As like as two peas. 3. As hungry as
a wolf (hunter). 4. His eyes are bigger than his stomach.
5. Too many cooks spoil the broth. 6. Hunger is the best
sauce. 7. Hope is a good breakfast, but a bad dinner. 8. Af
ter dinner sleep a while, after supper walk a mile.
19. The English are great pudding eaters. Read and translate the
recipe for an English summer pudding. Give any other recipe you
know.
1. Take: a) a deep bowl and a plate that fits inside it;

b) spme slices of bread with crusts; c) a small cup of
sugar; d) enough berries (raspberries, strawberries, etc.)
to fill the bowl.
2. Put the bread round the inside of the bowl.
3. Cook the berries with the sugar for 3 minutes in a
saucepan. Then leave it to cool.
4. Put the fruit into the bowl. Cover the fruit with some
more bread.
5. Press the plate down on to the bread.
6. Put the bowl into the fridge and leave it there until
the next day.
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7. Take the pudding out of the bowl and serve it with
cream.
1. It was dinner time. A customer entered a restaurant
and sat down at a table. He asked for the menu and said to
the waiter: “Here is a sixpence tip for you; tell me what
you can recommend me.”
The waiter leaned over and whispered: “I shall recom
mend you to go to another restaurant.”
2. Young wife: Do you think I’m a good cook,
darling?
Husband: I think you are perfect.
Wife: Which of my dishes do you like best?
Husband: Tinned lobsters, my darling.
3. “What’s the matter with you?” the wife demanded.
“Monday you liked beans, Tuesday you liked beans, Wed
nesday you liked beans; now Thursday, all of a sudden,
you don’t like beans.”
4. One day a mother said to her boy: “Never put off
till tomorrow what you can do today.” “Then, mother, let
us eat the remainder of the plum-pudding today,” an
swered the little boy.
5. Husband (angrily)-. What! No supper ready?
This is the limit! I’m going to a restaurant.
Wife: Wait just five minutes.
Husband: Will it be ready then?
Wife: No, but then I’ll go with you.
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LESSON 13
SCHOOL EDUCATION IN GREAT BRITAIN
There are different kinds of schools in Great Britain

and most common is a state comprehensive school. The
comprehensive school is a school that offers to all children
in the area, whether the brightest or the least able, an
education which will take them as far as they can go. The
children are not selected when they arrive, but within the
school the teachers do look carefully at their potentials
and every child is taken to its full potentials. Because there
are children of all abilities coming to school the teachers
have to devise tests very carefully not to upset the children.
Some children, for example, find writing very difficult.
There are children who can barely write a few lines in half
an hour, and there are other children who write three pages.
They have all done their best, but often bright children
fall down, they lower their expectation and, as we know,
the future of any society depends upon some of the
brightest and most able children.
In Britain comprehensive schools differ from town to
town and even within the town. You could walk through
the front door totally different from the next one down the
road because of the freedom of teachers to devise a
curriculum. The atmosphere of the school is entirely down
to the personnel and the personality of those teachers. The
children’s parents can choose the state school they want
theit children to go to. If they don’t want them to go to the
nearest state school, they will have to pay for the transport
— that is get their children to and from the school each
day by a hired school bus.
An essential part of the curriculum of all British schools
proposed by D. E. S. (Department of Education and
Science) is English and mathematics. These subjects
should form part of every pupil’s course for the first five
years of compulsory secondary education. Out-of-class
study, or homework, is an integral and essential part of
the curriculum. On modern languages the proposal is
’’minimum of two and preferably three years of foreign
language teaching”. On ’’science” the emphasis is on a
broad course embracing elements of physics, chemistry,
biology and their practical applications.
All third, fourth and fifth year pupils receive careers
guidance. Fourth year pupils have the opportunity to take
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part in a work experience scheme, and fifth year pupils
are given guidance when they start job seeking or applying
to college.
The creative studies are an essential part of education
during the first three years. They include art, pottery,
graphics, home economies, textiles, woodwork, metalwork,
plastics, etc.
* * *
Now, let’s speak about one of the comprehensive schools
— Bohunt state comprehensive school. It is a large mixed
school with approximately 1100—1300 pupils on the roll.
This is a newish purpose built school for 11 —16 year old
pupils. It is about 30 years old. The school buildings are
set in a pleasant country district of Hampshire which is
about 70 minutes on the train from central London. The
catchment area of the school includes several small towns
and villages. Any pupil resident within the catchment area
has an automatic right of entry into the school. Children
come to this school at the age of eleven. They come from
a variety of primary schools that start schooling at 5, and
leave that school at 11.
In order to help parents and children choose a school
in the last year of the junior school, primary school children
with their parents are invited to spend a day in the school
of their choice a few weeks before the end of their last
term. They meet other children, go round the school and
attend some lessons to meet teachers and have a meal.
And then they go away.
Children come to Bohunt school in uniform. All the
children wear a dark-green blazer (that is a jacket) with
school badge on one side, a shirt with a tie and grey
trousers for boys, and a blouse and a grey skirt for girls.
For sport they wear sports gear. The school has a fully-
equipped gymnasium and sports hall with changing rooms
and showers. It has excellent outdoor facilities.
The school finds it difficult to recruit good teachers as
the teachers are paid badly, in relation to other highly
qualified people. They work 40—45 hours a week not
getting good salaries.
If after completing the courses at that school the pupils
wish to continue with full-time or part-time education, they
may be transferred to an 11 —18 secondary school or six-
form college.
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Many children in England tend to leave school at 16 if
not earlier. They start looking for jobs (but the law will
not let them work until they reach a certain age). It is
hard to find a job for a school-leaver as unemployment
hits the young people harder than ofhers.
DIALOGUE
Father: Peter’s late again. I wonder what’s kept him.

Mother: A lecture, I think. He said something about
a meeting of the Scientific Society.
Father: Oh, here he is.
Mother: We were beginning to think you’d forgotten
supper-time, Peter.
Peter: Sorry, Mum. But it was very important. I couldn’t
miss it. By the way, Mary, it might be interesting for
you too. I’ve learned they train girls to work with radar
instruments.
Mary: No, thank you. I’m no good at science; I’d rather
be a journalist.
Father: It’s rather early to decide what you’re going to
be when you’re not fifteen yet, isn’t it? But why do you
want to be a journalist?
M a г у: I like writing.
Peter: (with a smile}’. A fine journalist you are going to
make!
Mother: Stop teasing her, Peter.
P e t e r: If she doesn’t become a journalist she may work
at an office as a secretary, for example. Would you like
to work at an office, Mary?
Mother: I don’t think she would. You do the same sort
of work all the time, year in and year out, until you
retire.
Mary: I’d rather be a teacher if I can’t be a journalist.
Father: Why don’t you want to be a dress-designer?
You are good at drawing.
Mother: Then she will have to make the dresses she
designs.
Mary: Oh, I hate sewing. But I do like beautiful clothes.
Couldn’t I be a sort of journalist that writes about
fashions?
Father: Why not? Or you could review books. But
whatever you go in for you’ll have to finish your
schooling first.
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12-4043
Peter: Work hard at your French, Mary. They’ve just
been telling us at the University about all the wonderful
openings there are for people with a knowledge of
foreign languages. Translators and interpreters are
needed by research institutes and tourist companies.
F a t h e r: A librarian must know foreign languages too.
Mother: I think you’d like to be a librarian. Then you
could read as many books as you wanted to.
Peter: Would you like to be a doctor or a lawyer or
something like that, Mary?
M а г у: I don’t know. It must be very difficult.
Father: Nothing will seem too difficult when you’re older.
And nothing really is if you make up your mind to do it.
1. Глаголы to say, to tell, to speak, to talk
to say — говорить, сказать, высказать конкретную
мысль
Этот глагол обычно употребляется:
а) для введения прямой речи:
The Dean said to us, “You can join our English Club.”
Когда глагол to say вводит прямую речь, он может
стоять перед ней, внутри нее и после нее.
Если за ним следует дополнение, то оно употребляется
с предлогом to.
б) перед дополнительным придаточным предложением:
She says that she will take her exam tomorrow.
в) в следующих сочетаниях:
Say it again! Повторите.
What did he say? Что он сказал?
It goes without saying. Само собой разумеется
They say ... Говорят...
to tell — рассказывать, сообщать, сказать
Этот глагол всегда употребляется с беспредложным
косвенным дополнением, обозначающим лицо, к ко
торому обращена речь:
Не told his sister about this film.
С глаголом to tell часто употребляется и прямое до
полнение:
Не didn’t tell me anything.
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Без косвенного дополнения глагол to tell может
употребляться в следующих выражениях:
to tell a story
to tell the truth
to tell a lie
to speak —
а) (обладать способностью) говорить:
At the age of two her son could speak very well.
He can speak three foreign languages.
б) разговаривать, беседовать, говорить с кем-л. (to,
with) о чем-л. (about).
В этом случае речь идет о разговоре более или менее
делового официального характера:
I shall speak with the Dean about it.
в) произносить речь, выступать в официальной обста
новке:
Petrov spoke at the meeting yesterday.
г) в сочетании strictly speaking — строго говоря
to talk — разговаривать, беседовать
В отличие от глагола to speak предполагает дву
стороннюю беседу неофициального характера между
двумя и более участниками.
I like to talk to him. He knows so much.
Stop talking!
2. A state comprehensive school — государственная
общеобразовательная школа.
3. Every child is taken to its full potentials — От каж
дого ребенка требуют максимум того, на что он способен.
4. Often bright children fall down, they lower their
expectation — Самые способные ученики могут отста
вать и не достигать того, чего они могли бы достигнуть.
5. The atmosphere of the school is entirely down to the
personnel — Атмосфера (климат) в школе целиком зави
сит от учителей.
6. A mixed school — смешанная школа (для мальчи
ков и девочек).
7. A newish purpose built school for 11—16 year old
pupils — довольно новое специально построенное здание
школы для учащихся 11 —16 лет.
355
12'
8. The catchment area of the school (зд.) — район, в
котором проживают потенциальные учащиеся данной
школы.
9. a primary school (in Great Britain) — начальная
школа для учащихся от 5 до 11 лет.
a junior school — тоже начальная школа для учащих
ся от 7 до 11 лет.
a secondary school — среднеобразовательная школа
для учащихся от 11 до 16 (нли 18) лет.

1. I’d rather be a journalist. — Я бы предпочла быть
журналисткой.
2. 1 do like beautiful clothes.
Данная эмфатическая конструкция употребляется
для усиления значения, выраженного смысловым глаго
лом в утвердительной форме Present или Past Indefinite.
В таких случаях в Present Indefinite перед смысловым
глаголом, стоящим в форме инфинитива, ставится do или
does (в зависимости от лица), а в Past Indefinite — did.
В таких предложениях на do, does, did падает ударение.
В русском языке эмфаза передается словами «же», «и»,
«ведь», «действительно» или интонацией (ударением на
глаголе):
I ‘do like this .play.
He ‘does speak .English .fluently.
We ‘did read it in .class.
3. Couldn’t I be a ... journalist — А не могла бы я стать
журналисткой ...
Phonetc Exercises
1. Thanscribe the following words; consult a dictionary.
area, potentials, ability, to devise, barely, entirely,

personnel, essential, secondary, emphasis, career, scheme,
creative, pottery, graphics, textile, woodwork, plastics,
approximately, roll, catchment, resident, automatic,
variety, primary, junior, uniform, blazer, badge, to recruit,
salary, to transfer, unemployment.
356
2. Mark stresses in the following words and combinations according to
the rules.
comprehensive, education, expectation, atmosphere,
personality, to emphasize, application, opportunity, home
economies, community, sports gear, facility, gymnasium,
to qualify, qualification, old-fashioned, dress designer, to
make up one’s mind.
3. Practise reading the following sentences; write their tonograms.
1. Well.be ''careful when you ''cross the main'road.

2. Well, ''don’t say I "'didn’t warn you.
3. I "'needn’t "'make up my "'mind at ’once, I .need I?
4. You "'don’t mean to "'say he’s "'failed a’ gain, I.do
you?
Grammar Exercises
1. Find in the text all the irregular verbs and give their three forms.
2. Point out the Simple Predicate expressed by the verb in the Passive
Voice and the Compound Nominal Predicate. Translate the sentences
into Russian.
1. This cottage is built of wood. Cottages are generally
built of wood. 2. The door is shut, so we can’t come in.
When the door is shut on the last visitor, the work is still
continued in the museum. 3. These books are being sold
out fast. This book is sold out. 4. This fence is painted eve
ry year. The fence is painted, don’t touch it. 5. The door
of our flat is locked at 11 p. m. The door is locked, so
nobody is in. 6. I don’t know who this play is written by.
7. This dress is made of silk. 8. This table is covered with
green paper.
3. Make these passive. Translate your sentences into Russian.
a) 1. You must write the answers on the left side of
the paper. 2. He mustn’t take these books of reference to
the library. 3. I can arrange everything on time, I assure
you. 4. The watchmaker cannot repair my watch. 5. She
could tidy up her room in the evening. 6. We couldn’t hand
in our papers on Monday. 7. You may leave your hats and
coats in the cloakroom. 8. She has to wind up her watch
regularly. 9. They had to renew the book for another fort
night.
b) 1. Everybody speaks well of this first-year student.
2. We must look into this matter. 3. Nobody has slept in
that room for years. 4. She will look after the little girl
357
well. 5. They left the book behind. 6. Somebody left the
light on all the night. 7. Nobody has ever spoken to me
like that before. 8. You must not throw your things about.
9. People will laugh at you if you wear that silly hat.
4. Give two passive constructions wherever possible.
1. They told us the time. 2. The director offered him
a flat with all modern conveniences. 3. When I arrived
at the camp they gave me some hot tea and sent me to bed.
4. They invited him to dinner. 5. This cover is keeping the
teapot warm. 6. Who have they given the key to? 7. They
will treat her well. 8. Sick people must take medicine
regularly.
5. Insert the proper passive tense-form of the verbs in brackets.
I am invited by my friend to her birthday party. Very-
many guests ... to come and I ... to help her with the food,
(to expect, to ask) Last night I ... a long list of things
1 had to buy. (to give) I went to the largest shop where
1 hoped to get everything I needed. There I ... the best sorts
of fruit, cheese, sausage, etc., but I couldn’t make up my
mind which to take, (to show) I ... by my friend to buy
apples of the best kind, but which apples were the best?
(to instruct) At one shop I ... by a shop girl to take big
red ones, (to tell) At another shop I ... still better apples,
(to offer) At last I made up my mind and bought the red
apples which ... to me in the first shop; they looked so nice!
(to show)
I hope the guests will like them and I ... . (to praise)
Other friends ... to help with the cooking, (to ask) Meat ...
by Nina, our best cook, and pies ... by Alary; they are both
in the kitchen now. (to take care of, to look after) The
guests ... in half an hour and the table ... not, yet. (to
expect, to lay) We must hurry.
6. Translate into English using the Passive Voice.
1. Это лекарство можно принимать до или после еды.
2. Надо посмотреть произношение этого слова в словаре.
3. Больного нужно было оперировать немедленно. 4. Эту
книгу можно достать в районной библиотеке. 5. Ему
предложили место учителя в школе. 6. Мне обещали два
билета в кино. 7. Его наградили часами. 8. Его по
шлют за границу летом. 9. Мне показали дорогу в бли
жайшую деревню. 10. На эту статью не надо ссылаться.
11. Преподавателя слушали с большим интересом.
358
12. Над ним будут смеяться. 13. Если у вас температура,
надо немедленно послать за доктором. 14. Об этой пьесе
сейчас много говорят. 15. За детьми очень хорошо при
сматривают в детских садах. 16. Надо положить конец
этому спору (argument). 17. Вам надо обратить внима
ние на ваше произношение. 18. Можно ли положиться
на его слово? 19. Я знаю, что против его предложения
будут возражать. 20. Его искали всюду.
7. Make sentences of your own with the verbs beiow and translate
your sentences into Russian.
Pattern: to listen to
He was listened to with great attention.
Его слушали с большим вниманием.
Verbs: to laugh at, to look for, to speak of, to speak
to, to think of, to look after, to send for, to remind of, to
ask for, to rely on, to take notice of, to take care of, to put
an end to, to lose sight of, to refer to, to do away with,
to object to, to pay attention to
8. Insert the relative pronouns who, whom, whose, which or that and
point out the sentences where they can be omitted.
1. Pushkin is the greatest Russian poet ... ever lived.
2. The book ... I’m reading is not even worth Speaking of.
3. Everything ... he does is always right. 4. Tell me ...
student has the best pronunciation in your group. 5. I
don’t know ... book you prefer, this or that. 6. It is the best
book ... he ever wrote. 7. Anyone ... wants can come.
8. Help yourself to the cakes, Nelly.— Oh, thank you,
Mother, I haven’t yet decided ... to take. 9. Who is the man
to ... you were speaking just now? 10. That’s the man ...
Jane is going to marry. 11. This is one of the few really
good books ... have been published on this subject.
12: Guess ... of the two men is my brother.
9. Combine each of these pairs of sentences so that the second becomes
an attributive clause. Place the clause after the words in italics
Pattern: This encyclopaedia is for young readers.
It is in ten volumes.
This encyclopaedia, which is in ten volumes,
is for young readers.
1. The plane from Sochi will be an hour late. It ought
to be here at 7 a. m. 2. His letter is full of interesting news.
I received it two days ago. 3. This book is about Africa.
It has some wonderful photographs. 4. My mother still
359
goes in for sports. She is over forty-five. 5. The young man
is my brother’s closest friend. You met him at my place
last night. 6. Mr Green is himself a teacher of music. His
wife teaches singing. 7. Tom’s brother is an engineer. He
lives in London. 8. This fountain-pen writes badly. I
bought it two months ago.
6-ro ноября, как обычно, мы собрались в доме роди
телей. Первым пришел дедушка. Затем пришли осталь
ные родственники, и в течение нескольких минут слыша
лись только поцелуи и приветствия. Вскоре мои тетушки
пошли на кухню, чтобы принести все, что было ими при
готовлено утром. Они принесли бесконечное множество
тарелок с салатом, рыбой и другими вкусными вещами.
Специально для дедушки в течение двух часов жарилось
мясо и картошка.
В тот день за столом собрались люди трех поколений
(generation). Они могли рассказать историю семьи и
даже всей страны. Мой дедушка встал с кресла, по
смотрел на всех кругом и сказал: «Я так рад, что мы
собрались все вместе на наш праздник». И мы присту
пили к праздничному (festive) ужину. Через полчаса ко
мне подошел мой брат и сказал: «Магнитофон вклю
чен», и мы, молодежь, ушли в соседнюю комнату и стали
танцевать. А в это время за столом разгорелась дискус
сия по поводу последних изменений в системе профес
сионального образования. Мой дядя готовится стать
мастером-наставником (foreman-tutor) в своем цехе
(shop), и он рассказал нам много интересного. Часы
пробили полночь. Все стали прощаться. Дедушка по
дошел к календарю и оторвал листок прошедшего дня.
«7-е ноября мы проведем у телевизора, а молодежь
пойдет на прогулку», — сказала бабушка. Я проводила
их до двери и вернулась в столовую, чтобы помочь маме
убрать со стола и вымыть посуду.
Такие семейные встречи бывают в доме моих родите
лей каждый год.

2. Ask questions about the text and the dialogue. Let your fellow-stu
dents answer them.
360
В. 4. Insert the right verb (to tell, to say, to talk, to speak) in the
proper form.
1. He ... us a very interesting story. 2. She had a feeling

that they... not... her the truth. 3. This boy is, as he himself
..., no credit to the teacher. 4. The proverb “Choose an
author as you choose a friend” ... a lot. 5. He ... not ...
English fluently. 6. It is not polite ... shop in other people’s
presence. 7. Can you ... me who has written this book?
8. I... not... with him yet. 9. Strictly ..., it is not a mistake
at all. 10. They ... he ... three foreign languages. 11. Karl
Marx ... many languages fluently. 12. I ... Alec I didn’t
want to go to the theatre without him. 13. I shall ... to you
tomorrow. I’m very busy now. 14. John ... me all about his
trip. He ... he had enjoyed himself very much. 15. Please ...
me about the film you saw last night. Is it worth seeing?
16. My parents ... me that I began ... very late, at the age of
two. 17. Ask Petrov ... at the meeting. He is a good speak
er. 18. Mary is so talkative! She even doesn’t stop ...
when the teacher comes into the classroom!
5. Translate into English using the verbs to say, to tell, to talk, to speak.
1. Я не расслышала, что вы сказали. Повторите, по

жалуйста. 2. Сказать по правде, мне никогда не нра
вился этот писатель. 3. Все говорят, что это чудесный
фильм. 4. Строго говоря, такие романы не в моем вкусе.
5. Ои говорит по-английски так же бегло, как и по-фран
цузски. 6. Скажите это по-английски. 7. Мы ведь догово
рились (to agree) разговаривать о делах (на профессио
нальные темы) только на работе! 8. Говорят, что он
завтра будет рассказывать нам о своей поездке (trip)
в Англию. 9. Перестаньте болтать! Вы мне мешаете (to
disturb).
6. Give affirmative or negative answers; follow the patterns and add
a sentence of your own.
Pattern 1: — Can your sister draw?
— No, she is no good at drawing. She
herself says she can’t draw very simple
things.
Pattern 2: — Can your sister sew?
— Yes, she is good at sewing. She’s just
made a very beautiful skirt for herself.
1. Can you sing? 2. Can your friend write poems?
3. Can your little brother ski? 4. Can you cook? 5. Can your
361
friend skate? 6. Can your brother play chess? 7. Can your
cousin play the piano? 8. Can Peter swim?
7. Give the emphatic form of the verbs in italics and add a sentence
of your own.
Pattern: She lives in Kirov Street.
She does live in Kirov Street, I’m sure of it.
1.1 wrote that exercise. 2. John bought the book for me.
3. But we studied the Geography of England. 4. You are
mistaken, I want to learn English. 5. I had dinner half an
hour ago. 6. George didn’t visit me but he rang me up.
7. He doesn’t study hard but he attends classes regularly.
8. I didn’t go away on my vacation but I had a good rest.
9. He likes comedies by Shakespeare. 10. Nina promised
to get us this book and she got it. 11. Your brother speaks
English fluently.
8. Respond to the following according to the patterns; add sentences of
your own.
Pattern: —I recommend you to study French as
your second foreign language.
(Spanish)
— I'd rather study Spanish. I think it
will be more useful for my future
work.
1. I think you want to be a general practitioner, (a

surgeon) 2. I’m sure you will choose the career of a
teacher, (an engineer) 3. I want you to become a
translator, (an interpreter) 4. I’ll study typing, and what
about your? (to follow a computer studies course) 5. All
careers are open to you. What would you like to become?
(a computer engineer).
Pattern: — Where shall we meet?

— It’s up to you (to decide). I’ll do as you
say.
1. Where shall we go tonight? 2. What profession
would you recommend me to choose? 3. What school will
they send their son to? 4. Whom would you recommend me
to marry, mum? 5. What sports society shall I join? 6. Do
you think I must finish my schooling? 7. What foreign lan
guage would you recommend me to study besides Eng
lish? 8. Shall I change my job?
362
9. Insert prepositions where necessary.
1. I’m not sure that only people ... this area can join... our
local library. 2. Why was he traneferred ... a school
specialising ... physics ... the last year... school? — Because
... all the subjects he likes physics most ... all. 3. She is
good ... languages, she speaks ... German, English and
French. I’m sure she will make a good translator. They are
needed ... business firms and tourist companies. 4. I don’t
agree that the teacher is obliged to do the same sort... things
year ... and year... 5. What career does your son want to go
...... ? — He hasn’t made ... his mind yet. 6. Do you think
it’s too early to start schooling ... five? 7. The atmosphere
... the family depends ... a lot ... factors. 8. How much did
the parents have to pay ... the hired bus? 9. I can’t work
20 hours... a day. 10. Is your wife good ... cooking? — ...
any rate she is trying to.
1. Чем отличается наша система школьного образо

вания от британской? 2. Я читал, что школьная програм
ма в Англии может отличаться в одном городе от про
граммы другого города. Это правда? 3. Где я могу
поподробнее узнать об общеобразовательных англий
ских школах? 4. Очень полезно, что ученики уже в школе
получают сведения о выборе будущей профессии (карь
еры). 5. Легко вам было выбрать специальность? — Да, я
в последнем классе школы уже знала, что буду поступать
в университет на филологический факультет. Я хочу в
совершенстве знать несколько иностранных языков. 6. Я
слышала, что наши дети должны будут ходить в школу
в школьной форме. Интересно, будет ли у них школьный
значок? 7. В нашей стране восьмилетнее среднее обра
зование— обязательно. 8. Я попытаюсь сделать все от
меня зависящее, чтобы хорошо окончить школу. 9. Ваш
успех зависит от упорного труда. 10. Личность первого
школьного учителя играет огромную роль в жизни лю
бого ученика. 11. В нашей стране почти все школы сме
шанные. 12. Я окончила школу уже 20 лет назад. Мне
бы хотелось походить по моей старой школе, посмотреть,
как она изменилась. 13. Тебе нравится и математика и
литература. Кем же ты хотел бы быть? 14. Я не очень
силен в точных науках. — Я тоже. 15. У мальчика обна
ружились незаурядные способности к математике, и его
перевели в математическую школу. 16. Многие находят
английскую систему грамматических времен довольно
363
(очень) трудной. 17. Интересно, кто придумал этот тест?
18. Говорят, он самый сильный ученик школы. 19. Она
не посещает занятия уже две недели. Она, наверное,
больна. 20. Я, пожалуй, буду врачом, а не журналистом.
21. Я ненавижу готовить, но люблю вкусно поесть. 22.
Вчера нас в школе задержали дольше. У нас была ин
тересная лекция. Я не могла ее пропустить. Между про
чим, почему ты отсутствовал? 23. Перед вами откроются
замечательные возможности использовать свои знания.
С. 11. Read, translate and retell the text.
In our country all children receive compulsory

education for the first eight years at school, which gives
them a broad base for further study in whatever direction
they may choose. In the schools the choosing of careers is
made easier in a variety of ways. Visits are arranged to
factories and enterprises, people of different professions
come and talk to the school leavers, form teachers discuss
the problem with them.
Most schools nowadays have, in the two top classes, a
bias which leads to a speciality, such as mathematics,
computer programming, physics, or foreign languages.
So after the eighth form, at the age of 14—15, young people
may transfer to another school according to their special
interests. It is up to the children and their parents to decide
or choose their future career.
There exist technical colleges which give a general
education as well as preparation for a profession. Those
who wish to get some training leading directly to a job
may join a specialised college where they receive a general
education and the school certificate of education, in
addition to a certificate in the speciality they have chosen.
1. You went to a secondary school specialising in
English, didn’t you? Could you give us a few particulars
about your school? 2. Are you for or against specialised
schools? Give your reasons. 3. What did you want to be in
your childhood? When did you decide to become a teacher?
4. What qualities must a teacher have in your opinion?
Why? 5. What professions seemed most attractive to your
friends when they were in junior forms? What profession
did they choose when they left school? 6. Did any of your
classmates become a sailor (journalist, doctor, etc.)?
Where do they want to work?
364
13. Explain the meaning of the following.
English junior (primary, secondary) schools, a
comprehensive school, a bright (least able) pupil, this
education will take you as far as you can go, every child
is taken to its full potentials, bright children can fall down
and lower their expectation, career guidance, a work
experience scheme, a mixed school, the catchment area of
a school, a school badge, sports gear, a specialised school,
bias subjects, a school-leaving certificate, a certificate in
the speciality.
14. Be ready to speak on one of the topics.
1. What subjects and classes did you like at school?
2. Why did you like (dislike) classes in mathematics at
school? 3. Your favourite school teacher. 4. The role of a
teacher at school. 5. What can you say about your school
years? 6. What can you say about your school friends?
7. Describe the last school-bell, your school-leaving exams
and school-leaving party. 8. Do you miss your former
school mates and school? 9. What do you think about the
teacher’s profession? 10. Do you think that in their final
school years the children may combine their studies with
part-time jobs?
15. Suggestions for oral discussions and dialogues.
1. You have just returned from England and are telling
your friends about schools in Britain. 2. Some English
students have come to our country. You tell your English
friends about our system of education. 3. Say a few words
about the system of school education in Great Britain and
in our country. 4. Say why your school-day dreams didn’t
come true. 5. What do you think: is it timely for a child to
go to school at the age of six? 6. Choosing a career for life
is not a simple matter. Your opinion about it.
1. — What’s your father, Bobby?
— He’s a school teacher.
— That’s a good profession. Does he like it?
— He has only one thing to complain about.
— What’s that?
— Oh, the children.
2. — Don’t bother me. I’m writing a letter to my girl
friend.
— But why are you writing so slowly?
— She can’t read very fast.
365
3. — Dad, do you think you can write in the dark?
— Of course, I can, son.
— Then turn off the light and sign my report card,
please.
4. Father: You know that mother is very angry when
you get bad marks at school.
Son: Well, it’s not me who is to blame, for it’s the
teacher who puts bad marks.
LESSON 14
ST. PETERSBURG
(A letter)
Druzhba Hotel,
3, Chapiguin St.
March 20th, 19...
Dear Mike,
I have been in St. Petersburg three weeks now, I hope
you don’t think I’ve forgotten you. There have been so many
places to see and so many things to do that I’ve not had
much time for writing letters.
I’m on business here, you know, but whenever I find
an hour to spare I go sightseeing. I’m so full of impressions
that I can’t think or write about anything else.
St. Petersburg has earned the reputation of being one
of the most beautiful cities in the world thanks not only
to its unique palaces and churches but also to its inimitable
architectural ensembles of streets and squares, as the city
was built according to a plan, the first European city so
constructed.
I spent last Sunday touring some of the historic
monuments of St. Petersburg, particularly those along the
banks of the Neva in the oldest part of the town, where,
on the marshlands, Peter the Great founded this wonderful
city as a gateway to Europe and the sea.
I stopped on Palace Bridge and looked round. There
the colours were magnificent, the lemon yellow of the
Admiralty building, the bluish green of the Winter Palace,
and the warm red of the old buildings of the University.
When I looked to the left I saw St. Isaac’s Cathedral
towering above tree tops. Not far from it, in the centre of
Decembrists’ Square is St. Petersburg’s best monument,
a rider on a roaring horse. It is a monument to Peter the
Great, often called the Bronze Horseman after the famous
poem by Pushkin.
366
St. Petersburg is indeed a wonderful city if you think
about its great buildings, museums and monuments, and
at every turn there is something to catch your eye.
A stroll along the Neva Embankment brought me to
the Peter and Paul Fortress. It was noon, and from the
courtyard of the fortress, I heard a gun salute the noonday,
the clock strike the hour and the church chimes play the
state anthem.
Almost from the first day of its existence the fortress
served as a prison for political prisoners. In the courtyard
I saw the three guns which had been used against the
Decembrists. The prison cells, dark, cold and lonely, are
now empty. Millions of people come every year to visit this
place, now a museum. To walk these paths and enter these
cells is like treading holy ground. There is much of it in
St. Petersburg.
Yesterday I had a chance to spend a few hours in the
Hermitage.
The Hermitage, like all museums, needs to be taken a
little at a time. In all, the Hermitage comprises six
buildings with 25 kilometres of corridors. The Hermitage
has the richest collection of pictures in the world. It
numbers over 3,000,000 exhibits. I wish I could visit it over
and over again!
I haven’t seen much of St. Petersburg yet. There are
still so many places of interest to see!
It's a pity you haven’t seen St. Petersburg with your
own eyes. It is simply unforgettable. When you saw me
off at the. station you told me that you would try and come
here to spend your holidays. I hope you haven’t changed
your mind! Come and see everything for yourself.
This is a long letter, isn’t it? I must stop and say
good-bye to you now.
I hope to hear from you soon.
My best regards to all at home.
Yours,
Alice.
DIALOGUES
I
New-comer: Excuse me, can you tell me the way to the
“Druzhba” hotel? I’m a stranger here, I’ve just arrived in
St. Petersburg.
Passer-by: Oh, it’s quite a long way from here.
367
New-comer: Yes, I know, but my friends advised
me to put up at this hotel.
Passer-by: Your friends are right, it is one of our best
hotels. You may go there by the underground. It’s
the quickest way to get there, though you’ll have
to change on to a bus in Lev Tolstoy Square or
walk.
New-comer: What bus shall I change on to?
Passer-by: A number 65 or 46 bus will take you to
Popov Street. It is only one stop from the metro
station.
New-comer: Thank you very much. Is it possible to
get there by tram or trolley-bus? I haven’t seen any
thing of St. Petersburg yet and I’ve heard so much about
this beautiful city!
Passer-by: You can get on a No. 1 trolley-bus.
It will take you as far as Palace Square where you
may get off. When you have admired the wonderful
view around you, take a No. 10 bus.
New-comer: Where must I get off for the “Druzhba”
hotel?
Passer-by: In Popov Street, but you had better ask
the conductor to put you down or you may miss
your stop.
New-comer: I’m very much obliged to you.
Passer-by: That’s all right.
II
N.: Am I going the right way to the No. 1 trolley
bus stop?
A.: You are quite out of your way. Go straight on as
far as the first turning to the right, then cross the
street and you will see the stop. You cannot lose
your way. It’s just a two minutes’ walk from here.
I’m going that way myself. Come with me if you
like.
N.: Thank you. It’s very kind of you.

1. Текст написан в форме письма. Обратите внима
ние на следующие особенности оформления английских
писем:
368
а) В правом верхнем углу страницы обычно пишется
адрес отправителя и число:
33 Carlyle Road,
Liverpool
May 3rd, 19...
б) Затем идет обращение, после которого обычно
ставится запятая:
Dear Dad, неофи Dear Sir, офици-
Му dear, циальное Dear Mr Brown, альное
Dear(est) Ann, обраще обра
My darling, ние щение
в) Текст письма начинается с новой строки и с за
главной буквы:
Dear Магу,
We were glad to hear...
г) Письмо может заканчиваться следующими сло
вами:
Hoping to hear from you soon
(Do) let me hear from you Передайте
My best wishes (kind regards, my love) привет
to ...
Remember me to...
д) Затем идет подпись:
(With) best wishes,
Yours sincerely, в неофициальных
Yours ever, письмах
Yours faithfully,
Your loving daughter,
Ann
(Very) truly yours,
Yours truly, в деловых письмах
Yours truly,
H. Summers
e) Адрес на конверте пишется следующим образом:
Mr J. С. Wilson,
58, Oxford Street,
London, W. 8
Сравните с адресом на русском языке:
Санкт-Петербург, 190026
ул. Ленина, д. 18, кв. 7
Семенову И. П.
369
ж) Адрес отправителя англичане обычно пишут на
обратной стороне конверта.
2. There have been so many places to see and so many
things to do...— Было так много достопримечательнос
тей, которые мне хотелось посмотреть, и так много дел,
которые мне нужно было сделать ...
whenever I find an hour to spare — как только у
меня появляется свободный час.
В этих примерах определение выражено инфинити
вом, который стоит после определяемого им существи
тельного и переводится, как правило, определительным
придаточным предложением.
3. to be (come, go) on business — быть в команди
ровке (поехать в командировку)
a business trip to ...— командировка в ...
4. to go sightseeing
to see a city осматривать город
to do a city
to tour a city
5. the lemon yellow of the Admiralty building —
лимонно-желтый цвет здания Адмиралтейства
the bluish green of the Winter Palace — голубо
вато-зеленый цвет Зимнего дворца
the warm red of the old buildings of the Univer
sity — спокойный (теплый) красный цвет старых зданий
университета
В этих примерах употреблены субстантивированные
прилагательные, поэтому перед ними стоит определен
ный артикль и за ними следует предлог of.
6. at every turn there is something to catch your
eye — на каждом углу встречается что-то, что привле
кает ваше внимание
7. I heard a gun salute the noon-day — Я услышал,
как пушка возвестила полдень
Как уже было сказано в уроке 12, конструкция
«объектный падеж с инфинитивом» состоит из сущест
вительного в общем падеже или личного местоимения в
объектном падеже и инфинитива. Инфинитив в этой
конструкции может употребляться:
370
a) либо с частицей to (после глаголов to want, to order,
to know и др.):
I want you to have a good meal.
b) либо без частицы to (после глаголов to see, to hear,
to feel, to let, to watch, to notice, to make ‘заставлять’):
I saw him enter the bus. — Я видел, как он вошел в
автобус.
I can’t make him do it. — He могу заставить его сде
лать это.
8. There is much of it in St. Petersburg. — Таких мест

много в Санкт-Петербурге.
9. The Hermitage needs to be taken a little at a time.

— С Эрмитажем следует знакомиться постепенно (каж
дый раз понемногу).
10. I wish I could visit it over and over again. — Мне

бы хотелось еще много раз побывать здесь.
11. to see smb off— провожать кого-л. (на вокзал, в
аэропорт и т. д.)
I don’t like to see my friends off, I prefer to meet them.
to see smb home — провожать кого-л. домой
Vocabulary Notes on the Dialogues

1. Метрополитен: (the) underground
the tube (in London)
the subway (in the U.S.A.)
2. Обратите внимание на то, что маршруты трам
ваев, автобусов, троллейбусов в английском языке обо
значаются количественными (а не порядковыми)
числительными:
You must take tram (No.) 7.
You’d better take the seven (and not the five).
What tram did he take? He got on a 7 (a No. 7 tram).
3. I haven’t seen anything of St. Petersburg yet. — Я
пока еще ничего не видела в Санкт-Петербурге.
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Inquiring the way:
Excuse me, which is the shortest way to ...?
Is this the way to ...?
Which is the way to ...?
Can you direct me to ...?
Would you please tell me the shortest way to ...?
Be so kind as to direct me to ...
Take the first (second) turning to the right (left).—
Первый (второй) поворот направо (налево).
to walk (go) along the street
to cross the street
by tram (bus, trolley-bus, train, car)
to go by underground
to come in a taxi
to get off at the next stop but one, but two, etc.—
выйти через одну, две и т. д. остановки
Am I on the right tram?
Is there a bus from here to ...?
This bus will take you right there (straight to...)
the bus is overcrowded (packed full)
to pay the fare — платить за проезд
the traffic is heavy (light) here — здесь большое (не
большое) уличное движение
the rush hour(s) —час(ы) пик
a taxi-stand, a taxi-rank — стоянка такси
a subway (in England) — подземный переход
a crossing, a zebra crossing — переход для пешеходов
parking (no parking) — стоянка машин (стоянка авто
транспорта запрещена)
one way only (one way street) — улица с односторон
ним движением
two line traffic — разрешается движение транспорта в
два ряда
Phonetic Exercises
exhibit, exhibition, tour, historic, particularly,

magnificent, the Admiralty, to wonder, museum, stroll, court
yard, salute, anthem, existence, prison, annually, monument,
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to tread, the Hermitage, kilometre, hotel, militiaman, the
metro
2. Read the following sentences and use them in situations of
your own.
1. 'Will you please 'tell us |how to 'get to the
'metro .station? 2. It’s 'somewhere near .here, I .isn’t it?
3. 'Yes 'that’s .right, I it’s 'only a ’few 'minutes’ .walk
from here. 4. Ex'cuse me, | 'how can I 'get to the .Opera
House? 5. 'Which is the 'quickest 'way to the 'railway
.station? 6. It’s but 'two .stops from here. 7. 'Which
'way am I to 'go to our 'local 'library, .please?
3. Practise reading the following sentences; write their tonograms;
pay attention to the ascending scale.
1. .Why didn’t you'phone me? 2. I’m a.fraid I'failed
my e.xam.— I’m .not at .all surprised. 3. .What about
the dfvan? 4. .Why didn’t you .say it be'fore? 5. The
"bus doesn’t ’run on .Sundays.—.Come by 'train, .then.
4. Read the following dialogue and learn it by heart.
A. : Ex'cuse me, | will 'this ’road 'take me to the .station?
B. : 'Yes, I 'straight .on. 'Turn to the ’left when you .get
to the .end. You’ll see a 'notice .there. You 'can’t go
.wrong.
A. : ’Is it .far?
B. : About ’three or ’four .minutes.
A.: ’Thank you very .much.
Grammar Exercises
1. Find In the text all the irregular verbs and give their three
. forms.
2. Find in the text sentences in which the rule of the sequence of
tenses is observed and translate them into Russian.
3. Turn the following sentences into subordinate clauses by making
them depend upon one of the principal clauses, given below:
they knew; / found out; she was sure; we decided; I promised;
it was clear, etc.
Pattern: These figures will speak for themselves.
I was sure that those figures would speak for
themselves.
1.1 shall celebrate my birthday on Saturday. 2. It was
no fault of hers. 3. I shall not be late for the film.
4. My daughter has fallen ill. 5. Petrov is a vefy good
373
actor. 6. Stephen and his friend are sitting in the reading
hall and studying English. 7. Stephen and his friend have
been staying in the reading-room for three hours already.
8. We shall be watching the football match from six
till eight. 9. They will have finished their translation
by the end of the week. 10. In her group the students
help one another.
4. State the type of the subordinate clause, then fill in the blanks
with the correct form of the verb given in brackets and comment
on the use of the tense.
1. He was not able to translate the article because
he ... some technical terms, (not to know) 2. We decided
that we ... to the Crimea next week, (to go) 3. The
doctor told me about the medicine which you ... now. (to
take) 4. My friend was interested to know if I ... ever
... by air. (to travel) 5. He told her that she ... be at
home, (must) 6. The teacher told the children that water
... at 100 degrees Centigrade, (to boil) 7. I thought that
she ... that he ... the first place in the chess tournament,
(to know, to take) 8. She refused to go to the theatre as
she ... in a few days, (to have an examination) 9. It was
not so windy yesterday as it ... today, (to be)
5. Change the verbs in the principal clause into the Past Indefi
nite Tense and make all the necessary changes in the subordinate
clause.
1. I see that I have to go to the dentist because I have
a bad toothache. 2. She doesn’t work as much as she
must. 3. The teacher says that we have written our papers
well. 4. The.student sees that he is wrong. 5. The teachers
are informed that the lecture will not take place.
1. Катя сказала, что ее подруга поступила в школу
с математическим уклоном. 2. Из этого текста мы узна
ли, что выпускники школ в Англии часто не могут най
ти себе работу. 3. Учитель спросил нас, какую специ
альность мы выберем после окончания школы. 4. Меня
спросили, какие профессии могут выбрать наши жен
щины. 5. Знаете ли вы, что вы можете приобрести
специальность медсестры в этом техникуме? 6. Мой друг
сказал, что в будущем году он получит аттестат о
школьном образовании. 7. Декан рассказал о новых
правилах приема в вузы в этом году. 8. Он напомнил
о том, что студенты должны пройти медицинский ос
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мотр. 9. Они заверили нас, что к будущему году по
высят свою квалификацию. 10. Докладчик сказал, что в
настоящее время в нашей стране уделяется большое
внимание профессиональному обучению. 11. Анна ска
зала, что Петя обещал навестить нас завтра. 12. Сестра
спросила, какой подарок я собираюсь сделать маме
завтра. 13. Мы собираемся навестить бабушку и дедуш
ку завтра. 14. Когда я пришла домой, мама сказала,
что полчаса тому назад мне звонил мой друг. 15. Ты
работал или учился три года назад? 16. Я попросил дру
га помочь мне перевести текст, но он сказал, что не
может это сделать сейчас, и обещал сделать это через
два дня. 17. Петя говорит, что в городе была хоро
шая погода сегодня. 18. Бабушка хотела знать, когда
я опять приеду сюда.
7. Supply the correct tense of the verbs given in brackets and retell
the story.
In a week’s time the answer from Mr Murdstone came,
and my aunt ... me that he ... to speak to her in person
the next day. (to inform, to come) It ... to imagine with
what beating of the heart I ... for the day. (to be easy,
to wait) I ... badly at night and ... early in the morning,
trembling with fear, (to sleep, to wake up) Yet I ... to
wait, (to have) Mr Murdstone ... in the morning but ...
only in the late afternoon, (not to come, to arrive) He ...
with his sister who ... even more cruel to me than her
brother, (to come, to be) I asked my aunt if I ... to go
away but my aunt asked me to stay, (to have) Words
... describe the feelings with which I ... again the harsh
faces of my stepfather and Miss Murdstone. (can neg.,
to see) Mr Murdstone said that I ... him a lot of trouble
and that I ... a bad temper, (to cause, to have) He added
that they ... to do what they ... for me but ... to cure me.
(to try, can, to be able neg.)
(An extract from David Copperfield by
Ch. Dickens. Adapted)
8. Report these statements in indirect speech using the necessary

verbs (see p. 512).
1. Mother said: “For the first course we shall have
chicken soup and rissoles with mashed potatoes for the
second.” 2. “Peter must be at a meeting of the Scientific
Society,” Father said. 3. “Oh, I hate sewing,” said Mary.
4. “The train stops at every station,” she said. 5. “I can
speak six languages fluently,” he said. 6. “This is mine,”
375
he said. 7. “This is certainly true,” he said. 8. “Many
thanks for the lift,” she said. 9. “It was you who started
the argument,” said the brother. 10. “It is all my fault,”
she said. 11. “But that’s not my fault,” he said. 12. “I
did it,” he said. 13. “Look, you’ve missed out an item,”
she said. 14. “Yes, she is very charming,” Sonya said.
15. “You are getting yourself mixed up with the wrong
lot,” I said. 16. “I mean to pay off my debts,” Bob said.
17. “I have very important news of our uncle,” he said.
18. “I owe a great deal to my parents,” she said.
19. “Sorry, I am engaged,” he said. 20. “I have lost my
appetite, and 1 don’t sleep very well,” said the patient.
21. “All right, that will do,” he said.
9. Report the following requests, orders, questions and exclamations
in indirect speech using the right verb.
1. “May I have another helping, please,” said Alec. 2.
“No more, thank you,” Father said. 3. “The soup is deli
cious today!” Alec said. 4. “Make sure you haven’t left
anything,” the driver said. 5. “Good luck for the rest of
your holiday,” the travelling companion said. 6. “Look at
that! What a wonderful view!” the girl said. 7. “Was he
well brought up?” the inspector said. 8. “What made you
say that?” the husband said. 9. “Where did you run across
him?” the boy said. 10. “Run for a doctor, please!” the
wife said. 11. “Where’s John?” Mrs G. said. 12. “Good
morning. What a lovely day!” the neighbour said.
A. 1. Read and translate the text and the dialogues.

2. Ask questions about the text and the dialogues and let your fellow
B. 4. Compose sentences using the following substitution table; make
your sentences interrogative and negative. Translate them.
I heard him pay the fare
He saw them go out
My son let Bob leave the house
Mary watched the boy sing
noticed come in
made recite this poem
get on the bus
dance
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1. We are strangers here, so ... . 2. Are you going to the
.... Museum? You must get off ... . 3. Which is the way to
the nearest bookshop? — Go ... . 4. Is your hostel (обще
житие) far from the University? — No, ... . 5. This tram
won’t take you straight to the Drama theatre, you had
better ... . 6. Am I on the right tram? — Oh no, ... .
7. Let’s get off at the next stop but one, and then ... .
8. It seems to me the traffic is heavy in Moscow.— Yes,
it is especially ... . 9. Haven’t you seen this exhibition
yet? Oh, you must ... .
6. Make polite requests using the given expressions. Follow the pat
terns. Ask your fellow-students to respond.
a) Pattern: to direct you to the nearest cafeteria
Be so kind as | to direct me to the
May I ask you J nearest cafeteria?
Yes, certainly. It’s just round the corner.
Or: I’m sorry. I’m a stranger in this town.
1. to pay your bus fare today
2. to tell you the shortest way to the nearest post-office
(почта)
3. to go sightseeing with you
4. to tell you what she knows about Peter the Great’s
statue in St. Petersburg
5. to go for a stroll along the Embankment tonight.
b) Pattern: to tell you if this bus will take you
straight to ...
Would you’please tell me 1 if this bus will take me
Would you kindly tell me ) straight to...?
Yes, it will. You will be there in ten min
utes.
Or: No, I’m sorry. You’ll have to change on
to bus No. 6.
1. to tell you at what hotel you can put up
2. to tell you at what stop you must get off for ...
3. to tell you why the buses are so overcrowded now
4. to tell you if you are going the right way to ...
5. to tell you where you may cross the street.
7. Insert prepositions or post-verbal adverbs where necessary.
1. Will you advise me where to get ... to change ...
... bus No. 6? 2. Will this bus take me right ... Lenin
377
Square? 3. Are you getting ....... the next stop? — No,
... the second stop ... here. 4. We couldn’t get ... the
tram because it was packed full. 5. Let’s go ... this street.
It will take us straight ... the Circus (цирк). 6. I don’t
yet know ... what hotel we shall put ... . 7. We’d better
inquire ... the way. I’m afraid we are already ....... our
way. 8. The Opera House is a long way ... here. You’d bet
ter take ... a bus. 9. You will have to change ....... bus
No. 7 ... the corner of Nevsky Avenue and Sadovaya
Street. 10. I always forget where to get ........ the
Comedy Theatre. 11. It seems ... me she is not sure
if she is ... the right bus. 12. Can you tell me if there
is a tram ... here ... the Smolny? 13. Do you remember that
the traffic keeps ... the left .., Great Britain? 14. Go
straight... as far as Gogol Street and then take the second
turning ... the left. 15. Please put us ....... the Museum.
16. You had better go there ... tram. It is a good way ...
here. 17. If you turn ... the left you will soon be...... your
way. Better go straight ... . 18. The house you are looking
... is just ... the corner. There is no need to take ... a tram.
8. Translate from Russian into English.
1. Как быстрее добраться до Эрмитажа? — Сади
тесь на 10-й троллейбус и поезжайте до Зимнего двор
ца. Там вы выйдете и пойдете до первого поворота на
право. 2. Сегодня воскресенье, поэтому уличное движе
ние особенно сильное. Боюсь, что мы приедем на стан
цию слишком поздно. 3. Пойдемте осматривать город.
У нас много достопримечательностей. Начнем с памят
ника Петру 1. Он в трех минутах ходьбы отсюда. 4.
Простите, я приезжий. Не скажете ли мне, как быстрее
всего пройти к Смольному? 5. Мне кажется, мы совсем
не туда идем (сбились с пути). 6. Библиотека в двух
шагах отсюда. Идите прямо по этой улице. Я иду туда
же. Если хотите, пойдемте со мной.— Большое спасибо.
Я вам очень признательна. 7. Я вам советую — по
езжайте домой на трамвае, а не на автобусе, так как в
часы пик автобусы переполнены. 8. Где ближайшее
справочное бюро (information bureau)? — Идите прямо
по этой улице до первого поворота направо. По-мое
му, справочное бюро недалеко отсюда, но лучше спро
сите милиционера или какого-нибудь прохожего. 9. 8-й
трамвай довезет меня до Театра комедии? — Нет. 10.
Мы выйдем из автобуса через остановку н пересядем
на 5-й трамвай. Он привезет нас прямо к театру. 11.
378
Я слышала, как он спрашивал кондуктора: «Где нам
выйти, чтобы попасть в кинотеатр «Россия»?» 12. На
тот ли троллейбус я сел? — Да. 13. У нас движение
правостороннее; когда вы переходите улицу, надо по
смотреть сначала налево, а на середине улицы — на
право. 14. Скажите, пожалуйста, как проехать на вок
зал? — Вам лучше сесть на троллейбус и сойтн на
третьей остановке. 15. Мы не проехали свою останов
ку? — Нет, нам выходить через одну остановку. 16. 3-й
автобус останавливается как раз за углом. Вы туда до
едете минут за двадцать. 17. Где мне выйти, чтобы по
пасть в Зоологический Музей? — На Университетской на
бережной. — Я здесь приезжий. Вы мне скажете, когда мне
выйти? 18. Где ближайшая трамвайная остановка? - В двух
шагах отсюда. Идите до улицы Пушкина, а там повер
ните направо. 19. Неудивительно, что (no wonder that)
троллейбус переполнен — часы пик. 20. Тысячи людей
ежедневно посещают Эрмитаж. Когда я приезжаю в
Санкт-Петербург в командировку, я всегда провожу
там несколько часов. Эрмитаж нужно осматривать по
степенно. 21. Ты тоже идешь в нашу сторону? Пойдем с
нами. 22. Где ближайшая стоянка такси? Мне придется
взять такси. Я опаздываю. 23. Санкт-Петербург — один
из городов-героев (Hero-City) России. 24. Твое учреж
дение далеко от дома? — Да, очень далеко.— Сколько
тебе нужно времени, чтобы туда добраться? — Минут
40 автобусом. Я еду до Невского проспекта, а там са
жусь на 1-й троллейбус и еду до конца (terminus). От
туда 5 минут ходьбы до моей работы,— Нельзя ли ехать
трамваем? — Конечно, можно. Это даже удобнее, трам
вай довозит меня до ворот завода.— Зачем же ты ез
дишь на автобусе или троллейбусе? — Чтобы сэконо
мить время. Я всегда спешу.
1. Do you live in the centre of the town or in the sub
urbs? 2. Is your house far from a bus stop or an under
ground station? How much time does it take you to get to
it? 3. Do you have to cross a street on your way to the bus
stop (the underground station)? 4. Is there a zebra cross
ing and traffic lights at the corner of your street? 5. Are
there any one way streets in your town? 6. Is the traffic
heavy in your town? 7. Subways are built for the safety
of pedestrians, aren’t they? 8. Which is the shortest way
from your place to the University? Can you take a trolley
379
bus to get there? 9. Which bus (trolley-bus, tram) will
take you straight to the University? Where must you get
off for it? 10. Will tram No. 1. take you as far as the
central square, or will you have to change on to another
tram or bus? 11. What means of transport do you like
and why? 12. Is there a taxi-stand near the railway sta
tion? 13. What places of interest are worth seeing in your
town? Where do you recommend to start the sightseeing
tour from?
10. Look at the road traffic signs and say what they mean:
L . . A
Danger Children Crossroads Halt at crossroads Road narrows
Pedestrian Oneway Speed fimit Closed to all

©no entry
crossing vehicles
11. Explain how to get to your home. Say what means of transport
to take, where to get off; give directions to your home from the
nearest underground station or bus stop. Draw a sketch map with
arrows.
12. Speak about means of transport in your town.
13. Fill in the missing part of the dialogue. Reproduce the dialogue.
A. : Shall we go sightseeing today?

B. : (Give an affirmative answer.)
A. : What places of interest do you want to show me first?
B. : (Name any places you like.)
A. : What about going to Victory Park?
B. : (Give a negative answer because it will take you
a lot of time.)
A. : But I think we’ve got a lot of time today.
B. : (The statement is not true to fact, because you bought
tickets to the cinema for the 5 o’clock show.)
A. : It can’t be helped then. We’ll visit it some other day.
Then let’s get on a bus or trolley-bus and go along
Nevsky Avenue.
B. : (Make an objection to this proposal, give reasons for
your objection and suggest something else.)
380
A. : All right, I agree to all you say. But remember we
shall have to leave some time for dinner.
B. : (Say that you were thinking of it too.)
14. Make short dialogues on the following situations. Ask a question
and let your friends respond. You want:
to know if you are going the right way to the railway sta
tion
to find out if you are on the right tram
to know if the street you are going along will take you
straight to ... Square
to know what is the fare
to know at what (which) stop you must get off
to tell your friend that you are going his way
to tell your friend that he had better go by bus (tram)
to thank somebody for showing you the way
15. Compose your own dialogues on the following topics.
Explain to someone who does not know how to get a)

from the suburbs to the centre of your town; b) to the
central library; c) from the railway station to your central
hotel; d) to the stadium; e) to the airport.
16. Speak about some place of interest or a monument in your town.
17. Write a letter to your friend about your stay in some town.
18. Get information from a reference-book about one of the great cities
of the world. Prepare a talk about it.
19. Read and translate the text. Speak about traffic and sights of Lon
don. Consult books about London to give more facts and details.
As in most capital cities, the quickest way in London is

often by Underground. There are more than 250 Under
ground stations in London and its suburbs. In the centre
of London you are never likely to be more than a few
minutes walk from one of them. Stations are indicated by
an illuminated London Transport symbol.
Trains run frequently until about 00.15. The passen
gers get their tickets either from a ticket machine or the
ticket office. The ticket takes you right to your destination,
and you do not need to rebook it at interchanges. Fares
vary with the distance travelled: within one zone the fare
is fifty pence, whereas the fare from the centre to the
suburbs may be as high as one pound fifty pence.
The passengers follow the signs for the line they want,
and at all stations there are maps to help them. It is neces
381
sary to keep the ticket to the end of the journey and then
give it up to the ticket collector.
Most of London’s buses are the world-famous red
double-deckers. The number and destination of the bus is
shown on the front. Many bus stops show which bus num
bers stop there, give details of these routs. If you are
still not sure which bus to catch, other people in
the queue will probably be able to help you. (And people
in London do queue up, British style, when waiting for
the bus.)
When you get on the bus, the conductor will tell you
when to get off if you ask him. For safety’s sake, stand
ing is never allowed on the platform or on the upper
deck of a double-deck buses.
Double-deckers are convenient transport for sightsee
ing. Even if the traffic is slow, you can see the landmarks
of London — the busy streets of the West End and City,
the famous Piccadilly and Oxford Street, Charing Cross
Road and Trafalgar Square busy with city life and lined
with some of the world’s fine monuments and great pub
lic buildings.
LESSON 15
THE CLIMATE OF ENGLAND
The Gulf Stream, a warm current flowing from the

Gulf of Mexico round the North of Europe affects the cli
mate of the West coast of Europe, the British Isles and
Iceland.
In these western countries, summers are not so warm
and winters are not so cold as in the rest of Europe.
Spring is the season when nature returns to life. Vege
tation grows rapidly, for there are periods of sunshine
broken by occasional showers. Clouds are continually
floating across the sky, and after the rain we see a mag
nificent rainbow.
It seldom gets unbearably hot in summer, as there is
generally a cooling breeze from the South-West, but nev
ertheless the temperature may rise to 32 degrees in the
shade. The weather becomes sultry, the heat grows op
pressive, and the air gets stifling. The sky is suddenly over
cast with low, black clouds and distant peals of thunder
indicate the approach of a thunderstorm. Later, dazzling
382
flashes of lightning are followed almost immediately
by a clap of thunder directly overhead, and it pours with
rain. Anyone caught in the rain takes shelter, otherwise
he may get wet to the skin.
After the thunderstorm the air is remarkably fresh.
The thunder has cleared the air. We are in for a spell of
good weather again.
In autumn the leaves turn yellow and reddish, and
fall to the ground. Then most birds migrate to warm
countries. Autumn is the season of mist, of windy days,
of biting winds, of beautiful sunsets, and miserable chil
ly days when it drizzles.
A spell of sunny weather in October is called an Indian
Summer.
The climate of the South of England is milder
than the climate of Scotland. In the North, the winters
are harder. When there are eight degrees of frost in Eng
land, they say that it is freezing hard, and everyone com
plains of the cold. This is because their damp climate
makes them feel the cold more.
On a frosty morning the country is covered with hoar
frost. Icicles hang from the roofs of houses. The rivers and
lakes are frozen over. The snow falls, but sometimes it
does not last long. The thaw sets in, the snow turns to
slush, and walking is extremely unpleasant owing to the
puddles of water in the streets, and to the constant fear
of being splashed with mud by a passing car.
The English often grumble about the weather but you
should not pay too much attention to an Englishman’s
complaints about his own climate. The devil is not so
black as he is painted.
DIALOGUE
Bill: That was a heavy storm we had last night, wasn’t

it, Tom?
Tom: It was. You know that big poplar tree in front of
our house, don’t you? One of the biggest branches
came down with such a crash that we thought it would
break our window-panes.
Bill: Really! We have been having this wretched weather
for days and days already. I’m sick and tired of it.
Tom: So am I. I wish this weather would clear up. It’s
about time we had some nice spring weather.
383
Bill: It’s April, you know. “March winds, April showers
bring forth May flowers.”
Tom: I know, but we’ve had enough of them. Still, I
suppose we shouldn’t complain. We had a good win
ter. Never had so many fine cold days before.
В i 11: Yes, I enjoyed them too. And the skating. We had
a good share of that this winter.
Tom: We did. Now I suppose we’d better put away the
skates till next winter.
Bill: 'fraid so. No chance now to use them again.
Tom: What does the forecast say this morning?
Bill: The paper says we’re in for a fine spell.
{English Occasions by A. Johnson.
Adapted)
1. to affect — влиять (оказывать влияние) на

Обратите внимание на то, что этот глагол требует
после себя прямого дополнения. Например:
What affects the climate of your region?
2. in the shade — в тени
He следует смешивать слово shade «не освещенное
солнцем, светом пространство», со словом shadow
«тень, отбрасываемая каким-л. предметом».
Let’s look for the shade — the heat is simply killing
me.
What a long shadow the tree is casting! It seems long
er than the tree itself.
Слово shadow может употребляться в переносном
значении, например: to remain (live) in the shadow —
оставаться (жить) в тени, незамеченным.
3. Anyone caught in the rain takes shelter.— Каж
дый, кого застает дождь, ищет укрытия.
4. to get (be) wet to the skin — промокнуть до нитки
(до костей)
Syn. expr.: to get (be) wet through
5. We are in for a spell of good weather again.— Сно
ва наступает хорошая погода.
384
6. mist n — легкий туман
fog n — густой туман
smog = smoke + fog
7. an Indian Summer — соответствует русскому вы
ражению «бабье лето» (т. е. теплые сухие дни осенью)
8. On a frosty morning the country is covered with
hoar-frost.— Морозным утром всё кругом (букв, вся
местность) покрыто инеем.
Слово country имеет несколько значений:
a) страна, родина
The Soviet Army heroically defended our country
from fascist invaders.
b) деревня, сельская местность, местность:
Му parents prefer to live in the country.
I like this wooded country.
9. The devil is not so black as he is painted, (pro
verb) — He так страшен черт, как его малюют.

1. I wish this weather would clear up.— Мне бы хо
телось, чтобы погода прояснилась (разгулялась).
2. March winds, April showers bring forth May flow
ers. (proverb) — Ветры в марте и дожди в апреле су
лят цветы в мае.
3. Never had so many fine cold days before. = We’ve
never had so many fine cold days before.
’fraid so == I’m afraid so.
Данные примеры являются неполными предложени
ями (elliptical sentences). В неполных предложениях
может быть опущено подлежащее, сказуемое, часть ска
зуемого или оба главных члена предложения, причем
из контекста всегда бывает ясно, что именно опущено.
Чаще всего неполные предложения употребляются в
разговорной речи, что придает ей большую живость:
Have you seen this film? — Haven’t had time yet.
What are you doing? — Writing a letter.
What are you writing? — A letter.
Is it raining? — Raining? It’s pouring.
385
13-4043
What is the weather like? I wonder what the weather is
going to be like.
It seems a fine (dull, rainy, wet, cool, warm, hot, cold,
gloomy, lovely, frosty) day.
It is fine (nice, close, dusty, clear, slippery, beastly, nasty,
sunny, foggy, windy).
It is fine (nasty) weather.
raining fast (heavily, a little),
pouring.
drizzling.
It is snowing hard,
freezing hard,
getting worse,
clearing up.
i it will continue (keep) fine,
it will turn (out) wet.
We shall have snow (frost, rain, a thaw, a thunderstorm).
It looks like rain (snow, a storm, a thaw).
Two degrees (three degrees, etc.) above (below) zero.
Phonetic Exercises
1. Transcribe the following words; learn their pronunciation.
climate, Baltic, Gulf, vegetation, rapid, period, sultry,
magnificent, stifling, migrate, mild, icicle, slush, puddle,
window-pane, wretched, forecast, hoar-frost, rainbow,
indicate, Mexico, Iceland, Scotland, isle
2. Transcribe, intone and write tonograms of the part of the dialogue
(from the beginning up to “I know, but ...”).
3. Read the following rhyme paying attention to the sound [w].
When the 'weather is .wet I
We must 'not .fret, I
When the 'weather is',cold I
We must 'not .scold. ||
When the 'weather is .warm |
We must 'not .storm, |
But be 'thankful to.gether I
What’ever the .weather. ||
4. Practise reading the following dialogue; learn it by heart.
— ’Isn’t this 'weather .lovely?
— 'Beautiful. And 'really .hot.
386
— 'What?
— .Really 'hot.
— 'Yes. But they ’say it’s ’going to .rain to.night.
— 'When?
— To'night. It was on the'radio. Well ’good-,bye.
— Good-, bye.
Grammar Exercises
1. Learn the three forms of all the irregular verbs in the text.
2. Put the following statements into Reported Speech using the verbs
in brackets. Don’t forget to change the tenses where necessary.
a) 1. She says to me, “The Hermitage has the biggest
collection of pictures in the world.” (to assure) 2. He has
just said to his friends, “I am leaving for Moscow on
Wednesday.” (to inform) 3. He will say, “I shall not be
able to do my work in such a short time.” (to reply)
4. My friend says, “Most shops are closed on Sunday.”
(to think) 5. She says, “Peter did not go in for his exami
nation.” (to say) 6. The teacher has just said, “Two stu
dents of your group were awarded prizes for their poems.”
(to announce) 7. She will say to the teacher, “I could not
hand in my composition on Thursday because I was ill.”
(to explain)
b) 1. The Chairman said, “On the 8th of March we pay
tribute not only to women in this country but also to women
the world over.” (to declare) 2. He said, “I am going to
work on my paper in the public library.” (to remark)
3. Father said to Peter, “I have bought wonderful pres
ents for Mother and the two girls.” (to answer) 4. The
patient said, “I haven’t been losing weight.” (to reply)
5. She said, “Yes, you were right yesterday.” (to admit)
6. He said, “I met her at the self-service canteen where I
was having my dinner.” (to say) 7. Mother said to her
son, “Your favourite dishes will be served on your birth
day.” (to promise) 8. She said to her friend, “Oh, no, I
shan’t go anywhere tomorrow, I shall be watching a new
film on television at 5 o’clock.” (to assure, to add)
3. Turn the following dialogue into a story in the past tense. Retell
the story.
Mrs Smith: John, Aunt Linda is coming to tea. She
hasn’t seen you for a long time so she wants to meet
you.
ЗвТ
13-
John: There is a good film on at the cinema, Mother, and
George and I were going to see it today.
Mrs Smi

М Г

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Рецензент: кафедра английской филологии

АНГЛИЙСКИЙ ЯЗЫК: Учебник для I курса

Учебник обеспечивает практическое владение английским язы­

ББК 81.2 Англ-923.

Издание осуществлено совместно

ISBN 5-8330-0097-1 © Коллектив авторов, 1998 г.

Настоящий учебник предназначен для студентов 1-го курса

Первостепенной задачей изучающего любой ино­

* См. дифтонгоиды (с. 12).

Перед­ Передний Смешан­ Задний Глубокий

1 — гласный среднего ряда; 2 — гласный смешанного ряда; 3 —

Звуки в потоке речи. Ассимиляция

По действующему Губные Язычные

Со 2-м задним фокусом ш ж

Со 2-м средним фоку­ Ш’

* «Специфическая сверхсегментная окраска речи, придающая ей

* Существуют и другие способы передачи логически выделенного

2. высокий нисходящий тон

4. НИЗКИЙ ВОСХОДЯЩИЙ ТОН J

5. ВЫСОКИЙ ВОСХОДЯЩИЙ тон

Следует помнить, что в английском языке неударные

'Nick is a'gain on 'business in .Moscow.

Фонемы [р], [Ь]

Фонемы [f], (v]

Фонемы [S), [2]

стянуты, слегка обнажают зубы. В процессе артикуля­

Позиционная долгота английских

Фонемы [t], [d]

ni: knee di:p— di:d deep — deed

kit — kid kit — kid it' — i:t it — eat

реп реп ten ten fen fen

set — sed set — said bek — beg beck — beg

'fifti — 'fiftim fifty — fifteen

*В. И. Балинская. Графика современного английского

'bizi busy 'siti city 'tedi Teddy

wi: we wim whim wig wig

wig — wit wig — wit

(ti:J [eks] [zed]

Фонемы [0], [б]

Упражм енне 27 Упражнени e 28

Упраж!1енне 29 Унражн еиие 30

6i: thee si:6 seethe

dein — deit Dane — date

’fi:va fever 'deta debtor

ti:tj teach tfest chest d3im Jim

t jest — ’dsestja chest — gesture

Низкий нисходящий тон в предложении

Если за последним ударным (ядерным) слогом

Низкий нисходящий тон характерен для эмоциональ­

its ,sid || It’s Sid.

'kiti iz .bizi || Kitty is busy.

lei] [eitj-J [d3ei] [kei]

sai — sai6 — sait sigh — scythe — sight

sigh, catch, sneeze, pie, state, tan, city, fine, Kitty,

1. 'dis iz э ,kait || ('tjimm, tai, paip, реп)

laemp lamp pleit plate ’baedli badly

leit — leid late — laid

teil tail ’pensl pencil tel tell milk milk

ka саг 'kapit carpet

fa far past past

Окончание множественного числа существительных

Учебник обеспечивает практическое владение английским язы

Первостепенной задачей изучающего любой ино

Перед Передний Смешан Задний Глубокий

Со 2-м средним фоку Ш’

стянуты, слегка обнажают зубы. В процессе артикуля

Низкий нисходящий тон характерен для эмоциональ

1. She’s away. 6. Pass me that red pen

Высокий нисходящий тон характерен для эмоцио

10. Образуйте вопросы и ответы, пользуясь следующими подстано