Г. О. и о з в и ч ,
И. И. ГОЛЬДБЕРГ,
Г. Н. ЯНКОВСКИЙ
АНГЛИЙСКИЙ язык
УЧЕБНОЕ ПОСОБИЕ ДЛЯ III КУРСА
Утверждено
Учебно-методическим советом
Госкурсов «ИН-ЯЗ»
Издание пятое,
переработанное и сокращенное
Иозвич Г. О. и др.
И 75 Английский язык: Учеб. пособие для I I I курса/Г . О. Иоз
вич, И. И. Гольдберг, Г. Н. Я нковский.— 5-е изд., перераб.
и сокр.— М.: Просвещение, 1986.—287 с .— В надзаг.; Гос.
центр, курсы заоч. обучения иностр. яз. «ИН-ЯЗ».
Учебное пособие по английскому языку предназначено для студентов III курса.
Оно состоит и з 15 уроков и содержит задания для самоконтроля и 5 контрольных
работ. В конце пособия даны ключи к заданиям, справочный материал и предмет
ный указатель.
Структура учебника
Учебник состоит из 15 уроков и содержит фонетический, граммати
ческий и лексический материал, тексты, слова и выражения к текстам,
тренировочные упражнения по фонетике, грамматике, лексике, зада-
а
ния для самоконтроля и 5 контрольных работ в двух вариантах.
Даны ключи к заданиям для самопроверки.
Д ля развития навыков устной речи к учебнику имеется комплект
долгоиграющих пластинок, на которых записаны фонетические упраж
нения, стихи, басни, диалоги и отрывки из текстов уроков.
Проработка каждого урока рассчитана на одну неделю самостоя
тельных занятий по полтора часа в день. Одна неделя отводится на
повторение материала и выполнение контрольной работы (вариант А).
Учебник рассчитан на 260 часов самостоятельной работы.
В уроке расположен материал в следующем порядке:
1. Фонетические упражнения и материал для работы над произ
ношением: стихи, басни, диалоги.
2. Объяснение грамматической темы с примерами, таблицами и
тренировочными упражнениями.
3. Объяснение лексических трудностей, указания по переводу,
новые слова и словосочетания к тексту, текст. Активный словарь вво
дится перед текстом. Новые слова, включая синонимы, антонимы,
фразеологические сочетания иллюстрированы примерами на их упот
ребление. Новые слова и выражения, не входящие в активный словарь,
даются в пояснениях после текста.
Методические указания
Одна из задач, стоящая перед студентами, изучающими заочно
английский язык, заключается в усвоении методов самостоятельной
работы над английским языком. Д ля приобретения прочных знаний
и выработки навыков необходимо систематически изучать материал
каждого урока в той последовательности, в которой он вводится в
учебнике. Заниматься нужно ежедневно, начиная занятия с пятими
нутной «фонетической зарядки».
7
Модальный глагол Примеры на употребление
8
Вопросительная и отрицательная формы Present и P ast Indefinite
образуются с помощью вспомогательного глагола do (did), будущее
время — с помощью вспомогательных глаголов shall, will.
Do you have to do it now? Должны ли вы это сделать сейчас?
Did she have to go there yesterday? Д олж на ли она была пойти туда
вчера?
W ill they have to go there tomor Долж ны ли они пойти туда завтра?
row?
I have to translate this article. Я долж ен (мне предстоит) перевести
эту статью.
He does not have to go there to Он не долж ен идти туда завтра.
morrow.
They did not have to stay in town Они не .должны были оставаться
last summer. в городе прошлым летом.
The space-pilot has to be strong. Космонавт долж ен быть сильным.
. . . there had to be added a big . . .'затем долж ен был последовать
course of training to prepare him for больш ой курс тренировок, чтобы под
conditions in outer space. готовить его к условиям в космосе.
(Из урока 1.)
§ 4. ГЛАГОЛ OUGHT
Глагол ought выражает обязательство, долженствование или боль
шую вероятность. Этот глагол имеет только одну форму. Последующий
смысловой глагол всегда употребляется с частицей to. На русский язык
ought переводится следует, следовало бы (с некоторым оттенком услов
ности).
В отрицательной форме not ставится после модального глагола
ought перед инфинитивом последующего глагола, непосредственно
перед частицей to.
You ought, not to do that. Вам не следует этого делать
Глагол ought + инфинитив может выражать настоящее или буду
щее время.
You ought to go to the in stitu te at Вам следует пойти в институт тотчас,
once.
You ought to go to the in stitu te Вам следовало бы пойти в инсти-
tomorrow. тут завтра.
The man ought to do som ething. Этому человеку нужно (следует)
что-то сделать.
В этих предложениях слова the Negro, the white man, the spaceman
употребляются как название всего класса, а не отдельного его пред
ставителя.
The cow gives us m ilk. Корова дает нам молоко.
11
In sp acefligh t, the p ilo t must al- Во время космического полета пи-
ways be in constant contact w ith the лот должен всегда поддерживать непре-
Earth. рывную связь с Землей.
Together w ith the Earth, we move Вместе с Землей мы вращаемся
around the Sun at about 30 kilom etres вокруг Солнца со скоростью примерно
a second. 30 километров в секунду.
14
TEXT
Jokes
A New Moon
A Dialogue in Space
ASSIGNMENTS (LESSON 1)
18
V. Analyse the use of the articles in the following sentences. Point
out the generic use of nouns.
1. The home of the lion is the desert. 2. The lion is found only in
Africa but the elephant is found both in Asia and in Africa. 3. One of
the chief places in Asia where the elephant is found is the island of Ceylon.
4. In this beautiful island there are vast forests, which are the home of
thousands elephants.
VI.* Translate the words given in brackets into English.
1. The spaceman (должен быть) a brave man. 2. Only a courageous
man (может) overcome hardships. 3. The young volunteer (должен)
meet high requirem ents. 4. This spaceship (может) be used for another
flight into outer space. 5. Here is an interesting article, you (можете)'
read it now. 6. The pilot (может) see the sun through the porthole. 7.
The airfield (не должен) be crowded. 8. They (должны были) to do their
work at once. 9. They (могут) come in an hour. 10. He thought th at I
(следует) to read this article. 11. Vera (должна будет) to return this
book in three days. 12. Such things (не следует) to be allowed.
VII.* Join the following pairs of sentences into one using the con
junctions given in brackets. Make the necessary changes.
1. I shall try to help you; I shall be able to do it (if). 2. They will
have a good time; they will come to Moscow (when). 3. I shall not leave
my office; I shall finish my work (until). 4. The train will start from the
station; the clock will strike four (as soon as). 5. We shall be able to go
together; she will get her money (when). 6. He will do it himself; they
will forget to do it (in case).
VIII.* Insert the correct form of the verbs in brackets.
1. New facts about the preparation of “Vostok-1” and about Yuri
Gagarin, first spaceman, (to publish) a few days ago. 2. A num ber of
spacemen who (to complete) successfully the train in g programme (to
examine) carefully. 3. All of them (to pass) their exam inations w ith
excellent marks and (to prepare) for spaceflights. 4. It (to be) hard to
make the final choice for the best person; however when Yuri G agarin
(to choose) for the flight, all the doctors and trainers (to agree) to the
choice. 5. Several days before the launching Yuri G agarin (to inform)
th at he (to be) the first man to be sent into space. 6. Some doctors (to
think) th at he (to get excited) and nervous. 7. But they (to be wrong).
8. N othing could disturb G agarin, he (to remain) in a cheerful mood,
(to be) enthusiastic about sports, (to have) a good appetite and (to sleep)
well. 9. On the eve of the launching the doctors (to sleep) much worse
than Yuri Gagarin; he (to sleep) 8 hours w ithout a break.
IX. Translate the words and phrases given in brackets.
1. W7hat has happened since G agarin’s (полет)? 2. The Soviet Union
is not the only country which is carrying on scientific work (в космосе).
3. The Americans wanted to have their own (космонавта) in outer space.
19
4. On May 5, 1961, a Redstone rocket (была запущена) from Cape C ana
veral. 5. This rocket carried 37-year-old C aptain Alan Shephard to a
(высоту) of 184 km. 6. He (спустился — приводнился) into sea 480 km
from his startin g point. 7. On Ju ly 21 C aptain Virgil Grissom was carried
to a height of 190 km and 13 m inutes later descended into sea 488 km (от
места запуска). 8. Grissom was nearly drowned but was lucky enough
to escape (через иллюминатор). 9. Compared w ith Major G agarin’s
flight these were modest (достижения), in fact they were not real space
flights at all.
X. Fill in the blanks with the definite or indefinite article where
required; p ut the mark X where no article is necessary.
УПРАЖНЕНИЕ 1
1. ДЕЙСТВИТЕЛЬНЫЙ ЗАЛОГ
УТВЕРДИТЕЛЬНАЯ ФОРМА (A FFIR M A TIV E FORM)
2. СТРАДАТЕЛЬНЫЙ ЗАЛОГ
23
В отрицательной форме сохраняется прямой порядок слов, отри
цание not ставится после первого вспомогательного глагола.
I am not being asked. We were not being asked.
24
§ 13. РАЗЛИЧИЕ В ЗНАЧЕНИИ ГЛАГОЛА В ФОРМАХ
PRESENT CONTINUOUS И PRESENT INDEFINITE
При переводе с английского языка на русский язык следует пом
нить различие в значении глагола в формах Present Continuous и
Present Indefinite, указывающих соответственно, что действие про
текает в момент речи или в настоящий момент (Present Continuous)
или происходит обычно, вообще, всегда (Present Indefinite).
На русский язык обе формы переводятся одинаково настоящим
временем, а различие в значении может быть уточнено при помощи
слов: сейчас, в данный момент, в настоящий момент или же — обычно*
часто, всегда, вообще и т. д. В русском языке имеются некоторые пар
ные глаголы, выражающие это различие в значении.
бегает (вообще, обычно) — runs; бежит (в данный момент) — is run
ning;
носит— carries; несет — is carrying;
ходит пешком — walks; идет — is walking.
УПРАЖНЕНИЕ 2
26
3) Формой Past Indefinite.
The sun shone brightly w hile 1 walked to work yesterday morning.
Перевод всех вариантов на русский язык будет одинаков: Солнце
ярко светило, когда я шел вчера утром на работу.
УПРАЖНЕНИЕ 3
2S
Утвердительная форма (Affirmative form)
Present Perfect Past Perfect Future Perfect
Continuous Continuous Continuous
I have been w aiting. I had been w aiting. I shall have been w aiting.
He (she, it) has been wait- He (she, it) had been wait- He (she, it) w ill have
ing. ing. been w aiting.
We have been w aiting. We had been w aiting. We shall have been w ait
ing. •
You (they) have been wait- You (they) had been wait- You (they) w ill have been
ing. ing. w aiting.
2'J
Примеры из текста урока 2:
Since then the British have been С тех пор англичане постоянно
steadily fortifying it. укрепляют ее (крепость).
For several years I ’ve been saving Уже несколько лет я коплю (день-
up to return home to India. ги), чтобы вернуться домой в Индию.
УПРАЖНЕНИЕ 4
УПРАЖНЕНИЕ 5
Напишите глаголы, данные в инфинитиве, в Past Perfect Continu
ous. Переведите предложения на русский язык.
1. I (to wait) for ten m inutes when the bus finally arrived. 2. My
friend (to talk) about spaceflights for a whole hour when I entered the
room. 3. The teacher put away all the papers he (to check) for an hour
and a half. 4. We (to drive) at full speed when the wheel broke. 5. She
(to teach) English at school for 10 years when the G reat P atrio tic W ar
broke out in 1941.
TEXT
A V ISIT TO GIBRALTAR
Slowly the brown shore came into view. Through the field-glasses
the gigantic bare rock w ith its three sum m its was clearly seen. On the
East and South it dropped abruptly to the sea.
G ib ra lta r... This three-sum m it rock for centuries has guarded the
entrance to the M editerranean Sea. The harbour of G ibraltar is a fortress
and a m ilitary and naval base of G reat B ritain.
B ritish m ilitary historians have always been full of praise for the
G ib raltar base. N ature set this rock in a strategic position at the southern
point of the Iberian Peninsula, just opposite the coast of Africa. The
three sum m its of G ib raltar rise some 400 feet above sea level,1 and the
rock stretches four kilometres into the straits that join the A tlantic
32
with the M editerranean. It has an area of 6,5 square kilom etres. The
whole rock looks like a gigantic warship ready for action.? There are no
rivers, lakes or brooks on G ibraltar; rain is the only source of fresh w ater.
There are several vast natural caves. The S t. Michael Cave, for instance,
is 70 metres long. Since ancient tim es th is and other caves have been used
for m ilitary purposes.
G ibraltar has been a colony of G reat B ritain since 1704. Since then
the British have been steadily fortifying it, gradually turning it into
a first-class fortress. B ritish m ilitary engineers built a vast underground
fortress with barracks, field hospitals and gun em placem ents, which
with every year are being pushed deeper and deeper into the rock. Only
now, in this age of rockets and nuclear weapons has its im portance begun
to fade.
The outside p art of G ib raltar has rem ained practically unchanged.
On the outskirts of the town set in fine gardens are the villas 3 of B ritish
officers. The centre is a maze of narrow, noisy colourful streets lined w ith
old houses in the B ritish and Spanish styles. Local landlords do not
build big new houses for fear they may a t any tim e be ordered to give
them up—for some more m ilitary structures are always under construc
tion.
G ibraltar is a typical southern town. The streets are filled w ith peo
ple of different nationalities. One can see American and B ritish soldiers,
seamen and fliers everywhere. There are many shops but business is
slow; the salesmen loudly tell every passer-by 4 th a t he ought to come in
and buy som ething. You needn’t go far to buy some fruit. It is being sold
in the streets and in th e shops.
On Main S treet I bought some oranges and then stepped into a souve
nir shop. The fat, clean-shaven storekeeper5 was showing a bright silk
kerchief to a tall, young American in naval uniform . Side by side with
the usual picture of the rock of G ib raltar w ith a warship a t its foot there
was a picture of the American flag. One m ight th in k th a t G ib raltar was
no longer a B ritish colony.
I noticed a black-haired young man of about tw enty-five behind the
counter.
“W hat can I do for you?” he asked in English. “I see you are in some
difficulty.” W hen he learned th a t I was from the Soviet Union, he sud
denly said a few words of greeting in Russian.
“I was a sailor before,” he explained. “W hen I was visiting your coun
try, I learned a few words of R ussian. My captain was a very cruel man.
We had been sailing from Bombay to G ib raltar for 5 days when he or
dered us to work overtim e. He starved us and made us work twelve hours
a day. A few of us protested, so he got rid of us. I ’ve been here ever since.
For several years I ’ve been saving up to return home to India. But I feel
it will take a long tim e. All of us in th is store, except the boss himself,
are Indians. Did you notice our sign? The shop is called ‘The Indian Ba
zaar’.6 We are paid less th an w hite men.” He showed me some souvenirs,
then said again. “By the way, when will you be visiting G ib raltar again?”
I d idn’t know but I thought it would be on our way back. I asked
2 K t 2337 33
him why so m any of the G ib raltar souvenirs were decorated w ith the
American flag.
“Why, i t ’s very sim ple,” he replied. “In the first place, the Americans
bring us most of our trade. And then, just look around at the warships
and subm arines in the harbour and at the airplanes and you will see
that flag not only on the souvenirs.”
The native civilian population of G ibraltar is sm all, only 30,000.
For the main part they are people who service the garrison, which of
late has been growing steadily. E vidently, the B ritish, who are being
pushed out of Asia and Africa, are trying to hold on to the bases that
still rem ain. But now they have to share those bases with Americans, and
som etimes it is hard to tell who the real boss is, London or W ashington.
This is especially true in G ibraltar. The whole life of the city is or
ganized to make the newly arrived American officer feel at home.
In the restaurants the American officer hears American jazz; in the
cinema he sees the latest Hollywood films. In the evening, bright neon-lit
advertisem ents invite him to buy American whisky, to drink Coca-cola,
to wear American sport shirts. Souvenirs for him are decorated with
th e fam iliar stars and strip es.’ The local transport company offers him
a Spanish coach to ride about the city.
One of them was w aiting at the corner of the street when I came out
of the souvenir shop. The driver was an old Spaniard w ith grey hair,
a tired face covered w ith sweat. He was dressed in old-fashioned clothes.
I felt I must take a picture of him . W hen he learned th at I was from the
Soviet Union, he exam ined me more atten tiv ely . I offered him a cigarette
and while the old man and I smoked, we got into conversation.
“Y ou’re not joking, are you? Have you been here before?You’re
really from the Soviet Union? Tell me about it. W e’ve heard about your
sputniks and spaceships, about your successes in construction, but on
the whole they don’t w rite much about Russia here and anyway you never
know w hether to believe w hat they w rite or not. Is it true th at all chil
dren get an education? M aybe you have some picture postcards of Moscow?
And tell me, is Y uri G agarin really the descendant of a prince?”
I answered his questions as well as I could. I told him th at when
new districts were being planned in Moscow the architects had to think
of the comfort and cultural life not of house owners, but of the working
man and his fam ily.
“You see,” I said, “new districts are being built where the houses
must be protected from factory smoke by a green belt. Blocks of flats,
schools, hospitals, cinemas and shops are being constructed.”
I gave him some postcards of Moscow and a picture of Yuri Gagarin
and told him the biography of the first spaceman.
Soon our group reached the port. A group of dockers who were working
in the port welcomed us. It was getting late. We had to return to our
ship.
34
Notes
1. above sea level — над уровнем моря (словосочетание обозначает
условную исходную точку для определения высот на земной поверх
ности; употребляется без артикля.)
2. a gigantic warship ready for action — гигантский военный ко
рабль, готовый к бою
3. On the outskirts of the town set in fine gardens are the villas —
На окраине города среди прекрасных садов расположены виллы
4. passer-by — прохожий (сложное существительное, состоящее из
существительного и предлога. Окончание множественного числа -s
прибавляется к существительному: passers-by — прохожие.)
5. clean-shaven storekeeper — чисто выбритый владелец магазина
(clean-shaven — чисто выбритый — сложное прилагательное, состоя
щее из прилагательного + причастие прошедшего времени; shaven —
устаревшая форма причастия II, употребляется только в сложных
словах)
6. ‘The Indian Bazaar’ — «Индийский базар» (название магазина;
слово bazaar имеет два значения в английском языке: 1) восточный
базар, рынок, 2) магазин, где продаются разнообразные модные товары,
галантерея, безделушки)
7. the familiar stars and stripes — знакомый звездно-полосатый
флаг (Stars and stripes — государственный флаг США.)
Jokes
“There is talk th at the next war will be fought with radio.”
“Well, I ’m in training. I ’ve faced some terrible program s.”
What Is the Difference?
ASSIGNMENTS (LESSON 2)
§ 2 1 * . УПОТРЕБЛЕНИЕ МЕЛОДИЙ I И II
В ВОПРОСАХ РАЗЛИЧНОГО ТИПА
• (THE USE OF TUNE I AND TUNE II IN QUESTIONS)
• 1. General Questions
Общие вопросы (general questions) произносятся с мелодией II.
Ответ на общий вопрос, являясь повествовательным предложе
нием с законченным утверждением, произносится с мелодией I.
% Did you get there in time? — N o, I did n’t.
'did ju 'get '08эг in'taim ? 'nou, ai 'didnt
----- .
л • л
J
• 2. Disjunctive Questions
— 0 "N
Ф He does not like that book, does he?
hi daz 'not 'laik 'daet 'buk, 'dA Z hi*?
40
• 3. Special Questions
Специальные вопросы (special questions) произносятся с мело-
дней I.
Ф What did she tell you about it?
'wot did Ji 'tel ju a'baut it?
• • Л .
Ф Who is playing the piano there?
'hu iz 'p leiig 9э 'pjaenou беэ?
• 4. Alternative Questions
В альтернативных вопросах в первой части употребляется мелодия
II, во второй части — мелодия I.
ф Are you reading an E nglish book or a Russian book?
' a ju 'ri:dir, an 'irjgliJ buk or э'гл^эп buk?
---- • • «— ♦ -4 ' • •
• E X E R C ISE 1*
a) Intone the following sentences; b) Practise reading the sentences
aloud.
• 1. How long have you been studying English? 2. W here does
your son study? 3. Did he try to tak e part in th is expedition? — No,
he didn’t. 4. Is M other a t home? — Yes, she ,is. 5. How often does he
come here? 6. He lives in Leningrad, doesn’t he? 7. The souvenir shop
is in the m ain street, isn’t it? 8. W ill our ship leave at five or a t six?
9. Was our father angry w ith you?— Yes, he was. 10. Did you go there
by bus or by Metro? 11. H ave you found your field-glasses? — Yes,
I have. 12. How long have you been w aiting for me? •
§ 22. ОМОНИМЫ
41
Частичные омонимы делятся на омофоны (Homophones) и омо
графы (Homographs).
Омофонами называются слова, имеющие одинаковое произношение,
но различное написание.
meet [m i:t] — встречать, meat [mi:t] — мясо; flour f'flaua] — мука, flower
I'flaua] — цветок
УПРАЖНЕНИЕ 1
Переведите на английский язык данные в скобках слова,, Исполь
зуйте слова и выражения к тексту урока.
1. The falling stone (ударил) the old man on the shoulder. 2. The
small boat (направлялась) for the bank of the river. 3. The boy (изви
нился) to the teacher for his behaviour. 4. (Извините) my troubling you.
5. Don’t throw stones, Jim m ie, you (попадешь в беду). 6 . This w om an’s
son is serving in the arm y. He is а (лейтенант). 7. The tractor left deep
(следы) in the snow. 8 . Mary took a piece of cloth and (вытерла) the
mirror. 9. There was а (ограда из проволоки) around the place.
m TEXT
End of a Fight
“My father and a man named McSniff have been fighting for twenty
years, but they have finally stopped.”
“Why, did they bury the hatchet?” *
“No, they buried McSniff.”
ASSIGNMENTS (LESSON 3)
48
7. He did n ’t care. 8. I give you the choice. 9. and take plenty of fuel;
10. If they can be found, he will find them . 11. Why make him apologize
then?
II. Translate into Russian the text of the lesson beginning with the
words: “You said M ichaelmas was your best m an” and ending with the
words: “We are trying to get him now.”
III.* Construct negative-interrogative and disjunctive questions on
the following sentences.
1. Michaelmas will find them . 2. The Colonel shook his head. 3. You
are trying to get rid of him. 4. You can encourage him.
IV.* Construct alternative questions on the following sentences.
1. Wolfe sat under a ten t. 2. We told him to tu rn off the radio. 3. They
are going to be down on us any m inute.
V. Fill in the blanks with prepositions or adverbs where required.
1. The Colonel told M ichaelmas to get plenty ... fuel and to leave f..
an hour. 2. M ichaelmas saluted and w ent^.^f'the desert ?f.#his armoured
car. 3. He knew th a t he had to find ,V. Sm ythe or to find <?&/what had
happened .t? him. 4. M ichaelmas understood th a t his car might be hit
... fighters and th at the guns ...;>4he Ita lia n fighter could penetrate *
the armour of his car. 5. He also remem bered ... the Colonel’s words
that he had to bring his car back the gap . ^ t h e barbed wire fence.
6. ... an hour M ichaelmas disappeared the fence th a t marked the bor
der ... Libya and Egypt. 7. M ichaeltnas went ir. the desert because
he had refused to apologize .t. Major W illiam s.
VI.* Change from direct speech into indirect speech.
1. “We must have discipline,” the Colonel said to Wolfe. 2. The
Colonel said to M ichaelmas, “You can leave in an hour.” 3. “Michaelmas
hasn’t even used his radio,” said the Colonel. “He may not be able to ,”
Wolfe answered. 4. Wolfe had packed his things and said to himself,
“We have been w aiting for M ichaelmas for ten hours already.” 5. “S tart
now, W illiam s,” said the Colonel. “You ought to go w ith him ,” the Colo
nel said to Wolfe. 6. “I ’ll stay if you don’t m ind,” Wolfe said.
VII. The following statements are not true to fact. Correct them
according to the text.
1. He sat under a tree looking across the river through field-glasses.
2. Wolfe found war near the wooden fence th at joined the border of Libya
and Egypt. 3. He put down his glasses when a tall pale soldier came to
the tent. 4. Do you want to be tried by a civilian court? 5. If he praises
you, you can report it to me. 6. It looks like you’re trying to keep him
here? The Colonel nodded. 7. You will be displeased to hear th at Graziani
is leaving. 8. The major came out and stopped in the desert. 9. “I ’ll leave
if you object,” Wolfe said.
VIII.* Open the brackets and put the verb in the required tense.
49
1. From the ocean liner “Roma” we (to see) through the field-glasses
the dark line of M alta. 2. M alta (to occupy) by Great B ritain in^lSOCL
3. It (to be) a B ritish colony since th at year. 4. As our liner (to^eri^er;^
the G rand H arbour of V aletta, the capital qf M alta, we (to hear)*'.the
noise of an engine overhead. 5. We (to 1ооЦ up) and (to seej a plane of
the B ritish navy. 6. The plane (to gudrcl)' the entrance to the harbour.
7. It (to circle) over our liner for a few minutes. 8. B ehind Jhe stone wall
of the dock the dark grey body of a subm arine slowly, (to comet into.v^ew.^
9. On the em bankm ent B ritish sailors (toystroli) ByV 10. We (to'study)*1
the shore for a long tim e before we ( t ^ l a i ^ d ^ l l . Near the dock we (to
see) warships; fast m otorboats (to m ove/am ohg them . 12. The flag of
the B ritish navy (to fly) above the ships and the buildings and the fort
ress walls.
IX.* Use a word or word combination from the text in place of the
words and expressions in bold t y p e ^ ^^ ^ ^ ^ /tc^
1. Wolfe found the war near the fenc^ m a d ^ f yire with sharp points.
2. He lowered the field-glasses andf^ r i^ % s eyes wim his handkerchief.
3. The Colonel was looking at the area ot lan d w ithou^ tiggs o^ av^ ^
covered w ith sand. 4. Maybe the arm oured car^w a^a^ackera byV nem y’
m ilitary planes. 5. £ an the guns of a fighter break your armour? 6. He
could see a nairov^ppenjng irbtti^^vire. 7. He put down his field-glasses^
whery,a small soV<Wrc w uh dark skin came to the .tent. 8. You want to be"
* \lie a D y a m ilitary court? 9. You* act. in ^ ^ h ^ i way# m at punishment is
likely to result. 10. Why did уои^Ьё^орте a^dierJ'^Wichaelmas? 11. I had
no work, sir. 12. Will you tell M a i^ ^ t lla m if ’that you are sorry? 13. Mi
chaelm as looked^it .the^ ffi^ ^ w ho commanded the regiment. 14. Bring
y p u rc ^ r J^ c k . Ham not interested in how yojj do jt. ,15. Are you trying
to sent! hmTaway? 16. The Colonel rn ^ ed ^ ^ h )ea cf from^sjde to side.
17. T hey’re just ordinary Rolls-Royces wiui steeTpfa'tes^to protect them
from gun-fire. 18. “I ’ll stay if it is all H\e same to you,” Wolfe said.
X.* Translate the following sentences into English.
1. Мнкелмас направил свой броневик в пустыню через проход
в колючей проволоке. 2. Вскоре броневик исчез в пустыне. Вульф
не мог видеть его даже в полевой бинокль. 3. Ночь пришла, а Ми-
келмас еще не вернулся. 4. В полночь прибыл броневик с севера,
и лейтенант сказал, что итальянцы будут здесь утром с большим ко
личеством броневиков и самолетов. 5. Полковнику приказали дви
гаться со всеми броневиками на юг. 6. Броня английских броневиков
была такая тонкая, что итальянские истребители могли легко пробить
ее. 7. Полковник отправил майора Уильямса со всеми броневиками
на юг. 8. Сам он решил пройти через проход в колючей проволоке и
поискать Микелмаса. 9. Он посоветовал Вульфу поехать на юг вместе
с майором Уильямсом. 10. Но Вульф предпочел поехать с полковни
ком в пустыню. 11. Они боялись, что итальянские истребители под
били броневик Микелмаса. 12. Вульф посмотрел на чисто выбритое,
загоревшее лицо полковника и спросил его, почему он заставляет
Микелмаса извниниться перед майором. 13. «У нас должна быть дис
циплина»,— ответил полковник.
60
ADDITIONAL TEXT
(continued)
The Colonel and Wolfe got in the arm oured car. Wolfe stood behind
the radio operator and looked through the tu rret next to the Colonel.
The car bumped over the road towards the gap.
The car went carefully through the narrow gap in the barbed wire.
The fence was six feet wide and five feet high. The Colonel told his driver
the course. They turned left into Libya along a line of telegraph poles.
Wolfe looked north through his field-glasses and saw Italian movement.
He could hear guns and he could see clouds of dust here and there.
“How far are you going?” he asked the Colonel.
“Twenty-five kilom etres.”
“South?”
“South-west.”
The car was slow and heavy. They saw nothing w ithin an hour. The
sight was difficult because of the bum ping. They had finished their
planned distance. The Colonel looked carefully at all the desert through
his large field-glasses. He shook his head and told his driver to go back
east. Maybe M ichaelmas was following the wire. They followed the wire
back north. Wolfe saw a cloud of dust ahead. He pointed it out to the
Colonel. The car stopped so th at the Colonel could see well. He looked
thoroughly at the desert through his big field-glasses and said very slowly:
“There are two cars. One is a big tru c k .”
He put down his glasses and w aited a moment.
Then he said, “Let us go over and take a look.”
The Colonel told the gunner to get up to the tu rret. The gunner took
his place. When they were n ear'th e cars, Wolfe saw th a t one was an a r
moured car. It was being towed by a heavy green lorry.
“That is a D iesel,” the driver said, “an Ita lia n F ia t.”
They came up to the cars overtaking them fast. Wolfe looked at the
truck through his field-glasses. He saw the driver of the Ita lia n truck
look at them . He could see surprise on the m an’s face. It was M ichael
mas. Wolfe shouted to Colonel. The Colonel knew already. He told his
driver to get to the truck.
Michaelmas stopped the Diesel. The Colonel shouted: “Are you all
right?” and Michaelmas said he was all right. His face was covered with
small spots of blood and his hair was m atted. His shoulder was wounded
and still bleeding fresh blood.
“I thought you would shoot,” he said.
“I nearly did, M ichaelmas,” the Colonel said. The Colonel was look
ing at M ichaelm as’s face.
“W hat happened?”
M ichaelmas pointed to the arm oured car: “T hey’re in there,” he said.
The man who had been driving the towed arm oured car was still
sitting in the driver’s seat. His head and face were bandaged. The car
51
was filled w ith wounded men. “Can you move?” asked the Colonel. The
driver shook his head.
“Get them into my car,” he told his own men.
There were six of them . Two were seriously wounded. Wolfe sat near
M ichaelmas and asked him about it.
“They got us both the same way,” he said. “Fighters.”
The Colonel was also listening. “I found them last night. I saw the
car and a couple of men lying near it. A shell had got into them . We
put them into my car and we started to tow the other one. An Italian
fighter came over th is morning and attacked us. We started turning
circles. I h it the fighter a couple of tim es but it came up behind me and
one of these little cannon shells came right through the tu rret. They
break up into m illion of pieces like grains of w heat.” He pointed to his
face. “My head is full of them . I got onto one of the tracks and went at
a very high speed. The fighter came back and again attacked us into
th e engine and went away. I saw this Diesel ahead of me. I overtook it,
just like you overtook me, only I shot the man driving it.” He pointed to
the broken windscreen.
“W here is Sm ythe?” the Colonel asked him.
“He b urnt up with his car.”
The Colonel spoke quickly. “Get into my car,” he said to Michael mas.
“W ho will drive this Diesel?” M ichaelmas said.
“One of my men.”
“They can ’t drive it,” M ichaelmas said. “I t ’s taken me all the morning
to find out how to drive it.”
“How fast can you go?” th e Colonel said.
“I can keep up w ith you.”
“You will have to ,” the Colonel told him . “G raziani is moving. H e’s
probably through the wire already. W e’ll be lucky if we get through
the gap. W hat about your wounds?”
“A nother hour w on’t make any difference.”
“W e’ll keep behind you,” the Colonel said.
The Colonel told his gunner to drive the towed armoured car. He
told his driver to sit w ith M ichaelmas. He drove his own car, and Wolfe
was alone in the tu rre t. The radio operator was laying the wounded men
on th e floor of the car like wood, and giving them w ater over their
faces.
They followed th e Diesel as M ichaelm as turned it straight towards
the wire.
The Colonel was driving th e car over th e rock and it bumped along.
It took them some tim e to find the gap. The Colonel slowed down to go
through the wire. The Diesel and the towed arm oured car followed. Mi
chaelm as stopped the Diesel and fell down the high step and got up
again. The Colonel’s driver took him to the tent where a medical orderly 1
started to wash his face in alcohol. The others were laid out for the doctor.
Wolfe was hungry. He ate a can of beef and lay down under one of the
arm oured cars and had been sleeping until it was too hot.
In the early afternoon Wolfe w alked across th e hot rocks to the Colo
nel’s te n t. He was drinking whisky w ith Ita lia n soda and looking at
maps and talking to the radio operator through the open door of his
armoured car.
“We are holding them at Barrani,” he told Wolfe.
The Colonel was clean-shaven and neat again. Michaelmas came up to
the tent. His head and shoulder were bandaged clean and his face was
wiped of blood and one side of it was covered with sticking plaster.?
“You look a mess,” 3 the Colonel said to him.
“Yes, sir.” Michaelmas did not salute.
“What did the doctor say?”
“He said I am all right.”
“Michaelmas, I have been thinking of citing you for a military medal.”
Michaelmas looked at the Colonel very carefully. “But it ’s no use my
citing you if you’re going to be up for court-martial.”
Michaelmas was waiting.
“So, will you apologize to Major W illiams about that incident and
get it over and done with?”
Michaelmas waited a little. “No, sir,” he said.
“Very well, you can consider yourself facing charges.”
“Yes, sir.”
“Dismissed.”
Michaelmas marched out of the tent mocking the Colonel with his
back, unbeaten and laughing at Major W illiams. The Colonel knew it
and watched him walk away.
“I’ll be sorry to lose him,” he said. He went on drinking his whisky
and looking at his maps.
From “Of M any Men”
by James Aldridge
(abridged)
Notes
1. a medical orderly [9 'm edikal 'o:dali] санитар
2. sticking plaster ['stikig 'plasta] клейкий пластырь
3. You look a m ess!— зд. Вас здорово разукрасили!
T E S T P A P E R No. 1 ( A )
Send in Test Paper 1 (A) only after the material of lessons 1—3 has
been studied thoroughly and all of the assignments checked with the
keys.
I. Translate into Russian the text of Lesson 2 beginning with the
words: “I was a sailor before ...” and ending with the words: “... when
will you be visiting Gibraltar again?”
II. Answer the following questions.
1. What requirements did Yuri Gagarin and other volunteers have
to meet to become space-pilots? (Lesson 1) 2. Why have the British been
steadily fortifying Gibraltar since 1704? (Lesson 2) 3. Why did Michael
mas join the Army? (Lesson 3)
53
III. Translate the following sentences Into English paying special
attention to the use of the modal verbs.
1. Вы должны делать свои уроки более тщательно. 2. Мы должны
будем выучить новые слова к четвергу. 3. В прошлом году докеры
в Гибралтаре часто должны были работать сверхурочно (overtime)!
4. Когда Микелмас нашел итальянский грузовик, он не мог вести
его. 5. Он сможет подняться на вершину* этой горы завтра. 6. Учитель
сказал Борису: «Так как сегодня день твоего рождения, ты можешь
уйти прежде чем закончится урок».
IV. Insert the Present Indefinite or the Present Continuous of the
verbs in brackets (Active or Passive).
1. The dockers (to meet) once a week at th eir club. 2. When you (to
leave) for the country? — I think th a t I (to leave) next Thursday. 3. At
present, many highways (to build) in the Soviet Union.
V. Insert the Present Perfect or the Present Perfect Continuous of
the verbs in brackets. Make the necessary changes.
Conversation
54
th at he nearly (to burst) my eardrum s.” 4. The Colonel said, “You (to
have) to apologize to |Aajor W illiam s.” 5. M ichaelmas (to refuse) to
apologize and (to'sentf)* into the desert to look for an arm oured car which
\ t o leave) for the desert two days before. 6. Wolfe (to lis te n /to the con
versation with interest. 7. Then he (to go) to his tent and (to sleep) till
m idday. 8. He (to slpep) for three hours when he (to awake) by the noise
of an armoured cai‘7 * *
IX. Do one of the following assignments:
a) Translate the following into English:
Во время* второй мировой войны в Западной пустыне, недалеко от
границы Ливии и Египта, произошло следующее событие. Микелмасг
британский солдат, оскорбил майора Уильямса. Полковник вызвал
Микелмаса и велел ему извиниться перед майором Уильямсом. Микел-
мас не хотел просить извинения, хотя полковник сказал ему, что он
будет отдан под военный суд. Полковник старался объяснить Микел-
масу, что он должен извиниться. Полковник вытер лоб и сказал:
«Поезжайте в пустыню и найдите броневик Смайта, который не
возвратился, или узнайте, что случилось соСмайтом». Вульф, военный
корреспондент, который слышал этот разговор, спросил полковника,
почему он хочет отделаться от Микелмаса. Полковник ответил, что Ми-
келмас — один из его лучших солдат и что он не хочет потерять его.
b) Write the biography of a cosmonaut (one page).
c) Write about the work of our Soviet cosmonauts.
T E S T P A P E R No. 1 ( В )
Test Paper 1 (B) is sent in only at the request of the teacher.
I. Translate into Russian the text of Lesson 2 beginning with the
words: “The native civilian p o p u latio n ...” and ending with the words;
“...London or W ashington.”
II. Answer the following questions.
1. How could the doctors see th at Yuri G agarin felt quite at home in
the “silence cham ber”? (Lesson 1) 2. W hat does the rock of G ib raltar look
like? (Lesson 2) 3. Why did the Colonel tell M ichaelmas th at he would
get into trouble? (Lesson 3)
III. Translate the following sentences into English paying special
attention to the use of the modal verbs.
1. Было поздно, и я должен был взять такси. 2. Я должен буду
закончить свою работу к пяти часам завтра. 3. Они должны быстро
изучить испанский язык. 4. Мы можем оставить наши книги здесь
на час, мать не будет возражать. 5. Он сможет управлять автомобилем
на следующей неделе. 6. Мы могли сделать эти упражнения в любое
время, у нас много свободного времени,
* Во время — During
65
IV. Insert Present Indefinite or Present Continuous (Active or Pas
sive).
1. I (to leave) for Irkutsk in the afternoon. 2. Nick often (to stay)
in a hotel when he (to come) to Moscow, but tonight he (to stay) w ith
us. 3. Large apartm ent houses (to build) in Moscow now.
V. Insert the Present Perfect or the Present Perfect Continuous of
the verbs in brackets. Make all necessary changes.
Conversation
— (You + to see) any new films lately?
— No, I (not + to see) any films because I(to work) on my book.
— (You + not to finish) th a t book yet?
— Alm ost, but there (to be) some difficulties lately which I (to try)
to solve w ithout outside help.
VI. Change the following sentences from Active to Passive.
1. They are broadcasting the latest news now. 2. The fighter pilot
will have com pleted his train in g by the end of the week. 3. He did not
know w hether they would tran slate this book into English.
VII. Translate the following sentences from the text of Lesson 2
into Russian. Pay attention to the attributes.
1. There are several vast natural caves. 2. I noticed a black-haired
young man of about tw enty-five.
VIII. Insert the Past Indefinite or the Past Continuous of the verbs
in brackets (Active or Passive).
1. It (to rain) hard when I (to leave) the office at five o’clock yeste
day. 2. The lorry (to drive) to London, when the accident (to happen).
3. W hile this letter (to carry) to the office, the messenger (to fall) down
and (to break) his leg. 4. W hile I (to go) home last night, I (to see) a dread
ful accident.
IX. Do one of the following assignments:
a) Translate the following sentences:
Во время тренировок космонавт должен привыкнуть к невесомости,
высоким температурам и тишине. Температура в термокамере очень
высокая. Космонавт может провести в ней только несколько минут.
Космонавт может подвергнуться такой высокой температуре во время
приземления. Юрий Гагарин преодолел все эти трудности с отличными
показателями (оценками). Первый полет человека в космос — резуль
тат огромных достижений советских ученых, рабочих и инженеров.
Все советские люди гордятся великолепными достижениями нашей
страны.
b) Write about the achievements of Soviet science and technology
in the field of space navigation.
c) Write what you know about Gibraltar.
56
Lesson Four* The Fourth Lesson
POEM
• DECEM BER
by 'Frank ~\Short
E X E R C ISE 1
§ 25. ИНФИНИТИВ
Неличная форма глагола, обозначающая действие или состояние,
но не указывающая ни действующего лица, ни испытывающего дей
ствие лица или предмета, называется инфинитивом. Инфинитив отве
чает на вопросы: что делать? что сделать? — to ask — спрашивать,
спросить; to read — читать, прочитать; to walk — гулять, погулять.
Формальным признаком инфинитива в современном английском
языке является частица to, которая самостоятельного значения не
имеет и иногда опускается.
Инфинитив, как и другие неличные формы, обладает глагольными
я именными свойствами.
A c tiv e P assive
58
Наиболее употребительными являются формы Indefinite Infinitive
и Perfect In fin itiv e в действительном и страдательном залоге.
1. Форма Indefinite Infinitive Active состоит из основы глагола +
частица to.
George and Nab loved to train and Д ж ор д ж и Нэб любили трениро-
to take part in a race. ваться и принимать участие в состяза
ниях по бегу. ( И з урока 4.)
УПРАЖНЕНИЕ 1
УПРАЖНЕНИЕ 2
§ 2 7 . КАТЕГОРИЯ ВРЕМЕНИ
К ак все неличные формы, инфинитив выражает время относитель
но, т. е. время, выраженное инфинитивом, имеет значение лишь в со
отношении ко времени глагола в личной форме. Инфинитив может выра
ж ать действие одновременное или предшествующее по отношению
к сказуемому данного предложения, выраженному глаголом в личной
форме.
1. Инфинитив в форме Indefinite обозначает действие, происхо
дящее одновременно с действием сказуемого, выраженного глаголом
в личной форме.
Не wants to read this article. Он хочет прочитать эту статью.
Не wanted to read this article. Он хотел прочитать эту статью.
Не w ill be glad to read this article. Он будет рад прочитать эту статью.
60
§ 2 8 . КАТЕГОРИЯ ЗАЛОГА
Инфинитив в страдательном залоге указывает, что действие, вы
раженное инфинитивом, совершается над подлежащим. Indefinite
Infinitive Passive обозначает действие, совершаемое одновременно
с действием сказуемого, выраженного глаголом в личной форме.
This letter must be posted today. Это письмо долж но быть отправ
лено сегодня.
Poverty may be seen everywhere in Нищету можно увидеть повсюду в
the W ashington slums. вашингтонских трущобах.
But it can’t be done. Но этого нельзя сделать.
4) обстоятельства цели:
I went to the park to take a walk. Я пошел в парк (чтобы) погулять.
They travelled fifty m iles to com- Они проехали пятьдесят миль (для
pete. того), чтобы принять участие в сорев
новании (дословно', чтобы соревновать
ся). ( И з урока 4.)
УПРАЖНЕНИЕ 3
2. Could
а) В отрицательных и вопросительных предложениях could в со
четании с перфектным инфинитивом относится к действию в прошлом
и часто имеет то же значение, что и сап, но выражает большую степень
сомнения, удивления, чем сочетание сап с перфектным инфинитивом.
I couldn’t have slept three hours! Не может быть, чтобы я проспал три
It seemed like five minutes. часа! Мне показалось, что прошло пять
минут (удивление).
Who could have advised you to do Кто мог посоветовать вам сделать
such a foolish thing? (Oscar Wilde) такую глупость? (удивление) (Оскар
Уайльд)
He was not old, he couldn’t have Он был не старым, едва ли ему
been more than forty. (Somerset было более сорока (сомнение). (Сомер
Maugham) сет Моэм)
63
How could he have been so stupid? Как он мог быть так глуп? (удив
(Aldous Huxley) ление). (Олдос Хаксли)
It couldn’t have taken more than a У них (членов суда) уш ло всего
few seconds for them to take their places несколько секунд на то, чтобы занять
again but for me it seemed hours. свои места, но мне показалось, что прош
(E. Shiber) ло очень много времени. (И . Шайбер)
3. May (m ight)
a) May в сочетании с перфектным инфинитивом выражает предпо
ложение с оттенком неуверенности или сомнения о каком-либо дей
ствии в прошлом и соответствует в русском языке словам: возможно,
может быть, вероятно и т. п. Глагол may употребляется как в утвер
дительных, так и в отрицательных предложениях.
It is no use going to her place. Бесполезно идти к ней. Вероятно,
She may not have gone home, she may она не пошла домой, а пошла куда-
have gone somewhere else. нибудь в другое место.
64
He does not write to me; he may Он не пишет мне; возможно, он по
have lost my address. терял мой адрес.
I may have said so, but I don’t Может быть (возможно), я и сказал
remember. так, но я не помню.
But it may not have been for that Может быть, они совершенно не
at all that they had the ad reprinted. поэтому (не по этой причине) перепе
(E. Shiber) чатали это объявление. (И . Шайбер)
Mrs. Chevely may have changed Миссис Чивли, возможно, измени
since then. No one should be entirely лась с тех пор. Ни о ком не следует су
judged by their past. (Oscar Wilde) дить исключительно по его прошлому.
(Оскар Уайльд)
4. Might
a) Might в сочетании с перфектным инфинитивом может выражать
догадку, предположение с большей степенью сомнения, неопределен
ности, неуверенности, упрека, чем may, и может соответствовать в рус
ском языке словам: возможно, вероятно, может быть, кто знает и т. п.
You really m ight have shown more В самом деле, вы могли бы быть
consideration for your mother, Jim. более внимательны по отношению к
вашей матери, Джим (упрек).
“It m ight have been w orse,” he «Могло быть и хуж е»,— сказал он
said at last, brushing the dust off his наконец, отряхивая пыль с рук (пред
hands. (Aldous Huxley) положение). (Олдос Хаксли)
They m ight have been old w iv es’ Весьма возможно, что это были
tales (Graham Greene) бабьи сплетни (предположение). (Г р э
хем Грин)
I’ve been wondering where I m ight Хотел бы я знать, где я мог услы
have heard it. (M . Wilson) шать это (сомнение). ( М . Уилсон) .
..but M-me Rycker of course m ight ...н о возможно, что мадам Рикер
have been left a fortune. (Graham Greene) было оставлено большое состояние
(предположение). (Грэхем Г рин)
65
D ecisions might already have been Может быть, что где-то в другом
taken elsewhere. (Graham Greene) месте уже были приняты решения
(предположение). (Грэхем Г р и н )
5. M ust
а) Глагол m ust может выражать: 1) долженствование вообще,
в самом широком смысле, 2) большую степень вероятности.
В значении долженствования m ust употребляется только с Indefi
nite In fin itiv e (см. § 1, таблица, п. 4).
В значении вероятности с большой степенью уверенности must
соответствует модальным словам: evidently — очевидно, вероятно,
66
most likely — вполне вероятно, apparently — по-видимому; certainly—
конечно, непременно, несомненно; surely — наверно, несомненно, ко
нечно; most probably — весьма вероятно, вполне возможно.
б) Must в значении вероятности употребляется с формой C ontinu
ous Infinitive, а также с простой формой инфинитива глаголов, кото
рые не употребляются в формах C ontinuous (см. § 17). Это сочетание
указывает на то, что действие, выраженное смысловым глаголом,
происходит в момент речи.
Не must be quite m iddle-aged by Он теперь, наверно, совсем пожи
now... he must be fifty. ( J . Galsworthy) л о й .. . ему, вероятно, пятьдесят лет.
(Дж . Г олсуорси )
“You must be joking,” M-me Berthet «Вы, очевидно, шутите», — сказала
said. (E. Shiber) мадам Берте. ( И . Шайбер)
It must be gettin g on for ten.o’clock. Время, должно быть, подходит к де
(Oscar Wilde) сяти часам. (Оскар Уайльд)
They must be w atching your place. Они (гестапо), очевидно, наблюдают
(E. Shiber) за вашей квартирой. ( И . Шайбер)
“Why, you haven’t anything to eat, «Да у вас тут нет ничего съест
you poor dear,” she said, with tender ного, ах вы, бедняж ка,— сказала она
compassion. “You must be starvrng.” с состраданием.— Вы, наверно, голо
(Jack London) даете». (Джек Л ондон)
3* 67
Casimir, she thought, must have been Казимир, по-видимому, думал о ней
thinking of her when he wrote this little когда писал это небольшое стихотво
poem. (Aldous Huxley) рение. (Олдос Хаксли)
7. Ought (to)
Глагол ought в сочетании с перфектным инфинитивом означает
неодобрение с оттенком упрека по отношению к совершенным (или
несовершенным) действиям в прошлом. На русский язык ought пере
водится — следовало (следовало бы), не следовало (не следовало бы),
нужно было (не нужно было) и т. п.
You ought to have been more care Вам следовало (нужно было) быть
ful. более осторожным.
You ought not to have said it. Tom Вам не следовало (не нужно было)
got frightfully angry. говорить этого. Том ужасно рассердился.
He said he ought to have received Он сказал, что он должен был по
five thousand francs yesterday morning, лучить пять тысяч франков вчера ут
but that he had had a telegram that it ром, но что он получил телеграмму,
would not arrive till today. (A rn old что деньги прибудут только сегодня.
Bennel) (А рнольд Беннет)
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I ran my eye over the item s, “Was Я пробежал глазами состав рецепта.
the egg addled?” I asked.— “No. Ought «Яйцо было тухлым?» — спросил я. «Нет.
it have been?” — “T h a t,” I said, “goes А оно должно было быть?» «Это,— ска
without saying.” (Herbert Wells) зал я,— само собой разумеется». ( Г е р
берт Уэллс)
You oughtn't to have w ritten what Вам не следовало писать то, что
you did. ( Graham Green) вы написали. (Грэхем Г р и н )
She ought to have stopped seeing Ей следовало (не мешало бы) пре
him. (Aldous Huxley) кратить встречаться (видеться) с ним.
(Олдос Хаксли)
The articles which George Augustus За статьи, которые лисал Д ж ордж
Sala wrote under the title “Paris Her Огастас Сала под названием «Париж
self A gain” ought to have been paid for стал снова самим собой», парижским
in gold by the hotel and pension-keepers владельцам отелей и пансионов следо
of Paris. (Arnold Bennet) вало платить ему золотом. (Арнольд
Беннет)
8. Should
а) Глагол should по своему значению близок к глаголу ought.
Should в сочетании с перфектным инфинитивом выражает совет, поже
лание, упрек, порицание и т. п., относящиеся к совершенным (или
несовершенным) действиям в прошлом. На русский язык should пере
водится — должен был, должен был бы, следовало, следовало бы и т. п.
“The tea is c o ld ,” Shearwater re Чай холодны й»,— заметил Шируо
marked. “You should have drunk it be тер. «Тебе следовало (надо было) вы
fore,” she said (Aldous Huxley) пить его раньше»,— сказала она. (Ол
дос Хаксли)
But Sybill You should have seen Но Сибилла! Вам нужно было (сле
her! (Oscar Wilde) довало бы) ее видеть! (Оскар Уайльд)
Rycker ... said, “He shouldn’t have Рикер ... сказал: «Ему не нужно
laughed.” (Graham Greene) (не следовало) смеяться». (Грэхем Грин)
I was at the Opera. You should Я был в опере. Вам следовало бы
have com e on there. (Oscar Wilde) приехать туда. (Оскар Уайльд )
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9. Глагол to be как модальный в настоящем времени употребляется
только с Indefinite Infinitive. Глагол to be в прошедшем времени
может употребляться с перфектным инфинитивом. Такое сочетание
означает, что то действие, которое должно было совершиться по дого
воренности, соглашению, плану, предписанию и т. п., в действитель
ности не совершилось.
We were to have gone on an excur- Мы должны были вчера поехать
sion yesterday if it had been fine weath- на экскурсию, если бы была хорошая
er, but it rained the whole m orning. погода, но все утро шел дождь.
They were to have met Canadian Они должны были встретиться в ус-
guides at a given rendez-vous, but the ловленном месте с канадскими гидами,
guides were not there. (Richard A idin g- но гидов там не оказалось. (Ричард
ton) Олдингтон)
П р и м е ч а н и е : Глагол to have (to) в модальном значении в к а
честве эквивалента m ust употребляется только с неперфектным инфи
нитивом. (См. § 2.)
УПРАЖНЕНИЕ 4
УПРАЖНЕНИЕ 5
Переведите предложения на русский язык.
1. Clean and modest was the little house. 2. Fine and quiet was the
m orning. 3. Gay and happy was Margery th at afternoon. 4. Bright and
shining were the windows of their house.
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WORDS AND WORD COMBINATIONS
amusement [a'm juizm ant] n развлечение, забава
applause [a'ptaiz) n аплодисменты
assumed name [a'sjuim d 'neim] w. comb. вымышленное имя
astonish [as'tonij] v удивлять, изумлять
w. comb, to be astonished удивляться (чему-л.— at)
syn. to be surprised удивляться
e. g. I was astonished; I was surprised — я был удивлен
blind [blaind] а слепой
w. comb, a blind beggar слепой нищий
champion ['tfaempjan] n чемпион
compete [kam 'pi:t] v состязаться, соревноваться
distribution f,d istri'bju:Jan] n распределение, раздача
dockyard |'cbkja:d] n судоремонтный завод с доками
effort ['efat] n усилие
w. comb, to make an effort сделать, приложить усилие
to make every effort сделать все возможное, приложить все
усилия
е. g. The officer made a great effort to open the door.— Офицер
сделал большое усилие, чтобы открыть дверь,
enthusiastic | m y0ju:zi'aestik] а восторженный; полный энтузиазма
fair [fea] п ярмарка
(to) find oneself (in ) w. comb, очутиться (в)
e. g. He found him self in a big room .— Он очутился в большой
комнате.
judge [с1злс1з| v судить; полагать, составлять мнение
w. comb, to judge by appearance судить по внешности
modest [ 'modist] а скромный; умеренный
m ysterious [m is'tiarias] а таинственный, непостижимый
w. comb, w ith a m ysterious air с таинственным видом
e. g. W ith a m ysterious air he told me to jum p out of the w indow.—
С таинственным видом он сказал мне, чтобы я выпрыгнул
из окна.
occasionally [э'кетзпэк] adv иногда, время от времени
onlooker |'эп,1икэ] п зритель
passion ['рае Jan] п страсть, страстное увлечение (чем-л., кем-л.—
for)
е. g. My brother had a passion for horses.— Мой брат питал страсть
к лошадям.
pastime ['pa:staim| п приятное времяпрепровождение
perform [pa'fo:m] v выполнять; совершать, исполнять
w. comb, to perform a task выполнить задание
to perform a ceremony совершить церемонию
pinch [pintf] v (sla n g — сленг) арестовать, сцапать
е. g. The policeman pinched him . — Полицейский арестовал его.
prize [praiz] n награда, приз
e. g. There were many people at the distribution of the prize mo
n ey.— При распределении денежных призов присутствовало
много людей.
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prize-winner fp ra iz ,win9] n человек, получивший премию (приз),
призер
race [reis] п состязание в беге; гонки; v состязаться в скорости (в беге)
surround [sa'raund] v окруж ать, обступать
swing [swig] п качели
tire [Чаю] п шина, покрышка
topic [ 'topik] п тема, предмет
w. comb, a topic of conversation тема (предмет) разговора
track [traek] п беговая дорожка, трек
trade [treid] п профессия
w. comb, by trade по профессии
е. g. Не was a mechanic by trade.— Он был механиком по про
фессии,
rophy [ 'troufi] п трофей
Proper Names
• Consonant Combinations
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“To hell w ith you!”9
“Make it sixpence,7 then.”
“I ’ve told you a hundred tim es not to ask me for money. Get out of
here!” George was sorry to have said the words, he did not like to be rude
but this tim e it was really necessary.
At the distrib u tio n of the prize money, there was much noise and some
applause as a lady of title 10 appeared at a table in front of the pavilion
to perform the ceremony. She was the only titled person our friends had
ever seen and the sound of her voice made a great impression upon them.
A very serious man, a book-keeper by trade, cried out the names of
the prize-winners, and when it came to the turn of George Robins, he
was surprised to hear:
“Third prize in the mile race: W. B allantyne.”
“I t ’s wrong, George!” exclaimed Nab Bird. “I t ’s a m istake.”
Nobody came out. George suddenly came up to his friend. Giving
Nab his cap he seized N a b ’s bowler hat 11 and although it was far too
sm all, put it on his head.
“W h at,— George,— w hat?” asked his astonished friend, but George
R obins pushed his way through the crowd, came up to the table, and re
ceived in the name of W. B allantyne his own prize of a sovereign.1?
“Thanks, N ab ,” said he, returning to his friends. “I ’ll have my cap
again."
P a rt of the crowd moved gaily to the fair pavilions and the rest went
home to tea. W ith a m ysterious air George told Nab to take the girls
into a ten t for tea and w ait for him there.
“But where are you going, George?” exclaimed Nab.
“See you la te r,13 five m inutes, only five minutes. Take him aw ay,”
shouted George to the girls. “Give him a bun and don’t let him make
his face jam m y.”14 The two girls were delighted to have been invited
to tea. ®
by A . E. Coppard
(to be continued)
Notes
1. Neither of them — Ни один из них (Neither — никакой, ни один
из.)
2. August bank holiday — первый понедельник августа (В этот
день в Англии все банки и большинство учреждений и магазинов за
крыты. Помимо воскресений, в Англии имеется шесть неприсутствен
ных дней в году, которые называются bank holidays: Good F riday —
страстная пятница; E aster ['i:stal Monday — пасхальный понедельник;
W hit [wit] Monday — духов день; the first Monday in August — первый
понедельник августа; C hristm as сокр. Xm as ['krismas] — рождество
(25 декабря); Boxing Day — 26 декабря. Название Boxing Day про
изошло от слова box — коробка (с подарком). В этот день на святках
по английскому обычаю слуги, письмоносцы, посыльные получают
подарки.)
74
3. in the late nineties — в конце девяностых годов (Для обозна
чения периода времени в пределах десятилетия, относящегося к оп
ределенному веку, употребляется количественное числительное в функ
ции имени существительного во множественном числе g определенным
артиклем.)
4. It ought to have been a city, but the only cathedral [ka'Giidrel]
was just outside the boundary of the town.— Он должен был бы быть
городом, но единственный собор как раз находился за чертой (за
границей) города.
(В Англии города, имеющие на своей территории кафедральный
собор, иногда называются city, в отличие от обычного термина town,
употребляемого, когда речь идет о маленьких городах.)
5. a ruffian ['гл ф п ! living by his w its — негодяй, который кое-как
изворачивается (живет нечестным путем)
6. (he) got about sixty yaids the best of the handicap— ему дали
примерно 60 ярдов вперед
(Handicap ['haendikaep) — гандикап — уравнение слабых участни
ков спортивного состязания с сильными путем предоставления им ка
ких-нибудь преимуществ; например, на бегах с целью уравновешива
ния шансов на успех более слабому противнику уменьшается дистан
ция, нагрузка и т. п.)
7. Английская денежная система состояла из следующих единиц:
pound или pound sterling — фунт (стерлингов); shilling — шиллинг =
= ~ фунта и penny (мн. число репсе) — пенс = ~ шиллинга; six
pence ['sikspans] — серебряная монета в шесть пенсов или шиллинга.
8. I say! — Послушайте1 (Употребляется как обращение в начале
речи.)
9. То hell with you! — (вулъг.) Иди к черту!
10. a lady of title — титулованная дама
11. he seized Nab’s bowler h a t — он схватил котелок Нэба (bowler
['boulal hat — котелок (мужская ш ляпа)
12. sovereign ['sovrinj — соверен (золотая монета в 1 фунт стер
лингов)
13. See you later! — (разг.) Пока; до скорой встречи!
14. Give him a bun and don’t let him make his face jammy.— Дайте
ему булочку и присмотрите, чтобы он не выпачкал лицо вареньем,
(bun [Ьлп| — сдобная булочка, часто в начинкой из варенья)
Jokei
An Unexpected Answer
ASSIGNMENTS (LESSON 4)
Do the following exercises and then check yourself using the key.
I.* Translate the following word combinations into Russian:
I. N either of them was a cham pion runner. 2. in the late nineties;
3. where prizes in money were to be given instead of different useless
things; 4. like all other prize-winners; 5. In the dressing-room he glued
him self to Robins and B ird. 6. He was sorry to have said the words.
7. and the rest went home to tea; 8. w ith a mysterious air; 9. the sound
of her voice; 10. he did not like to be rude; 11. in the nam e of W. B.
II.* Translate into Russian the text of the lesson beginning with
the words: “Margery and M innie were very different...” and ending with
the words: became very friendly w ith the gay and pretty Margery.”
III.* Construct negative-interrogative and disjunctive questions on
the following sentences.
1. N ab sold bicycle tires in a small shop. 2. The track was surrounded
by onlookers. 3. The people were looking at the race with interest.
IV.* Construct alternative questions on the following sentences.
1. They arrived at the sports field. 2. A very serious man cried out
the names of the prize-winners. 3. George pushed his way through the
crowd.
V.* Translate the words and phrases given in brackets and fill in
the blanks. Use an infinitive construction.
1. George did his best (чтобы выиграть состязание в беге). 2. Georg
changed hats w ith little Nab (чтобы получить приз). 3. Nab took the
girls to a pavilion (чтобы угостить их мороженым). 4. Jerry was stand
ing on the road to the station (чтобы достать денег для слепых нищих).
5. George went to see the sports com m ittee (чтобы получить лишний
76
соверен). 6. Jerry glued himself to Robins (чтобы получить от него
немного денег). 7. (Плавать) is very pleasant. 8. (Принимать участие
в беге) was a great pleasure to George. 9. (Знать иностранный язык)
is necessary for every cultured man. 10. (Получить приз) was very
im portant to Nab.
VI.* Translate the following sentences.
a) from English into Russian.
1. But she must have seen you at the theatre last night. 2. They must
have been w aiting at th e^In stitu te till they learned the results of their
exam inations. 3. We ^nusf g ° in & t° /ф е station, it is already half
past seven^4.*“Ypu neecInT have' clone it*if y ‘6u did n ’t want to ,” she said.,
5. T h e^ p u g h t to^have tpld us what they expected of us. 6. T h e^ o jjg h f
not to jia v ^ '^ b k e h 's u c h 'tfiings in public. 7. He thought, “This t^rm ot
At e ;HiapperiiHg in such a fashionable te n n iV c lu b ” 8. He laughed and
shouted and sang. H e '^ g W i i a v e й е п ^ щ е е п ^ & .'Д ^ .е
1w h o ^ b a ^ ju s t'p a fs ^ .h e r, turned roiiWcf p u z z fe l^ c o u ltfsh e bef 1aughin|
was*§9 col d I.I s n ^
11. The door b e ll's fe rtle d m e . “\ ^ io c o u f r f bpjrljpgifig so ^ e a rl^ ” I asked
myself. 12. T h a t’s the kindest news y o if could haye' told 'me, doctor.
13. The 'dkcistve fiouP mT^li^ Ъе/аррто£сШгщ but J w the first tim e in
his life he w^as got alone. 14. “Therg w ^re^rum ours” B arbara said to,
Adam, “th at you might leave th e4 rtV ^ to o ;^ ^ v.I’ve^6eencwondeling'
who might have told it to her. 16. You needn’t have* protested since you
didn’t want to tell him the whole tru th .
b) from Russian into English. / /
:, -A 't! < 1*- -/ r/t
1. Он, д о л ж н о быть, ждал вас в университете. ^.^Н е.мож ет^быть,
чтобы вы оставили эту щ ц г у в .метро. ,3..^ He.y^e^jj он прочитал" эту
;гкдигу 7^ к 0ыстро? 4., Они' 'ф з^ о ж ^ о ^ ^ ^ пошли в кино.^
CS. Ь н а , ^щл^а ‘из дома / уна Д о л ж н о 'быть Г р а с с е р д и л а с ь ^ Д* Она
‘так устава^ч^о/Ь^з'можно^ легла спать. 7. Вам не следовало говорить
этого. Это было' сер^езнЬй ошибкой. 8. Не входите в спальню. Отец,
ВОЗМОЖНО, СПИТ. * [/>,JLf' L* л ^
VII.* Open the brackets and put the verb in the required tense (Active
or Passive).
j <■ /•
1. Last summer the heat in.M alta (to be) awful but we (to spend)
a whole day there. 2. The da^ (to come) to an end when we (to decide)
to go back to our boat. 3. We (10' walk) along the street for half an hour
when suddenly the silence (to disturb) by a m ilitary car. 4. It (to go)
to the port at a very high speed. 5. The w hite letters on the side of the
car (to read): “A llied M editerranean Comrnapd, M alta H eadquarters.”
6. After we (to reach)'the port, we (to e n te rjji bar with the mysterious
sign: “F irst and Last R estaurant”. 7. It (to crowd) with people. 8. J u d g
ing by the clothes, the people who (to sit) and (to talk) at the tables (to
be) workers and dockers by trade. 9. Seeing th at we (not + to understand)
Maltese, they (to fcpeak) to us in English. 10. Most of the men, we (to
discover), (to be) workers from the Royal Naval Dockyard. 11. Bad work
77
ing conditions at the dockyard (to be) the main topic of their conversa
tion.
V III. U nderline all the Infinitives and sta te their functions.
1. You have to make a great effort to solve this problem. 2. To,solve
this problem is very difficult. 3. To win the race was George’s modest
wish. 4. George tried to win the race. 5. The boy did not expect to find
himself in a difficult position. 6. Can we stand this? 7. We must organize
a league. 8. J e rry ’s main problem was to get some money.
IX.* Translate the following sentences into Russian, noting the dif
ferent m eaning of the words in bold type.
1. He is the only person who can do this work. 2. The mechanic was
a short man. 3. Only he can do this work. 4. They live a short distance
from town. 5. Max repairs bicycles in a small shop. 6. Taggart wrote a
short article for his newspaper. 7. This shop sells books. 8. Mary has fair
hair. 9. The air sm elt of grass and flowers. 10. There were many people
at the fair. 11. In the evening I usually turn on the radio. 12. He has an
air of im portance. 13. It was his turn to go for the tickets. 14. I like
to read English books. 15. I cannot do it like you. 16. The first manned
flight in space opened up a new space era in the history of m ankind. 17.
The track took up too much space.
X. Use a word or word com bination from the text in place of the words
and expressions in bold type.
1. Nab Bird liked sports. 2. Their principal subject of discussion was
sport. 3. They travelled fifty miles to take part in a race. 4. They found
them selves in a long stream of beggars who were unable to see. 5. Margery
and M innie m ade the acquaintance of our two runners. 6. Nab Bird was
a mechanic by profession. 7. A crowd of people stood around the track.
8. “W h at,— George,— w hat?” asked his surprised friend.
XI. Fill in the blanks with the definite or indefinite article where
required.
1. Nab Bird was ... short man. 2. He worked in ... small shop at ...
corner of ... quiet street. 3. He was very fond of ... sports. 4. When he
came to ... sports field, he saw ... big crowd of ... onlookers. 5. They
surrounded ... field. 6. ... people had come to ... field to watch ... race.
7. It was ... fine day and ... air smelt of ... grass and ... flowers. 8. Nab
Bird took part in ... race but he did not win ... prize, but his friend did.
9. ... prize was ... sovereign, which he got from ... lady who performed
... ceremony.
X II. The following statem ents are not true to fact. Correct them ac
cording to the text of the lesson.
1. George Robins h ated sports^ 2. N either of them was an ordinary
runner. 3. Two blind beggars got into conversation w ith our two runners.
4. Margery and M innie looked very much like each other. 5. The girls
78
were astonished th at George had lost his prize. 6. “I tell you,” he said
in a loud voice, uthe winner of the mile has run under an assumed nam e.”
XIII. Fill in the blanks with suitable words or word combinations
from the list below. Make all the necessary changes.
1. They will make ... to help him. 2. Nab ... when he saw the prize
money in George’s hand. 3. The two boys ... w ith others for a prize. 4.
This old man has a ... for books. 5. The operation ... by a well-known
professor. 6. Homeless people in America are ... pinched by the police.
7. The modest boy did not say a word about the ... of prizes. 8. An ...
crowd surrounded the speaker. 9. M innie went to the fair for ... . 10. There
are special schools for ... people. 11. Swim m ing is a very healthy ... .
12. George opened the door and ... in a big hall. 13. The young scientist
made every effort to solve this ... problem .
(amusement, blind, distribution, every effort, enthusiastic, mysterious,
occasionally, passion, pastime, to astonish, to compete, to find oneself, to
perform)
XIV.* Translate the following into English.
1. Прошлым летом, когда я ехал в поезде, я познакомился с двумя
молодыми людьми. 2. Главной темой их разговора был спорт. 3. Они
были хорошими бегунами и любили тренироваться и бегать. 4. Я понял,
что это было их увлечение и времяпрепровождение, которое им нра
вилось больше всего. 5. Один из них был призером в беге на одну
милю. 6. Он выиграл приз и получил соверен. 7. Его звали Д ж ордж
Робинс, он был клерком по профессии. 8. Его товарищ Нэб был меха
ником. Он ремонтировал велосипеды и продавал велосипедные шины.
9. Они ехали в маленький городок, чтобы принять участие в состяза
нии по бегу. 10. Они надеялись выиграть по крайней мере один приз.
И. Потом они мне рассказали, что они надеются встретиться G двумя
молодыми девушками, которые живут в этом городе. 12. Вскоре мы
приехали на маленькую станцию. 13. Мы пожали друг другу руки,
и я пожелал молодым людям удачи. 14. Я был очень рад, что познако
мился с такими приятными и скромными молодыми людьми. 15. Я был
уверен, что один из них выиграет приз.
Lesson Five The Fifth Lesson
• (EMPHATIC INTONATION)
Эмфатическая интонация:
Ф Не must "go there at "once.
£0
Ф Не "must go there at 'once.
Он должен (даже если ему некогда) поехать
туда немедленно.
81
Father likes his daughter to help M other.— Отец любит, чтобы дочь помогала ма
тери.
I hate people to speak so loud .— Я не выношу (мне не нравится), когда люди го
ворят так громко.
Do you want me to lose my prize? — Ты хочешь, чтобы я потерял свой приз?
(Из урока 5.)
82
частицы to. На русский язык сложное дополнение после глагола make
переводится при помощи инфинитива.
My mother made me put on a new Мать заставила меня надеть новый
suit. костюм.
I ’ll make you come in tim e. Я заставлю вас прийти вовремя.
W hat makes you think so? Что заставляет тебя так думать?
Nab’s .words made George change Слова Нэба заставили Джорджа
his opinion. изменить свое мнение.
УПРАЖНЕНИЕ 1
83
Инфинитив в функции определения может указывать на назначение
предмета.
I took this book to read at home. Я взяла эту книгу почитать дома.
G ive me som ething to eat. Д ай мне что-нибудь поесть.
УПРАЖНЕНИЕ 2
§ 40. СЛОВООБРАЗОВАНИЕ.
СУЩЕСТВИТЕЛЬНЫЕ С СУФФИКСОМ -FU L
Суффикс -ful, образовавшийся из прилагательного full, употреб
ляется для образования существительных от других имен существи
тельных. Производные существительные с суффиксом -ful обозначают
количество, которое может вместиться в чем-либо. Например: m outh
ful ['mauBfull — глоток, кусок, сколько можно взять в рот; plateful
['pleitful] — полная тарелка; handful l'haen(d)ful] — горсть, при
горшня.
85-
УПРАЖНЕНИЕ 4
Образуйте с помощью суффикса -ful имена существительные от
данных слов и переведите их на русский язык: arm, spoon, cup, box,
■house.
ее
w. comb, small change мелочь; мелкие деньги
e. g. “Have you any small change?” she asked.— «Нет ли у вас
мелких денег?»— спросила она.
coin |к э т ] п монета
collection [ka'lekjan] п зд. денежный сбор
fair [fea] а чистый, честный, хороший
ant. unfair [ 'д п 'feaj несправедливый, пристрастный
firm [ fэ :mJ а твердый
w. comb, to be firm быть стойким, непоколебимым, строгим
е. g. She was firm with her children.— Она была строга со своими
детьми.
gently [ ^ e n t li ] adv мягко, нежно
ant. rudely |'ru :d li] грубо, резко
е. g. Не gently pushed the door open.— Он тихонько (мягко) при
открыл дверь,
glitter ['g lib ] v блестеть, сверкать
habit ['haebitj n привычка
handful ['haendful] n пригоршня; горсть, горсточка
intention [in 'ten jan ] n намерение, стремление
lend [lend] v (past, p. p. lent [lent]) давать взаймы, одалживать
mystery ['m istariI n тайна
palm [pam] n ладонь
professional [pra'fejanalj n профессионал
satisfaction [,saetis'faek]эп | n удовлетворение
e. g. His work gives him great satisfaction.— Его работа дает ему
большое удовлетворение,
secretary ['se k ratriJ п секретарь
strike [straik] v (past, p. p. struck [strAkJ) поражать, прийти на ум;
производить впечатление
е. g. How does this plan strike you? — К акое впечатление произво
дит на вас этот план?
triumph ['traiam f] п триумф; торжество
triumphant [trai'A m fant| а победоносный, торжествующий
trust [ trAst] v доверять(ся); верить
wonder ['wAnda] v удивляться; интересоваться; желать знать
е. g. I wonder why he d id n ’t come first.— Удивляюсь, почему он
не пришел первым.
1 wonder why he told me a lie.— Хотел бы я знагь* почему
он сказал мне неправду.
• Practise the Following for Pronunciation
a glass of ice-cream |з 'glcts 9V although |э:Гбои]
'ais'kri:m ] trium phant [trai'Amfant]
palm [pa:m| however Ihau'evs]
How splendidly he had run [hau kindness |'k ain d n is|
'splendidli hi had 'гдп] the g littering sovereign [5э
/Margery interrupted ['тсМ зэп 'g lib rir) 'sovnnj
^nta'rA ptid] Here you are, uncle, ['hia ju J a
1 wonder [ai 'wAndaJ ,ArjklJ
87
he whispered [hi 'wispad] Excuse me, sir. ['iks~ \kju:z
absolutely ['aebsalu:tli] J 'm u 'sa:]
Ladies and gentlemen! ['leidiz and
■^d3entlm9n]
• Consonant Combinations
a t ^ l a s t ; i n ^ t h e stream of people; s a id ^ N a b ; o n ^ t h e ground;
n o t^ to o late
TEXT
• TH E T H IR D P R IZ E
(continued)
So Nab went to tea w ith the girls. Where George had gone to was
a m ystery to Nab.
“I wonder what he’s doing,” he said.
“D id n ’t he run well?” said M innie.
“B eautiful,” agreed M argery.
“1 don’t want tea,” said Nab. “I ’m hot and I ’ll have som ething to
cool myself, a glass of ice-cream. But you have just what you like, Minnie
and M argery.”
They had w hat they could get and then, as little Nab for the tw en
tieth tim e was wondering what George was doing and the pretty Margery
for the ten th tim e was repeating how splendidly he had run, George
himself reappeared full of satisfaction.
“W here have you been, George?”
“I have been to get my prize.”
“W hat prize?”
“In the m ile.”
“The th ird prize?”
“D id n ’t I win it?”
“But you got th a t prize before, did n ’t you?”
“D id I?”
“W ell, haven’t you?”
“H ave I?”
Poor Nab was surprised, George was trium phant: “I ’ll explain it
to you. Listen, little Nab. T hat th ird prize was awarded by some m istake
to W. B allantyne. W ell, there w asn’t any B allantyne. T hat winner was
G. Robins, th a t’s me.” 1
“Yes.”
“So I went to the secretary of the sports com m ittee and said to him:
‘Excuse me, sir, I ’m George Robins, I won the third prize in the mile,
but there has been a m istake and the th ird prize has been given to some
one called B allantyne. W hat am I to do?’ W ell, there was a lot of dis
cussing and running about but at last they found out th at what I said
was absolutely tru e and so they gave me another sovereign.”
“Two lots of prize money you got, then!” ? exclaimed Nab, “Two
sovereigns!”
88
George nodded m odestly. “And they apologized for the m istake!”
The girls were delighted and Margery said, “A ll’s fair in love and
war!” 3
But honest Nab corrected her: “Love and w ar’s one th in g ,4 sport’s
another.”
“Sport!” exclaimed George. “B ut you know what these professionals
are, you can’t tru st them . Je rry Cham bers, now, what about him?”
“Yes, George, I know, but i t ’s the com m ittee.”
“I t ’s th eir own m istake, not mine. Do you want me to lose my prize?
It wasn’t my m istake, was it?”
“Well, no, but i t ’s a little like what Je rry Cham bers m ight have done
himself.”
George was rather astonished at these words but he felt th a t Nab
had no in tention to insult him .
Margery interrupted: “I think it was so much fun, but you helped
him ,— you lent him your h a t.”
“Of course! You will share my prize, N ab. Give me change for half
of th a t,” and he stretched out his hand to his friend w ith a g littering
sovereign upon his palm .
“No, thanks, George; no, thanks.” N a b ’s words made George change
his opinion. Although they all surrounded Nab and asked him to take
the money, the little man was firm . To take money not earned was not
his habit. However, they all went away very friendly together.#
Moving slowly down a hill in the stream of people they came to a
crowd surrounding an old blind beggar and his wife. The man was play
ing a hymn tune on a pipe. He was tall and ragged, his wife, older and
very pale, held his arm w ith one hand and stretched out the other for
the few pence th a t came to them . George and his friends were surprised
to see the ruffian Jerry Cham bers, standing in front of the beggars. His
hat was on the ground before him , he was trying to a ttra c t the atten tio n
of the people. He was very successful, although he hadn’t expected them
to be interested. Nab and George and the girls watched the good-natured
holiday people gather in a great crowd and surround the beggars.
“People, I am doing this job not for bank-holiday am usem ents, I am
doing this to get a little money for th is old couple. Look at them . It just
breaks my h e a rt,” Cham bers said gently. “I am going to sing you a com i
cal song. Then I shall dance a jig.”
After singing a song Cham bers prepared himself for a jig.
“P lay up, uncle! I ’ll make an effort to get you some money.”
But the old beggar could only repeat the tune of his hymn. So C ham
bers could not dance and went around w ith his hat and begged a handful
of money for the old couple while the old man piped his hymn. The ruf
fian approached George, Margery was looking for a coin.
“I t ’s all rig h t,” whispered George to her, “i t ’s all rig h t.” He showed her
the g littering sovereign and the astonished Margery saw him drop the
coin into C ham bers’ hat. How he made up his mind to do it was more
than Margery could understand.
In the eyes of the astonished girls George became a hero, and even
89
honest Nab was struck by his noble deed. They hurried away as they had
to return to London not too late.
And Chambers? His trium ph, too, was great and his pleasure was real.
“Ladies and gentlem en,” cried the gay ruffian a few m inutes later
as he counted up the coins. “I thank you for your kindness to this old
couple and the very handsome collection. (‘Here you are, uncle,’ he
whispered, ‘i t ’s eight shillings and four pence.’) Thank you, ladies and
gentlem en,” and leaving the delighted beggars to their gains he hurried
rapidly away.
by A . E. Coppard (abridged)
Notes
1. That’s me.— Это я. (В современном английском языке личное
местоимение в именительном падеже иногда заменяется местоимением
в объектном падеже. Обычно это происходит в разговорном стиле речи,
когда местоимение является именной частью сказуемого.) Например:
It is me — Это я. (вместо: It is I.)
T hat’s him. — Это он. (вместо: That is he.)
2. Two lots of prize money you got, then! — (разг.) Итак, ты получил
два денежных приза! .
3. A ll’s fair in love and war!— (пословица) В любви и на войне
все средства хороши.
4. Love and war’s one thing — Здесь оба существительных обозна
чают одно понятие и глагол сказуемого употребляется в единственном
числе.
Proverbs
A Joke
Good Advice
Viola * was trying to 's in g and Jam es was trying to read. Finally
he decided to give her a hint ** th a t her singing was annoying him.
Looking up from his book, he said: “I think you might be able to
make a living singing.”
“T hat is very flatterin g ,” said she.
“Not at a ll,” was his reply. “People m ight be w illing to pay you to
stop singing.”
This was followed by silence.
90
ORAL EXERCISES ON THE TEXT OF LESSON 5
ASSIGNMENTS (LESSON 5)
Do the following exercises and then check yourself using the key.
I.* Translate the following sentences and word combination into
Russian.
I. I wonder what he’s doing now. 2. I ’ll have som ething to cool my
self. 3. George himself reappeared full of satisfaction. 4. George was
trium p h an t. 5. T hat th ird prize was aw arded to someone called W.
B allantyne. 6. W hat am I to do? 7. W hat I said was absolutely true.
8. The little man was firm. 9. He was tall and ragged. 10. He was very
successful. 11. It just breaks my heart. 12. a handsome collection.
II.* Translate into Russian the text of the lesson beginning with
the words: “George nodded m odestly” and ending with the words:
“...you lent him your h a t.”
III.* Change the attributive clauses in the following sentences into
infinitive constructions:
1. After the race George hadn’t a moment which he could spend on
the track. 2. George’s prize was a fact which he would remember for a
long tim e. 3. George had only Nab who could help him get this prize.
4. The book-keeper gave the lady the list of prize-winners which was to
be read im m ediately. 5. Here are some facts which will prove th at George
91
was a very good runner. 6. George had a few questions which he wanted
to ask the sports com m ittee.
IV.* Change each of the following complex sentences into simple
ones using the complex object construction.
1. Have you ever heard how a violinist plays etudes? 2. The authors
expected th at the teachers would help them a little. 3. The children usual
ly try hard, for they expect th a t the wall newspaper will be read not
only by the school children, but also by the teachers. 4. The girls did
not expect th at George would win a prize. 5. Nab heard how one of the
onlookers spoke about George w ith satisfaction. 6. Nab noticed that
George reappeared in a few m inutes.
V.* Translate the words and phrases given in brackets and fill in
the blanks. Use an infinitive construction.
1. So Nab and the two girls went to the pavilion (чтобы съесть моро
женое). 2. George reappeared with the intention (чтобы объяснить, что
с ним случилось). 3. George offered little Nab (разделить блестящий
соверен). 4. They came up to the crowd (чтобы увидеть слепых нищих).
5. Chambers made an effort (чтобы помочь слепым нищим). 6. Chambers
went around with his hat (чтобы собрать немного денег для нищих).
7. Margery opened her bag (чтобы найти монету). 8. Chambers counted
up the coins (чтобы сказать нищим, сколько он собрал денег).
VI*. Underline the subordinate clauses and state of what kind they
are.
1. Who won the race in the mile was unknown. 2. Chambers told
George th a t he was ready to help him. 3. How George managed to get
two prizes was more th an Nab could understand. 4. George said that he
would come soon. 5. That the beggars could not see was a fact. 6. They
saw Jerry Chambers who tried to collect some money for the blind beggar.
7. The girl who is eating ice-cream is the gay Margery. 8. When the cere
mony was over, the onlookers left the sports field. 9. W hether Nab could
win a race remained undecided.
VII.* Construct alternative questions on the following sentences.
1. George approached the secretary. 2. George went to the pavilion.
3. He spoke to the secretary of the committee.
VIII.* Translate the words and phrases given in brackets and fill
in the blanks. Use the complex object construction.
1. The Sports Com m ittee w anted (чтобы все призеры получили свои
деньги). 2. The girls and George surrounded Nab (чтобы заставить его
взять деньги). 3 . . Margery watched (как Джордж быстро отошел от
толпы). 4. M innie knew (что Д жордж был честным человеком). 5. M ar
gery did not want (чтобы Д ж ордж потерял половину своего приза).
6. The beggars did not expect (что Чеймберс соберет много денег).
IX. Use a word or word combination from the text in place of th
words and expressions in bold type.
92
1. Where George had gone to was a secret to Nab. 2. George himself
appeared again highly satisfied. 3. Poor Nab was astonished, George was
victorious. 4. That th ird prize was given by some mistake. 5. George
felt th at Nab did not want to insult him. 6. He stretched out his hand
to his friend with a shining gold coin upon his palm . 7. He was trying
to draw the atten tio n of the onlookers.
X.* Fill in the blanks with the definite or indefinite article where
required. Put the mark X where no article is necessary.
1. “Why have you taken two sovereigns?” asked ^ 4 modest Minnie.
2. .* George did not say Л word. honest Nab was indignant. 4. He
thought th a t it was crime to get two prizes f o r ^ . same race. 5 /# .1.
little Margery interrupted T.v poor Nab. 6. She told him th at he had
helped George to get first sovereign. 7. He was ^ . vvery person who
gave George jiis bowler hat. 8. When poor George gave w g littering
sovereign to blind beggar, both tiv modest M innie and & gay Margery
were surprised. 9. They considered George to be Л. hero.
XI. The following statements are not true to fact. Correct them accord
ing to the text of the lesson.
1. I ’ll have som ething to warm myself, a glass of coffee. 2. George
disappeared full of indignation. 3. The girls were upset. 4. Cham bers
went around with his hat and begged an armful of money for the old
couple. 5. “Here you are, uncle,” he shouted rudely, “i t ’s eight shillings
and four pence.”
XII. Fill in the blanks with suitable words or word combinations
from the list below. Make all the necessary changes.
1. The news brought great ... to all of us. 2. It ... me th at he was not
telling the tru th . 3. I ... who won the race. 4. John answered all the ques
tions with an absolutely ... voice. 5. I was in a hurry and left my ... at
home. 6. No ... can take part in Olym pic Games. 7. The doctor spoke ...
to the sick child.
(firm, gently, professional, satisfaction, small change, to strike,
to wonder)
9 W IN TER
EXERCISE 1
§ 4 2 . СЛОЖНОЕ ПОДЛЕЖАЩЕЕ
95
Сложное предложение Простое предложение Перевод предложений
96
Глагол в форме страдательного залога: is said, is reported, are
known выражает мнение, наблюдение другого лица и, таким образом,
имеет модальное значение, т. е. указывает на отношение говорящего
к высказыванию.
Сочетания he + to be, our hockey team + to have won, these books +
+ to have been published рассматриваются как сложное подлежащее
простого предложения.
Предложения с оборотом the Complex Subject переводятся на рус
ский язык сложноподчиненным предложением, где главное предложе
ние является неопределенно-личным или безличным предложением
типа: Говорят..., Сообщают..., Известно..., а дополнительное прида
точное предложение вводится союзами что и как.
Не is believed to come soon. О жидают, что он скоро приедет.
Не is said to be w ritin g a novel. Говорят,что он пишет роман.
Не is said to have w ritten a novel. Говорят, что он написал роман.
The children are heard to laugh Слышно, как дети весело смеются,
merrily.
УПРАЖНЕНИЕ 1
Переведите предложения с оборотом «именительный падеж с ин
финитивом» на русский язык.
1. Nab was known to take part in sports and games. 2. George was
supposed to be a good runner. 3. He seems to be winning the race. 4.
George was heard to repeat his statem ent several times. 5. The two boys
were seen to leave the house early in the morning. 6. The captain proved
to be a good dancer. 7. He is likely to come soon. 8. He is sure to be in v it
ed. 9. He is not likely to change his plans. 10. She is certain to be late.
4 Кч 2337 97
§ 43. ЧАСТИЦА Т О ПЕРЕД ИНФИНИТИВОМ
а) Употребление инфинитива без частицы to
Частица to не ставится перед инфинитивом в следующих случаях:
1. После вспомогательных глаголов shall, will, do в различных
сложных глагольных формах.
Does the train stop at this station? Останавливается ли поезд на этой
станции?
Shall I tell him about it? Не сказать ли ему об этом?
He w ill go to the theatre on Sunday. Он пойдет в театр в воскресенье.
He does not like ice-cream. Он не лю би^м орож еное.
I do not see the difference. Я не вижу разницы.
Did he train for a race in summer? Он тренировался для соревнования
в беге летом?
She did not come to see us yesterday. Она не пришла навестить нас вчера.
Do not go away so soon. Не уходите так скоро.
2. can (could), may (m ight), must,
После модальных глаголов:
need, dare, should, would.
Can you speak English? Вы умеете говорить по-английски?
May I take your dictionary? Можно мне взять ваш словарь?
She m ight be at home now. Она, возможно, сейчас дома.
You need not go there right now. Вам не нуж но идти туда сейчас.
The boy dare not ask his father Мальчик не смеет спросить отца
about it. об этом.
Would you like to have a look at Не хотели бы вы взглянуть на
the dog? собаку?
I should lik e to see the house. Я бы хотел увидеть дом.
3. В обороте the Complex Object после глаголов, выражающих фи
зические восприятия человека посредством органов чувств: to see,
to hear, to w atch, to feel, to notice (Active), etc.
We heard him speak English. Мы слышали, как он говорит по-
английски.
He watched the men cross the Он наблюдал, как мужчины пере
street. ходят улицу.
She felt her heart beat. Она чувствовала, как бьется ее
сердце.
98
Инфинитив после глагола help без частицы to особенно часто встре
чается в английском языке в США.
5. Когда в одном предложении стоят рядом два или больше ин
финитива, выполняющие одинаковую функцию в предложении, осо
бенно если они соединены союзом and, то частица to обычно ставится
перед первым инфинитивом, а перед последующим опускается.
The boy was seenj to enter the house. She was made to learn the poem by heart.
The pupil was made to repeal the rule.
The children ought to know that grammar rule, She had to go there at once. The
train was to arrive at 8,30.
4* 99
УПРАЖНЕНИЕ 2
УПРАЖНЕНИЕ 3
2. против, от:
T his is a good medicine tor colds. Это хорошее лекарство от простуды
100
3. за:
We bought this book for one rouble. Мы купили эту книгу за рубль.
I sent my brother for the doctor. Я послал своего брата за доктором.
They would behave so as to be tak- Они будут вести себя так, чтобы
for a couple married at least two их принимали за пару, поженившуюся
rs ago. по крайней мере два года тому назад,
(Из урока 6.)
101
§ 4 7 . СОЮЗ FOR
Союз for — так как, потому что — выражает причину. В разговор
ном языке употребляется сравнительно редко.
Не felt no fear, for he was a brave Он не чувствовал страха, так как
man. был храбрым человеком.
УПРАЖНЕНИЕ 4
УПРАЖНЕНИЕ 5
Переведите на русский язык данные в скобках слова. Используйте
слова и выражения к тексту урока.
1. Не has по (причины) to be angry. 2. They travelled to Poland in
а (вагон прямого сообщения). 3. He looked back and saw а (изгиб) in
the road. 4. He (упомянул) a few interesting facts. 5. They did not (возра
жали) to the plan. 6. He got home (каким-то образом). 7. She sat down
on а (гладкую) bench. 8. (Неопытный) skater was dumb w ith fear when
he fell down on the smooth ice. 9. Jo h n was a good skier and our group
alw ays followed his (лыжню).
о Consonant Combinations
• Denry and N ellie were extrem ely happy as a newly married cou
ple. They were leaving London for Sw itzerland for a month. Denry
decided th at they would behave so as to be taken for a couple married
at least two years before.
At Dieppe they got a through carriage. This was the first tim e that
Denry and N ellie had seen the world of rich people. All th a t can be said
104
is th at Nellie was astonished at the num ber of people in the world who
do not work but only spend money.
After dinner in the restaurant car they felt alm ost as rich as most
of the other people there. Nellie went to bed and Denry stayed up smok
ing in the corridor. He began to talk w ith a th in gentlem an w ith an
eye-glass in his left eye. The gentlem an looked very proud and Denry
had hated him all the way from Dieppe. But the mere fa ct,1 th a t two
people were alone together smoking, helped break social barriers.
Denry and Nellie decided to stop at P ridoux. They stood on the
balcony of th eir hotel at Pridoux. A little below, beyond the hotels,
was a strip of water and, beyond the w ater, a range of hills ? white at
the top.
“So these are the Alps!” Nellie exclaimed. She was disappointed,
he also. As Denry learnt from the guide-book th at the strip of lake was
seven miles across, N ellie became interested. W hat astonished her was
th at the highest peak was ten thousand feet above sea level.
They liked the hotel and made the acquaintance of the guests.
The only persons in the hotel, w ith whom they did not get on, were
a m ilitary party headed by a certain Major C lutterbuck and his wife.
They considered them selves above the rest. They were expecting their
friend, C aptain Deverax, who was coming to join them . C aptain Deve-
rax began to be mentioned several tim es a day. Soon all the rest of the
hotel were against this arriving C aptain Deverax.
He arrived in tim e for the ball at the hotel. He was about forty (and
not handsome), in a perfect evening suit, and he wore an eye-glass in
his left eye.
It was the eye-glass th at made Denry jum p, for in two seconds he
became sure th at this eye-glass was the eye-glass of the train. C aptain
Deverax stared at Denry, then sm iled and said, “Hullo! How do you do?”
And they shook hands.
The/dance began. Denry watched the C aptain dance w ith the M ajor’s
daughter. C aptain Deverax was a very good dancer and a great success
w ith the ladies. Denry felt th at he still hated the C aptain.
Г Not far from the hotel there was a nice sheet of ice 3 for skating and
"~a very good track, about half a mile in length and full of fine curves.
Denry liked skating best of all. Until the C aptain came, skating was
considered the most fashionable sport. But the C aptain, after a few
eights on the ice, said th a t the only real sport was skiing. He said th at
skates were for children. He had brought his skis, which were some six
feet in length 4 and which made a sensation among the inexperienced
ladies. For when he put his skis on, he could slide over the snow in a beau
tiful style. He wore an English ski suit. His trousers in the elegance of
their lines were the delight of the peopled Skiing became the fashion.
Even Nellie made Denry hire a pair.
And the pronunciation of the w o rd ^ sk i” brought on long discussions
and was never definitely decided by anybody. The C aptain said “skee”,
but he did not object to “shee”. This was said to be more correct. Anyway,
th at is what a lady who knew someone who had been to Norway said.
People with no feeling for correctness said “sky”. N othing could make
105
Denry give up his skates. He said th at “s-k-i” could only mean “planks”.
And thanks to his idea th is explanation seemed to be accepted by most
people.
On the second day of N ellie’s struggle w ith her skis she had more
success th an she had expected or wished. She had been making experi
ments at the sum m it of the track, sliding about and falling, had been
put back on her feet again by as many persons as happened to be near.
Skis seemed to her to be the most difficult and least practical means
of travel th a t man had ever invented. Skates were well-behaved old
horses compared to these long, wild planks. Then suddenly a friendly
startin g push sent her a yard or two, and she slid along the track onto
the first slope 6 of the track. Somehow her skis were just parallel, as they
ought to be, and she went forward standing up. And people heard her
say:
“How lovely!”7
And then people heard her say:
“Oh!.. Oh!”
For her speed was increasing. And she dared not strike her pole into
the ground. She had, in fact, no control whatever over her skis to which
her feet were tied. She could not even fall. So she slid down the straight
part of the track, and delighted people cried: “Look how W ELL Mrs.
M achin is doing!” /
On the near-by fields of bright snow the C aptain had been giving
the M ajor’s daughter a lesson in the use of skis; and they stood together
by the side of the track at its first curve.
N ellie dumb w ith excitem ent rushed towards them.
“Look out!” cried the C aptain.
In vain! He himself might perhaps have run away, but he could
not leave his com panion in the moment of danger, and the girl could
only move very slowly, for she was hardly more advanced than Nellie.
But N ellie’s skis were beyond control 8 and near the curve she went
off the track, and into the C aptain and his companion. The collision
was terrible. Six skis were waving up and down like flags in the air.
Then all was still. As everybody rushed to the scene of the collision,
the M ajor’s daughter laughed and N ellie laughed. The laugh of the Cap
tain was not heard. The only casualty was a wound about a foot long
in the rear of the C ap tain ’s elegant trousers.9 And as the threads of those
beautiful trousers were afterw ards found attached to the wheel of N ellie’s
pole, the cause of the wound was clear. The C aptain went home, chiefly
backwards, but w ith great ra p id ity .10
From “The Card” *
by Arnold Bennet (abridged)
Notes
1. But the mere fa c t— Но сам по себе факт
2. a range of hills — цепь невысоких гор
* “The Card,? [fo 'k a d ] «П ройдоха»
106
3. a nice sheet of ice for skating — хорошая ледяная площадка
для катка
4. which were some six feet in length — которые были длиной около
шести футов (или: примерно в шесть футов) (Some перед числитель
ным означает «приблизительно, около». Например: We w aited for
them for some fifteen m inutes. Мы ждали их около пятнадцати минут.)
5. His trousers in the elegance of the lines were the delight of the
people.— Его брюки восхищали публику элегантностью своего по
кроя.
6. she slid along the track onto the first slo p e— она заскользила
по лыжне на первый склон (Onto указывает на переход с одной пло
скости на другую, употребляется вместо сочетания on to.)
7. How lovely! — Как восхитительно!
8. But Nellie’s skis were beyond control — но лыжи Нелли не слу
шались ее
9. The only casualty was a wound about a foot long in the rear of the
Captain’s elegant trousers.— Потерпели аварию только элегантные
брюки капитана, на которых оказалась сзади дыра около фута длиной.
10. chiefly backwards, but with great rapidity — главным образом
пятясь назад, но при этом очень быстро
Proverbs
1. Snow makes grain grow.— Снега н ад у ет— хлеба прибудет.
2. A year of snow, a year of plenty.— Много снегу — много хлеба.
Jokes
Tired of Sitting Down
ASSIGNMENTS (LESSON 6)
Do the following exercises and then check yourself using the key.
I*. Translate the following word combinations into Russian:
I. a newly married couple; 2. They got a through carriage. 3. Denry
had hated him all the way from Dieppe; 4. but the mere fact; 5. A little
below, beyond the hotels, was a strip of water; 6. who was coming to
join them ; 7. and the pronunciation of the word “ski” brought on long
discussions; 8. Somehow her skis were just parallel, as they ought to be.
9. B ut N ellie’s skis were beyond control.
II.* Translate into Russian the text of the lesson, beginning with
the words: “Not far from the H o tel...” and ending with the words: “Even
N ellie made Denry hire a pair.”
III.* Translate the words and phrases given in brackets and fill in
the blanks. Use an infinitive construction.
1. Did Denry expect (что Нелли будет ходить на *лыжах)? 2. The
collision made (капитана пойти домой с большой поспешностью).
3. The people saw (что миссис Мачин скользила по склону холма).
4. N ellie watched (как Денри катался на коньках). 5. Why was the
C aptain made (пойти в гостиницу пятясь). 6. Will you, please, help me
(надеть коньки).
IV.* Use the complex subject construction instead of the subordinate
clauses.
1. It was understood th at the Sports Com m ittee would soon stop
the discussion. 2. It was believed th a t the C aptain had brought his own
skis. 3. It was known th at Denry could skate very well. 4. They expected
th a t the C aptain would come in a few days. 5. It was considered th at
George was a good runner. 6. It is said th a t the C aptain will come on
F riday. 7. It seemed th at the M ajor’s daughter liked the C aptain.
108
V.* Put the particle “to” before the infinitive wherever necessary
(see § 43).
1. George told N a b t* . w ait for him at the pavilion. 2. Nab saw
George .* cross the track and л ; go to the Sports Com m ittee. 3. Nab gave
George his hat and helped him u>. get the prize. 4. George was heard
repeat the words: “1 shall X. get the prize.” 5. Denry and Nellie were
get a through carriage at Dieppe. 6. Nellie was tired and did not object
when Denry made her V go to bed. 7. He stayed up very late as he was
too happy %. be able и>. think of sleep. 8. Denry went to the corridor h.
smoke his cigar and talk to the Englishm an. 9. That night Denry
went to bed late and could not X. fall asleep. 10. He thought to himself:
“I am on my vacation now and I o u g h t"?*. know how !?. take care of my
health.”
VI.* Translate the following sentences into English using perfect
infinitives.
1. Денри был рад, что научился кататься на коньках в детстве.
2. Я очень рад, что познакомился с вами. 3. Я сожалею, что не объяс
нил вам этот вопрос раньше. 4. Нелли сожалела, что оставила свои
лыжи дома. 5. Мы надеялись, что не потеряли ключи. 6. Таггарт был
рад, что не написал статью для Д жорджа Гриба. 7. Чанду был доволен,
что отказался брить старейшин деревни. 8. Я рад, что повидал вас.
9. Д жордж был доволен, что дал соверен слепому нищему. 10. Денри
сожалел, что приехал в Приду.
VII.* Change the attributive clauses in the following sentences into
infinitive construction.
1. N ellie has no skates which she can use. 2. Denry d id n ’t buy a pair
of skis which would serve him during his stay at P ridoux. 3. C aptain
Deverax had only a few seconds in which he could avoid the collision.
4. After the collision there were only three pairs of skis which could be
seen on the track. 5. Denry hired a pair of skis which could be tied to
N ellie’s feet. 6. Nellie had nobody who could help her stop on the slope.
VIII. Translate the following sentences into Russian.
1. N ellie saw a basketful of buns on the counter. 2. Denry saw a boat
ful of sailors in the port. 3. On their way to Pridoux Nellie and Denry
noticed a busful of small children. 4. George bought a bagful of sweets for
the girls.
IX. Translate the following sentences into Russian. Pay attention
to the way the verbs with the prefix “re-” are rendered in Russian.
1. I had to re-write the whole exercise. 2. Helen w anted to renew
some books at the library. 3. The secretary of the Sports Com m ittee
was not re-elected. 4. A rthur opened the door w ith his key and went in
followed by a young fellow who removed his cap. 5. The air was torn
by the crack of shots. They echoed and re-echoed between the walls of
the houses.
109
X. Fill in the blanks with the definite or indefinite article where
required; put the mark X where no article is necessary.
1. Crossing 'A: square am id л. fearful storm of snow Denry reached
% . M etropole H otel. 2. ’M halls of ^ M e tr o p o le were m agnificent. 3. 7 . . 1
hotel was larger than"^w Hotel B eau-Site, newer, more fashionable.
4. Denry was w alking in-^R hall when he met Mrs. C lutterbuck’s cousin.
5. “C aptain Deverax has come,” said Иу cousin. 6. “He will be down
stairs in Tv. few m inutes.” “C aptain Deverax?” Denry questioned with
.A-smile. “Yes. You’ve heard us m ention him ,” said cousin. 7. “P os
sibly,” said D enry. “1 don’t remem ber Uv nam e.” 8. There was surprise,
however, w aiting for Denry. 9. lift descended, and . a. tall th in man
stepped out of ',b lift and approached &. com pany. 10. He was in ,^r *
evening suit and there was .V; eye-glass in his eye.
XL Use a word or word combination from the text in place of the
words and expressions in bold type.
1. A little below was a strip of w ater and beyond the w ater a line
of mountains w hite at the top. 2. When Denry learnt th at the highest
peak was ten thousand feet above sea level, he was surprised. 3. C aptain
D everax began to be spoken about several tim es a day. 4. The captain
was about forty and not good-looking. 5. C aptain Deverax thought he
was an experienced sportsm an. 6. Even N ellie made D enry obtain for
pay a pair of skis. 7. The C aptain did not make a protest against “shee”.
8. Her speed became greater and greater, as she slid down.
XII. The following statements are not true to fact. Correct them
according to the text of the lesson.
1. The only persons in the hotel, w ith whom they made friends were
M ajor C lutterbuck and his wife. 2. H e was late for th e ball at the hotel.
3. U ntil the C aptain came, skating was not thought a fashionable sport.
4. There was no talk about th e pronunciation of the word “ski”. 5. Nellie
stopped on the track before the first slope. 6. N ellie with a loud cry rushed
from them. 7. N ellie had perfect control of (over) her skis. 8. Everybody
ran away from the scene of the collision. 9. N ellie’s pole had nothing
to do with the wound.
XIII. Fill in the blanks with suitable words or word combinations
from the list below. Make any necessary changes.
1. They travelled to B atum i in a ... . 2. He has no ... to be angry.
3. Many people are killed in ... on Am erican railw ays every year. 4. Her
m other ... to her m arriage. 5. The house stood on a ... of a hill. 6. ...
or other we lost our way in th e dark. 7. Some new facts about the last
collisions on B ritish highways ... in the newspaper.
(cause, collision, slope, somehow, through carriage, to mention, to
object)
XIV.* Translate the following sentences into English.
1. А^олодожены Нелли и Денри решили поехать в Швейцари
на две недели. 2. В Дьеппе они достали билеты в вагон прямого сооб
110
щения. 3. Пассажиры произвели на Нелли большое впечатление.
4. Она была удивлена, когда увидела так много людей, которые не
работали, а только тратили деньги. 5. Отель, где они остановились,
был заполнен людьми. 6. Молодой паре очень понравился этот городок.
7. Им нонравился отель и вид Альп с балкона их комнаты. 8. Они
познакомились с отдыхающими (гостями) отеля и подружились с боль
шинством из них. 9. Нелли и Денри очень любили зимний спорт.
10. Отдыхающие любили наблюдать, как они катаются на коньках.
11. Вскоре в этом отеле появился новый гость. Это был капитан Д .,
который считал, что он стоит выше всех. 12. Денри не выносил, когда
капитан разгуливал в своем элегантном лыжном костюме с веселой
и хорошенькой дочерью майора К. 13. Говорили, что капитан велико
лепно ходит на лыжах. 14. После приезда капитана лыжи стали (хо
дить на лыжах стало) модой. 15. Нелли тоже предпочла ходить на
лыжах. 16. Она не хотела больше кататься на коньках и даже заставила
Денри взять для нее лыжи напрокат.
T E S T P A P E R NO. 2 ( А )
Send in Test Paper 2 (A) only after the material of Lessons 4—6 has
been studied thoroughly and all of the assignments checked with the keys.
I. Translate into Russian the text of Lesson 5 beginning with the
words: “Of course! You will share my prize, Nab.” and ending with the
words: “...they all went away very friendly together.”
II. Answer the following questions.
1. Why did George speak to Nab w ith a mysterious air? (Lesson 4)
2. W hat did George tell Nab and the girls about his conversation w ith
the secretary of the Sports Com mittee? (Lesson 5) 3. Why was N ellie
astonished during her trip to Sw itzerland? (Lesson 6)
III. Translate the following sentences into Englisji.
/ « ' f ■■ * s i / th / m is
1. Я знаю этрго^челрвека; я. должнр быть, познако^и^бя^с ш м
в Крыму. 2. Не может быть, ‘чтобы он купил билеты; у^егоЪ ы л о мало
времени. 3. Они, возможно, пришли домой, прежде чем приехали
гости. ; < ' ' ' ' -ь***
IV. Translate the words and phrases given In brackets into English.
Use an infinitive construction.
a) The Complex Object.
1. N ellie m^dey Denry (купить лыжи для нее). 2. Denry did not
expect (что Нелли упадет). 3. Denry did not believe (что капитан Д е-
в ер ак с— хороший спортсмен).
b) Infinitive as a subject.
1. (Выиграть состязание в беге) was necessary for George. 2. (По
лучить работу) was a m atter of life and death to the unemployed worker.
3. (Знать правду) was very im portant to Nab.
с) Infinitive as an adverbial modifier of purpose.
1. M argery and M innie hurried to the s t a t i n (чтобы не опоздать
на поезд). 2. The girls went to the pavilion (чтобы noectb мороженое).
3. The lady of title came to the race (чтобы совершить церемонию).
V. Change the attributive clauses in the following sentences into
infinitive constructions.
1. The blind beggar had nobody who would help him to earn his
living. 2. Denry hired a pair of skis whicji would serve N ellie during
her holiday.
VI. Use the complex subject instead of the subordinateclauses.
1. It was believed th a t the C aptain was a good sportsm an. 2. It
seemed th at Denry had read a lot about sport. 3. It was said that
N ellie had bought new skates.
VII. Underline the subordinate clauses and state what kind^they are.
1. W here George had gone to was a mystery to Nab. 2. The fact is
th a t Jerry Cham bers took the sovereign for him self. 3. Everybody knew
th a t George was an excellent runner. ‘ ;
VIII. Fill in the blanks with the definite or indefinite article where
required. Put the mark X where no article is necessary.
112
T E S T P A P E R No. 2 ( B)
Test Paper 2 (B) is sent in only at the request of the teacher.
I. Translate into Russian the text of Lesson 6 beginning with the
words: “C aptain Deverax stared at D en ry ...” and ending with the words:
“Denry felt th at he still hated the C aptain.”
II. Answer the following questions.
1. Where did George tell Nab to take the girls? 2. Why did Nab
refuse to take half of the sovereign? 3. W hat did C aptain Deverax con
sider to be the most fashionable sport?
III. Translate the following sentences into English.
1. He может быть, чтобы я сказал вам это. 2. Он не пришел ко мне
в субботу; он, должно быть, заболел. 3. Энн не пришла в университет;
она, возможно, забыла о лекции.
IV. Translate the words and phrases given in brackets into English.
Use an infinitive construction.
a) The Complex Object.
1. Denry saw (что три человека вышли из отеля). 2. N ellie heard
(что ее муж вошел в комнату). 3. Denry w anted (чтобы Нелли хорошо
каталась на коньках).
b) Infinitive as subject.
1. (Потерять работу) meant a hard blow to Taggart. 2. (Получить
знания) is the first aim of every student. 3. (Ездить на велосипеде)
was an easy task for C handu.
c) Infinitive as an adverbial modifier of purpose.
1. C aptain Deverax stepped aside (чтобы избежать столкновения).
2. Nellie came to Sw itzerland (чтобы увидеть Альпы). 3. The question
was too unexpected (чтобы ответить немедленно).
V. Change the attributive clauses in the following sentences into
infinitive constructions.
1. Nellie had a few questions which she w anted to ask Denry. 2. Nab
was not the only one who liked sport.
VI. Use the complex subject instead of the subordinate clauses.
1. It was known th at George had received the prize twice. 2. It is
said th at they work hard at their English. 3. It was believed th at Nab
had given the coin to the blind man.
VII. Underline the subordinate clauses and state what kind they are.
1. W hat George told the girls about the prize was true. 2. And here
is what C aptain Deverax said to the M ajor’s daughter. 3. The girls sur
rounded George saying th at they were glad to see him.
113
V III. Fill in the blanks with the definite or indefinite article where
required. Put the mark X where no article is necessary.
Some tim e ago ... short item was published in one of ... London
newspapers. It spoke about ... prize which had been taken ... little
too fast by ... local ruffian called ... little Jerry. ... five-pound note,
which was being shown in ... shop window of ... Great Y arm outh as one
of ... many prizes which were offered, during ... celebrations of ... 750th
anniversary of ... town, was taken ... week earlier. Somebody threw ...
brick through ... window and took ... note.
Two weeks later ... prize was won fairly by ... famous Johnson, twice
O lym pic cham pion.
IX. Translate the following sentences into English using infinitive
constructions.
1. Денри заставил Нелли двигаться по склону холма. 2. Ожида
ют, что Д ж ордж выиграет приз. 3. Вчера я купил несколько книг,
чтобы прочитать их во время отпуска. 4. Капитан Деверакс сожалел,
что он не приехал в Приду раньше.
X. Do one of the following assignments:
a) Make a short outline (not more than eight sentences) of the
text of Lesson 5 (see § 4 1 ).
b) Describe what you take with you when you go away for a holiday.
c) Give some facts from the text of Lesson 6 that impressed Denry
and Nellie.
Lesson Seven* The Seventh Lesson
шяшяшяшш/шявшшшшшшшшшшвш
REVIEW OF SOUNDS
• Table I • Table II
EXERCISE 1
1) Practise the sounds by pronouncing each word from 3 to 5 times.
2) Give the traditional spelling of the words in Tables I, 11.
PRELIMINARY TEXT
D R IV IN G TO TH E EAST END OF LONDON
115
чающим совершение какого-либо действия или процесса в наиболее
общем виде. Сравните с русскими словами — беготня, молотьба,
ходьба, катание и др. Герундий произошел от древнеанглийского от
глагольного существительного с окончанием -ing. В современном
английском языке он больше приблизился к глаголу и приобрел
глагольные свойства. Термин «герундий» взят из латинского языка,
где это слово означает «выполняю», «совершаю».
В русском языке такой грамматической формы нет. Ввиду отсут
ствия герундия в русском языке, он переводится на русский язык
различными средствами: именем существительным, инфинитивом,
деепричастием, глаголом в личной форме, придаточным предложе
нием. Способы перевода зависят от функции герундия в предложении.
1. Герундий образуется путем прибавления окончания -ing к
основе любого глагола за исключением модальных глаголов (сап,
may, must, etc.), которые не имеют неличных форм: asking (от корня
“ask”); spelling (от корня “spell”). По форме герундий полностью сов
падает с причастием I (причастием настоящего времени).
2. Формы герундия выражают время и залог.
Таблица форм герундия переходного глагола to w rite
A ctive Passive
116
I know about his havin'* w ritten a Я знаю о том, что' он написал
play. пьесу.
After having learned the truth about После того как Формалин узнал
Pyecraft Formalyn was extrem ely de правду о Пайкрафте, он был весьма
lighted. обрадован.
I don’t remember having helped Я не помню, что я помог сделать
make it. ( W . Saroyan) это. (В. Сароян)
She remembered having com e up Она помнила, что поднялась наверх,
stairs to take a bath. чтобы принять ванну.
His father,, too, admitted his son ’s Его отец также признал, что сын
having done a good job in painting. хорош о написал картину. (Из урока 7.)
б) Залог:
Когда действие, выраженное герундием, совершается над подлежа
щим (имеет пассивное значение), тогда употребляется герундий в
страдательном залоге (Passive Gerund). Как в действительном, так
и в страдательном залоге герундий может иметь формы Indefinite и
Perfect.
On being told that it was a danger Когда ему сказали, что ехать туда
ous place to go he s a i d ... (было) опасно, он с к а з а л ... (См. пред-
текст.)
George was pleased having been Д ж ордж был доволен, что ему дали
given the prize. приз.
Leonardo insisted on being appren Леонардо настаивал, чтобы его от
ticed to a painter. дали в обучение к худож нику (Из ур о
ка 7.)
117
УПРАЖ НЕНИЕ 1
118
See'nt is believing. Увидеть — значит поверить. (Анг
лийская пословица.)
Merely talking about the East End Ограничиться одними разговорами
is not enough. об Ист Энде недостаточно.
Drawing and painting were to be Рисование и живопись должны бы
come Leonardo’s main occupation. ли стать главным занятием Леонардо.
Studying problems of geography, Изучение проблем географии, аст
a str o n o m y ... occupied many years of р о н о м и и ... заняло много лет его ж и з
his life. ни. (Из урока 7.)
Сравните:
Nab was training for a race. Нэб тренировался для соревнований
в беге. (Личная форма глагола в Past
Continuous.)
Jack L ondon’s aim was seeing the Целью Дж ека Лондона было уви
London slums. деть лондонские трущобы.
Seeing is b elievin g. Увидеть — значит поверить.
The aim of Soviet scien tists is Цель советских ученых — изменить
changing nature and m aking her serve природу и заставить ее служить нуж
the needs of the people. дам (потребностям) народа.
119
Jack London insisted on driving to Д ж ек Лондон настаивал, чтобы его
the East End of London. отвезли в лондонский Ист Энд.
The cabman objected to taking Jack Извозчик возражал против того,
London to the East End. чтобы везти Д ж ека Лондона в Ист Энд.
Примеры из урока 7:
Leonardo insisted on being appren- Леонардо настаивал, чтобы его от-
ticed to a painter. дали в обучение худож нику.
But his father objected to Leonardo’s Но отец его возражал против того,
having anything to do w ith that profes- чтобы Леонардо имел что-либо общее с
sion. этой профессией.
5. Герундий в функции определения.
Герундий в функции определения употребляется с такими суще
ствительными, как: a r t— искусство, id e a — идея, мысль, method —
метод, intention — намерение, way — способ, feeling — чувство,
pleasure— удовольствие и др.
В функции определения герундий в сочетании с существитель
ным употребляется обычно с предлогами of, for, on. Когда герундий
употребляется с существительным, которое имеет общий корень
с глаголом или прилагательным, после существительного употребля
ется тот предлог, который ставится после соответствующего глагола
или прилагательного. Если соответствующий глагол требует прямого
дополнения, то употребляется предлог of.
Сочетание предлога с герундием в функции определения стоит
после определяемого существительного.
Перфектные формы герундия в функции определения не употре
бляются.
Denry hated the /thought of skiing Денри не выносил (не допускал и)
down the slope. мысли о том, чтобы спуститься на лы
жах по склону горы.
H ave I the pleasure of addressing Имею ли я удовольствие говорить
Mr. Scrooge or Mr. Marley? (Ch. Dickens, с мистером Скруджем или с мистером
“Christmas Carol” ) Мар леем? (Ч. Диккенс, «Рождественская
песнь»)
Не didn’t like the idea of sending Ему не нравилась мысль о том,
his son to a painter. чтобы отправить сына к художнику.
121
Tony began sk iin g when he was two Тони начал ходить на лыжах, ко-
years old. гда ему было два года.
My uncle continued sk iin g even at Мой дядя (дядюшка) продолжал хо-
the age of six ty . дить на лыжах даж е в возрасте 60 лет.
N ellie stopped skating after Captain Нелли перестала кататься на конь-
Deverax arrived at Pridoux. ках после приезда капитана Деверакса
в Приду.
. . . he began observing the real life . . . о н начал наблюдать реальную
of the capital of Great Britain. жизнь столицы Великобритании. (См.
предтекст.)
. . . he began fillin g his notebooks . . . о н начал заполнять свои запис-
w ith scien tific and artistic sketches. ные книжки заметками по научным во
просам и художественными эскизами.
( И з урока 7 .)
122
2) именная часть сказуемого существительное, инфинитив
H is aim is studying English. а) Его цель — изучение английского
языка.
б) Его цель — изучать английский
язык.
3) прямое дополнение инфинитив, существительное, придаточ
ное предложение
He likes sw im m ing. Он любит плавание (плавать).
I remember hearing about th is ar Я помню, что я слышал об этой
ticle. статье.
John denied h avin g told a lie to Д ж он отрицал, что он солгал своей
his sister. сестре.
4) предложное дополнение инфинитив, существительное, придаточ
ное предложение
He spends much tim e on reading. Он тратит много времени на чтение.
He talked of spending summer in Он говорил о том, чтобы провести
the south. лето на юге.
He was late for th e picture but in Он опоздал к началу картины, но
sisted on being adm itted to the hall. настаивал на том, чтобы его впустили
в зал.
5) определение существительное, инфинитив, придаточ
ное предложение
He had no intention of stayin g at У него не было намерения оставать
home that evening. ся дома в тот вечер.
The task of m astering English is Задача овладения английским язы
not easy. ком не легка.
6) обстоятельство деепричастие, придаточное предложение,
реже отглагольное существительное с
соответствующим предлогом
On (after) fin ish in g his work he Закончив работу, он пошел по
went for a walk. гулять.
Nab could not live a day w ithout Нэб не мог прожить и дня не тре
train in g. нируясь (без тренировки).
You may help me by exp la in in g Вы можете помочь мне тем, что
this rule. объясните это правило (объяснив это
правило).
On being left alone the child began Когда ребенка оставили одного, он
ry in g . начал плакать.
УПРАЖ НЕНИЕ 2
m
§ 5 7 . ЗАИМСТВОВАНИЯ ИЗ ГРЕЧЕСКОГО ЯЗЫКА.
СУЩЕСТВИТЕЛЬНЫЕ, ОКАНЧИВАЮЩИЕСЯ НА -1CS
В английском языке имеется ряд существительных, заимствован
ных из греческого языка, которые сохранили присущую им в этом
языке форму множественного числа, но которые в английском языке
обычно употребляются в значении имен существительных в един
ственном числе. К числу их относятся названия наук и учений, окан
чивающиеся на -ics, например: m athem atics, physics, mechanics, k i
nem atics, dynam ics, hydraulics, phonetics, optics, acoustics, dialectics,
politics, ethics, etc. Все эти греческие слова — математика, физика,
фонетика, диалектика, политика и др. — вошли в состав русского
языка и имеют форму единственного числа.
P honetics is taught in all language Фонетика преподается во всех язы-
institutes ковых институтах.
M athem atics is a very im portant Математика — очень важный раздел
branch of science. науки.
Dynam ics is a branch oi physics Динамика — раздел физики, кото-
that deals with matter in m otion and рый изучает движение материи в зави-
the energy that causes m otion. симости от действующих нанее сил.
Leonardo made important discov- Леонардо сделал много важных от-
eries in many branches of physics. крытий в области физики.
125
sculptor ['skAlpta] n скульптор
shadow ['Jaedou] n тень
e. g. The e a rth ’s shadow sometimes falls on the m oon.— Тень земли
иногда падает на луну,
sketch [sketj*] п эскиз, набросок
vaiue ['vaelju:] v ценить
е. g. We all value the achievem ents of Soviet scientists in the field
of physics.— Мы все высоко ценим достижения советских
ученых в области физики.
TEXT
• LEONARDO DA VINCI*
F ive C enturies Link an A rtist and a Spaceman
Th Mayor of Florence has sent the gift of a bound voU
ume ol notebooks of Leonardo da Vinei to Major Gagarin.
( News Item \ April I5t 1961)
126
Today the distance from Florence to Moscow is not so very great,
but between the life of Leonardo and th a t ? of spacem an G agarin there
exists a period of 500 years.
The period in which Leonardo da Vinci, the great Ita lia n painter
and scientist, lived was th a t which has come to be known in cultural
history as the Renaissance.3 It was an age of great discoveries. Of this
period Engels wrote: “...it was the greatest progressive revolution th a t
m ankind had so far experienced, a tim e which called for giants and
produced giants—giants in power of thought, passion and character,
in universality and learning.” 4
One of these giants was Leonardo. H is deep love for hum anity can
be seen in all his painting. Because of it, looking for the answers to
numerous questions connected w ith hum anity attracted him. Leonardo
da Vinci was not only a great painter but also a great m athem atician
and engineer. He made im portant discoveries in many branches of
physics.
Indeed Leonardo’s scientific interests are astonishing, for they in
clude m athem atics, mechanics, physics, astronom y, geography, geology,
anatom y, optics, and many other fields.
The Soviet people value the memory of Leonardo as one of the great
hum anists of the past.
Leonardo was born in 1452 in a small village near the town of F lor
ence. L ittle is known of his boyhood except legends. He was the son
of a Florentine lawyer who lived among the Tuscan foothills.® The rocky
paths of the countryside developed the boy’s body, and the lights and
shadows th a t played over the hills developed his im agination. He had
a keen eye, a firm hand and was deeply artistic.
Once as a young boy he lost his way in the m ountains and came
upon the entrance of a cave. In later years he wrote th a t two emotions
arose in him, fear and desire: fear of the darkness of the cave and desire
to see what was inside. Throughout his life he was led by these two
em otions— fear of the dark m ystery of life and desire to bring this mys
tery into the light, to study it, to explain its m eaning and to paint
its beauty. Early in life he said th a t he wanted to be an investigator,
a teacher and, above all, an artist.
Drawing and painting were to become Leonardo’s main occupations
throughout his life. His world-famous m asterpiece “Mona Lisa” hangs
in the Louvre.6
Leonardo insisted on being apprenticed to a painter. B ut his father
objected to Leonardo’s having anything to do w ith this profession.
He did not like the idea of sending his son to a painter. P ainters in
those days were looked down upon as inferior people. He wanted his
son to be a lawyer like himself.
One day Leonardo w ithout his fath er’s knowing it, painted upon
a piece of wood the blackness of the cave in which he had once been
lost and leaping out of it, a dragon w ith fiery eyes, wide open jaws and
nostrils w ith flames coming out of th em .7
On finishing the work, Leonardo asked his father to come into his
room. W ith true dram atic instinct he had half covered the window and
127
had placed the picture in such a position th at the light fell upon the
fiery dragon. Leonardo’s father stepped into the room, and the first
thing he saw was this horrible monster ready to jump at him. W ith
a cry he leapt back tow ards the door. “D on’t be afraid, F ath er,” smiled
Leonardo. “I t ’s only a painted dragon ”‘And then he added, “I see I ’ve
done a good job.”
His father, too, adm itted his son’s having done a good job in p ain t
ing. So in 1470 he apprenticed him to the famous Florentine painter,
sculptor and architect Verrocchio.
W hen Leonardo began his apprenticeship, he was eighteen years
old. Verrocchio, his m aster, was seventeen years older. Like Leonardo
he was interested in the sciences as well as in the arts. All art must
be based upon a geom etric p a tte rn .8 It must be concrete, it must have
not only length and w idth but depth. Verrocchio was one of the first
Italian artists to realize the im portance of perspective in painting. His
scientific a ttitu d e tow ards art influenced the developing genius of
Leonardo.
Verrocchio was a hard worker himself and kept all his apprentices
constantly at work. Yet Leonardo managed somehow to find tim e for
his scientific and his philosophic studies.
As a young boy Leonardo had been influenced by Toscanelli, the
n atu ra list, philosopher and m athem atician. Toscanelli’s theory about
the roundness of the earth started Columbus upon his voyage of discovery
a few years later.
• Leonardo invented labor-saving tools,9 he drew maps, he ob
served the flight of birds, he designed machines for transport, and he began
filling his notebooks with scientific and artistic sketches. Dozens of
them . And again and again, at the bottom of a sketch, he wrote: “This
is sim ple and good, but try to do b etter.”
This was to be his m otto throughout his life—good, but try to do
better.
S tudying problem s of geography, astronom y, physics, natural history
and engineering occupied many years of his life.
It is astronom y th a t has linked Leonardo and spaceman Gagarin.
G agarin found the sky to be dark, w ith the earth shining blue. Leo
nardo wrote: “Beyond the sun and us there is darkness and so the air ap
pears blue.”
Leonardo could observe the universe only w ith the naked eye, for
the telescope was not invented until the 17th century.
Now th a t man can travel in space he can see for himself how the
earth is constructed.10 W ith exploration comes understanding and Man
will thus have greater control over N ature.•
Notes
1. Leonardo da Vinci [J i^ 'n a id o u da 'vintfil — Леонардо да Винчи
(1452— 1519; один из величайших представителей итальянских ученых
и художников эпохи Возрождения)
2. between the life of Leonardo and that of spaceman Gagarin — между
128
жизнью Леонардо и жизнью космонавта Гагарина... (Местоимение
that употреблено для того, чтобы избежать повторения только что
упомянутого существительного life. В русском языке такая замена
невозможна.)
3. Renaissance [ra'neisansj — эпоха Возрождения, Ренессанс (Воз
рождение было широким культурным движением, зародившимся во
второй половине четырнадцатого века в Италии.)
4. “...it was the greatest progressive revolution th at m ankind had
so far experienced, a tim e which called for giants and produced giants—
giants in power of thought, passion, and character, in universality and
learning.” (Frederick Engels, “Dialectics of Nature”) — «Это был вели
чайший прогрессивный переворот из всех пережитых до того времени
человечеством, эпоха, которая нуждалась в титанах и которая поро
дила титанов по силе мысли, страсти и характеру, по многосторонности
и учености». (Ф ридрих Энгельс, «,Диалектика природы», Госполит-
издат, 1946)
5. Tuscan foot-hills ['tAskan 'futhilz] — Тосканское предгорье
6. the Louvre [lu:vr] — Л увр (музей в Париже, который является
одним из крупнейших в мире. В Л увре находится шедевр Леонардо
да Винчи — портрет Моны Лизы («Джоконда»).
7. a dragon ['draeganl with fiery ['faiaril eyes, wide open jaws and
nostrils with flames coming out of them — дракон с горящими гл аза
ми, у которого выбивается пламя из широко открытой пасти и ноздрей
8. a geom etric pattern — геометрическая фигура
9. labor-saving tools — инструменты, облегчающие труд
10. how the earth is constructed — как устроена земля
Jokes
Mona Lisa’s Sm ile
Sunset
Do the following exercises and then check yourself using the key.
I.* Translate the following word combinations into Russian:
1. The rocky paths of the countryside developed the boy’s body.
2. He had a keen eye, a firm hand and was deeply artistic. 3. Through
out his life; 4. Early in life he said th a t he wanted to be, above all, an
a rtist. 5. Drawing and p ainting were to become his main occupations.
6. Leonardo was influenced by Toscanelli. 7. H is scientific attitu d e to
130
wards art influenced the developing genius of Leonardo. 8. Leonardo
could only observe the universe w ith the naked eye.
II.* Translate into Russian the text of the lesson beginning with
the words: “Leonardo insisted on being apprenticed to a painter.” and
ending with the words: “I t ’s only a painted dragon.”
III.* In the following sentences use the gerund instead of the in
finitive. _ ,
1. Leonardo began to work on his picture of the dragon at the age
of 18. 2. He lik ed-tow alfcin the m ountains every morning. 3. He intend-
ed4&*go'to P aris for a long tim e. 4. He started-t(i p^airtf at the age of 20.
5. Leonardo liked to read books on art.
IV. Underline all thegerunds in thefollowing sentences and state
their form and function.
1. Do you object J o my corning.so e a rly j 2. Denry intended „sk a tin g '
on the sheet of ice near the hotel. 3. P ain tin g pictures became Leonardo’s
favourite occupation. 4. One morning after fimshttig^his work Leonardo
showed his father a picture of a dragon. 5. Leonardo's Greatest joy in
life was p ain fin g 'p ictu res. 6. Leonardo kept o n jftu a y m g problems of
physics and astronom y all his life. 7. Leonardo carried out his idea of
S tu d y in g art. 8. Leonardo told his father of having finished his picture.
- P -evj ’у Ф '- ь.
V.* Change the following sentences using gerunds instead of subor
dinate clauses. / / j -. j , -y / , ,
1. L ^ o n a rd b callea fiis la^fier wlW i/he^fiad finished his^picture. 2.
Before -his iatlier left the room a ^ e e d ^ J/j apprentice his son to a
painter. 3. Leonardo rem err]beredjha| hejia^-prom ised to do so. 4. Ver
rocchio did not mind ^haH L eort^rdo'stuped various subjects. lj.(jThiere
was little hope t h a f Leonardo wouicTbecome a lawyer. 6. When^he rl-
xeived the invitation,. Leonardo, jm m ed iately went to P aris. 7. Many
people were sure t h a f 4fe^WeuW<be-able to solve various scientific prob
lems.
VI.* Translate the words and phrases given in brackets using the
indefinite gerund. , ,, , , ,
I ' 'fa v(eiu\s
, ii;1. l^e went on (писать- к а р т и н Le^rj ardo was not afraid of (ry-
‘'лять 'e f6p^x)%i3. He liked (й^чаТ ь д)иику)7'4. Leonardo was success
ful in (решешф !Ц ю гй х'^ау^н ы х,'п роблем ). 5. Leonardo’s progress
depended on ie r ^ J работы). 6. He thanked his father for
'"(что’он отдал е щ в ооу^етиё художнику). 7. Leonardo became a p a in t
er instead of (чтобы' стать адвокатом). 8. He was interested in (чтобы
найти,новые факты в различных областях науки).
*\£ 1 < 1 1, да-* 4 £<• '< S
VII.* Translate the words and phrases given in brackets using the
perfect gerund. ■£'* If, ’ *'A
. fiCnf
J t *1 bad >U
1. You have no excuse for (что сделали эту работу плохо)". 2. I was
told of (что он напиеал очень интересную книгу). 3. Jphn could offer
5! 131
no excuse for (что'рй шел так рано по улице). 4,- Leonardo was very
much praised for (чтоУ|на'пйс!г!Й •Мск’&Ьькб ш'ёде&рКв)'. S'. He was able
to solve many scientific problem s thanks to (что он тщательно изучил
многие отрасли науки). ' h i j Ju isitif Л*лс1й(1 >it
**'.'.г• W f (о j '
V I!!.* T ranslate the following sentences into English using the
gerunjd. , j paA/vf~0< !v ' ,/ a '~u YJ
u
рам
ные языки. 4. В ^ ш и х ё ^ ^ п о д а " с ^ ^ д н я ^ с т Ц л я ^ т ^
POEM
• A 'SONG ABOUT M Y ^ S E L F
by ' John ' Keat s 1 (1795— 1821)
* * *
There 'w as a 'n au g h ty ~ \B oy, There 'w as a 'naughty "\B oy
A "naughty ,Boy was "he, And a "naughty ,Boy was "he.
He 'would not 'stop at _/hom e, He 'ra n a'w ay toJ/S cotland
He 'could not "quiet ,be — The "people for to ,see7—
Не 'took 'Then he _/found
In his 'K napsack2 T hat the ^/ground
A "Book Was as "hard,
'F u ll of ^ v o w e ls T hat a 'y a rd
And a 'sh irt Was as 'long,
W ith some towels— T hat a "song
A 'slig h t_ /c ap Was as J merry,
For "night ,caps — T h at a 'cherry
A 'h a ir ^ /b ru sh , Was as _^red —
"Comb 'd itto ,4 T hat 'lead
'New ^ S to c k in g s Was as ^/w eighty,
For 'old 'ones T hat 'four 'score8
W ould sp lit J O \ W as as "eighty,
This ^/K napsack T h at a 'door
'T ig h t a t ’s J b a c k Was as I wooden
He 'riv e tte d 5 ~\close As in "England —
And 'followed his 'Nose6 'So he 'stood in his _/shoes9
To the "North, And he ^ w o n d e r’d,
To the "North, He "stood in his ''shoes
And "followed his "Nose And he "wonder’d.
To the "North.
Notes
1. John Keats ['d 30n 'ki:ts] — Джон Ките (1795— 1821; англий
ский поэт-романтик, друг Байрона и Шелли. Сын конюха, он рано
осиротел и жил в бедности. Б урж уазная критика очень враждебно
относилась к его творчеству. Ш утливая «Песня о себе самом», напи
134
санная очень простым языком, выражает стремление юноши-поэта
к вольной жизни, к тесному общению о природой.)
2. knapsack ['naepsaek] — ранец, рюкзак
3. night cap ['nait 'kaepl — ночной колпак {Здесь ночной колпак
является символом мещанства.)
4. ditto ['ditou] — то же самое, тоже, также
5. rivet ['rivit] — заклепывать; зд. прикрепить накрепко
6. and followed his Nose — отправился куда глаза глядят
7. The people for to see — чтобы повидать людей (Измененный по
рядок слов и предлог for перед инфинитивом представляют собой поэти
ческую вольность, допускаемую в стихах.)
8. score [sko:J — два десятка, двадцать
9. So he stood in his shoes — И так он стоял (точно прикованный
к земле от изумления)
EXERCISE 1
a) Read the poem and translate it orally into Russian.
b) Learn the poem by heart.
c) Compare the poem with the Russian translation.
ПЕСНЯ О С Е Б Е САМОМ
* * * Джон Кит е
Жил мальчик озорной. Мальчишка озорной
Бродить ему хотелось. Ш атался как придется
Вздохнув, он шел домой, Ш отландской стороной.
А дома не сиделось. Смотрел, как там живется,
Взял книгу он, Увидел, что стебель
Полную Растет из зерна,
Строчек Что длина
И точек, Не короче,
Взял пару Не громче
Сорочек. Поют,
Не взял он Что и тут
Колпак; Те же вишни,
Ведь можно и так. Нет лишнего
В мешок — Хлеба,
Гребешок, И небо
И носки в порядке - Похоже,
Б ез дырки на пятке. И тоже
Мешок он надел Из дерева двери —
И вокруг поглядел, К ак в Англии!
На север, И тогда он застыл,
На север, Изумленный,
Побрел наугад, На месте застыл,
На север Изумленный.
Побрел наугад.
Перевод с английского Игн. Ивановского
135
§ 59. ОТГЛАГОЛЬНОЕ СУЩЕСТВИТЕЛЬНОЕ
Помимо герундия, в английском языке имеется отглагольное суще
ствительное (the Verbal Noun), которое такж е оканчивается на -ing.
Good beginn in gs make good endings. Хорошее начало дает хороший ко
нец. (Английская пословица.)
A b rillia n t achievem ent of Ioanni- Блестящим достижением Иоанисиа-
siani was the m aking of a large auto- ни было создание большого автомати-
m atic telescope. ческого телескопа.
One of the biggest and most talent- Один из наиболее талантливых спе-
ed sp ecialists in present-day astronom- циалистов в области создания астроно-
ical instrum ent-building. мических приборов.
Отглагольное существительное, хотя и образуется от глагола,
является обыкновенным отвлеченным существительным, которое не об
ладает никакими глагольными свойствами.
В отличие от герундия, отглагольное существительное обладает
только свойствами существительного.
1. Оно может употребляться с определенным или неопределен
ным артиклем, и за ним может следовать дополнение с предлогом.
2. Оно может иметь форму множественного числа.
3. Оно может определяться прилагательным.
Не обладая глагольными свойствами, отглагольное существитель
ное: а) не имеет формы времени; б) не выражает залога; в) не может
иметь после себя прямого дополнения.
§ 60. ГЕРУНДИЙ И ОТГЛАГОЛЬНОЕ СУЩЕСТВИТЕЛЬНОЕ
Сравните употребление герундия и отглагольного существитель-
ного в следующих примерах:
Герундий Отглагольное существительное
136
Продолжение
137
УПРАЖНЕНИЕ 1
§ 6 2 . ЗАИМСТВОВАНИЯ ИЗ ЛАТИНСКОГО Я ЗЫ КА
1. Прилагательные solar, lunar, stellar.
В эпоху Возрождения в Англии в английский язык проникло
много слов из латинского язы ка. В основном это были книжные заим
ствования. К числу таких заимствований относятся прилагательные:
solar — солнечный, от латинского прилагательного solaris (от sol —
солнце); lunar — лунный, от латинского прилагательного lunaris
(от luna — луна); stellar — звездный, от латинского прилагательного
stellaris (от stella — звезда).
138
Эти слова приобрели характер терминов, например: the solar
system — солнечная система; solar energy — солнечная энергия; lunar
mountains — лунные горы; lunar month — лунный месяц (период
времени от новолуния до новолуния); stellar light — звездный свет
(свет, исходящий от звезд); stellar m agnitude — звездная величина.
2. Латинским заимствованием является имя существительное neb
ula ['n eb ju b l — астрономический термин, означающий «туман
ность» — скопление звезд, находящееся на огромном расстоянии от
нашей Галактики. Существительное nebula во множественном числе
имеет форму nebulae ['nebjuli:], т. е. сохранило форму множествен
ного числа того языка, откуда оно заимствовано (латинского). В тексте
урока 17 мы встречаем это слово как в единственном числе Andro
meda Nebula — Туманность Андромеды, так и во множественном
числе — diffuse nebulae — диффузные туманности.
141
ident facing the press, sometimes better. ставители автомобильной компании Оы-
( Arthur H a ile y , “ Wheels” ) ли так же хорошо подготовлены, как и
президент Соединенных Штатов, когда
он встречается с прессой, а иногда да
же лучше. (А р т у р Хейли, «Колеса»)
(р. г men — public relations men — пред
ставители службы (сидела) информации
автомобильной компании; au to— auto
m o b ile — вд. автомобильный; U S — U n it
ed S ta tes— Соединенные Штаты)
142
5. Принятые в разговорном языке конкретные слова в научной
итехнической литературе употребляются в наиболее отвлеченных
значениях. Например: to fall out with — поссориться.
She fell out w ith her sister yes ter- Она поссорилась с сестрой вчера.
day.
144
4) При переводе предложений, в которых в страдательном залоге
употребляются глаголы переходные в английском, но соответствую
щие непереходным в русском: to follow — следовать за; to judge —
судить о; to approach — приближаться к; to refer — ссылаться на;
to act — действовать на; to influence — влиять на и некоторые дру
гие, сказуемое неопределенно-личного предложения стоит в действи
тельном залоге, а в самом начале предложения ставится соответствую
щий русский предлог:
This article has been often referred На эту статью часто ссылались.
to.
Work is followed by rest. За работой следует отдых.
He is not influenced by bad exam- На него не влияют плохие при-
ples. меры.
The body is acted upon by a force На это тело действует сила, кото-
that makes it move in a straight line. рая заставляет его двигаться по прямой.
«16
test Itest | и испытывать, проверять
unit | ' ju rm t| n единица
wonder ['wAndaJ n удивление, изумление
w. comb, no wonder (that) неудивительно
e. g. He was dead tired last night and no wonder.— Он вчера
смертельно устал, и это неудивительно.
No wonder th at he swims so well, he spent all his life on the
sea.— Неудивительно, что он так хорошо плавает, он про
вел всю жизнь на море.
Proper Names
Andromeda Nebula (aen'dromida 'nebjulaJ Туманность Андромеды
Galileo [(gaeli'leiou] Галилей
Ju p iter ['djurpita] Юпитер
• Consonant Combinations
a je t^ p la n e ; t h a n ^ t h e tops; a n d ^ t h e stars; since th a t^ 'la y ;
best _ designer; p r e s e n t-d a y ~
TEXT
Notes
1. Andromeda Nebula [aen'dromida 'nebjula]— астр. Туманность
Андромеды
2. precision instrum ents [p ri's^ a n 'm stru m an ts]— точные приборы
3. Mount W ilson O bservatory ['m a u n t 'w ilsn ab'zarvatri] — астро
номическая обсерватория Маунт Вильсона (в США)
4. Mount Palom ar O bservatory ['m au n t p a 'b m a rg b 'z a iv a tri] — астро
номическая обсерватория Маунт Паломар (в Калифорнии)
149
5. with a primary ['praim ari] mirror 975 millim etres in diameter
[dai'aemita] — с главным зеркалом диаметром в 975 миллиметров
6. stars of the 19th magnitude f'm aegnitju:d] — звезда 19-й вели
чины (Звездная величина — the magnitude of a star (star magnitude,
stellar magnitude) — мера измерения, характеризую щ ая яркость
звезды.)
7. an automatic system for marking the exposure [iks'pouga] time —
автоматическая система для отметки времени выдержки
8. direct photography in the primary focus ['praim ari 'foukas] —
прямое фотографирование в первичном фокусе (focal length ['foukal
ЧедЭ]— фокусное расстояние)
9. to take photographs in ordinary light and then in other parts
of the spectrum ['sp ek tram ]— фотографировать в обычном свете и
затем в других частях спектра
10. a highly developed industry capable of translating the dreams
of scientists into reality — высокоразвитая промышленность, способ
ная превратить мечты ученых в действительность
Proverbs
Jokes
When Did Socrates Live?
The teacher asked: “When did Socrates live?” After the silence had
become painful, she ordered: “Open your history book. What does it sav
there?”
P u p i l : Socrates, 469 В. C.
T e a c h e r : Now why did n ’t you know when Socrates lived?
P u p i l : W ell, I thought 469 В. C. was his telephone number.
A D elicate Question
Do the following exercises and then check yourself using the key.
I.* Translate the following word combinations into Russian:
I. in order to measure such incredible distances; 2. it is no wonder
th at our ancient ancestors watched the night sky; 3. Man could not foi
ever remain ignorant of the universe. 4. Men had to make instrum ents
for telling the tim e. 5. We reckon the new age of astronom y. 6. Man has
made great progress in learning about both the planet E arth and the stars
beyond. 7. The telescope enabled astronom ers to measure the velocities
of d istant galaxies. 8. It is very sim ple for the operator to switch the
telescope to any area and to point it at any star he wants, sim ply by
pressing a button. 9. Fixing the instrum ent in positon takes about three
minutes.
II.* Translate into Russian the text of the lesson beginning with the
words: “But such telescopes are not the o n ly ...” and ending with the
words: "... of progress, peace and happiness of M an.”
IV.* Translate the words and phrases given in brackets using the
indefinite gerund (A ctive or Passive). ^
1. The chief designer of the in s titu te likes (конструировать теле
скопы). 2. He insisted oij (чтобы "ему Ой Ли' эту работу).' 3. They were
not afraid of (прЬстуййт’ь к изучению новых областей пауки). 4. The
astronom er was fully determ ined to find a way of (увеличить мощнбсть
своего телескопа) so as to m agnify distant bodjes thousands of times.
5. The student ^was sure (что ответит' на вопрос)'правильно). 6. Н е
found a way (чтобы упростить ‘( simplify) конструкцию). 7. Не did not
think of (чтобы отказаться от своей цели). 8. They had no difficulty
in (определении' звездной величины) of* the interplanetary station.
9. They succeeded in (что достигли обсерватории без каких-либо по
терь). . . . .
V.* Use the nominative with the infinitive construction (complex
subject construction) instead of the subordinate clauses or the complex
object constructions (see § 42). f / , /
l r It w^s n q w n 'f f a f f i is j^ lfn ^ e r had designee] a new instrum ent.,
2. It V a s b e lj^ e rfJ h ^ t/d a liJe Q V as the first to use a telescope. 3. Eve-
" t уbddynexpectef^^he yfjurig engineer to design a new telescope. 4. It ,
was said th a t ne w is one of the best operators a t the observatory. 5. We
151
Expected the operator to come in th e evening. 6. It is known th at,th e ^
light year is a special u n it of distance in astronom y. 7. The op erato r'
' <s'aw the professor enter the observatory early in the evening. 8. We ex
pected the professor to make a new discovery th a t night.
I** , "U gty ; jp , • I < * i
VI.* T ranslate the words and phrases in brackets using the perfect
gerund (A ctive or Passive).
S Q y ie^scien tists, could measure incredible distances thanks to,
(ч^о-,им' д а л т ^ т с й 2. A few days ago I was told of (что*
о н 1Сконструировал1 н о ву и тел е ск о п ). 3 ^ T h e ^Qyiet astronom er was
very much praised for (4fo' ИзмериМ Ушвероятнйе гаСсУояния.Так тщ а
тельно). 4. The designer rem arked (ч¥б o|i ч и та ^ о б этой звезде^ в'ж ур-
” н^Ле). о. The scientist did not object to (ч'гб'бни'поднялись т'аУбьГсоко
'^ го р ь г). 6. They did not mind (что они провели ночь на чистом воздухе).
>/<••' - - ' - /
V II.* In the following sentences use the gerund instead of the infini
tive, insert prepositions where necessary.
1. Soviet engineers started to design precision instrum ents many,
years ago. 2. He likes to^work on rem ote control. 3. He began to de'sigri'
a new te|esco p £ Aso sensitive th a t if put up in Moscow it would be ca
pable-to-<Ietecf a” burning candle in V ladivostok. 4. He is never afraid
't o a ttac k new scientific problem s. 5. Soviet workers and engineers were
proud t o have produced m agnificent instrum ents.
h a p t jl.
V III. Fill in the blanks with definite or indefinite article where
required.
THE M YSTERY PLANET
• POEM*
• I 'SAW T H E E W EEP
by 'George ' Gordon Byron
(1788 1824)
I 'saw thee weep — the 'big 'b rig h t J tear
'Cam e o ’er th a t 'eye of blue;
And 'th en m e'thought it "did ap 'p ear
A 'vio let 'dropping dew;
I 'saw thee sm ile— the 'sa p p h ire ’s J blaze
Be'side thee 'ceased to shine;
It could not 'm atch the 'liv in g rays
T hat 'f ill’d th a t glance of thine.
WO R D S
cease [si:s] v переставать, прекращ аться
dew [d ju :] n роса
m ethought fmi'0o:t] поэт, мне казалось
sapphire ['saefaia] n сапфир
thee [5i:] уст. тебя (косвенный падеж от thou [Заи] ты)
thine [6ain] уст . притяжательное местоимение— твой
violet [ 'vaialit] п фиалка
EXERCISE 1
a) Read the poem aloud and translate ft orally into Russian.
b) Learn the poem by heart.
c) Compare the original with the Russian translation:
* **
Ты плачешь — светятся слезой
Ресницы синих глаз.
Ф иалка, полная росой,
Роняет свой алмаз.
Ты улыбнулась — пред тобой
Сапфира блеск погас;
Его затмил огонь живой,
Сиянье синих глаз.
_________ Перевод С. Маршака
* На пластинке урок 18.
155
§ 64. ГЕРУНДИЙ И ИНФИНИТИВ
Герундий и инфинитив имеют много сходных черт как именных,
так и глагольных.
Герундий и инфинитив могут выполнять в предложении одни
и те же функции. В этих функциях находят свое отражение их сход
ные именные черты.
Герундий Инфинитив
1. Подлежащее
Reading is useful. To read is useful.
2. Дополнение
I like reading. I like to read.
3. Именная часть сказуемого
H is greatest pleasure is painting. H is greatest pleasure is to paint,
4. Часть сложного глагольного сказуемого
He began reading. He began to read.
5. Определение
I like his way of reading scien tific He brought me an English book to
literature. read.
(Direct Object)
156
2. Герундий может иметь в качестве определения притяж атель
ное местоимение или существительное в притяжательном падеже.
I am pleased w ith his studying seriously.
I am pleased w ith George’s studying seriously.
157
to be capable ot — быть способным на
to be far from — быть далеким от (чего-л.)
to get used to — привыкнуть к
to be fond of — нравиться, любить
to be incapable of — быть неспособным на
to take part in — принимать участие в
to be interested in — интересоваться (чем-л.)
to pay attention to — обращать внимание на
158
Инфинитив после глагола to stop выступает в функции обстоя
тельства цели. Глагол to stop в личной форме служит простым гла
гольным сказуемым, выражающим действие — остановиться.
We met on our way home and Мы встретились по дороге домой и
stopped to talk. остановились (чтобы) поговорить.
УПРАЖНЕНИЕ 1
Переведите следующие предложения устно на русский язык.
1. Talking with the Soviet sailor was a real pleasure to the little
Spanish boy at G ib raltar. 2. He went on working w ith shining eyes.
3. On being given the souvenir, the boy jumped up and seized the Soviet
sailor’s hand. 4. He enjoyed holding the twenty-copeck coin in his hand
and looking at it. 5. He was surprised at my coming so early. 6. I suc
ceeded in getting him over the phone. 7. Ann insisted on going to the
lecture. 8. Pardon me for being so late. 9. Excuse my coming so late.
10. Excuse my being late.
§ 66. РА ЗЛ И Ч Н Ы Е ЗНА ЧЕНИ Я ГЛАГОЛА W OULD
Глагол would (форма прошедшего времени глагола will) употреб
ляется как вспомогательный глагол или как модальный глагол. Отри
цательная форма этого глагола would not, в разговорном стиле часто
стягивается в wouldn’t.
В беглой речи иногда употребляется сокращенная форма:
I ’d LaidJ=I would; y ou ’d lju :d J= you would; we’d lw i:d j= w e would, etc.
.159
3. К ак глагол, выражающий действия, повторявшиеся в прош
лом. В этом значении глагол would употребляется со всеми лицами
обоих чисел. На русский язык он переводится — бывало, обычно.
She would tell us fairy-tales till late Она, бывало, рассказывала нам
in the night. сказки до глубокой ночи.
Taggart lit his pipe and did what Таггарт закурил трубку и занялся
he would so often do la tely ... тем, что он так часто делал в послед
нее время...
They would take long w alks w ithout Они, бывало, совершали длитель
saying a word. ные прогулки, не произнося ни слова.
УПРАЖНЕНИЕ 2
УПРАЖНЕНИЕ 3
• Consonant Combinations
to g e t^ le tte r s ; a t ^ t h e tim e; s to o d ^ th e re ; i n ^ th e to w n ; a n d ^ t h e
driver; one la s t^ lo o k
TEXT
• L E T T E R S IN TH E MAIL
As a general rule, alm ost everybody likes to receive m ail, except
bills and probably nobody in the whole town of S tillw ater liked to
get letters in the mail more th an Ray Buffin. However, the fact was
that Ray received fewer letters in his box at the post-office than a n y
body else, fewer than some of the farmers who lived in the southern
part of the country.
“Dog bite it!” 1 Ray would say w ith a sad expression of his long
thin face when he took one more last look at his box and left the post-
office. At a tim e like th at his whole tall bony body7safifc* w ith disap
pointm ent. “No mail again this tim e, but I ’ve got a good feeling
deep down inside of me th at one of these days I ’m going to get some.”
It had been like th at w ith Ray Buffin alm ost all his life. He had
no living relatives to w rite to him , and because he had a habit of pay
ing cash for anything he bought in the stores he received no letters
from m erchants or threatening notices from agents. On the other hand,
however, once a month he did get a bill from the gas and electric com
pany, occasionally there was a letter from some candidate who was
running for a political office,2 and every Septem ber the country assessor3
mailed him a tax bill for the year.
At other tim es, perhaps as often as two or three tim es a month, Sid
Stoney, the postm aster, received a lot of advertising m atter 4 of some kind
for distribution, usually addressed to customers and inhabitants, and
Ray would get one of the bright envelopes in his box like everybody else
in town.
165
And, of course, since he had no relatives to correspond w ith and
did not know anybody outside of S tillw ater, he had no cause to write
a letter himself. The only exception had been once many years before—
he had been about th irty years old at the tim e—when he had w ritten
a letter to a young girl in town telling her how much he adm ired her
and saying how beautiful he thought she was. He had ended the letter
by asking her to marry him , and suggested their meeting, but he had
not received a reply.
Like a great num ber of other small towns along the Gulf Coast and
elsewhere, S tillw ater, which had a sawmill on the creek 5 and a popula
tion of about five hundred and fifty persons, was not situated on a
railroad or main highway, and mail was received and dispatched only
once a day.
Every afternoon, except Sundays, the bus from New Orleans stopped
in the tow n square in front of the post-office and the driver opened
th e door and threw out two or three m ailbags containing letters, maga
zines and packages. When the bus was running on tim e,6 it was usually
about four o’clock when it arrived, and a few minutes after th a t Sid
Stoney slam m ed the general-delivery and stam p window and began
sorting 1 the letters and p u ttin g them into the little glass-windowed
boxes.8
At th at tim e in the afternoon Ray Buffin always locked up his repair
shop, where he made a living repairing radios and alarm-clocks and
boy’s air rifles 9 and hurried, across the tree-shaded square to the post-
office. G ettin g as close as he could to his box, which was No. 4Й, he
would stand there w ithout saying a word anxiously w atching the little
glass window for an envelope, while Sid Stoney took his tim e about
sorting and d istrib u tin g the d ay ’s mail.
There was generally a loud hum of voices in the crowded room as
people joked and gossiped while they w aited, but Ray Buffin almost
never said a word as he stood there hopefully w atching for an envelope
in No. 42 until the last piece of mail had been distributed. F inally, when
Sid Stoney opened the general-delivery and stam p window with a loud
slam , which was the sign th at all the mail had been distributed, Ray
would take one last look at his box and then walk slowly across the square
w ith his th in face sad with disappointm ent.
“Dog bite it!” he would say to himself over and over again. “No mail
again this tim e.”
• Two of the younger men in town, Guy Hodge and Ralf B ar
h ill, who were always thinking of pranks to play on people, got to ta lk
ing one afternoon in the post-office after watching Ray Buffin wait
so hopefully for mail. They couldn’t look at Ray w ithout being struck
by his sad face, and decided th at they would send him a letter signed
w ith a fictitious name. Their pranks were always good-natured and were
never intended to harm anybody,
t. The way they planned the joke on Ray was like this. They would
tell everybody in the post-office to watch Ray when he received a letter
in his box, and then somebody would ask him in a loud voice if he had
m
received a love-letter from a girl. A fter th at somebody would snatch
the letter out of his hand and read it aloud for everybody to hear.
After buying a box of pink stationery at the drug-store,10 Guy and
R alf went around the corner to the telephone exchange where Grace
Brooks was a night switchboard operator.-11 She was busy answering
the phone calls. Guy and Ralf were sure th a t Grace would not mind
w riting the letter for them . 'J
Grace was a plum p bright-haired, elderly girl who had worked for
the telephone company since she graduated from high school.1? She
had remained single all those years, and because she lived such a lonely
life, operating the switchboard all night and sleeping during the day,
she was aware th at there was little opportunity now for her to meet
somebody who would be inclined to marry her.
At first, after Guy Hodge and Ralf B arnhill had told her what they
were planning to do and asked her to w rite the letter to Ray, because
they wanted it to be w ritten in a wom an’s handw riting, Gracie said
em phatically that she would have nothing to do with the scheme.
“That is cruel,” she told them shaking her head. She couldn’t im agine
doing a thing like th at.
“I would never do a cruel thing like th a t. Besides, I do not want
you to get anybody else to w rite it either— not to Ray B uffin.”
“But i t ’s only a joke, G racie,” Ralf tried to explain, “and i t ’s all
in fun. Everybody likes a harmless prank once in a while.” 19
“No! I t ’s too cruel!” she protested loudly, wiping a tear first from
one eye and then from the other. “I w ouldn’t do a cruel thing like th at
for anything in the world.”
“Come on, Gracie,” Ralf begged. “Be a good sport 14 and w rite the
letter for us. We won’t tell Ray or anybody else th at you w rote it. He’ll
never know. You won’t have to worry about th a t.”#
By Erskine Caldwell
Notes
1. Dog bite it! — Черт возьми!
. 2. who was running for a political o ffic e— который выставлял
свою кандидатуру на какой-либо политический пост (to run for—
выставлять свою кандидатуру на выборах)
3. the county assessor [бэ 'k au n ti a'sesal — податной чиновник
округа
4. advertising m atter I'aedvataizig 'maetal — рекламный материал
5. a sawmill on the creek — лесопилка на ручье (creek [kri:kj
амер. — ручей, приток реки)
6. on tim e — вовремя, по расписанию
7. slam m ed the general-delivery and stam p window and began
sorting — захлопнул окно для выдачи почты и продажи марок и
начал сортировать
8. the little glass-windowed boxes — маленькие ящики 6 застек
ленными окошечками
т
9. air rifle ['raifl] — духовое руж ье
10. A fter buying a box of pink stationery a t the drug-store — Купив
коробку розовой почтовой бумаги и конвертов в аптеке (Drug-store
( американизм) — аптека. В США в аптеках помимо медикаментов
продают: писчебумажные принадлежности, фотографические и галан
терейные товары, мороженое, фруктовые соки, прохладительные
напитки и т. п.)
11. a n ig h t sw itchboard o p e ra to r— ночная телефонистка
12. high school — так называется в США средняя школа
13. once in a while w. comb.— иногда, изредка
14. Come on, G rad e, be a good s p o r t— Послушай, Грейси, будь
молодцом
Jokes
Не Didn’t Mail It
“W h a t’s th a t piece of string tied around your finger for?”
“My wife p u t it there to rem ind me to mail a letter.”
“And did you mail it?”
“No, she forgot to give it to me.”
At the Barber’s
The much preoccupied professor walked into the barber’s shop and
sat in a chair next to a woman who was having her hair bobbed.*
“H aircu t, please,” ordered the professor.
“C ertainly ,” said the barber. “But if you really want a haircut would
you mind tak in g off your hat first?”
The custom er hurriedly removed his hat.
“I ’m sorry,” he apologized as he looked around. “I didn’t know there
was a lady present.”
168
correspond w ith his relatives? 4. W hat bills did R ay get once a month?
5. Who mailed Ray a tax bill for the year? 6 . How often was advertising
m atter sent to the post-office? 7. Among whom was this advertising m at
ter, as a general rule, distributed? 8 . Did Ray correspond w ith anybody
outside S tillw ater? 9. How did he end his only letter? 10. W hy was mail
received and dispatched only once a day in S tillw ater? 11. How were
m ailbags brought to S tillw ater? 12. W here, as a rule, did the bus stop?
13. At w hat tim e did the bus arrive at S tillw ater when it was running on
tim e? 14. W hat was Ray usually doing in his repair shop? 15. W ho
stood in the post-office hopefully w atching for an envelope in box No. 42?
16. W hy was R ay so hopefully w atching his m ailbox? 17. Who w anted to
play a joke on Ray Buffin? 18. W hat did the two young men decide to do?
4. Arrange the following into pairs of synonyms:
mail, to receive, reason, anxiously, to get into conversation, to get,
cause, post, eagerly, generally, to play a joke, to get to talking, usually,
to play a prank.
ASSIGNMENTS (LESSON 9)
Do the following exercises and then check yourself using the key.
I.* Translate the following word combinations into Russian:
I. who lived in the southern part of the country; 2. I ’ve got a good
feeling deep down inside of me; 3. It had been like th a t w ith R ay B uf
fin alm ost all his life. 4. He had no living relatives to w rite to him.
5. They mailed him a tax bill for the year. 6 . She lived a lonely life.
7. He had ended the letter by asking her to m arry him. 8 . w ith his th in
face sad w ith disappointm ent; 9. They got to talking one afternoon;
10 . somebody would snatch the letter out of his hand; 1 1 . she had re
mained single all those years; 12. She would have nothing to do w ith
the scheme. 13. I t ’s all in fun. 14. Sid Stoney took his tim e about so rt
ing and distrib u tin g the day’s mail. 15. she was aware th a t there was
little opportunity now for her to meet somebody who would be in
clined to marry her; 16. tree-shaded square.
II.* Translate into Russian the text of the lesson beginning with
the words: “Every afternoon, except Sundays, the bus from New O r
leans sto p p ed ...” and ending with the words: “... about sorting and dis
trib u tin g the d ay’s m ail.”
III.* Put the verb in the gerund form using a preposition where
necessary. (
1 . Guy Hodge was fond ... (to play) jokes on people. 2 . He had no
intention Г.. (to insult) R ay. 3. The young men had no difficulty
(to find) G rad e. 4. They insisted ^ a her (tfi help) them . 5. They did
not th in k ... (t 6 frurt) R ay ’s feelings. 6 . They w^pre proud .*./(to play)*'
a joke once in a while. 7. They were proud ..*. (to work out) Ше ^сЬёте.
8 . B ut they did not succeed ... (to carry out) th eir scheme. 9. Gracie
169
did not w ant to keep (to live) alone. 10 . She took the pleasure
(to write) a real love-letter. 11. She insisted (to^eeV Ray Buffin in
person. 12. R ay could not get used (to live) alone.
IV.* Translate the words and phrases given in brackets. Use the ger
und.
1. Ray was never tired of (ждать письма). 2. He left the post-office
w ithout (смотреть на кого-нибудь). 3. Guy and Ralf went to the drug
store instead of (чт*обы ^пб^тЙ'^омои). 4. Ray looked carefully at his
m ailbox before (чем Уйти с notaibi). b! Gracie had no intention of (на-"
e п й ^ а ^ Р е ю письмо). 6 . She said she would mail the letter after shs? h^d
finished Чпйсать его). 7. Gracie decided th at it was worth while (напи
сать письмо) to P a £ , S .,W h en Ray entered the telephone exchange,
Gracie stopped (отйёчатьУ the phone calls. 9. Guy asked Gracie to help ,
them by (написать пйсы&о) to R aj^ JO . Gracie objected to (Лодн1уФить)^
p n Ray. 11. They thought of (Ш х в а т^ ь * ™ 6Ьмо) out of his hand .and
/'(прочитать) it aloud. 12. Ray spent most of his tim e in (ре^н тй руя)
radios and alarm -clocks. 13. He had no opportunity of (получать) ^ny
letters from relatives. 14. At first Gracie had no intention of (напиСаткр
, a. letter to Ray. 15. But finally Guy and Ralf succeeded in (за ста вить/J
Ve'написать) a letter to Ray Buffin. 16. But she wrote a real love-letter
instead of (написать письмо) under a fictitious name.
'4Jr, Ltff.
V. Open the brackets and put the verb in the required tense.
1. Taggart^s cjiief (to promise) his wife to come home ^ r l y that
day, so he tto be) eager to catch the train. 2. .The chief (toTmow) t h a t .
Taggart (to be) a good journalist; he (to know) th at T a g g a ^ ^ to write)
the leader fo r^ im better than herhimself. 3. The chief (to be )1 sure that
Taggart (to^cloj anything he (t^rejll), him to do. 4. But Taggart (to be)
an honest journalist. 5. He (to sell) "his thoughts to other people long
enough. 6 . He (to fepl) th at he (n o t-H o be able) to do it any more.
'fCi" C((- J / Lc'f’
VI.* Change the following into indirect speech, using “suggest+
gerund”.
Model: “Let us study history tom orrow ,” said John.
L к hca, Jp b p .suggested.studying ^istory the next day, . w
- 1 . “LetTf? p lay a jo k e on R ay, said,Giify Hodge. 2 . “Let its go and
s e e /O r a d ^ ^ il e 's ^ e ^ i ^ ^ ^ t ^ t e le p h O T ^ e x c h a n g e ,” said Ralf. 3. “Let
us'sen d Ray a letter sign&f w ith a fictitious n am e/’ said Ralf. 4. “Let
us prepare a l e t t e r w ritten in a w om an’s handw riting,” said Guy.
VII.* Translate the following sentences into Russian, paying atten
tion to the infinitives.
1. Soviet rockets were the first to fly into outer space. 2. “I wonder
who is the next Soviet person to be launched into outer space?” said
my friend after reading a news item . 3. The first man to send a radio
telegram was the great Russian scientist Popov. 4. The first camera to
photograph the reverse side of the moon was a Soviet camera. 5. The
first atom ic station to be put into operation in the world was the Soviet
170
atom ic statio n at O bninsk. 6 . Sid Stoney was the last to leave the post-
office.
V III. State whether the “ing-form” is a gerund or a verbal noun and
what function it has in the sentences.
1 . There was a constant slamming of doors as people went in and
out at the post-office. 2. Ray preferred staying near his mailbox. 3. The
postm aster stepped forward, and helped the driver in unloading the bus.
4. I cannot im agine his doing such a thing. 5. After waiting half an hour
a t the post-office he went home. 6 . The postm aster hoped th a t Ray
would stop coming every day. 7. 1 cannot im agine his snatching the let
ter out of R ay’s hands.
IX.* Change tt^e subordinate clauses into gerund constructions.
1. When Rav en terad '^h e post-office, he went to his m ailbox. 2.
He was sorry th a t h e lia a n o t‘received any letters. 3. G racie remembered
th a t she had not answered R ay’s le tte r.Д , Therjj. were, no signs th at she
would w rite to R ay. 5. He had no hopes t h a t ^ e would "achieve his aim .
6 . Ray always locked his shop before he’ werrt to the post-office. 7. B oth
young men ad m itted th at they were wrong.
л . - ■■ . . ?
X. Fill in the blanks with the definite or indefinite article where
required. Put the mark X where no article is required.
; 1. In year 1959, fo rtL , first tim e since Uu terrible sum m er of 1941,
;.v well-known American novelist Erskine Caldwell visited Moscow.
2 . He said th a t for i/v la st eighteen years he had not been in touch with
Russian people, but impressions of those days were still vivid,
he was. so greatly affected by Uy ac tiv ity of tA p eo p le. 3. Erskine C ald
well added th at he had many friends am ong X Soviet w riters a t th a t
tim e. 4. At th at tim e he m a d e ^ first contact w ith M. Sholokhov.
5. He said he had met M. Sholokhov again short tim e ago in his home
town of San Francisco. 6 . He talked to M. Sholokhov for fk whole night
a t .w Mark Hopkins H otel. 7. .... meeting w ith ш famous Soviet w riter
was very friendly. 8 . E. Caldwell concluded 1k interview by saying th a t
he was looking forward to seeing .(^/excellent Russian w riter again one
of these days.
XI.* Change the following sentences so as to use “of+gerund”.
' ~ ( • /и ; П /• , t 'l
1. I thought I would come and see 'you .tomorrow’. 2. He was sure
he would do the work well. 3. We thought tijat^wb^vcjuld ^9 to th e coun
try on Sunday. 4. W hat dp y o u ,th in k you w ill'd o to n ig h t? — I don’t
know now. I thought I w o u ld 'w rite a letter to т у лbrother. 5^ Д here
aren ’t many copies of the book left. I th in k L°sWll go and buj^ one
tomorrow. 6 . She dream t th a t slje would become an engineer.
X U. Change the words in bold type of the following sentences into
“after+gerund” .
1 . When they bought the stationery, R alf and Guy went to see G ra
cie. 2. After the postmaster received the mail, he slammed the stam p
171
window and began sorting the letters. 3. After Ray sent a letter to G rad e,
he began to w ait for an answer. 4. After he took the last look at his box,
he walked slowly across the square. '<f
XIII.* Join the following sentences to make one sentence by using
the preposition “w ithout+gerund” . ^ J
1. Every dav Ray came home from the postT-pffice.He did not get
any letters. 2. Gracie hurt R ay ’s feelings. She 'dia hot think much about
it. 3. The postm aster slammed the door. He did not pay any attention
to the public in th e office. 4. Ray was a good-natured person. He did
not know it himself. 5. Ray was inclined to pay his taxes in tim e. He
did not receive any extra notices from the county assessor. 6 . Gracie
kept on working a t th e telephone exchange. She did not dream of m ar
rying anybody. 7. Sid Stoney never left the office. He did not dis
trib u te the m ail. 8 . Every afternoon the driver would throw out a couple
of m ailbags. He did not wait for Sid Stoney to come. 9. Many citizens
of S tillw ater lived in th e sm all town. They did not correspond with
anybody.
XIV. Use a word or word combination from the text in place of the
words^nd expressions in bold type.
1. Everybody without exception likes to receive mail. 2. I ’ve got
a good feeling th a t in a day or two I am going to get a letter. 3. He had a
habit of paying money down for anything he bought. 4. The person in
charge of the post-office received a lot of advertising m atter. 5. Ray
Buffin had no relatives to write to. 6 . The postm aster shut noisily the
stam p window. 7. Ray earned what was necessary for life repairing
radios and alarm -clocks. 8 . He stood and watched with hope. 9. Ray
would walk slowly across the square with a sad face. 10. She had not
mairied all those years. 11. There was no chance for her to meet some
body. 12. Gracie said em phatically th a t she would not take part in
the joke.
XV. Fill in the blanks with the prepositions or adverbs where
required. Underline the inserted words and put the mark X where no
preposition or adverb is necessary.
1. Jo h n K eats (1795— 1821) was one ... th e most progressive ro
m anticists ... his tim e. 2. The son ... a stable keeper, he lost his par
ents ... the age of fifteen, and was taken care of ... a relative who took
him away ... school and apprenticed him ... a village apothecary.
3. ... some tim e he studied surgery ... a London hospital, but gave ...
medicine to devote himself entirely ... poetry. 4. His first sonnet ap
peared ... 1816 ... the “E xam iner”, a radical magazine, and ... 1817
the first volum e ... his poems was published. 5. His poems were met
... hostile criticism ... conservative magazines, but the young poet
followed his p ath , living ... poverty and not com prom ising to the taste
... the aristo cratic and bourgeois public. 6. Taken ill ... consum ption
(туберкулез) he went ... Ita ly , he died ... Rome and was buried there.
7. K eats was influenced ... th e art ... ancient Greece and the Renais
172
sance. The th ird source ... his inspiration was N ature ... whose beauty
Keats was never tired ... singing. 8 . Like Byron and Shelley, K eats
adm ired the art ... ancient Greece, the Greek legends and myths.
9. His poem “A Song About Myself” is w ritten ... very plain language
and expresses the strivings ... a young poet tow ards a real life linked
... the undying beauty ... N ature.
XVI. Fill in the blanks with suitable words or word combinations
from the list below. Make any necessary changes.
1. The young man ... the letter from the table and looked at it hope
fully. 2. A ren’t you ... w ithout your parents? 3. Our m onitor ... in v i
tatio n cards when I entered the lecture hall yesterday. 4. The man was
not more th an tw enty-eight, bright-eyed and ... 5. We decided to
get back to the main highway while we still had an ... of finding it.
6 . Nab saw ... in the eyes of the tall bony old man. 7. We ... to go there
im m ediately. 8 . He did not know th at they were ready ... on him . 9. He
is a ... man and never has his dinner at home. 10. He was not inclined
... w ith her.
(idisappointment, good-natured, lonely, opportunity, single, to be
inclined, to correspond, to distribute, to play a prank, to snatch)
XVII.* Translate the following sentences into English using “would”.
1. He ответите ли вы (не будете ли вы добры ответить) по телефону
за меня. 2 . Когда Рей был молодым, он ходил купаться каждое утро.
3. Рей сказал, что он починит будильник на следующий день. 4. Гай
Ходж сказал, что он хочет подшутить (разыграть шутку) над Реем
во что бы то ни стало. 5. Рей обычно чувствовал себя очень одиноким,
когда он приходил домой после дня работы.
AD DITIONAL TEXT
LE TTER S IN TH E MAIL
(continued)
Suddenly, turning around and hiding her face, Gracie tried to keep her
eyes from filling with tears, but she was unable to keep them from strea ril
ing down her cheeks. It seemed like a lifetim e since she had received
a letter from Ray Buffin saying he adm ired her more than any other «irl
in the world and wanted to marry her. She had just graduated from
high school then and had started to work for the telephone company,
and since she was girlishly carefree 1 and had no thoughts about mar
rying any man at such a young age, she paid no atten tio n to the letter.
During all those years they had seen each other occasionally, but seldom
more than a polite greeting had passed between them , and each tim e
she saw Ray he looked sadder and more lonely. In recent years there
had been tim es when she wanted to run to Ray, throw her arms around
his neck, and beg him to forgive her for not answering his letter. If she
had answered his letter, they probably would have been married ali those
years,? and neither of them would be lonely now.
173
“Please, G racie,” Guy Hodge begged her. “Come on, Gracie, and
De a good sport and w rite the letter for us. If you don’t, we’ll have to
find somebody else to w rite it.”
“No!” She said quickly, w iping the tears from her eyes and cheeks.
“D on’t do that! 1 want to w rite it! I don’t w ant anybody else to do it!”
“T h a t’s the spirit, G racie,” 8 Ralf said, patting her on the shoulder.
“I knew you’d like a good prank. Now le t’s see what you ought to say
in it. I th in k you ought to tell him you’ve adm ired him for a long tim e
and th a t you’d like to become better acquainted with him. Then you
could say th at if he had no objection, you’d like to see him as soon as
possible and talk about a personal m atter th a t would be o f m utual in
terest. Let him think th at w hat you really want is to get m arried. Then
you can sign it with, any name you w ant to .”
“I th in k I know what to say,” she told them w ith a quick nodding
of her head. “Leave the box of stationery, and I ’ll w rite the letter to
n ig h t and mail it early tom orrow m orning.”
After they left the telephone exchange, Gracie cried for a long time.
L ate th a t night she wrote the letter to Ray Buffin, and the next morn
ing when she left the exchange, she mailed it at the po«t-office.
Guy Hodge and R alf B arnhill were w aiting in the post-office that
afternoon at four o’clock when Ray came in and stood in front of his box.
By th a t tim e a larger crowd than usual had gathered in the post-office
and, because everybody knew what to expect, there were knowing winks,
but scarcely a word was said.
Sid Stoney had not even begun to sort the mail th at had arrived on
th e bus from New O rleans when Ray saw a letter in his box. His eyes
blinked unbelievingly and he stared a t it through the little glass window
for a long tim e. After th a t, w ith a shaking hand he opened the box and
took out the p i W ’envelope. Turning it over in his hands, he went to
the corner of the room to read it.
H is hands were shaking more than ever when he opened the pink
envelope. As he began to read, the sadness of his long th in face disap
peared and he began to sm ile. After hurriedly reading the letter the
first tim e, he began reading it a second tim e, his lips slowly and care
fully forming the sounds of th e words. When he finished, his eyes were
blinking m istily 4 and he quickly drew the palm of his hand over his
face. Then, suddenly stuffing the letter into his pocket, he rushed out
of the post-office before anybody had a chance to say anything to him
or stop him .
As soon as they realized w hat had happened, Guy and Ralf ran af
ter him , calling to him to come back to the post-office. Instead, Ray
hurried around the corner to the telephone exchange. Gracie Brooks did
not usually come to work until six o’clock in the evening, but this time
she had been there since fouj; o’clock^ W hen Guy and Ralf ran inside,
G racie was sittin g at the switcftb‘8'arTd and Ray Buffin was standing
close beside her w ith the widest and happiest sm ile they had ever seen
on his face.
E vid en tly neither of them had yet said a word to the other, and
apparently they were too excited to realize or to care, th a t Guy and
Ralf were in the office w atching th e ^ ^ T h e little red and green lights
of the sw itchboard began flashing u rg ^ n f t^ a ^ p h o n e calls rem ained
unanswered and unconnected. R ay took G ra d e ’s hand in his. She re
sponded at once by snuggling her head against him while tears stream ed
down her cheeks.
Guy and R alf came out of the telephone exchange. Not a word was
said until they got to the street.
“How in the world did th a t prank tu rn out like it did?” Ralf asked
puzzled, as they walked back tow ards the post-office. “I was sure we
were going to have a big laugh a t Ray Buffin, 1 don’t understand what
happened. Do you suppose Grace Brooks signed her name by m istake?”
“She signed her own name, all right, and i t ’s my guess 5 it w asn’t
by mistake, eith er,” Guy said in a serious tone. “It looks to me like
both of them have wanted to get m arried for a long tim e but were afraid
of doing anything about it. I ’ll b"et^ffiey never would have done an y
thing about it if we hadn’t thought up th is letter-w riting joke.” 6
“I don’t mind having a joke fail once in a w hile,” Ralf said, shak
ing his head to himself, “but the next tim e we plan one le t’s be sure
i t ’s going to work out the way it ought to. We don’t w ant people to
start saying we’re not clever enough to play a good joke any more.”
“Somehow or other,” Guy said, “I ’m rather glad it turned out the
way it did. Every tim e I see Ray Buffin after this, I can th in k to my
self th at I did one good deed in life, because from now on nobody will
have to look at th a t sad face of his in the post-office every day. Besides,
if it hadn’t been for us, he never would have got the letter he must have
been w aiting for most of his life.” 1
B y Erskine Caldwell (abridged)
Notes
1. girlishly carefree ['g a :liJli 'к е э Д п :] — по-девичьи беззаботная
2. If she had answered his letter, they probably would have been
married all those years.— Если бы она ответила на его письмо, они,
вероятно, были бы женаты все эти годы.
3. That’s the spirit, Gracie! — разг. Вот и хорошо, Грейси!
4. were blinking m istily — мигали затуманенные слезами
5. and it ’s my guess — и я так думаю ...
6. ...they never would have done anything about it if we hadn’t
thought up this letter-writing joke.— ... они никогда бы ничего не
сделали в этом отношении, если бы мы не придумали эту шутку
с письмом.
7. Besides, if it hadn’t been for us, he never would have got the let
ter he must have been waiting for most of his life. — Кроме того, если
бы не мы, он никогда бы не получил письма, которое он, очевидно
(должно быть), ждал почти всю жизнь.
375
TEST PAPER No. 3 (A )
Send in Test Paper 3(A) only after the material of Lessons 7—9
has been studied thoroughly and all the assignments checked with the
keys.
I. Translate into Russian the text of Lesson 9 beginning with the
words: “The way they planned the joke on R ay ...” and ending with
the words: “G racie would not mind w riting the letter for them .”
II. Change the subordinate clauses into gerund constructions.
'Ц / t • L/C ’ i /
T E S T P A P E R No. 3 (B )
Test Paper 3 (B) is sent in only at the request of the teacher.
I. Translate into Russian the text of Lesson 9 beginning with the
words: “Two of the younger men in town ...” and ending with the words:
“...and were never intended to harm anybody.”
II. Change the subordinate clauses into gerund constructions.
1. Leonardo’s father never thought th a t his son would become an
artist. 2. Ray was pleased th a t he had received a letter. 3. She adm itted
th a t she was wrong. 4. The young painter was proud th at his pictures
had been shown to so many people.
III. Translate the words and phrases given in brackets using gerund
constructions.
1. He was successful in (разрешении многих трудных проблем).
2. Ioannisiani is busy (подготавливая новый проект) of the largest
telescope in the world. 3. They were proud of (что они преодолели все
трудности).
IV. Use the complex subject construction instead of the subordinate
clauses.
177
1. It was said th at Leonardo was one of the best pupils of Verrocchio.
2. It was expected th at Leonardo would become a great artist. 3. It is
known th a t Leonardo invented labour-saving tools.
V. Change the following into indirect speech using “suggest+gerund”.
Make all the necessary changes.
1. “Let us see the picture tom orrow,” said Mary. 2. “Let us distribute
the letters at once,” said the postm aster. 3. “Let us leave him alone,”
said Guy. 4. “Let us put off the m eeting till F rid ay ,” the m onitor said.
VI. Put the verb in the gerund form using a preposition where
necessary.
1. I think I can avoid ... (to write) an answer im m ediately. 2. They
had a chance ... (to surround) the enemy. 3. There’s no question ... (to
go) through the vast forest. 4. The doctor nodded silently ... (to say)
a word.
VII. Open the brackets and put the verbs in the required tense (Active
or Passive).
The new radio-telescope which (to design) this year at the Lebedev
In stitu te of Physics is one of the biggest in the world. It (to have) a
parabolic reflector 22 metres in diam eter. It ( to design) to receive radia
tions from cosmic sources—sun, stars, moon and other heavenly (не
бесных) bodies. The radio-telescope (to fix) in position sim ply by press
ing a button. The operation of the telescope and the recording of obser
vations (to carry out) in the main cabin, which (to mount) on a rotating
base. The first observations (to be) successful.
VIII. Fill in the blanks with the prepositions or adverbs where re
quired. Underline the inserted words and put the mark X where no pre
position or adverb is necessary.
1. Guy and Ralf thought ... playing a joke... Ray Buffin. 2. They
asked Gracie to w rite a letter ... R ay, telling him th at she would b e '
happy to meet ... him and th at all those years she had been ... love ...
him. 3. They intended to send him a love-letter ... a girl signed ... a
fictitious name. 4. They d idn’t want to harm Ray, they thought ... doing
it ... fun.
IX. Translate the following sentences into English using “would”,
1. Гай Ходж пытался поговорить с Грейси, но та не хотела ничег
слушать. 2. Что обычно делал Рей в то время, как Сид Стоуни распре
делял почту? 3. Грейси кивнула и сказала, что она напишет письмо
Рею. 4. «Самое хорошее для нас — это уйти»,— сказал Рей Ралфу.
5. Не будете ли вы любезны отправить мое письмо?
X. Do one of the following assignments:
a) Translate the following sentences into Russian:
The universe is ever bringing man face to face w ith new and differ
ent problems. B ut man never gives in.
178
Astronom ers apply spectral analysis to decode (расшифровать)
stellar spectra and find answers to unsolved problems. The spectra of
stars are rightly called their “identification cards” («удостоверения
личности»). A spectrum tells us the s ta r’s lum inosity, and, therefrom ,
its distance, it tells us its chemical com position, tem perature, rate of
motion (движение) and a great deal more too.
b) Write a short biography of some painter or sculptor.
c) Give some reasons explaining why Guy and Ralf wanted to play
a prank on Ray Buffin,
Lesson Ten The T e n t h L e sso n
180
Geographical and Proper Names
the great revolutionary genius [5a 'g reit /e v a 'lu ijn a r i ^d sin jas]
anniversary [yaeni'va:sari]
outstanding [aut'staendirj]
the Communist International Congress
[бэ 'kom junist ^nta'naejanal ^korjgres]
Daily W orker ['deili -\w a:k a]
a delegate [a 'deligit]
my outstanding recollection [mai aut'staendir) /e k a 'le k ja n ]
a typical Clydeside worker [9 'tipikal 'klaidsaid ~^,wa:ka]
the co u n try ’s war-ravaged economy [За 'kAntriz 'worraevidsd Гкэпагш!
to express adm iration for [tu iks'pres ,aedm a'reijan fa]
bourgeoisie [ybua 3wa:'zi:]
execution [,eksi'kju:Jan]
• Consonant Combinations
TEXT
181
The cap italists viewed him w ith vicious hatred; the w orld’s oppressed
regarded him w ith hope and affection.
Yet he was quite w ithout any kind of superiority.
He had a real kindly and com radely approach to workers and peas
an ts.
He understood them so well and could talk to them in the language
they understood.
U N SE L F ISH
I was a typical Clydeside worker — a delegate from the Clyde Work
e rs’ C om m ittee— but he met me like a sim ple, generous comrade and
not as a very im portant personage 3 at all.
He gave little or no thought to himself. All his thoughts were directed
tow ard the welfare of others, not only in the larger sense of em ancipating
the working class, but toward those around him, who, like himself, were
suffering severely from the shortages of food and clothing.
How concerned he was to see th at the children were cared for and
th at those in need got atten tio n .
At the same tim e he carried on his shoulders a trem endous burden
of responsibility.
There were the battles still raging on the various fronts against
the interventionists who had launched war against the young Soviet
State.
ONE “L U X U R Y ”
There was the b attle on the home front to restore the country’s war-
ravaged economy.4
In Moscow he lived in the most modest comfort sharing the hard
ships of his people.
The only “luxury” I noticed in the bedroom and sitting-room he
occupied was a little m irror from a powder com pact.
His wife Krupskaya looked after him like a mother.
Much of his genius lay not only in the fact th at he had a profound
understanding of M arxism and the clearest vision of how the revolutionary
struggle should be conducted— he was able to make his listeners feel
as he felt.
He projected this sense of conviction whether he was talking to you
man to man or addressing a thousands-strong mass gathering.^
HIS BRO TH ER
W hen you were w ith Lenin, you couldn’t think about anything
else but the R evolution. Somehow it w asn’t possible to talk about him
or to express ad m iration for his life or work as you m ight do w ith other
leaders.
1 recall his voice, rich and penetrating w ithout being m usical, and
his piercing eyes which went right through you, and how he used to beam
at me across the discussion table.
One of the things which had a terrific effect on Lenin was the execu
tion of his elder brother.
182
The boy had been a member of a revolutionary terrorist organization
which attem pted to assassinate the Tsar.
Lenin realized th at individual actions of this kind, however heroic,
seldom produced good results.
And as he said to his mother: “We will find a better w ay.”
Perhaps the greatest lesson he taught me was th at every social and
political question should be judged from the standpoint of whether
it advanced the interests of the working * class or the bourgeoisie.
He taught me, too, th at no revolutionary could stand aside from
any aspect of social and political life and say he was too pure to have
his skirts besm irched.6
I was a pretty tough sectarian worker from Clydeside 7— fresh from
the factory and the m ilitant industrial struggles of the war years.
I had nothing but contem pt for the place-seekers and opportunists,
and disdained P arliam entary struggle.
MEMORIAL
But it gradually penetrated we should not have allowed the opportun
ists and place-seekers to take over complete control of P arliam entary
activ ity . We should have taken part in the P arliam entary battle.
We did a great service 8 to the working class by setting in m otion
the shop stewards’ movement on Clydeside.9
Lenin made me realize we also did a very great disservice by our
sectarian attitu d e to elections and P arliam entary activity.
His greatest living memorial is the Socialism being built over the
vast Soviet Union and beyond this—his 90th anniversary.
B y W illiam Gallacher
С D aily Worker”, Friday, A pril 22, 1960)
Notes
183
2. a man whose whole mind and being — человек, у которого весь
'его разум и все его существо
3. a very important personage ['paisnidg] — исключительно выдаю
щ аяся личность
4. the country’s war-ravaged economy — подорванное войной на
родное хозяйство (экономика страны)
5. Не projected this sense of conviction whether he was talking to
you man to man or addressing a thousands-strong mass gathering.—
Он передавал это чувство убежденности независимо от того, гово
рил ли он с одним человеком или обращался с речью к многотысяч
ному митингу.
6. to have his skirts besmirched — запятнать свой подол
7. I was a pretty tough sectarian worker from Clydeside.— Я был
довольно упрямым сектантским рабочим из Клайда. (Здесь Галлахер
имеет в виду сектантскую тактику «левых» коммунистов, которых
В. И. Ленин подверг исчерпывающей критике на втором конгрессе
Коммунистического Интернационала. См.: В. И. Л е н и н . Тезисы
об основных задачах второго конгресса Коммунистического Интер
национала. Полн. аэбр. соч., т. 41, с. 197—201; т а м ж е : Речь о
вхождении в Британскую рабочую партию 6 августа, с. 260—267.)
8. We did a great service — Мы принесли большую пользу
9. the shop stewards’ movement on Clydeside — движение фабрич
ных старост в районе Клайдсайд (Движение фабричных старост пред
ставляет собой рабочее движение в Англии, получившее большой
размах в период первой мировой войны, 1914— 1918 гг.
Фабричные старосты, избиравшиеся рабочими, объединялись в
фабрично-заводские, районные, городские комитеты. Во время пер
вой мировой войны фабричные старосты возглавили ряд значительных
выступлений рабочих против империалистической войны и за улуч
шение жизненных условий рабочих. Особенно активно выступали фаб
ричные старосты в Шотландии, где Галлахер был одним из руководи
телей движения. В 1921 г. многие организации фабричных старост во
главе с Галлахером вступили в Коммунистическую партию Велико
британии.)
ORAL EXERCISES ON THE TEXT OF LESSON 10
1. Read the text of the lesson aloud.
2. Translate the text orally into Russian.
3. Answer the following questions.
1. W hat was W. G allacher in 1920? 2. W hy did W. G allacher come
to th e Soviet Union in 1920? 3. W hat was the greatest lesson Gallacher
learned during his visit to the Soviet Union at th at time? 4. W hat battles
were still raging in the young Soviet S tate during the tim e of the Commu
nist In ternational Congress in 1920? 5. Why did W. G allacher decide to
take part in the P arliam entary b attle in England? 6. W hat did W. G al
lacher and his comrades do for the working class on Clydeside? 7. When
was W. G allacher’s article published? 8. On what occassion was Galla-
cher’s article published? 9. When was the article “The G reat Lesson
Lenin Taught Me” w ritten?
184
ASSIGNMENTS (LESSON 10)
Do the following exercises and then check yourself using the key.
I. Translate the following word combinations into Russian:
I. the great revolutionary genius; 2. The w orld’s oppressed regarded
him w ith hope and affection. 3. a profound understanding; 4. the coun
try ’s war-ravaged economy; 5-the c le a re st vision of how the rev o lu tio n ary
struggle should be conducted; 6. He tau g h t me, too, th a t no revolu
tionary could stand aside from any aspect of social and political life.
II. Fill in the blanks with the definite or indefinite article where
required. Underline the inserted article and put the mark X where no
article is necessary.
WILLIAM GALLACHER
1. W illiam G allacher, ... metal worker, wa? born on Decem ber
25th, 1881, in Paisley, Scotland. 2. At ... age of ten he began working
as ... messenger boy for ... shop. 3. He became ... apprentice brassfinisher
(латунщик) and on finishing his apprenticeship, joined ... trade union.
4. In 1904 he joined ... Social-D em ocratic P a rty , which became ... B rit
ish Socialist P arty in 1911. 5. From ... first days of ... October evo
lution G allacher had been ... staunch defender o f ... USSR. 6. He attended
... Second Congress of ... Com m unist International in 1920, representing
... revolutionary current of ... Shop Stewards and polemised with
V. I. Lenin on ... question of ... participation of ... Com m unists in
P arliam ent. 7. V. I. Lenin referred to G allacher in “Left W ing Com mu
nism”, as ... comrade “im bued * w ith noble proletarian hatred for the
bourgeois-class p o liticians”. 8. G allacher had been arrested and put
into ... prison several tim es. 9. He was elected candidate to ... presidium
of ... Com munist International a t ... 7th W orld Congress in 1935.
10. W illiam G allacher had been ... H onorary Life Member of ...C en tral
Com m ittee o f ... Com m unist P arty of G reat B ritain to ... end of his days.
IN.* Translate the following article from English into Russian.
Check youi translation with the key.
185
one of the most popular Soviet actors. 5. In order to create this most
complex stage and screen role, the actor had to work w ith the greatest
persistence for many years. 6. In the first place he consulted people who
had seen Lenin alive and talked to them . 7. He looked at old newsreels
in which Lenin appeared, worked for hours at the Lenin Museum and
the Museum of the R evolution and atten tiv ely examined portraits and
sculptures of Lenin. 8. The actor had a difficult job to achieve as close
a likeness as possible, he had to portray Lenin as he had remained in
people’s memories. 9. There is no need to give an evaluation of Maxim
S h trau k h ’s acting. 10-. This has been done by millions of film-goers in
many countries. 11. The Lenin Prize which he has received for his
acting as Lenin in the film “Stories about Lenin”, is the highest possible
evaluation of his artistry.
(From the article “M axim Shtraukh
as Lenin”, “Moscow News”, Wednesday, M ay 13, 1959)
IV. Fill in the blanks with prepositions or adverbs where required.
Underline the inserted words and put the mark X where no preposition
or adverb is necessary.
• FABLE*
• TH E BUNDLE OF STICKS
Union Is Strength
WORDS
E X E R C IS E 1
188
§ 68. ПРИЧАСТИЕ. ОБЩИЕ СВЕДЕНИЯ
PRELIMINARY TEXT
JO H N AND MARY MARCH FOR PEACE
M anchester was w aiting for its peace marchers.* The peace m arch
ers started out very early in the morning. Some had been given a flag
or placard by th e peace com m ittee. Many others had made th eir own.
S till others had been told to get fresh plackards w ritten. Having reached
the railw ay station, Jo h n and Mary met some other young workers from
th eir factory. Being a member of the Trade-Union C om m ittee, Jo h n
was also one of the organizers of the march. Having been introduced
to the chairm an of the local peace com m ittee, J o h n discussed several
m atters w ith him before going back to join M ary. Surrounded by a whole
group of young people, she waved and called to him. They had begun
singing. The peace marchers made th eir way through the streets with
gay flags waving in the fresh spring breeze. The march continued for
many hours with columns stretching for miles along the streets leading
to the centre, where a mass meeting was to take place. From early morn
ing till late at night the m arching people shouted slogans of peace for
the peoples of the world.
* * *
183
The cup lay broken into a thousand Чашка лежала разбитая на тысячу
pieces. кусочков.
The lecture delivered by the famous Лекция, прочитанная знаменитым
physicist was very interesting. физиком, была очень интересной.
A ctive Passive
P articip le 1
Indefinite writing being written
Perfect having written having been written
P articip le N
Indefinite written
190
Отрицательная частица not ставится перед причастием: not w rit
ing, not having w ritten, not being w ritten, not having been w ritten.
В дальнейшем изложении для краткости форма P articip le I In
definite будет называться по-русски причастие I; форма P articip le I
Perfect — перфектное причастие.
УПРАЖНЕНИЕ 1
191
§71. КАТЕГОРИЯ ЗАЛОГА
УПРАЖНЕНИЕ 2
Составьте предложения с пассивными причастными оборотами,
используя подстановочные таблицы:
Таблица I
Т а б л и ц а II
7 К , 2337 193
W h ile w a lk in g in the forest, they Г ул яя n o лесу, они слуш али, как
listened to the bird s singing in the trees. поют птицы на дер ев ьях . (Когда они
гуляли по л ес у ...)
W hen c hecking the test papers, the П роверяя контрольны е работы, пре-
teacher u n d e rlin ed the m ista k e s. подаватель подчеркнул ошибки.
195
D r. Du Bois sp en t a few m o n th s, Д октор Д ю буа провел несколько
g o in g in to d e ta ils concerning the pro ject- м есяцев, знаком ясь с подробностями
ed E ncyclopedia A frican a. проектируем ой А ф риканской энцикло
педии. ( И з урока 11.)
УПРАЖНЕНИЕ 3
УПРАЖНЕНИЕ 4
УПРАЖНЕНИЕ 5
Составьте устно предложения с причастными оборотами, исполь
зуя подстановочные таблицы:
196
Таблица I
Таблица II
reading re g u la rly
w ritin g c orrectly
S tu d e n ts get good results.
answ ering questions on the w ith o u t
te x t in E n g lish m istakes
УПРАЖНЕНИЕ 6
УПРАЖНЕНИЕ 7
§ 76. ИНВЕРСИЯ
Изменение обычного порядка слов в предложении называется
инверсией (inversion) (от лат. in v e rsio — превращение, перемена).
Инверсия служит для придания высказыванию большей выразитель
ности путем выделения тех членов предложения, которые должны
привлечь к себе особое внимание слушателя или читателя.
Перестановка подлежащего и сказуемого в утвердительном пред
ложении происходит в тех случая*х, когда предложение начинается
одним из обстоятельственных слов:
never — никогда in vain — напрасно
h a r d ly —-едва n e ith e r — так ж е не
seldom — редко no sooner ... (than) — как только; не
o n ly — т о л ь к о успел ... к ак
not only — не т ольк о little — мало
scarcely ... w hen — едва ... когда then — тогда
198
С этими обстоятельственными словами предложения строятся
следующим образом:
1. Если в состав сказуемого входит вспомогательный или модаль
ный глагол, то он ставится перед подлежащим.
Never before have we know n such an Н икогда раньш е мы не знали такого
o u tstan d in g scientist. вы даю щ егося ученого.
L ittle could he do under? the c ir Он мало что мог сделать при этих
cum stances. обсто яте л ьст ва х .
Seldom has she felt so pleasedl Редко бы вала она так довольна!
Never has he lost th is lig h t. Н икогда не т ер я л он этой путе
водной звезды . (И з урока 1J.)
УПРАЖНЕНИЕ 8
Дополнение
It w as a t h is in v e n tio n th a t the Именно над своим изобретением
g re at sc ien tist P opov w orked in K ron- вели ки й ученый Попов работал в Крон-
s ta d t for m any years. ш тадте в течение многих лет.
Обстоятельство места
It w as in K ro n stad t th a t the g re a t Как раз (именно) в Кронш тадте
sc ien tist Popov w orked for m any years. великий ученый Попов работал в тече
ние многих лет над своим изобретением.
Обстоятельство времени
It w as for m any years th a t the g re a t И в течение многих лет великий
sc ie n tist Popov w orked a t his in v en tio n ученый П опов работал над своим изобре-
in K ro n sta d t. тением в К ронш тадте.
УПРАЖНЕНИЕ 9
У П Р А Ж Н Е Н И Е 10
TEXT
W ILLIAM DU BOIS, HOLD ER
OF TH E L E N IN PEACE P R IZ E »
The 23rd of F ebruary, 1963, is a mem orable one, for it marks the
ninety-fifth b irthday of W illiam Du Bois, outstanding Negro scientist
and w riter, holder of the Lenin Peace Prize.
H aving been offered to direct the project of the G reat Encyclopedia
Africana, Du Bois left for Ghana to tak e charge of th e work. He is direc
tor of the Encyclopedia Africana sponsored by the Ghana Academy
of Sciences.
In New E ngland’s ? heart, in 1868, just three years after Lincoln 3
was m urdered, a brown child was born— the son of .poor w orking people,
and the great-grandson of a veteran of the R evolutionary W ar. H av
ing com pleted his education, Du Bois dedicated him self to the libera
tion of his people. He was tw enty-five years old then._H e swore to him
self th a t he would make a nam e in lite ratu re and in science. He w rote
in his diary th at he w anted to be a man w orthy of his people and his
fathers.
The liberation of the Negroes being one of th e most im portant aim s
of progressive Am ericans, Du Bois swore th a t he would fight for his
people to the end of his days.
Du Bois never grew old. When past sixty he would run up the stone
steps of the college where he tau g h t, because, having reached the top
of th e building, he was rewarded w ith a view of lovely flowers.
W hen he was eighty and aw ay on a lecture to u r,4 hfe w rote to his
wife th a t, being very busy, to his keen regret, he was not able to visit
the circus th a t had come to town.
W hen travelling, he did n ’t like to have his suitcases packed by
anyone, he always w anted to do things him self and never w anted other
people doing things for him . He d id n ’t like to bother other people.
203
W hen he was near n inety, one of his friends saw him sittin g on a
piano bench w ith a seven-year-old girl— whose feet did not reach the
floor—singing m errily a folk-song about old M acDonald and his farm.
A jo urnalist who was a t th e airp o rt, a couple of years ago, seeing
th e D octor and his wife off to G hana, where Dr. Du Bois was to take
charge of a projected Encyclopedia Africana, asked th e Doctor how many
volum es he had projected and how long the task would be. “Ten volumes,
I th in k ,” said the Doctor and then he added w ith a smile, “and about ten
years per volum e.” Then, as th e crowd of people watched Dr. Du Bois
and his wife boarding the plane, they noticed how lively he walked up
th e steps.
The essence of his life,5 as w riter, thinker, educator, and organizer,
has been th e call for peace— peace w ithin nations and among nations.
“I believe th a t W ar is M urder,” he w rote in his “Credo” 6 in 1904. Being
a progressive-m inded scientist, he recognized the irresistible logic of
Socialism 7 six ty years ago. Du Bois insists th a t im perialism is evil,
th a t racism is vile, th a t world w ar is not inevitable.
D u Bois w rites w ith ease, but his m anuscripts show th a t he does
so w ith great care. Each sentence is scrutinized and there are many
pencilled alteratio n s. Knowing exactly w hat he w ants to say, he is an
a rtist a t saying it. So he takes great care choosing his words.
Du B ois’s passion has been Ju stic e. It is th is passion th a t brought
Du Bois to Socialism sixty years ago. Never has he lost this light.8
H is learning and all his experience led him , in his latest period, to the
decision of becoming a member of th e C om m unist P a rty .
D r. W . E. Du Bois received messages from the whole world, greet
ing him on his 95th birth day. In his answer to a message from the C hair
man of the Com munist P a rty of th e U nited S tates, sent on the occasion
of his 95th b irth d ay , Dr. Du Bois wrote: “I rejoice th a t my efforts have
not been in v ain , th a t younger, stronger feet are steadily going forward—
th a t louder voices are being raised, th a t young eyes are catching the
vision and th a t a Peaceful W orld w ithout slavery, poverty and oppression
w ill be achieved.”
The “ Worker”, Sunday, A p ril 21, 1963
* * *
Notes
1. W illiam Du Bois, Holder of the Lenin Peace P rize— Уильям
Дюбуа, лауреат Ленинской премии «За укрепление мира между
народами» (1868— 1963); один из основоположников негритянской
литературы в США, выдающийся негритянский ученый и обществен
ный деятель.
204
2. New England — Новая Англия (северо-восточная часть США;
включает шесть небольших штатов: Массачусетс, Род-Айленд, Кон
нектикут, Мэн, Нью-Хемпшир и Вермонт. Новая Англия играла
ведущую роль в освободительной войне 13 английских колоний в
Северной Америке за свою независимость в 1775— 1783 гг. Штаты
Новой Англии были в числе первых тринадцати штатов, образовав
ших США).
3. Abraham Lincoln — Авраам Линкольн (1809— 1865; президент
США во время гражданской войны в 1861— 1865 гг. Через несколько
дней после капитуляции армии южан Л инкольн был смертельно ранен
агентом плантаторов. Смерть Линкольна была тяжелой утратой для
американского народа.)
4. When he was eighty and away on a lecture tour — В возрасте
восьмидесяти лет, когда он уехал в поездку с циклом лекций
5. the essence of his life — смысл, суть его жизни
6. Credo t'kri:dou] — кредо (от лат. credo — верю; в переносном
смысле — взгляды, убеждения, основы мировоззрения)
7. he recognized the irresistible logic [^ri'zistibl 'b d 3ik] of Social
ism — он признал непреодолимую логику социализма
8. Never has he lost this light.— Никогда не терял он этой путе
водной звезды.
Do the following exercises and then check yourself using the key.
I.* Translate the following word combinations into Russian:
1. He swore to himself; 2. to be a man w orthy of his people and his
father; 3. he would fight for his people to the end of his days; 4. he
would run up th e stone steps; 5. to his keen regret; 6. he was rewarded
with a view of lovely flowers; 7. when he was aw ay on a lecture tour;
8. The essence of his life ... has been th e call for peace. 9. I believe th a t
war is murder. 10. th a t world war is not inevitable; 11. on the occasion
of his 95th b irthday.
205
II.* T ranslate into Russian the text of the lesson beginning with
the words: “A jo u rnalist who was at the airp o rt, a couple of years ago...”
and ending with the words: “... how lively he walked up the steps.”
III. Insert “having” or “being” according to the sense of the sen
tence. T ranslate your sentence orally into Russian.
irW(t* recalled the m aterial, I could answer all the questions with
ease. 2 .^ .^ , very tired, I could hardly answer the last question at the
exam ination. ЗМчл^w ritten by a good w riter, this article is interesting
to read. 4(/*лу w ritten the article, Jo h n went out to show it to his friends.
5fta*. dedicated his whole life to the liberation of his people, Dr. Du Bois
became a member of the Com munist P arty of the U nited States. 6. The
bookjkv'} dedicated to Dr. Du Bois, was sent to him by the author with
affection.
IV.* Instead of the infinitives in brackets, w rite the correct form
of P articiple I Indefinite or Perfect P articiple (A ctive).
И&Л/ \ '<* • ‘‘« " ( ' f
Receive) the message, we im m ediately went to the office.
2. (to receive) th e change, Nab forgot to count it. 3. (to ha^e), much
work to do, I cannot come to see you next F riday. 4. (to^’HaVe) a good
rest in the country, we came back to town full of energy. 5. (to be) a
teacher, he had to spend much tim e reading books. 6. (to1 b e j i l l , the
student did not come to the lectures. 7. (to be) ill for a month, the stu
dent walked with difficulty. ,,l v l ' - <'•
V.* Change the section of each sentence printed in bold type into
a participial construction.
•t * '< >• ^tf
1. When he looked out of the window, he saw the little girl ap
proaching the house. 2. W hile the colonel was driving to the barbed-w i^
fence, he suddenly saw M ichelm as driving an Italian truck. 3. As^we
had finished our part of the work, we were free to go home. 4. When
the little girl saw Grandpa, she shouted w ith joy. 5. After he had r£ad
the message, he im m ediately left the hotu se. 6. The/dppr which was fac
ing E ast had been recently painted. 7. We m other a telegram as
we h ad had no tim e to w rite her a letter. 8. As we h a v t received all the
instructions, we are now prepared to carry them out.
VI.* Change the following complex sentences into simple ones by
using phrases w ith Participle I or II.
1. The peace marchers followed the street which led to the centre
of the city. 2. The Ghana Academy of Sciences wrote a letter to Dr. Du
Bois in which they asked*iiim to take charge of the projected Encyclo
pedia Africana. 3. He took the position which the Academy had offered
him . 4\ He took the message which had been left by someone on the
table. 5. He fought for Negroes who had been oppressed by their ex
ploiters.
V II.* T ranslate the words and phrases in brackets. Use the con
struction “ Objective with the P articiple”.
206
1. Nab saw (как Джррда^ вводит в комнату). Цепгу w atched
Л ка к й ел л 'й 'н адевал а' A nnixter felt (к а ^ к т б -т б "потянув
его^ ^ K a p J . ^ They, n o t^ e d (i^ ^ h открывай дв&рь). 5. We h eard'
^ к ^ к ' ойа улицу). 6. The journalist watched (как
доктор Д ю б у ^ б а^ к т б ^ Ь самолет). 7. Jo h n found (4jo Мэри ждет егс^
на станции).
VIII.* Translate the following sentences into Engnsti. use me con
struction “ Objective with the Participle”.
1. Мы видели, как он писал это письмо. 2. Ж урналист слышал,
как доктор Дюбуа пел народную песню. 3. Они наблюдали, как уча
стники похода за мир шли по улице. 4. Мы видели, как Джон и Мэри
присоединились к демонстрации. 5. Мы чувствовали, как буря бушует
вокруг нас. 6. Мы нашли его сидящим на скамейке под деревом.
7. Ему удалили зуб. 8. Ж урналист хотел, чтобы его статью напечата
ли на машинке немедленно. 9. Нэбу сшили хороший новый костюм
на прошлой неделе.
IX. Fill in the blanks with prepositions or adverbs where required;
put the mark X where no preposition or adverb is necessary.
1. The student will read ... keen interest the book “John Brown”
which Dr. Du Bois published originally ... 1909.2. The book is dedicat
ed ... the memory ... brave men who fought ... the liberation ... the
Negroes. 3. Three years prior ... A braham L incoln’s E m ancipation
Proclam ation, Jo h n Brown and his group ... eighteen followers had
seized the arm oury (арсенал) ... H arp er’s Ferry to get weapons, arm
the slaves, and, through mass revolt, end slavery. 4. The book contains
all the biographical facts and the entire personal story ... B row n’s
birth ... 1800 ... his death ... 1859. 5. The book gives a profound pic
ture ... John Brown the man and fighter ... oppression and slavery.
6. It is a picture ... a man w orthy ... his people.
X. The following statements are not true to fact. Correct them
according to the text of the lesson.
1. Dr. Du Bois came from Ghana to take charge of the Encyclo
pedia Africana. 2. W hen past sixty he would walk up the steps with
difficulty. 3. H aving reached the top of the building he was rewarded
w ith a view of a square that looked very bare. 4. He w rote to his wife
that to his great delight he was able to visit the circus. 5. His friends
saw him sittin g on a piano bench singing an aria ['a ria l. 6. As the crowd
of people watched Dr. Du Bois getting off the plane, everybody noticed
how slowly he walked down the steps.
XI.* Make the following sentences more emphatic by means of
inversion.
1. He never spoke to anyone. 2. She cared little for w hat was going
on around her. 3. He tried to open the door but in vain. 4. He did not
care about it either. 5. A ship was hardly visible on the horizon.
X II.* Make an outline of the text of the lesson (about 8 sentences).
See § 41. ______
207
Lesson Twelve The Twelfth Lesson
§ 7 9 . ЗАВИСИМЫЕ ОБСТОЯТЕЛЬСТВЕННЫЕ
ПРИЧАСТНЫЕ ОБОРОТЫ
УПРАЖНЕНИЕ 1
Напишите следующие сложные предложения в виде простых,
заменив придаточные предложения зависимым причастным оборо
том.
1. As 1 had lost his telephone num ber, I couldn’t ring him up.
2. W hen he had made all th e alteratio n s, he sent off the telegram . 3. W hile
i was w riting this article, I read very many interesting books. 4. When
we came into the room, we saw a few friends w aiting for us.
208
§ 80. НЕЗАВИСИМЫЙ (САМОСТОЯТЕЛЬНЫЙ)
ПРИЧАСТНЫЙ ОБОРОТ
В независимом причастном обороте (Absolute P articip le Construc
tion) имеется собственный субъект действия, который не совпадает
с подлежащим данного предложения. Независимый причастный обо
рот обычно отделяется запятой.
My m o th e r b ein g ill, I had to go Так как моя м ать бы ла больна, я
for the doctor. дол ж ен бы л пойти за доктором.
На русский язык такие причастные обороты переводятся с по
мощью придаточных обстоятельственных предложений. Они не могут
быть переведены на русский язык деепричастным оборотом, так как
русский деепричастный оборот выражает действие, относящееся
к лицу или предмету, выраженному подлежащим данного предло
жения.
Независимый причастный оборот выполняет функцию сложного
обстоятельства. Он употребляется, главным образом, в научной и
технической литературе, реже — в художественной литературе. В раз
говорной речи этот оборот встречается редко.
Независимый причастный оборот может выражать следующие
обстоятельственные значения:
а) временные
T he teach er h a v in g com e, the lesson После того как преподаватель при
began. ш ел, урок начался.
T he c u rta in h a v in g been ra ise d , the После того как подняли занавес,
perform ance sta rte d . началось представление.
b) причинные
D in n er not b ein g ready, we w ent on Так как обед не был готов, мы про
play in g chess. д о л ж ал и играть в ш ахматы .
T he aeroplane h a v in g been cau g h t Так как самолет был застигнут бу
in th e storm , the passengers were late рей, пассаж иры опоздали на конф ерен
for the conference. цию.
H is shoes b eing too sm all for h im , Так как ботинки были ему малы,
he could h a rd ly w alk. он мог идти с трудом (едва мог идти).
c) сопутствующих условий
The passengers w ent to the sleeping- П ассаж иры пош ли в спальны й ва
car, th e ir luggage being tak e n to th e гон, а их вещ и были отнесены в багаж
luggage van. ный вагон.
H is hands sh ak in g m ore th a n ever, Т рясущ им ися больш е, чем всегда,
he opened the p ink envelope. ( E . Cald рукам и он распечатал розовы й конверт.
w ell) (Он распечатал розовы й к онверт, при
этом р у ки его тряслись больш е обыч
ного.) (Э . Колдуэлл)
The stu d e n ts of our in stitu te w ent Студенты наш его института отпра
on an excursion to the Caucasus, th e ir вились на экскурси ю на К а в к а з; их
In stru cto r b eing a w e ll-know n m o u n ta in руководитель яв л яет ся известны м аль
c lim b er. пинистом.
H aving read the letter the first tim e, П осле того к ак он прочитал письмо
he began reading it a second tim e, his первый р аз, он начал читать его опять,
lips slow ly and carefully fo rm in g th e при этом его губы медленно и тщ ательно
sounds of th e w ords. (E . Caldwell) вы говаривали (произносили) слова.
(Э . Колдуэлл)
209
Причастные обороты, выражающие сопутствующие условия, пере
водятся на русский язык сложносочиненными предложениями, вво
димыми союзами: причем, при этом, и, а или бессоюзно.
d) Самостоятельные причастные обороты могут соответствовать
придаточным предложениям причины с оборотом there is и с фор
мальным подлежащим it. В таких причастных оборотах перед при
частием стоит there или it, которые на русский язык не переводятся.
It b e in g la te , we stayed at hom e. Так как было поздно, мы остались
дома.
T h ere b e in g little tim e left, we Так как оставалось мало времени,
w ent by m etro. мы поехали на метро.
УПРАЖНЕНИЕ 2
Замените следующие сложные предложения простыми, употребив
вместо придаточных предложений независимые причастные обороты.
Образец:
a) As the w eather was bad, we did not go for a walk.
b) The w eather being bad, we did not go for a walk.
a) When the airplane had arrived, I went to meet my friends.
b) The airplane having arrived, I went to meet my friends.
1. As the w eather was bad, the airplane did not leave on Monday.
2. As the car had broken down we could not continue our journey. 3. As
it was difficult for me to read the English article, my sister helped me.
4. He could not continue the walk because his shoe was torn. 5. As there
were no tax is we w alked home.
УПРАЖНЕНИЕ 3
Переведите предложения на русский язык, обращая внимание на
перевод причастных оборотов.
1. The w eather being fine, the peace marchers started out very
early in th e morning. 2. Being very tired we could not continue our
way. 3. W hile w aiting for your answer I read the whole book. 4. The
clock having struck six, C arrie hurried away. 5. Carrie coming up to
Mr. Brown, he d id n ’t seem to recognize her.
§ 8 1 . КАТЕГОРИЯ НАКЛОНЕНИЯ
Наклонение (Mood) как в русском, так и в английском языке
рассматривает действие по отношению к действительности, т. е. явля
ется одним из способов выражения модальности действия.
1. Изъявительное наклонение (Indicative Mood) показывает, что
говорящий считает действие фактом, имевшим место в прошедшем,
настоящем или будущем времени. Все формы времен, которые рас
сматривались в уроках 1— 12 настоящего пособия, являются фор
мами изъявительного наклонения.
210
“ A ctually, we only employ retu rn ed soldiers.”
“ If you su b m it proof th a t you are a re tu rn e d soldier, I ’ll p u t your nam e dow n.”
As he w alked into the c ity , black clouds cam e up suddenly and heavy ra in began
to fall.
211
T he P rim e M in ister: I beg to m ove, П рем ьер-министр: я вы двигаю
th a t the B ill be now re ad a second предлож ение о том, чтобы . законо-
tim e . проект был прочитан еще один раз.
(P arliam entary Debates, House of Commons Official
Report, 5th M a y , 1938, No. 105)
I am 1 were
Н астоящ ее время I know I knew
I have I had
I wish I were shown this letter Как бы мне хотелось, чтобы мне
before. показали это письмо раньше. ( = Как
жаль, что мне не показали это письмо
раньше.)
She wished this rule had been e x Как было бы хорош о, если бы ей
plained to her in due time. объяснили это правило своевременно.
(= К а к ж аль, что ей не объяснили это
правило своевременно.)
213
УПРАЖНЕНИЕ 4
1 и ill IV V
I 1 young.
We wish we were in your place.
They they less busy.
in my (our, their)
native town.
1 I Spanish.
We wish we knew tris rule w ell.
They they his name.
how to switch on
this TV set.
УПРАЖНЕНИЕ 5
1 п in !V V
Не his
She spoke Spanish as if it were her mother
We our tongue.
You your
They their
Т а б л и ц а II
in IV
УПРАЖНЕНИЕ 6
21*
limp хромота limp хромать
measure мера measure мерить, измерять
pain боль pain причинять боль
place место place помещать
shave бритье shave бриться
taste вкус taste пробовать, вкусить
walk ходьба walk идти, ходить пешком
work работа work работать
прилагательные глаголы
clean чистый clean чистить
em pty пустой em pty опорожнять
free свободный free освобождать
wet мокрый wet мочить, смачивать
УПРАЖНЕНИЕ 7
2\Ь
No hands wanted. Рабочая сила не требуется.
(Объявление на фабричных воротах
в Америке, Австралии.)
Сравните: Не хватало рук для жатвы. ( И. С. Тургенев)
5) All hands on deck! Все наверх! (т. е. вся команда
корабля)
6) The hour-hand is smaller than Часовая стрелка меньше, чем
the m inute-hand. минутная.
7) G ive him a free hand. Предоставьте ему свободу дейст
вий.
8) Не w rites a good hand. Он пишет хорошим почерком.
218
УПРАЖНЕНИЕ 8
Переведите данные в скобках слова. Используйте слова и выра
жения к тексту урока.
1. She (вздрогнула) w ith fear. 2. Nick (запретили) to go to th
football game. 3. The poor fam ily lived in а (убогой) hut on the outskirts
of Lockport. 4. The Colonel (осматривал) the desert atten tiv ely . 5. He
had far too m any (поводов) for being disappointed. 6. (Откровенно
говоря) I don’t understand this rule.
TEXT
PIN C H ED
I rode into Niagara Falls in a boxcar. I arrived in the afternoon and
headed straight from the freight train to the falls. Once my eyes were
filled w ith the wonderful view of the down-rushing w ater, I was lost.
I could not tear myself away and was late for my supper. N ight came on,
a beautiful night of m oonlight,1 and I stayed by the falls u ntil after eleven.
I wished I had a place to sleep.
N iagara Falls was a “bad” town for hoboes, and I headed out into
the country. I climbed a fence and fell in a field. “Come what m ay,2
I shall stop here,” I said to myself. Jo h n Law would never find me th ere ,3
I thought proudly. I lay on my back in the grass and slept like a baby
all night. But w ith the first rays of sunlight my eyes opened, and I
remembered the wonderful falls. It being a bright m orning, I started
down the road to have another look at the falls. It was early — not
more than five o’clock. I could spend at least three hours by the river
before my breakfast.
The town was asleep when I entered it. As I came along the quiet
street, I saw three men coming tow ards me along the sidewalk. They
were w alking abreast, one very shabby and the second w ith a lim p.
Hoboes, I decided, like myself, who must have got up early. But I was
not quite correct. I was only sixty-six and tw o-thirds per cent correct.
The men on each side were hoboes all rig h t,4 but the im portant thing
was th at the man in the m iddle w asn’t.
I wished at th a t moment th a t I had not come out so early. I directed
my steps to the edge of the sidewalk in order to let them go by. But
they d id n ’t go by. At some word from the man in the centre, all three
stopped, and the man in the centre addressed me. I started.
He was a “fly-сор” 5 and the two hoboes were his prisoners. John
Law was up and out after the early worm. I was a w orm .6
Our conversation was short.
“W hat hotel are you stopping a t? ” he asked.
He had me.7 Frankly speaking, I had no reason to be here. I w asn’t
stopping anywhere, I had no proof of anything. As I did not know the
name of a hotel in the town, I could not say th a t I was staying in any of
them. Also, I was up too early in the morning. E verything was against
me.
219
“I’ve just arrived,” I said.
He surveyed me coldly, then said, “W ell perhaps you have just
arrived, but you tu rn round and walk in front of me, and not too far
in front. T here’s somebody who wants to see you.”
Indeed, who could have expressed the wish to see me here, in this
little town? T hat I was “pinched” was clear. I knew who w anted to
see me. W ith the “fly-сор” and the two hoboes following a t my heels,
and under th e direction of the form er,8 I led the way to th e city jail.
There we were searched and our names registered."
I have forgotten now, under which nam e I was registered. I don’t
know w hether I was pinched as Jac k Drake or Jac k London. The tim e
was somewhere a t th e end of Ju n e, 1894. It was only a few days after
my arrest th a t the great railroad strike began.
From the office we were led to the “H obo” and locked in. The “Hobo”
is th a t p art of a prison where th e minor offenders are crowded together
in a large iron cage.8 Since hoboes make up the principal group of the
m inor offenders, th is iron cage is called th e “H obo”. Here we met several
hoboes who had already been pinched th a t morning, and every little
w hile the door was unlocked and tw o or three more were pushed in. At
last when we to talled sixteen, we were led upstairs into the courtroom.
We were forbidden to talk . And now I shall faithfully describe what
took place in th a t courtroom .
In the courtroom were sixteen prisoners, th e judge and two bailiffs.
The judge seemed to act as his own clerk.10 There were no witnesses.
There were no citizens of N iagara F alls 11 present to see how justice was
adm inistered ^ in th eir town. The judge looked a t the list of cases before
him and all called out a name. A hobo stood up. The judge looked a t a
bailiff. “Vagrancy, your H onour,” 13 said th e bailiff. “T hirty days,”
said his Honour. The hobo sat down, and th e judge was calling another
nam e and another hobo was rising to his feet.
The trial of the next hobo took ju st as long. The bailiff said, “V agran
cy, your H onour,” and his H onour said, “T h irty days.” Thus it went like
clockw ork, fifteen seconds to a hobo — and th irty days.
These men are poor dumb ca ttle, I thought to myself. B ut w ait till
my tu rn comes.
H aving p len ty of tim e, I w aited. There was nothing else to do. After
a w hile his Honour gave one of us a chance to speak. This man was not
a real hobo. He was about forty-five, I should say. H is shoulders were
bent a little and his face was sunburnt.
For many years, according to his story, he had worked for some
firm in L ockport, first as a fitter then as a tu rn er on a lathe. In the hard
tim es of 1883 the firm closed down and he lost his job. There were no
vacancies anyw here. He went on and explained his difficulties in getting
work (when so many were out of work) during the following months.
In the end, there being no vacancies, he decided to sta rt for the L akes.14
Of course he was out of money, and there he was. That was all.
“T h irty days,” said his H onour, and called another hobo’s name.
T he hobo got up. “Vagrancy, your H onour,” said the bailiff, and his
H onour said, “T h irty days.”
220
And so it went, fifteen seconds and th irty days to each hobo. The
machine of justice was working sm oothly.lsi Most likely, since it was
early morning, his Honour had not yet had his breakfast and he looked
as if he were in a hurry.
B ut my Am erican blood was u p .16 All right, I threatened to myself;
just w ait till he gets to me.
He got to me. My name was called, and 1 stood up. The bailiff said,
“Vagrancy, your H onour.” I began to talk . I was a good hand at talking.
But the judge began talk ing at the same tim e and he said: “T hirty days.”
I started to protest, but at th a t moment his Honour was calling the
name of the next hobo on the list. His Honour stopped long enough to
say to me, “Shut up.” 11 The bailiff forced me to sit down. And the next
moment the next hobo was getting th irty days.
W hen we had all received our th irty days, his Honour, just as he was
going to dismiss us, suddenly turned to the man from Lockport — the
one man he had allowed to talk.
“Why did you leave your job?” his Honour asked.
Now the man had already explained how his job had left him, and
the question surprised him.
“Your H onour,” he began, astonished, “isn’t th a t a funny question
to ask?”
“T hirty days more for leaving your job,” said his H onour, and the
court was closed. That was the result. The man got sixty days altogether,
while the rest of us got th irty days.
Adapted from “Pinched”
by Jack London
Notes
1. a beautiful night of m o o n lig h t— прекрасная лунная ночь
2. Come w hat may — Была не была (Будь что будет)
3. John Law would never find me there — «Дядюшка закон» никогда
не найдет меня там (подразумевается полицейский)
4. were hoboes all rig h t — были на самом деле бродягами
5. a “fly-cop” — патрульный полицейский (Полицейских в США
стали называть “coppers” (от copper buttons — медные пуговицы,
которые они носили на мундирах). Перенос значения, когда форма
заменяет содержание и когда по части называют целое, встречается
и в русском языке.
«Что ты, борода, мне рассказываешь! У этого писателя хорошее
перо» (легкий стиль). Слово copper в разговорном языке утратило
окончание и сократилось в “сор”.
В данном случае мы сталкиваемся с двойным способом слово
образования: первый — перенос значения, второй — сокращение.)
6. John Law was up and out after the early worm.— дословно: П о
лицейский встал и вышел искать раннего червяка. (Джек Лондон
сравнивает полицейского с «ранней птичкой», а себя с «червяком» по
английской пословице: I t ’s the early bird th at catches the worm .—
Кто рано встает, того удача ждет.)
221
7. He had me.— Он поймал меня. (Здесь глагол have имеет пере
носное значение «поймать».)
8. under the direction of the former — под руководством вышеупомя
нутого полицейского
9. where the minor offenders are crowded together in a large iron
cage — где мелкие правонарушители содержатся в большой железной
клетке
10. The judge seemed to act as his own clerk.— Казалось, что судья
действовал в качестве собственного секретаря.
11. There were no citizens of Niagara Falls — Здесь не было граж
дан из городка Ниагарский водопад (Этот город, одноименный с водо
падом, находится в штате Нью-Йорк.)
12. how justice was adm inistered— как осуществляется право
судие
13. Vagrancy, your Honour.— Бродяжничество, ваша честь. (Ваша
честь, ваша милость — принятое официальное обращение к судье
в Англии и в США.)
14. the Lakes — Озера (Имеется в виду пять больших озер на
севере США: Онтарио, Мичиган, Гурон, Эри и Верхнее.)
15. The machine of justice was working smoothly.— Машина пра
восудия работала четко.
16. my... blood was u p — м оя... кровь вскипела
17. Shut up! — вульг. Замолчи, заткнись!
Proverbs
222
ORAL EXERCISES ON THE TEXT OF LESSON 12
II.* Translate into Russian the text of the lesson beginning with
the words: “He surveyed me coldly...” and ending with the words:
“...an d our names registered.”
T E S T P A P E R No. 4 ( A )
Send in Test Paper 4 (A) only after the material of Lessons 10— 12 has
been studied thoroughly and all the assignments checked with the keys.
I. Translate into Russian the text of Lesson 12, beginning with the
words: “For m any years, according to his story ...” and ending with the
words: “T hat was a ll.”
II. Answer the following questions.
224
1. Why did Dr. Du Bois receive so many messages on the 23rd of
February, 1963? 2. W hat did the cop ask Jac k London?
III. Change the section of each sentence printed in bold type into
a participle construction.
1. While Jack London was walking along the street, he met a po
liceman. 2. As it was warm, Jack London slept in the field. 3. Asthere
were no vacancies in Lockport, he started for the Lakes.
IV. Open the brackets and put the verb in the required tense (Active
or Passive).
1. This was the year 1915. The F irst W orld W ar (to start) a year
before. 2. The burden of the war (to get) heavier and heavier. 3. By the
end of the year the question of supplying the factories w ith labour (to
become) very difficult in Great B ritain . 4. W here could workers be
found? The answer soon (to come) — women. 5. Lloyd George, M inister
of M unition (to arrive) in Glasgow. 6. It (to arrange) th a t he (to meet)
the members of the W orkers’ C om m ittee. 7. W ord (to send) round and
the C om m ittee (to meet) at 6.30.
From the book “Revolt on the Clyde”
by W illiam Gallacher
V. Translate the following sentences into English. Use construction
“Objective with the Participle”.
1. Мы видели, как он читал газету. 2. Он слышал, как она поет
веселую песенку. 3. Маленький мальчик не хотел, чтобы его постригли.
4. Он почувствовал, как кто-то дергает его за рукав.
VI. Translate the following sentences into English. Use participle
constructions.
1. Так как все вопросы были решены, доктор Дюбуа поехал в
Гану. 2. Так как была прекрасная погода, он решил лететь (лететь
самолетом). 3. После того как весь материал был послан в академию,
мы могли уехать в отпуск. 4. Когда самолет достиг московского аэро
порта, мы почувствовали, как бьются наши сердца. 5. Когда я ехал
в аэропорт, я встретил Джона и Мэри. 6. Так как было поздно, Ник
лег спать. 7. Так как в Локпорте не было работы, токарь уехал из
этого города.
VII. Put the verb in the gerund form using a preposition where
necessary.
1. Never before did Jack London think ... (to meet) a cop so early.
2. The fitter continued ... (to look) for a job. 3. He never gave up the
idea ... (to find) some work. 4. The fitter knew th a t his whole life depend
ed ... (to get) a job. 5. He was sure ... (to get) a job sooner or later. 6. He
never stopped ... (to look) for work.
8 № 2337 225
V I !I. Make the following sentences more emphatic by means oi in
version. .
1. He has never before seen such a wonderful view. 2. We seldom
heard of such a proof. 3. They knew little about oppression.
- ' /~r,
IX. Translate the following sentences into Russian paying attention
to the Subjunctive Mood.
a) 1. May ours be a happy meeting! 2. I wish 1 were five years older.
3. I wish 1 had not made the m istake. 4. I wish 1 knew the tru th .
b) 1. The cop stopped as if he knew Jack London. 2. She spoke as
if she were angry w ith me. 3. He was looking at the falls as if he had never
seen them before. 4. She looked as if she had been ill for a long time.
X. Translate the following sentences into Russian paying attention
to the participle constructions.
1. The liberation of the Negroes being one of the most im portant aims
of progressive Am ericans, Dr. Du Bois swore th at he would fight for his
people. 2. The cop noticed another hobo walking down the street.
XI. Do one of the following assignments:
a) Describe on one page how Jack London was pinched by a policeman.
b) How does W illiam Gallacher describe the greatest lesson that
V. I. Lenin taught him?
c) Name some of the things William Du Bois did when he was no
longer a young man.
T E S T P A P E R No. 4 ( B)
• DIALOGUE *
A l i c e : Brett, there’s some talk around town about your going to the
library yesterday.
B r e t t : Is that what Mr. Maxwell meant when he said “bad trouble”?
A l i c e : Apparently Miss Chatham resented ** the fact that you came
through the front door.
B r e t t : Well, there’s no written law or regulation prohibiting ***
coloured folk entering that front door. I made sure of that
before I did it.
A l i c e : You mean you planned this?
B r e t t : I just made sure there was nothing against it.
A 1 i с e: I do wish you had come to me.
B r e t t : I don’t want to be impolite, Miss Alice, but do you really
think I should come to you when I want to enter, the front
door of a public library?
A l i c e : Of course not, but, well, we’ve got to go slowly.
From “Deep Are the Roots" ****
by Gow and A . D ’Usseau
EXERCISE 1
229
Формы условного наклонения (A ctiv e Voice)
230
111 тип — условные предложения нереального условия, относя
щиеся к прошлому —
И 1 had had tim e, I should have Если бы у меня было время вче-
walked to the in stitu te yesterday. pa, я пошел бы пешком в институт.
УПРАЖНЕНИЕ 1
Составьте устно условные предложения I типа, используя подста
новочную таблицу:
А li ш IV
И 1 do it, I (y o u , th e y )
see it, s h a ll
(you, they) take it,
get it, tell you,
go there, write to you.
speak to you.
let you know,
231
§ 9 1 . УСЛОВНЫЕ ПРЕДЛОЖЕНИЯ НЕРЕАЛЬНОГО УСЛОВИЯ,
ОТНОСЯЩИЕСЯ К НАСТОЯЩЕМУ И БУДУЩЕМУ (I I ТИП)
УПРАЖНЕНИЕ 2
a) Active Voice
1 n 111 IV
232
b) Passive Voice
I II ill IV
УПРАЖНЕНИЕ 3
I II in IV v
b) P assive Voice
id IV
234
УПРАЖНЕНИЕ 4
Прочитайте следующие предложения в утвердительной форме*
Model: The student will not remember th is poem unless he repeats
it several times. The student will remember this poem if he
repeats it several times.
1. Steve will not be able to come to the trial in tim e unless he gets
a through carriage. 2. He will not get a good seat unless he comes to the
stadium early. 3. We shall not find this book unless we go to the library.
4. They will not pass their exam ination unless they work hard. 5. You
will not recover unless you go and see a doctor.
УПРАЖНЕНИЕ 5
Прочитайте предложения выполненного упражнения 4 в вопро
сительной форме.
УПРАЖНЕНИЕ 6
Напишите нижеследующие предложения без союза по образцам.
If he were here, he would help you. Were he here, he would help you.
She would have come early if you had told her. Had you told her, she
would have come earlier.
1. If we had tim e, we should go to the concert. 2. If she were in your
place, she would take the job. 3. We should have gone for a long walk
if the w eather had not been so hot yesterday. 4. If the office were not so
far away from here, I should walk there. 5. He would have given this
book to her if she had been in last night. 6. If he had been in town at
that tim e, he would have come to see you.
235
§ 95. УСЛОВНЫЕ ПРЕДЛОЖЕНИЯ, В КОТОРЫХ НЕ ВЫРАЖЕНО
УСЛОВИЕ ИЛИ СЛЕДСТВИЕ
Иногда встречаются предложения, в которых либо не выражено
условие, либо опущено главное предложение, выражающее следст
вие. Следствие или условие вытекает из предыдущего контекста или
подразумевается..
1) Отсутствует придаточное предложение, выражающее условие:
W hy did n’t you call me up? Почему вы мне не позвонили?
I should have gone there im m ediately. Я бы пошел туда немедленно.
По дразумевается:
If you had called me up, Ishould Если бы вы мне позвонили, я бы
have gone there im m ediately. пошел туда немедленно.
Подразумевается:
If they were here, I should be glad Если бы они были здесь, я был
to m eet them . бы рад встретиться с ними.
236
John had no tim e that evening. У Дж она не было времени в тот
Neither had Tom. вечер. И у Тома тоже (не было вре
мени).
УПРАЖНЕНИЕ 7
УПРАЖНЕНИЕ 8
УПРАЖНЕНИЕ 9
• Consonant Combinations
th a t^ n ig h t; a n d ^ .la te r; l e t^ m e put; in^_the light; w i t h ^ t h e problem
TEXT
• ANTHONY ON TR IA L
(Anthony G rant is a young lawyer practising in Cape Town after
World W ar II. A nthony has a fight in his flat w ith Mr. Bosman, who
suspects th a t Jean , a girl whom Bosman w ants to m arry, is a t A nthony’s
place. In the fight Bosman falls, severely injures himself, and later dies.
Before dying he dictates a statem ent th a t there was someone else in
A nthony’s bedroom and th a t he suspects it was Jea n , who, according
to his words, gave a cry as if she were frightened. A ctually, the person
in A nthony’s room was his brother Steve. A nthony is accused of murder.)
24$
ORAL EXERCISES ON THE TEXT OF LESSON 13
EXERCISE 1
ЕСЛИ БЫ ДА КАБЫ
251
2, Перфектная форма предположительного наклонения употреб
ляется сравнительно редко. Она выражает предшествование и, в от
личие от форм условного наклонения, не связана с выражением не
реальности сообщаемого.
It is im possible that you should Невероятно (не может быть), чтобы
ziave forgotten it so soon. вы забыли это так скоро.
It is strange that the same things Удивительно (странно), чтобы те ж е
should have happened at the same самые события происходили в одно и
time. то ж е время.
НЕПЕРФЕКТНАЯ ФОРМА
should —
J - b e P a r t i c i p l e II смыслового глагола
ПЕРФЕКТНАЯ ФОРМА
252
УПРАЖНЕНИЕ 1
1 ii Hi IV V
necessary
important
high time
right she
It is (was) requested that he should stay at
recommended you home.
obligatory we
better they
desirable
*of vital
importance
wonderful
УПРАЖНЕНИЕ 2
I ii in IV v VI
He
She suggested at once,
We ordered that the boy should go in a week,
You demanded to the country next month.
They
253
Таблица II
I п ill IV v VI
Не at ( nee.
She suggested tomorrow,
We ordered that the work should be done one of these
You demanded days.
They
УПРАЖНЕНИЕ 3
I и in IV V
she
Should he come ask her (him, them) to w ait.
they I shall be very glad to see her (him, them).
Таблица II
i и 11j IV
If he
If she should come ask him (her, them) to w ait.
If they 1 (we) shall be very to see her (him, them).
glad
Таблица (II
i и in
Blundell
Should it happen again Venia will know what to do.
the sergeant
§ 101. Р А З Л И Ч Н Ы Е ЗН А Ч Е Н И Я ГЛ А ГО Л А SH O U LD
УПРАЖНЕНИЕ 4
У каж ите функцию should в данны х предложениях. Переведите
предложения устно на русский язы к.
1. “Venia should be home any m inute now,” said Mr. Turnbull.
2. If I were free, Ishould come to see you. 3. It is necessary th at all
the students should be present at the lecture. 4. I told her th at I should
come to see you one of these days. 5. If he should have some free tim e
tomorrow, let us go to the quay together. 6. I should not have told John
my plan.
§ 103. Н Е О П Р Е Д Е Л Е Н Н Ы Й А Р Т И К Л Ь
П РИ А БС Т РА К ТН Ы Х С У Щ ЕС ТВ И ТЕЛ ЬН Ы Х
a d v e n tu re [ad'ventfa] n приключение
e. g. L ast night the children finished reading “The A d v en tu res of
Tom Saw yer”. — Вчера вечером дети закончили чтение «При
ключений Тома Сойера»,
b lu sh [b 1дJ*J v краснеть от смущения
c a su a lly ['kaesjuali] adv небрежно
е. g. Не ca su a lly turned the pages of the m agazine.— Он небрежно
перелистывал страницы ж урнала,
chap Itfaep] п разг. малый, парень
е. g. W hat a nice chap he is! — Какой он славный малый (па
рень)!
com m ent I'kom ent] п комментарий, замечание
c o n sid e ra te fkan'sidarit) а внимательный к другим, деликатный
c o n tra s t ['kontreest] п контраст, противоположность
crazy ['kreiziJ а помешанный на чем-л.; сильно увлеченный; без ума
от чего-л.
е. g. Tom is crazy about football. — Том помешан на футболе
(без ума от футбола),
d e lig h tfu l | d i'laitfu l] а восхитительный, очаровательный
dem and [di'mcmd] v требовать, задавать вопрос
deny [di'naij v отрицать
е. g. Не denied th a t he had seen me. — Он отрицал, что видел
меня.
f lir ta tio n [fb :'te ij9 n ] п флирт
h o st [houst] п хозяин (дома)
е. g. The ho st invited us to the table. — Хозяин пригласил нас
к столу.
258
hum ble ['И лтЫ ] а скромный; покорный
syn. m odest скромный
im provem ent [im'priKvmant] n улучшение, усовершенствование
(to ) laugh in o ne’s sleeve w. comb, смеяться в кулак (исподтишка);
радоваться втихомолку
m a in ta in | m ein'tein) v поддерживать; сохранять
m ind 1rnaind| v возражать, иметь что-л. против (в вопросительном
или отрицательном предложении)
е. g. Would you m in d my opening the window? — Вы не возра
жаете, если я открою окно?
I don’t mind going for a w alk. — Я не против прогулки
(пойти прогуляться).
(a) m ine of in fo rm a tio n w. comb, источник информации
e. g. This magazine is a p erfect m in e of in fo rm a tio n . — Этот ж ур
н а л — отличный источник информации,
m u rm u r [ 'т э : т э | v шептать; говорить приглушенно; п шепот
m uscle ['mAsl] п мускул, мышца; перен. сила
neglect [m 'glekt] v пренебрегать; не заботиться (о чем-л. или
ком-л.)
е. g. D on’t neg lect your duties! — He пренебрегайте своими обя
занностями!
neglected |m 'g lek tid j а заброшенный, забытый
offend [э 'fend | v обидеть, оскорбить
e. g. Don’t be o ffended, I m ust tell the tru th . — He обижайтесь,
я должен сказа1ъ правду,
p rev en t [pri'ventj v предотвращать; мешать, препятствовать (чему-л.—
from )
re la te [ri'leit] v рассказывать
e. g. We sat up late listening to my uncle re la tin g the story of
his life. — Мы сидели поздно, слуш ая, как мой дядя рас
сказывал историю своей жизни.
syn. to te ll рассказывать, сообщать
s e ttle ('setlj v улаживать
e. g. Their friends did their best to s e ttle the quarrel. — Их друзья
сделали все от них зависящее, чтобы уладить ссору,
serg ean t ['sa v a n t] п сержант
shy [Jai] а робкий; застенчивый
sleeve [sli: v] п рукав
w. comb, to laugh in o n e’s sleeve смеяться исподтишка, радоваться
втихомолку
е. g. I know you a re lau g h in g in your sleeve. — Я знаю, что вы
смеетесь исподтишка (радуетесь втихомолку),
sn iff fsnif] п презрительно фыркать
(a) space of tim e w. comb, промежуток (отрезок) времени
som ew hat ['sAmwot] adv отчасти, до некоторой степени
stick [stik] v (p a s t, p . p. stuck [sUk])
w . comb. to stic k up fo r защ ищ ать, кого-л., что-л.
e. g. He stuck up for his friend. — Он защищал своего друга.
(to ) tak e a tu r n w • comb, пройтись, прогуляться
9* 259
e. g.F ath er went out to take a turn before going to bed. —
Отец вышел прогуляться перед сном,
tame [teim] а ручной, прирученный
е. g. The lion was tame. — Лев был прирученный,
violen tly ['v aiab n tli] adv сильно, неистово, бешено
е. g. The rain came down violently. — Начался сильный дождь.
Consonant C om binations
p le a s e d ^ to see you; she said a t _, last; b u t ^ t h e fact is I don’t
w a n t^ t o go
TEXT
B L U N D EL L’S IM PROVEMENT
г*- / v A U i . »<\
Venia Turnbull was enjoying herself. The cool living-room 1 at Turn-
b u ll’s farm was a delightful contrast to the hot sunsh^ine w ithout.? From
her seat by the window she watched w itlf a m iKecf'lrfteresf ®"the efforts
of her father — kept from his Sunday afternoon nap by the attention of
her two adm irers 4— to m aintain his politeness.
“F ather was so pleased to see you both come in,” she said, softly;
“i t ’s very dull for him here of an afternoon with only me.”
“I can’t im agine anybody being dull with only you,” said Sergeant
Dick D aly, turning a bold,brow n eye upon her.
Mr. Jo h n B lundell fr6wn^H;k th is was the third tim e the sergeant
had said the thing th at he would have liked to say if he had thought
of it.
“I don’t mind being dull,” remarked Mr. Turnbull, casually. N ei
ther’ gentlem an made any comment.
“I like it,” pursued Mr. Turnbull, longingly; “always did, from
a child.”
The two young men looked at each other; then they looked at Venia;
the sergeant assumed an expression of careless ease.
It was only ten days since he had arrived in the village on a visit
to a relative, but in th at short space of tim e he had to the great discom
fort 5 of Mr. B lundell, made himself wonderfully at home at Mr. T urn
b u ll’s. To Venia he related strange adventures by sea and land, and
on subjects of which he was sure the farm er knew nothing, he was a
perfect mine of inform ation. He began to talk in low tones to Venia,
260
an d the heart of Mr. Blundell sank w ithin him as he noted her interest.
Their voices sank to a gentle m urm ur, and the sergeant’s well-brushed
head bent closer to th at of his listener. Relieved from his attentions,
Mr. Turnbull fell asleep w ithout more ado.6 ' '
Blundell sat neglected, the unw illing w itness of a flirtatio n he was
powerless to prevent.
The sergeant suggested th at they should go for a stroll.
“I wonder whether it is very hot outside?” she said at last, rising
and looking out of the window.
“Only pleasantly w arm ,” said the sergeant. “It would be nice down
by the w ater.” , ,
“I ’m afraid of disturbing father by our ta lk ,” said the considerate
daughter. “You might tell him we’ve gone for a little stroll when he
wakes,” she added, turning to Blundell.
Mr. B lundell, who had risen w ith the idea of j ^ i n g the hum ble but,
in his opinion, highly necessary part of c h a p & o n ^ s a f down again and
watched blankly from the window until they were out of sight. He won
dered whether he should wake the farm er at once or w ait.
It was an hour later when the farmer awoke, to find himself alone
w ith Mr. Blundell.
“Why did n ’t you go w ith them ?” he dem anded.
“Because I w asn’t asked,” replied the other.
Mr. Turnbull sat up in his chair and eyed him disdainfully. “D on’t
you know yourself how im portant it is th a t you should not lose sight
of Venia for a m om ent.8 For a great, big chap like you are, Jo h n B lun
dell,” he exclaimed, “i t ’s surprising what a little pluck you’ve got. You
should have gone after them .”
“I don’t want to go where I ’m not w anted,” retorted Mr. B lundell.
“I wonder th at you should be so shy. T h a t’s where you make a mis
tak e,” said the other, regarding him severely, “girls like a- masterful -
m an,9 and, instead of getting your own way, you sit down quietly and
do as you’re told, like a tam e — tam e —” / 7
“Tame w hat?” inquired Mr. Blundell resentfully.
“I don’t know,” said the other frankly; “the tam est thing you can
think of. I ’m surprised th at you should act like a child. There’s D aly
laughing in his sleeve at you, and talking to Venia about W aterloo
and the Crimea 10 as though he’d been there. I thought it was pretty near
settled between you.”
“So did I,” said Mr. B lundell.
“You’re a big man, Jo h n ,” said the other. “B ut you are slow. You
are all muscle and no head.”
“I think of things afterw ards,” said B lundell, hum bly; “generally
after I get to bed.”
Mr. Turnbull sniffed, and took a tu rn up and down the room; then
he closed the door, and came tow ards his friend again.
“I dare say 11 you should be surprised at me being so anxious to get
rid of V enia,” he said slowly, “but the fact is I ’m thinking of m arrying
again myself.”
“YOU!” said the startled Mr. B lundell.
26J
“Yes, me,” said the other somewhat sharply. “But she won’t marry
me so long as Venia is a t home. I t ’s a secret, because if Venia got to
hear of it, she’d keep single to prevent it. She is just th at sort of girl.”
Mr. Blundell coughed, but did not deny it. “Who is it?” he inquired.
“Miss S ippet,” was the reply. “And now,” said the aggrieved Mr.
T urn b u ll, “now, so far as I can see, Venia is struck w ith Daly. If she
has him , i t ’ll be years and years before they can marry. She seems crazy
about heroes. She was talking to me the other night about you.”
Mr. Blundell blushed w ith pleased surprise.
“Said you were NOT a hero,” explained Mr. Turnbull. “Of course,
I stuck up for you. I said you’d got too much sense to go putting your
life into danger. She only sniffed when I told her how careful you always
were to wear flannel next to your skin. She said she liked dare-devils.”
“I suppose she thinks D aly is a dare-devil,” said the offended Mr.
B lundell. “And I wish people w ouldn’t talk about me and my skin.12
W'hy can’t they mind th eir own business?” 13
Mr. T urnbull eyed him indignantly, and then sitting in a very upright
position slowly filled his pipe.
“I was doing the best I could for you,” he said staring hard at the
in g rate .14 “I was try in g to make Venia see what a careful husband ^ou
would make. Miss Sippet herself is most particu lar about such things —
and Venia seemed to think som ething of it, because she asked me whether
you used a w arm ing-pan.”
Mr. Blundell got up from his chair and, w ithout going through the
form ality of bidding his host good-bye, quitted the room and closed
the door violently behind him. He was red w ith rage.
(to be continued)
By W. W. Jacobs
N otes
Proverbs a n d Sayings
1. F ain t heart never won fair lady.— Робкое сердце никогда не
завоевало сердце красавицы.
2. There is no rose w ithout a th o rn .— Нет розы без шипов.
3. Не th a t would eat the fruit must clim b the tree.— Кто хочет
съесть плод, должен влезть на дерево. (Любишь кататься — люби и
саночки возить.)
4. N either fish nor flesh.— Ни рыба ни мясо.
5. То sink or to swim .— Или пан, или пропал. (Была не была.)
Jokes
Не W ouldn’ t ... If Не Hadn’t
A wife is a great help to her husband; she helps him in all his troubles,
most of which he wouldn’t have had if he had not m arried her.
You Should Take Good Advice
Do the following exercises and then check yourself using the key.
I.* Translate the following word combinations into Russian:
I. th e efforts of her f a th e r — kept from his Sunday afternoon nap
by th e a tten tio n of her tw o adm irers — to m aintain his politeness;
2. I can ’t im agine anybody being dull w ith only you. 3. turning a bold
brown eye upon her; 4. th e sergeant assumed an expression of careless
ease; 5. (he) made him self w onderfully at home a t Mr. T u rn b u ll’s; 6. He
was a perfect mine of inform ation. 7. the unw illing witness; 8. It would
be nice down by the w ater. 9. instead of getting your own way;
10. T here’s Daly laughing in his sleeve a t you. 11. Mr. Turnbull sniffed,
and took a tu rn up and down th e room. 12. Now, so far as 1 can see,
V enia is struck w ith Daly.
II.* Translate into Russian the text of the lesson beginning with
the words: “Mr. B lundell, who had risen w ith the idea of actin g ...” and
ending with the words: “... retorted Mr. B lundell.”
III. Insert “was” or “were” in each of the following sentences, accord
ing to the sense of the sentence. Underline the subjunctive mood.
1. “I wish I ... young,” said Mr. T urnbull. 2. As Mr. Turnbull ...
sleepy, he d id n ’t go for a w alk. 3. The host spoke to Jo h n Blundell as
if he .'■.'.‘(a member of the fam ily. 4. Venia saw th a t her adm irers ... net
interested in the conversation. 5. If he w-s as interested in English, as
I am , he would study it regularly. 6. The sergeant was sittin g in the chair
as if he l.-.',;the host of th e house. 7. “I wish I really your son-in-law,”
Jo h n said to Mr. T urnbull.
IV. Complete the following conditional sentences by filling in the
blanks with the correct form of the verb.
I. If I were in your place, I Л. (to relate) many strange adventures
to Venia. 2. If you had telephoned me, I ... (to prevent) this trick. 3. If
it rains next Sunday, I ... (to stay) a t home. 4. I shall go to the country
264
next Sunday if the w eather ... (to be) nice. 5. If he had not told the
tru th , I ... (not + to believe) him. 6. If Blundell had not worn flannel
next to his skin, he ... (to catch) cold. 7. B lundell’s heart would not
have sunk w ithin him if Turnbull ... (not + to tell) him th at Venia
liked dare-devils. 8. Turnbull ... (not + to offend) Jo h n Blundell if
he had not told him about his flannel.
V. Fill in the spaces w ith “s h o u ld ” or “w o u ld ”, according to the
sense of each sentence.
1. It is strange th at both young men meet at T urnbull’s. 2. Blun-
dell^ f.x o m e to see Venia every other day. 3. Everybody is surprised th at
the young chapV^Tbe so hum ble. 4. Mr. Turnbulr7.V'Aot repeat so often
th a t Blundell was tam e. It was getting on his nerves. 5. Why Venia
’*rr. neglect John is hard to understand. 6. B l u n d e l l ^ n o t rely on (upon)
anybody but himself. 7. “W ho'*/, like a cigarette?” A nthony asked pass
ing a packet of cigarettes. 8. T urnbull thought th at the m atter between
Venia and Jo h n ^.v jb e settled in the near future. 9. I wonder why B lun
dell Li be so upset, when he saw sergeant Dick D aly. 10. Turnbull tried
to give B lundell a piece of advice but the latter-;., not listen. 11. I
like to study French, but I don’t have the tim e. 12. You Tk' stay at home
tonight and study for your exam ination if you don’t want to fail. 13. You
not be so hum ble, Venia likes dare-devils.
V I.* In stead of the in fin itiv e in b rack ets use the correct form of
the verb according to the sense of the sentence.
1. You say th at you did not read yesterday’s papers; if you (to read)
them , you (to learn) many interesting things about the spaceflight
of “Vostok-6”. 2. Blundell is sure th at he is not a hum ble person; if he
(to be), he (not + to come) to see Venia every day. 3. Mr. Turnbull
did not know anything about B lundell’s im provem ent; if he (to know),
he (to prevent) his trick. 4. B lundell said th at he did n ’t know any strange
adventures; if he (to know) any, he (to relate) them to Venia a long
tim e ago. 5. Mr. Turnbull thought th at he had done the wrong thing;
if he (not + to offend) B lundell, the latter (not + to leave) the room
closing the door violently behind him. 6. You say th a t you are interested
in the English language. I hardly think so. If you (to be), you (not +
+ to waste) so much tim e playing dominoes.
V II.* E xplain the m eaning or use of “sh o u ld ” in the follow ing sen
tences. T ra n sla te the sentences in to R ussian.
1. When C arrie came up to the building of the factory at Adams
and Fifth Avenue, she stopped and said to herself: “This should be the
place.” 2. But when she walked upstairs, she saw nobody. “It is strange,
th at nobody should be here at this tim e of the morning!” she thought.
3. F inally she saw Mr. Brown. “You said I should come th is morning
to see about work.” 4. “Yes, but you should have come much earlier.”
5. Mr. Brown told one of the girls th at she should show C arrie how to
do the work. 6. C arrie sat bent over the machine all day, she was afraid
even to look up from her work or to get a drink of w ater. It was im por
265
ta n t th a t she should not a ttra c t the atten tio n of the foreman walking
up and down all th e tim e. 7. “I shouldn’t have come here at all. I should
have asked more details about the work before coming here,” Carrie said
half-aloud to herself, when the working day had finally come to an end.
V III. C om plete th e follow ing rem arks using the w ords in brackets.
B egin yo u r sentences w ith “So . . . ”.
1. We settled all the m atters yesterday, (our friends) 2. You’ve
got some ink on your sleeve. (Helen) 3. A stone sinks, (iron) 4. John
B lundell could swim well, (the sergeant) 5. They must do as they are
told. (Mary) 6. They were late for the concert, (you) 7. Venia is to come
soon. (Blundell) 8. Jo h n Blundell was a man of muscle, (the farmer)
266
Lesson Fifteen The Fifteenth Lesson
I
• For every evil under the sun,
There is a remedy, or there is none.
If there be one, try to find it;
If there be none, never mind it.
II
If wishes were horses, the beggars would ride,
If turnips ** were watches, I would wear one by my side.
And i f ‘“ifs” and “ans”
Were pots and pans,
There’d be no work for the tinkers.***
III
Three wise men of Gotham
W ent to sea in a bowl;
And if the bowl had been stronger,
My story would have been longer.•
ТРИ М УДРЕЦА
EXERCISE 1
267
§ 105. О Т К Л О Н Е Н И Я ОТ НОРМ Л И Т Е РА Т У РН О ГО АНГЛИЙ СКОГО
Я ЗЫ К А
УПРАЖНЕНИЕ 1
Н апиш ите нижеследующие предложения в традиционном литера
турном английском написании, исправьте предложение 3.
1. They would h a’ laughed at any other man. 2. After th ey ’d ’ad
a few drinks they humoured ’im by ’aving a nice ’ot cup o’ tea, and
then goin’ off w ith ’im to see a m agic-lantern performance. 3. I don’t
w ant to force my company on nobody. 4. He asked Isaak whether ’e
thought ’im and Ginger Dick was a couple o’ children, and ’e said if ’e
d id n ’t give ’em all th eir money right away ’e ’d give ’im in charge to
the first policem an they me:
From “The Money Box”
by W. W. Jacobs
§ 107. С Л О Ж Н О П РО И ЗВ О ДН Ы Е П Р И Л А Г А Т Е Л Ь Н Ы Е ТИПА
LONG-LEGGED, S U R E -FO O T E D