ПРЕДИСЛОВИЕ

Данный учебник является переработанным и дополненным изданием учебника английского языка

для II курса педагогических институтов и факультетов иностранных языков под редакцией проф.
И. Р. Гальперина.
Он является продолжением учебника для I курса, составленного коллективом преподавателей
кафедры лексикологии английского языка МГПИИЯ им. М. Тореза под редакцией проф. И. Р.
Гальперина, и основан на тех же методических принципах. Однако характер работы студентов над
языком на II курсе, естественно, отличается от работы на первом году обучения. Это и
предопределило существенные различия как в структуре учебника, так и в выборе текстов,
характере комментария к ним, а также в предлагаемой системе упражнений.
В отличие от учебника для I курса, предусматривающего комплексный характер обучения языку,
данный учебник исходит из принципов поаспектного изучения языка. Он предназначен служить
основой для занятий по практике устной и письменной речи.
Целью учебника является формирование у студентов прочных навыков устной и письменной речи,
обогащение их словарного запаса (как активного, так и пассивного), приобщение студентов к
самостоятельной учебно-исследовательской работе над языком, развитие у них аналитического
подхода к изучаемым языковым явлениям путем сопоставления их с соответствующими
явлениями родного языка.
Материалы учебника отвечают требованиям идейно-политического воспитания студентов и
способствуют расширению их кругозора.
Учебник состоит из 15 уроков (Units), разделенных на 3 части, 2 разделов упражнений на
повторение (в конце 1 и в конце 2 части), раздела речевых упражнений и ключей к переводным
упражнениям.
Каждый урок включает основной текст, комментарий к нему, систему упражнений и, в
большинстве случаев, дополнительный текст для расширения темы. Уроки следует прорабатывать
в той последовательности, в какой они даны в учебнике. Этим обеспечивается необходимая
повторяемость материала. Кроме того, учебник построен таким образом, что в каждом уроке в
упражнениях на активизацию лексико-граммагического материала используется фактический
материал из текстов предыдущих уроков.
Основой для развития навыков устной и письменной речи авторы учебника считают рационально
подобранный и целенаправленный текст. Тематический отбор текстов обусловлен требованиями
программы по курсу английского языка для педагогических факультетов. При подборе текстов
авторы стремились также к тому, чтобы социальные и морально-этические проблемы,
затрагиваемые в текстах, представляли интерес для студентов, апеллировали к их интеллекту и
чувствам, поскольку именно такие тексты стимулируют активность студентов на занятиях и тем
самым способствуют повышению эффективности учебного процесса.
Тексты учебника заимствованы из произведений английских, американских и австралийских
авторов XX века. В учебник включены образцы художественной прозы, поэтических
произведений, газетно-публицистического стиля. Вместе с тем следует иметь в виду, что задачи
развития навыков устной и письменной речи реализуются в учебнике в основном на нейтральной
лексике. Естественно, что язык студентов при этом будет носить нормативный, нейтрализованный
в стилевом отношении характер. Представляется, что на младших курсах языкового вуза наиболее
целесообразным является обучение именно таком/ нормативному языку, так как он более
устойчив, стилистически нейтрален И легче усваивается студентами в условиях неязыковой
среды.
Поэтические тексты (Units 5, 10), в отличие от сложившихся традиций, являются не приложением,
а органической частью учебника и подлежат такой же проработке, как и прозаические. Раскрытие
содержания поэтического произведения требует от студентов внимательного наблюдения над
формой произведения, так как в поэтических произведениях основная идея выражена в образной
форме. Толкование поэтических произведений должно заострить внимание студентов на форме
выражения мысли.
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Материал каждого урока включает несколько текстов, различных по своему назначению.
Основной текст вводит тему урока и содержит лексико-граммагические конструкции, слова и
словосочетания, подлежащие активному усвоению. Все основные тексты оригинальные. Лишь в
отдельных случаях в тексты были внесены незначительные изменения, связанные с
необходимостью устранения неправильной речи, используемой автором для характеристики
героев, и замены редких и устаревших слов и выражений.
Дополнительный текст тематически связан с основным текстом и служит для более полного
раскрытия темы урока. Он предусматривает дальнейшгг расширение словаря студентов и
используется ими при подготовке к обсуждению темы. Дополнительные тексты также
оригинальные.
Вспомогательные (тренировочные) тексты, которые входят в состав упражнений урока,
подвергнуты адаптации, с тем чтобы, сняв излишние трудности в понимании, можно было бы
использовать их содержание в учебных целях для составления ситуаций и тренировки активного
словаря. Эти тексты фабульные, в основном, юмористического, фантастического или детективного
характера. При описании героев и их поступков употребление активного словаря строго не
регламентируется. Именно такие тексты наилучшим образом подходят для выпотнгния
упражнений по развитию навыков устной речи.
Основной текст каждого урока снабжен комментарием. В отличие от учебника для I курса
комментарий написан на английском языке. Это позволяет познакомить студентов с научно-
лингвистической терминологией и в определенной мере подготовить их к слушанию лекций по
теории языка на старших курсах, а также к чтению оригинальной лингвистической литературы.
Комментарий содержит три раздела:
1. Примечания (Notes), основной целью которых является пояснение реалий текста. Сюда
включены также некоторые сведения по лексикологии и стилистике английского языка,
знакомящие студентов с элементами научной проблематики в объеме, предусмотренном
программой для второго курса по этим дисциплинам.
2. Структурные лексико-грамматические конструкции (Structural Patterns). В форме
структурных моделей здесь изложены сведения грамматического характера. Для
грамматического комментария выбраны наиболее употребительные конструкции из
основных текстов. При этом авторы исходили, в основном, из программы по
нормативному курсу грамматики для II курса. Во второй части учебника в ряде случаев
приводятся также сведения, предваряющие изучение отдельных грамматических тем на III
курсе. Трактовка грамматических явлений основана на "Учебнике практической
грамматики" В. Л. Каушанской и др. под редакцией проф. Б. А. Ильиша и "Грамматике
современного английского языка" Е. М. Гордон и И. П. Крыловой.
Этот раздел комментария и соответствующие ему упражнения направлены на преодоление
типичных грамматических ошибок студентов II курса и закрепление практических навыков
употребления данных лексико-грамматических конструкций в речи.
3. Активный словарь (Vocabulary). В этот раздел включены слова и словосочетания из
основного текста, подлежащие активному усвоению (двойными скобками (//) отмечены
единицы, которые не входят в активный словарь, но нуждаются в объяснении). В первой
части учебника (Units 1-6), помимо объяснения контекстуального значения активных
единиц, приводятся наиболее частотные значения многозначных слов и их дефиниции,
указываются синонимы или широкоупотребительные сочетания с этими единицами. Для
лучшего понимания и усвоения материала употребление активного словаря
иллюстрируется примерами, даются русские эквиваленты активных единиц и
стилистические пометы.
Во второй части учебника (Units 7-13) метод подачи активного словаря несколько видоизменяется
по сравнению с первой частью. К выделяемым из текста словам и словосочетаниям (Vocabulary А)
даются только определения на английском языке и иллюстрирующие примеры без
лексикологической разработки активных единиц и их перевода на русский язык. Дополнительный
активный словарь (Vocabulary В) вводится в составе коротких типовых предложений
(микротекстов). Студентам предлагается, пользуясь англо-английскими толковыми
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словарями, понять значение этих единиц и найти их русские эквиваленты с помощью англо-
русских переводных словарей. Выполнение этого вида работы должно, по мнению авторов,
способствовать развитию у студентов навыка сопоставления рассматриваемых языковых явлений
в английском и русском и подготовить их к самостоятельной работе со словарем на последующих
курсах.
Упражнения, включенные в состав каждого урока, также преследуют различные цели. Ряд
упражнений имеют своей задачей обеспечить правильное понимание основного текста и
стимулировать мышление студентов на иностранном языке. Другая группа упражнений
предназначена для усвоения и закрепления лексико-грамматических сведений, содержащихся в
комментарии. Предусматривается, что те и другие упражнения можно выполнять параллельно,
или при некотором опережении упражнений, связанных с основным текстом. В некоторые уроки
включены также упражнения, направленные на активное усвоение лексикологических и
стилистических сведений, помещенных в примечаниях. Ряд творческих упражнений обеспечивает
развитие навыков самостоятельной учебно-исследовательской работы. Поэтические произведения,
помещенные в конце каждого урока, также представляют собой один из видов творческих
упражнений.
Внутри каждой группы упражнения расположены по приниципу нарастания трудностей - от
языковых и предречевых упражнений к речевым.
Среди упражнений на активизацию лексико-грамматических конструкций и словаря особое место
занимает составление ситуаций, основанных на содержании уже знакомых студентам текстов
(основных и вспомогательных). По мнению авторов, именно такой тип упражнений обеспечивает
более осмысленное употребление студентами нового словаря и лексико-грамматических
конструкций и облегчает контроль за правильностью их употребления со стороны преподавателя.
Упражнения по переводу отдельных предложений с русского на английский язык
предусматриваются и основном при первичном закреплении активного словаря и лексико-
грамматических конструкций. .На последующей стадии активизации лексико-грамматического
материала для перевода и изложения на английском языке (rendering) студентам предлагаются
расширенные ситуации и небольшие рассказы. Переводные упражнения этого типа снабжены
ключами.
Целям закрепления активного лексического и грамматического материала служат подборки
примеров из современной оригинальной английской и американской художественной литературы,
иллюстрирующие употребление активного словаря и лексико-грамматических конструкции.
Примеры взяты из произведений А. Кронина, С. Моэма, Дж. Пристли, Д. дю Морье, И. Мердок, А.
Кристи, Дж. Болдуина, М. Снарк и др.
На заключительном этапе работы над материалом урока студентам предлагаются темы
обобщающего характера для устных и письменных сочинений. В трех последних уроках второй
части учебника (Units 11-13) этому виду работы придается наибольшее значение. Предполагается,
что к данному моменту студенты уже усвоили значительный объем лексико-грамматического
материала, что создает благоприятные возможности для более широкой реализации речевой
направленности учебного процесса и подводит их к выполнению подобных видов работы на III
курсе.
По усмотрению преподавателя, ряд упражнений (ответы на тематические вопросы, составление
характеристик действующих лиц, составление ситуаций, переводы и др.) могут выполняйся в
письменном виде.
В учебнике уделяется большое внимание повторению материала, имеющему своей целью
закрепление, углубление и систематизацию полученных знаний. Каждый последующий урок
повторяет часть лексического и грамматического материала предыдущих уроков, кроме того, в
учебнике имеются два обзорных раздела повторения. Авторы считают очень важным при
повторении видоизменять текстовой материал и ставить перед студентами задачи,
активизирующие их мыслительную деятельность. Это значительно повышает эффективность
повторения. Большое место при повторении отводится письменным контрольным переводам.
Раздел речевых упражнений состоит из рассказов, отрывков из художественной прозы,
поэтических произведений и заданий к ним. Студенты читают или прослушивают с пленки
данный материал, обсуждают его содержание,
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высказывая свое отношение к прочитанному (прослушанному), выполняют различные
письменные задания. Эта работа ведется параллельно с работой над основными текстами
учебника. Выполнение заданий по материалу этого раздела способствует развитию
неподготовленной речи и логического мышления студентов.
Каждый урок первых двух частей учебника рассчитан на 8-10 часов аудиторных занятий. Это не
исключает возможности для преподавателя увеличить количество времени на проработку
начальных уроков с тем, чтобы облегчить адаптацию студентов к новым условиям работы на II
курсе.
При планировании цикла занятий по каждому уроку рекомендуется соблюдать следующую
последовательность видов работы:
1. Чтение вслух, выборочный перевод, обсуждение примечаний к тексту.
2. Орфографический диктант.
3. Введение лексико-грамматических конструкций и активного вокабуляра (наиболее
трудные случаи).
4. Обсуждение текста (вопросо-ответная отработка текста, различного вида пересказ, выбор
заглавия и др.).
5. Первичное закрепление лексико-грамматического материала (перевод на английский
отдельных предложений на активны)! вокабуляр и лексико-грамматические модели).
6. Активизация лексико-грамматического материала (работа со вспомогательным текстом,
составление ситуаций, переводы, упражнения на синонимы).
7. Выполнение обзорных упражнений по уроку (изложение ситуаций на английском языке и
другие упражнения).
8. Обсуждение тем урока.
9. Письменная проверка проработанного материала (перевод с русского на английский на
активный словарь ' и лексико-грамматические модели, ответ на тематический вопрос по
основному или вспомогательному тексту).
Наличие в учебнике большого количества дополнительного материала для расширения тем
уроков, материалов для повторения и раздела речевых упражнений обеспечивает возможность
дифференцированного использования учебника в условиях неодинаковой языковой подготовки
студентов и таким образом облегчает работу преподавателей по подбору материала к занятиям.
Характер упражнений, включенных в учебник, также позволяет преподавателю во многих случаях
дифференцировать (усложнять или упрощать) задания к упражнениям.
В связи с тем, что программа по практике устной и письменной речи английского языка
предусматривает изучение общественно-политической тематики, III часть учебника включает
тексты общественно-политического характера. Для подбора и составления текстов были
использованы материалы из текущей советской прессы и прогрессивных английских и
американских периодических изданий I976-I98I годов (как, например, журналы "Sputnik", "New
Times", "World Magazine", газеты "Moscow News", "Morning Star", "Daily World", материалы АПН
и другие источники). Тематически тексты этой части ограничены материалами о Советском
Союзе, так как овладение словарным запасом по данной тематике и приобретение навыков
обсуждения таких тем является одной из первоочередных задач при обучении студентов второго
курса. Остальные общественно-политические темы, предусмотренные программой,
прорабатываются па материале текущих событии. Часть III проходится в течение всего учебного
года, параллельно с работой над материалами первых двух частей.
Объединение материалов по общественно-политической тематике в третьей части учебника
связано с тем, что данные материалы существенно отличаются от материалов первых двух частей
как по тематике, так и по словарю. Поэтому практически невозможно работать над материалами
общественно-политической тематики по той методике, которая разработана для первых двух
частей учебника. Кроме того, общественно-политическая тематика на 2-м курсе языковых вузов
прорабатывается, как правило, на специальных занятиях по особому плану.
Урок 14 предполагает детальную проработку текста и поэтому включает систему упражнений,
направленных на усвоение и закрепление словаря текста. Усвоив лексический материал этого
урока, студенты переходят к работе над темами (Урок 15). Поскольку в соответствующих текстах
данного урока предлагаемые для обсуждения темы трактуются в наиболее обобщенном виде, эти
тексты являются исходным материалом для самостоятельной работы студентов над
6
докладами-сообщениями по изучаемой теме. Для более полного освещения темы им
рекомендуется привлекать дополнительный материал из текущей прессы на русском и английском
языках.
В задачу студента входит составить план на основе подобранного им материала, выписать
необходимый тематический словарь и подготовить сообщение по теме. Так как при подготовке
сообщения студенты пользуются различными дополнительными материалами, это дает
возможность при обсуждении тем на занятиях касаться разных аспектов проблемы и по-разному
иллюстрировать ее.
Порядок прохождения тем устанавливается преподавателем в соответствии с учебным планом.
Ряд тем (I, II, III, IV, V) могут быть приурочены к знаменательным датам. Другие темы (IX, X)
рекомендуется изучать на протяжении всего года, пополняя имеющиеся в разделе материалы
конкретными фактами текущих событий. В конце года полученные знания могут быть обобщены в
виде расширенных докладов-сообщений по данным темам.
В конце третьей части помещен словарный минимум общественно-политической лексики,
которым студенты должны овладеть к концу 2-го курса. Основное внимание в нем обращено на
слова и словосочетания, представляющие трудность для студентов при описании реалий советской
действительности.
Преподаватель может варьировать объем и формы работы с материалами третьей части в
зависимости от времени, которым он располагает, и учитывая уровень подготовки аудитории.
Третье издание учебника подверглось коренной переработке: в большинства уроков заменены
тексты, расширен комментарий, введены два урока на общественно-политическую тематику,
увеличена доля творческих упражнений.
Методика работы над материалами учебника проверена практикой многолетней работы на II курсе
факультета английского языка МГПИИЯ имени Мориса Тореза.
Само собой разумеется, что предлагаемая в учебнике система работы над языком не является
единственно возможной, однако результаты работы по этой системе дают нам основание
рекомендовать ее кафедрам английского языка других педагогических вузов.
Авторы пользуются возможностью выразить глубокую благодарность коллективу кафедры
фонетики и лексики английского языка Ташкентского государственного педагогического
института и доктору филологических наук, профессору Тураевой 3. Я. за критические замечания и
рекомендации, данные ими в рецензиях, а также Тодд Л. Р. за тщательный просмотр рукописи и
ценные советы. Авторы также признательны кандидату филологических наук, доценту Князевой
Г. Ю. за помощь, оказанную при подготовке учебника к печати.
 Part I
UNIT ONE
TEXT
The door to his office opened, and Professor Fox saw a young man, about twenty-one, enter behind his
secretary. Erik Gorin was a little above middle height, slender, and wearing not very good clothes. He had
dark, living eyes and straight black hair.
"Mr. Gorin," said the secretary.
Fox rose to shake hands, and then asked ths young man to sit down. His own voice sounded cold to him,
and he wished it could be more affable. He returned to his chair and tried to remember who had
recommended Gorin.
"Dr. Hollingworth?" Fox asked suddenly. "How is he?"
"Very well, sir," said Gorin. He spoke in a slow steady voice, and he sat up straight as though prepared
for any onslaught. But he had to clear his throat before answering, and Fox felt sorry for him though he
was sure that the quick eyes would have been amazed at any expression of sympathy. He saw the bright
watchful face and the eager intelligence it held. "My God," he thought, "he's scared, he's probably hungry,
and he still wants to set the world on fire."
"We're very glad to have you here, Mr. Gorin," he said gently. "This year we've taken on only one new
assistant. You've come with excellent recommendations and you'll have every opportunity to live up to
them. As you know, you'll be teaching freshman physics lab while you take your own courses towards
your doctorate. You'll probably find the first year rather confusing and hard work between the two
schedules, but things will straighten out for you after a while. Is there any field of physics in which you
are especially interested so far?"
"No," said Erik after the slightest hesitation. "I really don't know enough about any o: them yet. All I had
as an undergraduate were the usual courses in mechanics, light, thermodynamics and electricity."
Fox nodded. He knew that Gorin must have been tortured for a moment by the conflict between the fear
that ha might make a poor impression and the desire to tell the truth.
"You'll have plenty of time to make up your mind," he said, "and there are any number of researches
going on to help your choice. Unfortunately, most of the staff is away and work won't start for another
two weeks. Professor Beans is tha man to whom you'll be responsible for your undergraduate teaching.
He gives the freshman physics lecture. Professor Cameron will be your adviser in your graduate work. In
the meantime, leave your address with Miss Prescott, the secretary. Each year just before the semester
starts, Mrs. Fox and I hold an open house for all the members of the staff so that the new men can meet
everyone else. Naturally, we're expecting you, but Mrs. Fox will prefer to send you an invitation
anyhow."
This just about made up the usual speech and Fox knew that his tone had warmed as he went along. Was
there anything he had left out; he wondered. The invitation, the names of Beans and Cameron, the general
air of encouragement - he had remembered them all. Oh yes, one more touch...
"And did you have a pleasant summer, Mr. Gorin?"
"A pleasant summer?" Erik was silent for the time of two long breaths. His dark gaze never moved from
Fox's face. "No, sir," he said explosively. "I damn well did not have a pleasant summer!"
"What did you say?" Fox asked out of surprise.
"I said that the summer was pretty awful," said Erik once more. "May I smoke?"
Fox pushed an ash-tray along the desk.
"Thanks. All I can say is I'm glad it's over," Erik went on. He had come with no intentions of saying this
or anything personal. But there was something so damned gentle and sincere about Fox, he thought, that
you couldn't help but tell him everything about the past two months; and the words came tumbling out,
faster and faster to ease the pressure in his throat.
"You see, I was absolutely broke when Hollingworth - Professor Hollingworth - told me at
commencement that I had got the appointment here. I won't even tell you what that meant to me - to study
physics at Columbia. He was very decent and asked me to spend the summer with him and his family at a
place they have in Wisconsin. But I couldn't see myself sponging on him for all that time, so I settled for
two weeks. It was wonderful there."
"I am sure it was," Fox said. His amazement was still growing. Wisconsin is a beautiful state."
"Oh, it is. But at the end of two weeks, I left them saying I was coming East to visit a cousin. I don't have
any cousin, but I got on the train because the whole Hollingworth family came down to the station to see
me off, and I knew they'd feel bad if they thought I had no place to go. On the train I bought a ticket for
the next town, a place called Catlett. I got out there and took a lift on the highway from a fellow who was
driving his car to Cleveland to sell it there. He liked the car, because you see he had saved so long to buy
it. He was sad all the way and told me over and over how he had fixed this part and repaired that one. But
here he was - out of a job and all of his savings, gone and finally the car was going too. Somehow it
scared me. At Cleveland, I got another lift out of town and once, when we stopped for gas in a place
called High Hope, I got into conversation with the owner of the station. He offered me a job for a place to
eat and sleep. I was supposed to help him in repairs and service and I could keep whatever money I got
for fixing automobile radios. In three weeks, I fixed one radio, but I quit because one day I went into
town and a fellow stopped me. He was almost crazy because he said I had taken his job. He used to make
thirty a week and 1 was doing the work for practically nothing. He was married and had a family, so I
moved on. I don't know whether he ever got the job back, but I know I didn't want it any more. You see, I
knew all the time that I had this appointment here, waiting for me."
Erik put out the cigarette as if he had just become aware of the extent of his rambling. He cleared his
throat and stood up, hoping to be dismissed painlessly.
"No, sit down," said Fox. "Sit down and tell me what happened."
Erik sat down again. Here I am, he thought, talking to Earle Fox, a scientist who won the Nobel Prize.
We're all alone in the room and he's listening to me go on like an idiot about my summer. To me. He
thought of all the people Fox had shaken hands with - the President of the United States, the King of
Denmark, every living creature whose name was famous.
"Go on," said Fox. "What happened?"
''Nothing much. You see, now that I'm safe, it's almost as though nothing had happened. In Schenectady I
had a job washing dishes for a while, and when I got to New York, I came up here at once but you were
still away on your vacation. For two weeks until yesterday I worked in a bath house at an open air pool on
the East Side. I used to laugh all the time because it was so funny."
"Funny?"
"No matter what was happening, no matter what kind of crazy job I had, I used to say to myself, I'm
really a physicist." He checked himself. "I can call myself a physicist, can't I? Or is that - presumptuous?"
"No," said Fox after a moment. His voice was gentle. "You're a physicist."
"The point is this," Erik said. He was standing and his eyes seemed very dark. "I want you to know what
this chance means to me, and when you say that I'll be given every opportunity, I don't need every
opportunity. All I ask is just one, that's all, just one."
"Yes," said Fox. "Yes, I see."
 COMMENTARY

NOTES

1. Freshman physics lab

Freshman physics lab is the laboratory work in physics for the first year students. Lab is a shortened
word from laboratory.

Shortening is one of the ways of enlarging the English vocabulary. There are two main types of
shortenings: clipped words and initial abbreviations.

Clipping is the result of reducing a word to one of its parts. A word may be clipped at the beginning,
at the end or part of it may be omitted in the middle, e. g.

 exam - from examination

 phone - from telephone
 maths (also math Am) - from mathematics

Clipped words are mostly characteristic of colloquial speech. Initial abbreviations are produced by
shortening word-groups to initial letters or syllables, e. g.

 MP - from Member of Parliament

 UNO - from United Nations Organization
 Interpol - from International Police

In some cases only the first component of a word-group is shortened, the second one undergoing no
changes at all, e. g.

V-day - from Victory Day

2. beautiful, wonderful, watchful

-ful is an adjective-forming suffix which is usually added to nominal bases imparting to them the
meaning of full of, abounding in or causing, giving, e. g.

 beautiful - full of beauty, having beauty

 painful -giving pain

When added to a verbal base, the suffix -ful gives the derived adjective the meaning of  inclined,
tending to, e. g.

 watchful - inclined or tending to watch

There is another adjective-forming suffix in English similar in meaning to the suffix -ful: -y - full of,
tending to, e. g.

noisy - full of noise

 sleepy - tending to sleep, ready to go to sleep

 These suffixes are called synonymous suffixes.

In many cases nominal bases may take both one of the synonymous suffixes (-ful, -y) and the
antonymous suffix -less, thus forming pairs of adjective with opposite meanings, e. g.
  painful - painless
 noisy - noiseless

3. At Columbia

Columbia as used in the text means Columbia University. The word University is generally

dropped in informal speech.

He is at Oxford. - He is at Oxford University.

Note that no article is used with names of universities and colleges:  London University, Eton
college. But: The University of London.

4. on the East Side

The East Side is the part of New York City lying to the east of Fifth Avenue, where the world's
richest residential district, the Upper East Side, is situated.

STRUCTURAL PATTERNS

1. Wish + Object Clause

... he wished it could be more affable.

The predicate verb in object clauses dependent on the verb to wish describes an unreal situation.

I wish I had'gone to that concert. Жаль, что я не пошла на этот концерт.

The tense form of the predicate verb in the object clause shows the relations between the actions
expressed in the principal clause and in the subordinate (object) clause:

a) The Past Indefinite shows that the action in the subordinate clause is simultaneous with that of
the principal clause.

He wished he knew more about his fellow-students. Он хотел бы больше знать о своих
однокурсниках.

b) The Past Perfect shows that the action of the subordinate clause is prior to that of the principal
clause.

You will wish you had controlled yourself and Вы пожалеете, что не сдержались и не ответили
answered all his questions. на все его вопросы.

Note: The same rules hold true for the use of tense forms in clauses of comparison introduced by as
if, as though.

He looked at me as if he didn't believe a word of Он смотрел на меня так, как будто не верил ни
what I was saying. одному слову из того, что я говорил.
You speak as if you had read a lot on the problem. Вы говорите так, как будто много читали по
этому вопросу.

с) When the action of the subordinate clause follows that of the principal clause the predicate in the
subordinate clause is generally expressed by could or might + infinitive.

Erik wished he could (might) start working Эрику хотелось бы начать работу немедленно.
immediately.

Would + infinitive may be found in the subordinate clause only if the subjects in the clauses are
different. It makes the wish more emphatic.

I wish spring would come soon. Хорошо бы скорее пришла весна.

The use of would + infinitive often implies that the person expressed by the subject of the
subordinate clause does not want to perform the action.

I wish he would tell me everything. Как бы мне хотелось, чтобы он мне все
рассказал.

Note: The verb to be may have the form were for all persons singular and plural. The form were is
traditionally termed the Past Subjunctive.

I wish it were true (or: I wish it was true). Жаль, что это неправда (как бы мне хотелось,
чтобы это было правдой).

Note: As all the forms of the predicate verb in object clauses (after the verb  to wish) denote unreal
actions they very often serve as expressions of regret rather than wish and are accordingly translated into
Russian by the expression жаль, the verb сожалеть etc.

I wish I had the book, (a) Жаль, что у меня нет этой книги.
I wish I had told her about it. (a) Жаль, что я не сказал ей об этом.
I wished Thomas hadn't brought me here, (b) Я сожалел, что Томас привел меня сюда.

If the verb in the object clause is affirmative in English, it is negative in Russian (a) and vice versa
(b).

2. Must, may, can + Perfect or Continuous Infinitive

... Gorin must have been tortured for a moment by...

The modal verbs must, may, can used with the perfect or continuous infinitive express various
degrees of supposition, i. e. probability, doubt, incredulity.

a) The verb must in such cases expresses a high degree of supposition, almost certainty. The
Russian equivalents are должно быть, вероятно.

He must have worked the whole summer. He looks Он, должно быть, работал все лето. Он выглядит
tired. усталым.

Note: The verb must in this meaning is not used with the particle not. To express negation lexical
means are used.

He must have been out when I rang him up. Его, должно быть, не было дома, когда я
позвонила ему.
Evidently he did not know anything about it. Он, должно быть, ничего не знал об этом.

b) The verb may expresses uncertainty as to the fulfilment of an action, state or occurrence,

supposition implying doubt. The Russian equivalents are возможно, может быть.

She may be staying with her friends at a place they Она, возможно, гостит у своих друзей в Москве.
have in Moscow.
Don't be angry with him. He may not have known Не сердись на него. Он, может быть, ничего об
about it. этом не знал.

с) The verb can expresses doubt (in interrogative sentences) or incredulity (in negative sentences).
The Russian equivalents are неужели, не может быть.

Can she have told a lie? Неужели она сказала неправду?

She can't be lying! Не может быть, чтобы она лгала!

The form of the infinitive shows the time reference of the action. The perfect infinitive is used when
the action refers to the past, the continuous infinitive refers the action to the present.

She must have done some research work in this Должно быть, она занималась исследовательской
field. работой в этой области.
She must be doing some research work in this field. Должно быть, она занимается исследовательской
работой в этой области.

3. Used to

I used to laugh all the time.

Used to expresses recurrent actions or typical states in the past; it implies contrast between the
present and the past - what was typical of the past is no longer true at present.

This kind of house used to cost £ 4,000. Такой дом когда-то стоил 4 000 фунтов.
He used to come here every other day. Он, бывало, приходил сюда через день.

Note: Would do can also denote recurrent actions in the past but its use is stylistically restricted.

4. Now (that)

Now that I'm safe, it's almost as though nothing had happened.

The conjunction now that (also without that) means as, considering that, in view of the fact
that... The Russian equivalents are теперь, когда..., раз... .

Now (that) you are well again, you may return to Раз вы здоровы, вы можете приступить опять к
your studies. занятиям.

VOCABULARY

1. Fox rose to shake hands.

to shake vt

a) cause to move from side to side, up and down, etc - трясти to shake a rug - трясти,
вытряхивать ковер

to shake smb by the shoulder - трясти кого-л. за плечо

to shake one's head (at) - качать головой (в знак несогласия, сомнения, укоризны,
неодобрения и т. п.)

to shake one's finger (fist) at smb - грозить кому-л. пальцем, кулаком

 to shake hands (with smb), to shake smb's hand - пожать кому-л. руку, обменяться
рукопожатием

Не shook hands with me and thanked me heartily. Он пожал мне руку и сердечно поблагодарил
меня.
We shook hands and I left. Мы обменялись рукопожатием, и я ушел.

b) shock, trouble - потрясать, волновать

They were badly shaken by the news. Они были потрясены этим известием.

2. ... the quick eyes would have been amazed at...

to amaze vt - поражать, изумлять, удивлять

Syn: to surprise, to astonish. The three verbs differ in degree.

To surprise is the general term. It means to impress somebody unexpectedly.

Their gift greatly surprised and pleased her. Их подарок очень удивил и обрадовал ее.

То astonish is to surprise as greatly and suddenly as to seem incredible.

He astonished his friends by his sudden departure. Он чрезвычайно удивил своих друзей внезапным
отъездом.

То amaze, though it carries the idea of great astonishment, stresses rather bewilderment, perplexity,
or wonder.

I was amazed at the breadth of their interests. Я была поражена широтой их интересов.

All three verbs are commonly used in passive constructions followed by an infinitive or a
prepositional object (generally with the prepositionat).

I was not at all surprised to hear her answer. I knew Я совсем не удивилась, услышав ее ответ. Я ее
her only too well. слишком хорошо знала.
We were surprised at finding the house empty. Мы удивились, обнаружив, что в доме никого не
было.
I was astonished to discover that what he had told Я был изумлен, обнаружив, что то, что он сказал
me was a lie. мне, было неправдой.
I am amazed at his outrageous behaviour. He has Я поражена (не знаю, что и думать) его
always been : such a quiet young fellow. возмутительным поведением. Он всегда был
таким спокойным.

Thus, we are surprised at what is unexpected, astonished when we find it hard to believe,

and amazed when we are struck by something so strange, unusual that we cannot (of do not want to)
believe it.

Note the nouns and adjectives corresponding to the

verbs: surprise n - surprising a; astonishment n - astonishing a; amazementn - amazing a.

3. ... amazed at any expression of sympathy

sympathy n (for) - сочувствие
He felt sympathy for the young man (felt sorry for Он посочувствовал молодому человеку.
him).

to sympathize т (with smb) - сочувствовать кому-л.

We all sympathized with the poor girl when we Мы все сочувствовали бедной девушке, когда
heard that she had lost her parents. услышали, что она потеряла родителей.

4. ... he might make a poor impression ...

to make a poor (good, great, favourable) impression (on) - производить плохое (хорошее,
огромное, благоприятное) впечатление

The speech made a strong impression on the House. Речь произвела сильное впечатление в палате
общин.

The verb to make enters into a number of phraseological units:

to make friends (with) - подружиться

He made friends with the utmost ease. Он легко заводил друзей.

to make fun of - высмеивать, дразнить, подшучивать, шутить

"Don't make fun of me," she pleaded. "Don't laugh "He дразни меня, не смейся надо мной", -
at me." просила она.

to make (both) ends meet - сводить концы с концами

After he had lost his job the family could hardly После того, как он потерял работу, семья едва
make (both) ends meet. сводила концы с концами.

5. Naturally we're expecting you

to expect vt

a) feel sure that somebody or something will come and be waiting - ждать, ожидать

We expected him for dinner, but he did not come. Мы ждали его к обеду, но он не пришел.

b) think, believe or hope that something will happen - рассчитывать, надеяться

I expect a letter from him in a week. Я надеюсь получить от него письмо через
неделю.

to expect smb to do smth

I expect you to work hard. Я надеюсь, что вы будете упорно работать.

She had expected Simon to drive her home. Она надеялась, что Саймон отвезет ее домой.

The verb to wait is synonymous with the verb to expect in the first meaning (a).

to wait vi - be at a fixed place until somebody comes or something happens - ждать

Don't go out. Wait till mother comes. He уходи. Подожди, пока придет мама.
 to wait for smb to do smth; to wait for smth to happen

I can't wait for her to come back. Я не могу ждать, пока она вернется.
Everybody waited for the meeting to begin. Все ждали начала собрания (когда начнется
собрание).

6. Не had come with no intentions of saying this...

to have no intention (hope, idea) of doing smth - не иметь намерения (надежды, мысли)
сделать что-л.

Erik had no intention of saying anything about his У Эрика не было намерения говорить о своих
personal affairs. личных делах.
The car broke down and they had no hope (hadn't a Машина сломалась, и у них не было (никакой)
hope) of getting to the station in time. надежды добраться до станции вовремя.

7. ... you couldn't help but tell him everything

// can't help but do - не может не сделать (chiefly AE,*colloq). You might expect to hear it in the
casual conversation of educated persons. //

Can't help doing is very common in BE, cannot but do is more formal.

I couldn't help laughing. Я не могла не рассмеяться (невольно

рассмеялась).
He could not but agree to the plan. Он не мог не согласиться с этим планом.

8. ... the whole Hallingworth family came down to the station to see me off.

to see smb off (at the station, at the airport) - посадить, проводить (на поезд, на самолет)

My friends saw me off at the station. Друзья проводили меня на поезд.

The Russian verb провожать has several other equivalents in English:

to see smb to (a place) - провожать, сопровождать кого-л. куда-л.

Не saw me to the gate. Он проводил меня до ворот.

He saw me home. Он проводил меня домой.

to show smb to, into, in, out - go with a person, show him the way to, into, out of a place -
проводить до места, провести внутрь, вводить в помещение, выводить наружу

Не showed me into a small room with a desk in it. Он провел меня в маленькую комнату, в которой
стоял письменный стол.
Show her in. Проведите ее сюда.

9. ... a fellow who was driving his car.

to drive vt & i

a) to drive a railway engine, a motor-car, a tram or other vehicle - водить машину, трамвай и т.
п.
 to drive with caution, carefully, recklessly, at a great speed, in the right (wrong) direction,  etc.
- вести машину осторожно, лихо, на большой скорости, в нужном (не в том) направлении и т. п.

Can you drive? Ты умеешь водить машину?

It had grown dark and he drove (the car) very Стемнело, и он вел машину очень осторожно.
carefully.

b) to drive to - travel somewhere in a car (or other vehicle) which is at one's individual disposal -
ехать куда-л. на машине

Shall we drive to the theatre or walk? It's not far. Мы поедем в театр на машине или пойдем
пешком? Это недалеко.

The Russian phrase ехать (куда-л.) на чем-л. (на машине, на автобусе, на поезде и т. п.) can be
rendered in English by the combinationto go (somewhere) by car, by bus, by train, etc.

We went there by bus, but Mother and Father took a Мы поехали туда на автобусе, а мама и папа на
taxi. такси.

// Note: The combination to ride in (a bus, train, etc - i. e. nouns denoting public vehicles) means to
be in; to sit in and be carried by.

While riding in a bus the other day, I met an old На днях (когда я ехала) в автобусе я встретила
acquaintance of mine. свою старую приятельницу. //

с) to drive smb to - take somebody somewhere in a private car - not in a public vehicle - отвозить
кого-л. куда-л. на машине

Не drove me to the station. Он отвез меня на станцию.

10. ... he had saved so long to buy it.

to save vt & i

a) keep for future use, put aside (money) - приберегать, оставлять, копить (деньги)

David saved enough money to buy a car. Давид скопил достаточно денег, чтобы купить
машину.

b) avoid loss of time, money, etc - сберегать, экономить

It'll save you a lot of time if you go there by car. Вы сэкономите много времени, если поедете
туда на машине.

to save smb (a lot) of trouble - избавлять от хлопот, неприятностей

It'll save him a lot of trouble if he speaks to her at Это избавит его от (он избежит) многих
once. неприятностей, если он поговорит с ней сейчас
же.
This saved us a lot of trouble. Это избавило нас от многих хлопот.

11. Не offered me a job.

to offer vt - hold out in the hand or express in words something which may be accepted or refused -
предлагать кому-л. что-л.
 to offer smb a cup of tea, a cigarette, money, help, work, friendship, etc.

The hostess offered me a cup of tea. Хозяйка предложила мне чашку чая.
She fell behind the group during her illness and her Она отстала от группы во время болезни, и
comrades offered her their help. товарищи предложили ей свою помощь.

to offer to do smth - be ready to do something if it is wanted; volunteer (one who offers does it
oneself) - предложить; вызваться сделать что-л.

Не offered to drive her back home. Он предложил отвезти ее обратно домой.

Syn: to suggest vt - put an idea into a person's head - предлагать, советовать

to suggest a plan, a method, a trip, a walk, etc.

Harris suggested a trip down the river. Харрис предложил отправиться в путешествие
по реке.

to suggest that smb do smth (that smb should do smth)

I suggested he sleep a little. Я предложила, чтобы он поспал немного.

Do you suggest we should keep quiet about such Вы предлагаете молчать о таких вещах?
things?

// Note: The verb to suggest may take the to-phrase (though rarely) if it is necessary to mention the

person to whom the suggestion is made, e. g. What did you suggest to the manager? //

to suggest (smb's) doing smth

She suggested (their) staying at her place. Она предложила (им) остановиться у нее.

12. Erik put out the cigarette.

 to put out - cause to stop burning - тушить, гасить

 to put out the lights, the candle, the gas, the gas-fire, etc

He put out the candle and fell into a deep sleep. Он погасил свечу и погрузился в глубокий сон.

to go out (of a fire or light) - stop burning - гаснуть

The fire had gone out and the room felt cold. Огонь в камине погас, и в комнате было холодно.

to turn out (off), on the light, radio, gas; water, etc - выключать, включать свет и т. п.;
закрывать, открывать воду, кран

Turn off the hot water (tap). Закрой кран с горячей водой.

to switch off, on the light, radio, TV set, etc (used when speaking of an electric circuit) -
выключать, включать

Switch on the light, please. Включи свет, пожалуйста.

13. ... hoping to be dismissed painlessly

to dismiss vt - отпускать
 a) allow to leave, send away - отпускать

The teacher dismissed the class as soon as the bell Учитель отпустил учеников, как только
rang. прозвенел звонок.

b) send away (from one's employment, service) - увольнять

One by one Mr. Smith asked me to dismiss the Одного за другим я увольнял наших слуг по
servants. He did not trust them. требованию м-ра Смита. Он не доверял им.

Syn: to sack smb, to give smb the sack, to fire smb (all colloq)

"They will give us the sack, if we don't support "Они нас уволят, если мы их не поддержим", -
them," Henry Fox said. сказал Генри Фокс.
The cook was afraid that they would fire him. Повар боялся, что его уволят.

14. ... listening to me go on like an idiot...

like smb, smth - in the same or a similar way as, in the manner of - как, подобным образом

If everyone worked like him, we could finish in a Если бы все работали, как он, мы бы смогли
week. кончить через неделю.
They are behaving like children. She refused to be Они ведут себя, как дети. Она возражала против
treated like an invalid. того, чтобы с ней обращались как с больной.

as smb, smth - in the capacity or character of - как, в качестве

He introduced her as his sister. Он представил ее как свою сестру.

As is generally used after the verbs to regard, to view, to represent, to treat (считать,
рассматривать) and other verbs similar in meaning.

Most people regarded him as a clever man. Многие считали его умным.
All my life you've treated me as a child (as a Всю мою жизнь вы относились ко мне, как к
stranger, etc). You can't treat that as a joke. ребенку. Это нельзя считать шуткой.

Note: The verb to consider is not used with as.

Most people considered him a brilliant physicist. Многие считали его гениальным физиком.

Thus, the essential difference between like and as (in the meaning of как) is that like implies the
manner or way of acting (behaving) in a particular case, whereas as stresses the general attitude of a
person to something or someone.

15. He checked himself

to check oneself - stop oneself from saying or doing anything when one is just going to do it -
сдержаться; остановиться (и не сказать или не сделать что-л.)

I was about to tell the young man what I thought - of Я хотел было сказать молодому человеку, что я
him, but checked myself in time. думал о нем, но вовремя остановился.

to control oneself - not let oneself get angry or cry or show one's emotions - сдерживаться;
сохранять самообладание
She controlled herself and said in. a steady voice, Она сдержалась и сказала твердым голосом: "Мы
"We are no friends any longer." больше не друзья".

to pull oneself together - get control of oneself (used when a person is in a state of agitation, rage,
despair, etc) - сдерживаться, взять себя в руки

You'd better pull yourself together, you can't do Возьмите себя в руки. Вы ничего не можете
anything in such a state. делать в таком состоянии.

*
 AE - the American vAuaat ai English- RE - the British variant of English.
 EXERCISES

I. Translate the following phrases and sentences from the text:

1. He sat up straight as though prepared for any onslaught. 2. He saw the bright watchful face and
the eager intelligence it held. 3. You'll be teaching freshman physics lab while you take your own courses
towards your doctorate. 4. You'll probably find the first year rather confusing and hard work between the
two schedules. 5. Mrs. Fox and I hold an open house for all the members of the staff. 6. Erik was silent
for the time of two long breaths. 7. His dark gaze never moved from Fox's face. 8. ... and the words came
tumbling out faster and faster to ease the pressure in his throat. 9. I couldn't see myself sponging on him.
10. Erik put out the cigarette as if he had just become aware of the extent of his rambling.

II. Give the principal forms of the following verbs:

to wear; to rise; to shake; to hold; to set; to break; to mean; to grow; to drive; to quit; to win; to sit;
to fail; to sell

III. Find in the text English equivalents for the following Russian phrases and sentences. Use them
in situations based on the text:

он говорил спокойным, ровным голосом; он откашлялся, прежде чем ответить; мы приняли

на работу только одного ассистента; у вас будут все возможности оправдать ваши рекомендации;
со временем все наладится; оставьте ваш адрес у секретаря; разговориться; вы были в отпуске

IV. Respond to the following questions or statements and correct them(if necessary). When
expressing disagreement make sure you begin your answers with such commonly accepted phrases
as:

I don't think that's quite right; You are not quite right (there); I'm afraid that's (completely) wrong;
That's not quite true; I wouldn't say so; Oh, no, quite (on) the contrary (the opposite); As far as I
remember

1. Professor Fox had never heard of Erik Gorin. 2. Erik spoke hesitatingly and his words showed his
agitation. 3. Professor Fox felt sorry for the young man and he said so. 4. Erik didn't make a favourable
impression on Professor Fox. 5. That year they had taken on a lot of new assistants, hadn't they? 6.
Professor Fox believed that things would straighten out for Erik after a while, didn't he? 7. There was a
certain field of physics in which Erik was especially interested, wasn't there? 8. Professor Fox urged Erik
to choose the field of physics he would specialize in. 9. Most of the

professors were already back after the summer holiday, weren't they? 10. Professor Fox asked Erik to
give him his address. 11. Professor Fox was anxious to know how Gorin had passed the summer, wgsn't
he? 12. Professor Fox was not at all surprised at Erik's outburst of emotion. 13. Erik came to Professor
Fox with the intention of discussing his personal affairs with him, didn't he? 14. Erik didn't enjoy his
summer, did he? 15. Erik spent the whole summer in Wisconsin. 16. Erik had to walk all the way to
Cleveland. 17. The fellow who gave Erik a lift to Cleveland didn't like his car; he was anxious to get rid
of it and buy another. 18. The fellow who gave Erik a lift out of Cleveland told him about a vacancy at a
gas station. 19. The owner of the station offered Erik a job for good pay. 20. Three weeks later Erik was
sacked by the owner. 21. When Erik arrived in New York Professor Fox was already back from his
vacation, wasn't he? 22. Erik couldn't make up his mind what he wanted to do in life. 23. Professor Fox
dismissed Erik Gorin after a short formal interview, didn't he? 24. Professor Fox was not a famous
scientist.

V. Answer the following questions:

 1. What did Erik Gorin look like? 2. Why did he come to see Professor Fox? 3. Why did Erik have
to clear his throat before answering Professor Fox's question? 4. What impression did Gorin make on
Professor Fox? What was the Professor's attitude toward Erik Gorin? 5. What did Erik .learn from
Professor Fox about his future work and studies? 6. Why did Professor Fox ask Gorin to leave his address
with the secretary? 7. Why did Erik tell Professor Fox about his summer? 8. Why did Erik stay with the
Hollingworths for only two weeks? 9. Why did Erik feel scared after his talk with the fellow who gave
him a lift to Cleveland? 10. Why did Erik quit the job at the gas station? 11. What helped Erik to
overcome all his difficulties that summer? 12. What were Gorin's feelings while he spoke to Professor
Fox? 13. What is your impression of Erik Gorin?

VI. Find evidence in the text to support the following statements:

1. Erik was happy to get the appointment at Columbia. 2. Erik had a difficult time during the
summer months. 3. Erik felt scared in Professor Fox's presence, but he wanted to make a good impression
on him. 4. Professor Fox liked the new assistant and tried to put him at ease. 5. Professor Fox was not
uninterested in Erik's story.

VII. Talk about: a) Erik's summer experience; b) Erik's interview with Professor Fox; c) Professor
Fox's first impression of Erik Gorin.

VIII. Make up dialogues between:

1. Professor Hollingworth and Erik Gorin (2 dialogues), a) Erik's appointment at Columbia

University; b) Erik's visit to Wisconsin.
2. Erik Gorin and the man who gave him a lift to Cleveland.

3. Erik Gorin and the man whose place he had taken at the gas station.
4. Professor Fox and his wife (Fox's impression of the new assistant).

Use the following colloquial expressions wherever possible:

I'm sure; I see; I really can't; I'm afraid not; I shouldn't wonder; I'm awfully sorry; It's awfully kind
of you; Why, what's wrong with it?; Good heavens!; Nothing in particular; That's too bad; Why not do...?;
Naturally; Certainly

IX. Make up a character sketch of Erik Gorin as you see him.

X. Suggest a title for the text and give reasons for your choice.

XI. Group the following adjectives according to the meaning of their suffix and translate them into
Russian. Dsrive antonymous adjectives wherever possible using the suffix -less:

useful (tool); risky (business); hopeful (student); forgetful (pupil); sunny (day); shaky (table); fearful
(accident); careful (work); lucky (day); thankful (children); faulty (plan); cheerful (smile); brainy (bാy);
thoughtful (friend)

XII. Find noun-building suffixes in the text and use them to derive nouns from the following verbs
and adjectives:

to enter; dark; to recommend; to prepare; intelligent; to hesitate; to expect; to invite; to warm;

gently; to appoint; to visit; to drive; to assist; to serve; to move; to own; to encourage; to advise;
responsible; sincere; to amaze; bright; to impress

XIII. Give clippings from the following words:

 advertisement; spectacles; airplane; popular; detective; doctor; holidays; graduate; sister;
refrigerator; magazine; professor; influenza; microphone

XIV. Write out in full the following abbreviations and memorize them:

YCL, CMEA, TUG, UNESCO, BBC, NATO, RAF, RM, A-bomb, NY(C), UK

XV. Translate the following sentences using the structural patterns:

1. Как бы мне хотелось купить этот словарь! Но, говорят, его распродали (to be sold out). 2.
Жаль, что здесь нет телефона! 3. Хорошо бы нам жить в одном доме. 4. Вечером пошел сильный
дождь. Как я пожалела, что не взяла зонт! 5. Должно быть, она ждет нас у входа в институт. 6. Не
может быть, чтобы он забыл о нашей встрече. Должно быть, что-то случилось. Он, возможно,
опоздал на автобус. 7. Неужели он сказал это вам? Вы, вероятно, его неправильно поняли. 8. Раз
его здесь нет, он, наверное, занимается в библиотеке. 9. Должно быть, она поехала на вокзал
проводить маму. 10. Очевидно, он не послушался совета друзей и поехал туда один. И. Должно
быть, он ничего не рассказал ей об этом. 12. Очевидно, никто не заметил, как она вышла из
комнаты. 13. Прошлой зимой я, бывало, проводил все вечера в библиотеке. 14. Пока она была в
Москве, она обычно заходила к нам каждый вечер. 15. Раз ваши родители уехали, вам придется
позаботиться о вашей сестре. 16. Теперь, когда я вам все рассказала, нам легче будет решить, что
делать.

XVI. Change the following sentences using the pattern wish + object clause. Make all the changes
the new sentence may require:

M o d e l : I didn't see Paul Scoffield as Hamlet. I wish I had seen Paul Scoffield as Hamlet.

1. She doesn't know English well enough to read Shakespeare in the original. 2. Unfortunately I was
not at home when he called. 3. She won't be able to meet us when we arrive. 4. It so happened that she did
not see them off. 5. I can't explain the matter to him now. 6. I'm so absent-minded. 7. She hopes that they
will tell her the news, but they don't want to. 8. It's a pity I can't go out. It's raining heavily. 9. He wants to
make friends with her, but she avoids his company.

XVII. Respond to (he following statements (or questions) using must, can't, may+Perfect or
Continuous Infinitive:

M o d e l : Why, there's no train 'and the platform looks deserted. The train must have left already or
We can't have missed the train, we left early enough or You may have mixed up the time-table, etc.

1. Look, there's still a light in her room. 2. I was astonished to find the cottage locked and nobody
expecting me. 3. She looks pale and worn out. What can have happened? 4. In the morning I rang them up
to wish them a pleasant journey, but nobody answered. 5. Suddenly she burst out laughing. 6. Why is it so
cold in the room? 7. Where's my textbook? I can't find it anywhere. 8. I wonder why Mother hasn't come
from work yet. It's time she were here.

XVIII. Give English equivalents for the following short sentences (see Vocabulary and Ex. Ill):

1. Я пожал ему руку. Она горестно покачала головой. Том погрозил Сиду кулаком. 2. Я была
удивлена, увидев их опять вместе. Мы были поражены ее успехами. Мы очень удивились, застав
его дома в такой час. 3. Мы все сочувствовали ей. Никто не сочувствовал бедному юноше. 4.
Группа произвела хорошее впечатление. Она скоро подружилась со всеми. Он любил высмеивать
всех. Они едва сводили концы с концами. 5. Мы не ждем его на этой неделе. Я не ожидала, что он
уедет так скоро. Я жду ее уже десять минут. Она подождала, пока стемнело. Все ждали, когда
раздастся звонок. 6. У него не было никакой надежды встретиться с ней. У нее не было намерения
идти туда одной. 7. Она невольно рассмеялась. Он не мог не удивиться, увидев ее там. 8. Он
проводил ее в аэропорт. На вокзале я увидела своих друзей, которые пришли меня проводить.
Проводить вас до автобусной остановки? Проведите его сюда. Покажите ей, как выйти отсюда.
Меня провели в приемную (reception room). 9. Он вел машину на большой скорости. Мой брат
очень лихо водит машину. Он предпочитает ездить на машине из Москвы в Ленинград, а я люблю
ездить туда поездом. Не волнуйтесь, я отвезу вас на станцию на машине. 10. Джо скопил
достаточно денег, чтобы купить небольшой дом. Она сэкономит много времени, если будет
питаться (to have meals) в нашей столовой. Она избежит многих неприятностей, если пойдет туда
сразу. 11. Они предложили ему большую сумму денег за эту картину. Он предложил мне свою
дружбу. Смирнов вызвался помочь им. Он предложил очень интересный метод заучивания слов.
Декан предложил студентам обсудить этот вопрос на собрании. Он предложил пойти на станцию
пешком. Нам предложили билеты в театр. Было поздно, и мои друзья предложили проводить меня
домой. 12. Погасите папиросу. Потушите свет. Выключите радио. Закройте кран с холодной
водой. Костер погас. 13. Она хотела рассказать, что случилось, но вовремя остановилась. Она не
могла больше сдерживаться. Возьмите себя в руки. 14. Когда вы отпустили учеников? Джон
боялся, что его уволят с работы. 15. Вы говорите по-английски как англичанин. Он обращался со
своим сыном как с равным. 16. Она говорила тихим, печальным голосом. Он просмотрел свои
записи, откашлялся и начал доклад. В прошлом году они взяли на работу только двух инженеров.
У нас будут все возможности заниматься научной работой. Она не оправдала наших надежд. "Все
образуется", - сказал он, - "не плачьте". Через некоторое время они разговорились. Если мне
придется уйти, я оставлю ключ у соседей. Он разговорился с одним из рабочих. Сейчас вы никого
не найдете в общежитии: все студенты на каникулах.

XIX. Suggest Russian equivalents for the word combinations in bold type and explain the use of the
synonyms in the following sentences:

1. "I'll go there without you, I will." He was astonished at the girl's determination, but it only
irritated him the more. 2. I stared back at her. I think I was amazed that anyone who a moment or two
before had been laughing with me could suddenly become so angry. 3. I was astonished at her abrupt
refusal to go after everything had been arranged. 4. "I'm sorry the Triton (a hotel) is not being a success,
but I'm not surprised. Why on earth did you trust the Gordons to choose a hotel? 5. He sat  amazed at
the divine melody of her soprano voice. 6. She sang so well that she and the song seemed to be one
thing, Mark was so amazed that he was a little late in coming in with his part. 7. My parents were
astonished that I thought of marrying her. 8. "How is old Max?" he said. I was surprised at his tone. It
sounded as though he knew him well. 9. I was amazed, when I came downstairs for the first time and
went out into the garden, to see how much had been achieved about the place during my illness. 10. She
was wearing something white and her hair was loose, tied behind with a piece of ribbon. It shook me, it
surprised me that she should look so young. 11. The wig was a triumph. I had tried it on after breakfast
and was amazed at the transformation. I looked quite attractive, quite different altogether.

XX. Read the following sentences paying careful attention to the words and word combinations in
bold type. Suggest their Russian equivalents:

1. "I am sorry," she said, "I couldn't help but overhear what you said." 2. I can see her now
standing at the foot of the stairs on the night of the ball, shaking hands with everybody. 3. I felt she was
fighting hard to control herself. 4. "He (Joseph) is very kind and good, but he scarcely ever speaks to me;
I think he loves his pipe a great deal better than his..." but here Amelia checked herself, for why should
she speak ill of her brother? 5. I suggested she should go to bed as she was tired, but she wouldn't hear
of it. 6. One day we went to an exhibition where certain objects of art were being offered for sale. 7.
Jane suggested a brandy and soda to pull me together but I refused. 8. There was no doubt Joliffe had a
gift with children. He never looked down on them... He didn't treat them as children; he could enter
into a game as an equal. 9. So I learned that I must follow meekly like a humble shadow in the footsteps
of my father. 10. Stopbehaving like a child, Philip, and have some understanding. 11. Our meals were
taken in my bedroom, Rachel waiting upon me and caring for me like a nurse with a child. 12. "Is it
going to start again? Am I doomed to sit here as a nurse to all eternity?" 13. Mr. Morton had once
spoken of him as an outcast, and now I had seen him treated as one. 14. They could not continue to
treat me as a newly arrived guestfor ever. 15. His first impulse was to dismiss Jose at once, to get rid of
him for ever. 16. If they (the reporters) don't get the story, the editorwill probably sack them. 17.
Conway often visited him in the late evening and stayed long after the servants... had been
dismissed for the night. 18. I used to write poetry myself when I was his age. 19. "I don't think she has
any intention of returning," I replied. 20. I could feel their anxious eyes upon me waiting for me to say
something. 21. No one could help being pleased with the way Nora took the news. 22. Philip pulled
himself together to receive her without any sign of what he was feeling. 23. He was shaken by the
news of Morgan's return.

XXI. Translate the following situations paying careful attention to the words and word
combinations in bold type:.

1. Бекки не могла не расплакаться, когда узнала, что они заблудились в пещере. "Зачем

только я пошла с тобой, Том!" - сказала она плача.--"Возьми себя в руки, Бекки! Нас скоро
найдут. Должно быть, они уже ищут нас".

На третий день, когда дети потеряли всякую надежду выбраться из пещеры, Том увидел
дневной свет.

Тетя Полли не могла не гордиться Томом. Это он спас Бекки.

2. Когда миссис Пирс ввела Элизу в кабинет, Хиггинс очень удивился: он не

ожидал увидеть цветочницу, с которой разговаривал накануне. "Интересно, зачем она пришла?
Она, должно быть, решила брать у меня уроки английского языка!" Эта мысль так поразила его,
что он не мог не рассмеяться.

3. Пикеринг предложил Хиггинсу научить Злизу правильно говорить по-английски. Он

даже вызвался оплатить все расходы, связанные с ее обучением.

4. Миссис Хиггинс не могла не посочувствовать Элизе, когда узнала, что случилось в доме

Хиггинса. "Не плачьте, Элиза, - сказала она. - Возьмите себя в руки. Вспомните, бывало вы
полагались только на себя (to rely on oneself). А теперь, когда вы хорошо говорите по-английски,
у вас есть все возможности опять стать независимой и зарабатывать себе на жизнь больше, чем
когда-либо (to earn a better living)".

5. Отец Карди (Father Cardi) поздоровался с Артуром (Arthur) за руку и начал

расспрашивать его о занятиях в университете. "Я уверен, что вы оправдаете
рекомендацию Монтанелли, - сказал Карди. - Теперь, когда он уехал, мы с вами часто будем
встречаться. Надеюсь, мы станем друзьями. Приходите в следующую пятницу. Я вас буду
ждать". С этими словами онотпустил Артура.

XXII. Make up short dialogues using the following structural patterns:

now that; I wish; can't have done; may be doing

XXIII. Read the text and retell it following the points in the outline given below. Make a list of the
words and word combinations in the text which you could use to develop each point:

Joseph Conrad wrote to a friend to this effect: that life made him feel like a cornered blind rat
waiting to be clubbed. This simile could well describe the appalling circumstances of sour family;
nevertheless, some of us had a stroke of luck, and this is what happened to me.

I had been a newsboy, printer, toymaker, glass blower, doctor's boy, etc, but changing from one job
to another I never lost sight of my ultimate aim to become an actor. So between jobs I would polish my
shoes, brush my clothes, put on a clean collar and make periodical calls at Blackmore's theatrical agency
in Bedford Street off the Strand. I did this until the state of my clothes forbade any further visits.
 One day I was standing in a far corner near the door of the agency, painfully shy, trying to conceal
my weatherworn suit and shoes slightly budding at the toes, when the clerk saw me. He stopped abruptly
and asked: "What do you want?"

 I felt like Oliver Twist asking for more.

 "Have you any boys' parts?" I gulped.
 "Have you registered?"
 I shook my head.

To my surprise he ushered me into the adjoining office and took my name and address and all
particulars, saying that if anything came up he would let me know. I left with a pleasant sense of having
performed a duty, but also rather thankful that nothing had come of it.

A month later I received a postcard. It read: "Would you call at Blackmore's Agency, Bedford
Street, Strand?"

In my new suit (Sidney had outfitted me with new clothes) I was ushered into the very presence of
Mr. Blackmore himself, who was all smiles and amiability. Mr. Blackmore, whom I had imagined to be
almighty and scrutinizing, was most kindly and gave me a note to deliver to Mr. Hamilton at the office.

Mr. Hamilton read it and was amused and surprised to see how small I was. Of course I lied about
my age, telling him I was fourteen - I was twelve and a half. He explained that I was to play Billie, the
pageboy in Sherlock Holmes, for a tour of forty weeks, which was to start in autumn.

"In the meantime," said Mr. Hamilton, "there is an exceptionally good boy's part in a new play, Jim,
The Romance of a Cockney written by Mr. H. A. Saintsbury, the gentleman who is to play the title role
in Sherlock Holmes on the forthcoming tour."

The salary was two pounds ten shillings a week, the same as I would get for Sherlock Holmes.

Although the sum was a windfall I never batted an eye.

"I must consult my brother about the terms," I said solemnly. Mr. Hamilton laughed and seemed
highly amused, then brought out the whole office staff to have a look at me.

"This is our Billie! What do you think of him?"

Everybody was delighted and smiled beamingly at me. What had happened? It seemed the world
had suddenly changed, had laken me into its fond embrace and adopted me. Mr. Hamilton gave me a note
to Mr. Saintsbury, whom he said I would find at the Green Room Club in Leicester Square, and I left,
walking on clouds.

The same thing happened at the Green Room Club, Mr. Saints bury calling out other members to
have a look at me. Then and there he handed me the part of Sammy, saying that it was one of the
important characters in his play. I was a little' nervous for fear he might ask me to read on the spot, which
would have been embarrassing as I was almost unable to read; fortunately he told me to take it home and
read it at leisure, as they would not be starting rehearsals for another week.

I went home on the bus dazed with happiness, and began to get the full realization of what had
happened to me. I had suddenly left behind a life of poverty and was entering a long-desired dream - a
dream my mother had often spoken about. I was to become an actor! It had all come so suddenly, so
unexpectedly. I kept thumbing the pages of my part - the most important document I had ever held in my
life. During the ride on the bus I realized I had crossed an important threshold. No longer was I a
nondescript of the slums; now I was a personage of the theatre. I wanted to weep.
 Sidney's eyes were filmy when I told him what had happened. He sat crouched on the bed,
thoughtfully looking out of the window, shaking and nodding his head, then said gravely:

"This is the turning pcdnt of our lives. If only Mother was here to enjoy it with us."

The rehearsals of Jim took place in the upstairs foyer of the Driiry Lane Theatre. Those first
rehearsals were a revelation. They opened up a new world of technique. I had no id гa that there was such
a thing as stagecraft - timing, pausing, a cue to turn, to sit - but it came naturally to me. Only one fault
Mr. Saintsbury corrected: I moved my head and mugged too much when I talked.

After rehearsing a few scenes he was astonished and wanted to know if I had acted before. What a
glow of satisfaction, pleasing Mr. Saintsbury and the rest of the cast! However, I accepted their
enthusiasm as though it were my natural birthright.

Jim was not a success. The reviewers criticized the play unmercifully. Nevertheless, I received
favourable notices. One, which Mr. Charles Rock, a member of our company, showed me, was
exceptionally good. "Young man," said he solemnly, "don't get a swollen head when you read this." And
after lecturing me about modesty and graciousness he read the review of the London Topical
Times, which I remember word for word. After writing disparagingly of the play it continued: "But there
is one redeeming feature, the part of Sammy, a newspaper boy, a smart London street Arab, much
responsible for the comic part. Although hackneyed and old-fashioned, Sammy was made vastly amusing
by Master Charles Chaplin, a bright and vigorous child actor. I have never heard of the boy before, but I
hope to hear great things of him in the near future."

Sidney bought a dozen copies.

(From "My Autobiography", by Charles Chaplin)

Outline

1. Charlie Chaplin and his brother live in extreme poverty.

2. Charlie's only wish is to become an actor.
3. Charlie at last registers at Blackmore's theatrical agency.
4. Charlie is invited to the agency for an interview. He is lucky to get a small part in a new play.
5. Charlie is dazed with happiness as he walks home. His dream is coming true.
6. The rehearsals open up a new world for Charlie.
7. The play is not a success, but Charlie's acting is highly praised in the press.

XXIV. Make up situations based on the episode from the autobiography of Charlie Chaplin using
the following word combinations and structural patterns:

must have done; used to; not to lose hope of; to have no intention of; to clear one's throat; to show
smb in; to expect; to wait for smb; to shake hands with smb; to be amazed to see; to offer; to sug gest; to
make a good impression; to dismiss; couldn't help doing; I wish...; to get into conversation; to check
oneself; now that; to live up to one's expectations
 REVISION (UNIT ONE)

Render* into English?

1. Уже шесть месяцев Молли была без работы. Она потеряла всякую надежду найти что-
нибудь подходящее, когда ей предложили место учительницы в маленькой деревенской школе.
Молли сразу же приняла предложение и на следующий день поехала туда. Провожать ее было
некому, поэтому она тут же вошла в вагон и села у окна.

2. Когда Молли сошла с поезда, она увидела, что на станции ее никто не ждет. "Должно быть,
мистер Уайтсайд (Mr. Whiteside) забыл обо мне", - подумала Молли. Ока пожалела, что не послала
телеграмму мистеру Уайтсайду. Это избавило бы ее от многих хлопот. Теперь Молли ничего не
оставалось делать (she could do nothing but go), как добираться до школы самой.

3. Вдруг к Молли подошел молодой человек и спросил, не может ли он чем-нибудь ей

помочь. Молли совсем не собиралась (у нее не было намерения) вступать в разговор с незнакомым
человеком, но в нем было что-то такое доброе и искреннее, что она не могла не рассказать ему о
своих невзгодах. Молодой человек предложил подвезти ее к дому мистера Уайтсайда. После
некоторого колебания Молли согласилась.

4. Подъезжая к дому мистера Уайтсайда, Молли волновалась все больше и больше. Она очень
боялась произвести плохое впечатление на него. Она долго стояла перед дверью, но потом
собралась с духом и позвонила. Дверь открыла высокая пожилая женщина. Это была миссис
Уайтсайд. Она провела Молли в кабинет мужа и представила ее.

5. Мистер Уайтсайд встал и поздоровался с ней за руку. "Садитесь, пожалуйста", - сказал он.
Молли увидела умное, наблюдательное лицо и живые темные глаза. Голос его звучал мягко.
Мистер Уайтсайд видел, что девушка очень напугана, и не мог не посочувствовать ей. Ему
хотелось бы ободрить ее (to cheer up smb), но он не знал, как это сделать. "Мисс Морган, - сказал
он наконец, - расскажите мне о себе".

6. "Наша семья была очень бедная, - начала Молли робко. - Мы едва сводили концы с
концами. Когда мама умерла, мы остались совсем без денег. Одна богатая женщина предложила
мне жить у нее в доме и работать служанкой (a living-in job as a servant). Я работала практически
бесплатно, за ночлег, и питание, но у меня была возможность по вечерам учиться. Я очень хотела
стать учительницей. Какую бы работу я не выполняла, я все время говорила себе: „Когда-нибудь я
буду учительницей."

7. "Окончив колледж, я долго искала работу - Молли вдруг остановилась, посмотрела на

мистера Уайтсайда и спросила тихо: "Вы возьмете меня на работу, не правда ли?" - "Конечно,
мисс Морган, мы возьмем вас. А сейчас идите и отдохните. Вы, должно быть, устали". Молли не
ожидала, что ее отпустят так быстро. Она нерешительно встала и пошла к двери.

*
То render an extract means to give a free translation. Also, any passage presenting special difficulty for
translation may be paraphrased to convey the general idea.
 ADDITIONAL MATERIAL

VOCABULARY EXTENSION

Read (he following excerpt from the book "Live with Lightning" by Mitchell Wilson. Retell it
following the points in the outline. Make use of the word combinations listed below each point:

The physics department had two undergraduate divisions for freshman physics. The division in
which Erik taught was meant only for those students who intended to devote themselves professionally to
engineering, medicine, or to one of the physical or biological sciences.
Fifteen hours of laboratory teaching a week required a minimum of five additional hours to correct
reports and quizzes and another three or four hours to prepare for the demonstrations. This in itself was a
full-time schedule; but to Erik, it had to be subordinated to his own studies. His lectures consumed
another fifteen hours a week and -this in turn required a minimum of an additional fifteen hours of
reading. His work began at eight o'clock, and he went to bed, when he finished at midnight, too exhausted
to read any further, and too dull to talk, and only vaguely satisfied that he had just managed to complete
the minimum of all the work he had planned.
In whatever spare time he could find, the read the current research journals, trying to understand the
implications of the experiments which were being performed throughout the world; but he always bogged
down. He didn't know enough. Sometimes he despaired of ever learning anything at all.
Through the rushing time of that year, Erik lived on two levels - one of complete absorption in his
work, a driving passionate desire to stuff himself as full of knowledge as he could; and the other one of
hurried meals, of exhausted sleep and comparative loneliness.

Outline

1. The division where Erik teaches (the physics department; to be meant for; to devote oneself to).

2. The conditions under which Erik works (to require a minimum of; to correct reports and quizzes;
to prepare for demonstrations; a full-time schedule; to be subordinated to; to consume time; in return; at
midnight; to be too exhausted to do smth; to manage to do smth; to complete smth).

3. Erik tries to find time to work for his doctorate (to find spare time; to read the current research
journals; to understand the implications of the experiments; to despair of doing smth).

4. Erik lives on two levels (complete absorption in one's work; to stuff oneself as full of knowledge
as one can; hurried meals; exhausted sleep).

Topics for Oral and Written Composition

1. Your Institute obligations - studies and social work.

2. The biography of a famous scientist.
3. Your summer vacation.

Render the contents of the poem in prose. Memorize it.

LISTEN

By H. Wolfe (1885-1940)

Listen! The wind is rising

and the air is wild with leaves;
we ha've had our summer evenings;
now for October eves!
The great beach trees lean forward,
and strip like a diver. We
had better turn to the fire
and shut our minds to the sea,
Where the ships of youth are running
close-hauled on the edge of the
wind,
with all adventure before them,
and only the old behind.

UNIT TWO

TEXT

This all happened on the same day. And that day was a Saturday, the red Saturday on which, in the
unforgettable football match between Tottenham Hotspur and the Hanbridge F.C. (formed regardless of
expense in the matter of professionals), the referee would certainly have been murdered had not a Five
Towns crowd observed its usual miraculous self-restraint.

Mr. Cowlishaw - aged twenty-four, a fair-haired bachelor with a we, ask moustache - had bought the
practice of the retired Mr. Rapper, a dentist of the very old school. His place of business - whatever high-
class dentists choose to call it - was quite .ready for hjm when he arrived -at Hanbridge on a Friday night:
specimen "uppers" and "lowers" and odd teeth shining in their glass case, the new black-and-gold door-
plate on the door, and the electric filling apparatus, which he had purchased, in the operating-room.
Nothing lacked there.

The next afternoon he sat in his beautiful new surgery and waited for dental sufferers to come to him
from all quarters of the Five Towns. It need hardly be said that nobody came.

The mere fact that a new dentist has "set up" in a district is enough to cure all the toothache for
miles around. The one martyr who might, perhaps, have paid him a visit and a fee did not show herself.
This martyr was .Mrs. Simeon Clowes, the mayoress. By a curious chance Mr. Cowlishaw had observed
the previous night that she was obviously in pain from her teeth or from a particular tooth. But she had
doubtless gone, despite her toothache, to the football match with the Mayor. All the world had gone to the
football match. Mr. Cowlishaw would have liked to go, but it would have been madness to leave the
surgery on his opening day. So he sat and yawned, and gazed at the crowd crowding to the match at two
o'clock, crowding back in the gloom al four o'clock; and at a quarter past five he was reading a full
description of the carnage in the football edition of the Signal. Though Hanbridge had been defeated, it
appeared from the Signal that Hanbridge was the better team, and that Ran-noch, the new Scottish centre-
forward, had fought nobly for the town which had bought him so dear.

Mr. Cowlishaw was just dozing over the Signal when the door bell rang. With beating heart he
retained his presence of mind, and said to himself that of course it could not possibly be a client. Even
dentists who bought a practice ready-made never had a client on their first day. He heard the attendant go
to the door, and then he heard the attendant saying, "I'll see, sir."

It was in fact, a patient. The servant, having asked Mr. Cowlishaw if Mr. Cowlishaw was at liberty,
introduced the patient.

The patient was a tall, stiff, fair man of about thirty, with a tousled head, and in inelegant but
durable clothing. He had a drooping moustache, which prevented Mr. Cowlishaw from adding his teeth
up instantly.

 "Good afternoon, mister," said the patient abruptly.

 "Good afternoon," said Mr. Cowlishaw. "Have you... Can I..."
 "It's like this," said the patient, putting his hand in his waistcoat pocket.
  "Will, you kindly sit down," said Mr. Cowlishaw, turning on the light, and pointing to the chair of
chairs.
 "It's like this," repeated the patient, doggedly. "You see these three teeth?"
 He displayed three very real teeth in a piece of reddened paper. As a spectacle, they were
decidedly not appetizing, but Mr. Cow-Hshaw was hardened.
 "Really!" said Mr. Cowlishaw, impartially gazing on them.
 "They're my teeth," said the patient. And thereupon he opened his mouth wide and displayed, not
without vanity, a widowed gum.

 "'ont 'eeth," he exclaimed, keeping his mouth open and omitting preliminary consonants.
 "Yes," said Mr. Cowlishaw, with a, dry inflection. "I saw that they were upper incisors. How did
this all come about? An accident, I suppose?"
 "Well," said the man, "you may call it an accident; I don't. My name is Rannqch; centre-forward.
Ye see? Were you at the match?"

Mr. Cowlishaw understood. He had no need of further explanation; he had read it all in
the Signal. And so the chief victim of Tottenham Hotspur had come to him, just to him! This was luck!
For Rannoch was, of course, the most celebrated man in the Five Towns, and the idol of the populace. He
might have been M.P. had he chosen.

"Dear me!" Mr. Cowlishaw sympathized and he said again, pointing more firmly to the chair of
chairs, "will you sit down?"

"I had 'em all picked up," Mr. Rannoch proceeded, ignoring the suggestion. "Because a bit of a
scheme came into my head. And that's why I've come to you, as you're just a commencing dentist.
Supposing you put these teeth on a bit of green velvet in the case in your window, with a big card to say
that they're guaranteed to be my genuine teeth knocked out by that blighter of a Tottenham half-back,
you'll have such a crowd that was never seen around your door. All the Five Towns'll come to see 'em.
It'll be the biggest advertisement that you or any other dentist ever had. And you might put a little notice
in the Signal saying that my teeth are on view at your premises; it would only cost you a shilling... I
should expect you to furnish me with new teeth for nothing, ye see."

Assuredly the idea was an idea of genius. As an advertisement it would be indeed colossal and
unique. Tens of thousands would gaze spellbound for hours at those relics of their idol, and every gazer
would inevitably be familiarized with the name and address of Mr. Cowlishaw, and with the fact that Mr.
Cowlishaw was dentist-in-chief to the heroical Rannoch. Unfortunately, in dentistry there is etiquette. Mr.
Cowlishaw knew that he could not do this without sinning against professional etiquette.

"I'm sorry I can't fall in with your scheme," said he, "but I can't."

"But, man!" protested the Scotsman, "It's the greatest scheme that ever was."

"Yes," said Mr. Cowlishaw, "but it would be unprofessional."

Mr. Rannoch was himself a professional. "Oh, well," he said sarcastically, "if you're one of those
amateurs -,"

"I'll put the job in as low as possible," said Mr. Cowlishaw, persuasively.

But Scotsmen are not to be persuaded like that.

Mr. Rannoch wrapped up his teeth and left.

(From "Tales of the Five Towns" by Arnold Bennett)

(to be continued)
 COMMENTARY

NOTES

1. ... a fair-haired bachelor...

Fair-haired is a compound adjective.

Compounding is a word-building process in which words are formed by joining two or more bases
together. Compounds are most common among adjectives and nouns.

Compound adjectives can be built according to the following structural patterns: *

N+A snow-white
N + Ved spell bound
(A + N) + ed fair-haired

The pattern (A + N) + ed is very productive in Modern English. Adjectives built according to this
pattern are used to describe a person's features- and appearance, parts of the body, traits of character,
clothing, e. g.

dark-haired, pale-faced, long-legged, good-natured, etc.

Compound nouns are commonly formed by a combination of two simple nominal bases,

N +N toothache

or a simple nominal base and deverbal noun-base,

N + Nv toymaker, word-formation

2. ... who might have paid him a visit and a fee.

In this sentence the verb to pay refers to two objects - a visit and a fee. The combination to pay a
visit is a phraseological unit meaning нанести визит; to pay a fee is a free combination in which the verb
to pay is used in its direct meaning. By using the same verb with these two very different objects the
author achieves a humorous stylistic effect. This stylistic device is called zeugma ['z(j)u:gma] зевгма.

Other examples of the same stylistic device are the following: ...He took his hat and his leave. She
fell into a chair and a fainting fit, simultaneously. When they emerged upon the road he (Bob) threw off
his spectacles and his gravity together. (Ch. Dickens, "The Pickwick Papers").

3. Ye see?

Ye is regarded as a dialectal form of the pronoun you. The speaker is a Scot.

4. ... dentist-in-chief to the heroical Rannoch.

Dentist-in-chief is a compound noun formed by analogy 'with such words as commander-in-chief,

editor-in-chief. In this context it is used to produce a humorous effect.

STRUCTURAL PATTERNS

1. Clauses of Unreal Condition

 ... the referee would certainly have been murdered had not a Five Towns crowd observed its
usual miraculous self-restraint.

In sentences with clauses of unreal condition there may be four different combinations of forms:

Clause of unreal condition Principal clause

a) the Past Indefinite would + indefinite infinitive
b) the Past Indefinite would + perfect infinitive indefinite
c) the Past Perfect would + infinitive continuous
d) the Past Perfect would + perfect infinitive

Perfect forms refer the actions to the past, non-perfect - to the present or future.

If you offered him your help now, he would not
refuse it this time, (a)
If he had good manners, he would have seen you
home yesterday, (b)
If 1 had accepted their offer, I would now have
every opportunity to do research, (c)
If you had not missed the turning, we would be
approaching the city now. (c)
If Mrs. Clowes had not objected, Mr. Cowlishaw
would have filled her tooth, (d)
Если бы вы сейчас предложили ему свою
помощь, он бы на этот раз не отказался.
Если бы он был воспитанным человеком, он бы
проводил вас вчера домой.
Если бы я принял их предложение, у меня были
бы сейчас все возможности заниматься
исследованиями.
Если бы ты не пропустил поворот, мы бы сейчас
подъезжали к городу.
Если бы миссис Клауз не возражала, мистер
Каулишо запломбировал бы ей зуб.

Note: When sentences with clauses of unreal condition are used with reference to characters in
fiction, perfect forms are used.

If Mr. Cowlishaw had gone to the match on his opening day, it would have been sheer madness.

2. Complex Object

a) ... he waited for dental sufferers to come to him from all quarters of the Five Towns.

Such verbs as to expect, to hate, to wait (for), to ask (for) and the expression should/would like
take the Complex Object where the infinitive is used with the particle to.

to expect smb to do smth

Professor Fox did not expect Erik to talk to him Профессор Фокс не ожидал, что Эрик будет
about his vacation. говорить с ним о каникулах.

to hate smb to do smth (often passive)

I hate my sister to be gazed at. Я терпеть не могу, когда на мою сестру так
пристально смотрят.

should/would like smb to do smth; 'd like smb to do smth

I'd like you to drive me home. Мне бы хотелось, чтобы вы отвезли меня домой.

to wait for smb to do smth

He waited for us to tell him the whole story. Он ждал, когда мы расскажем ему свою
историю.
 to ask for smth to be done (usu passive)

He asked for the papers to be brought in the Он попросил, чтобы бумаги принесли утром.
morning.

Note: The verbs to wait for and to ask for when followed by the Complex Object retain the
preposition for.

b) I had 'em all picked up.

The verb to have takes the Complex Object with the past participle - to have smth done. The
construction is commonly used to express an action performed on the request or order of the person
denoted by the subject.

I must have my hair done. Мне нужно сделать прическу.

He wants to have his suit pressed. Он хочет, чтобы ему погладили костюм.
Please, have these things brought into the house. Пожалуйста, скажите, чтобы эти вещи внесли в
дом.
He ought to have her examined by the doctor. Он должен показать ее врачу.

Note: Russian impersonal sentences of the type Дом необходимо побелить, это платье нужно
выстирать, и т. п. are translated with the verbs to want/need + gerund.

The house wants (needs) painting. This dress wants (needs) washing. My shoes want (need)
repairing, etc.

3. Gerund as Prepositional Object (Verb + Prep + Gerund)

He had a drooping moustache, which prevented Mr. Cowlishaw from adding his teeth up instantly.

Here are some verbs which take a prepositional object expressed by a gerund:

to dream of doing smth

Even as a boy Charile Chaplin dreamt of becoming Уже в детстве Чарли Чаплин мечтал стать
an actor. актером.

to look forward to doing smth

I am looking forward to our seeing you next week. Я с нетерпением жду, когда мы встретимся с
тобой на следующей неделе.

to think of doing smth

Ann thought of going to the seaside lout the doctor Анна думала поехать к морю, и врач не
did not advise her to. советовал ей делаь этого.

to insist on doing smth

It was late and she insisted on seeing me to the Было поздно, и она настаивала на том, чтобы
station. проводить меня до станции.
 VOCABULARY

1. Mr. Cowlishaw - aged twenty-four, was...

// aged a [eıdჳd] (of the age) - в возрасте.

This adjective is placed after the noun it modifies.

...a boy aged ten мальчик (в возрасте) десяти лет

She at once sent Peter (now aged seven) with a note Она тотчас же послала Питера, которому было
to her friend. уже семь лет, с запиской к своей подруге. //

age n - возраст

at the age of - в возрасте

Peter went to school at the age of five. Питер пошел в школу в возрасте пяти лет.

at an early age - в раннем возрасте

David learned to read at an early Давид рано научился читать, age.

 to look one's age - выглядеть соответственно своему возрасту

 to look young for one's age - выглядеть молодо для своих лет
 to look more (less) than one's age - выглядеть старше (моложе) своих лет
 to be under age - быть несовершеннолетним, не достичь совершеннолетия
 to be (come) of age - стать совершеннолетним, достичь совершеннолетия

2. Nothing lacked there.

// The verb to lack used intransitively as in the text is not common.//

to lack vt - be entirely without or have very little of - совершенно не иметь, не хватать,

недоставать; испытывать недостаток в чем-л.

Не lacked a sense of humour. У него не было чувства юмора.

I lacked words with which to express my thanks. У меня не хватало слов, чтобы выразить свою
благодарность.

Note: Care should be taken not to confuse the verb to lack with the verb to want.

The difference between to lack and to want is that when we say a person (or a thing) lacks
something we simply state the fact that he (or it) does not -have it, whereas when we say a person (or a
thing) wants something we do not only state the fact that he (or it) does not have it but at the same time
we stress the fact that he is in need of it.

The house lacks a back stairway (it hasn't got one). The house wants a back stairway (it would be
much better if it had one).

Lacking and wanting are synonymous.

to be lacking (wanting) in smth - not have enough - недоставать, не хватать

He is too young for the job, he is lacking (wanting) Он слишком молод для такой работы, ему
in life experience. недостает жизненного опыта.
 3. ... is enough to cure all the toothache for miles around.

 to cure vt - bring back to health; provide a remedy for a disease, ill-health or

suffering; (fig) remove or get rid of (an evil) - вылечивать, излечивать; отучать
 to cure smb of (a disease, a headache, etc) - вылечить кого-л. (от болезни, головной боли и т.
п.)
 to cure smth (a disease, a headache, a bad cough, etc) - вылечить (болезнь, головную боль,
сильный кашель и т. и.)
 to cure smb of bad habits - отучить кого-л. от дурных привычек

1 did not need to go to the doctor; I was able to cure
myself.
He cured my sister of rheumatism.
The boy often told lies and it was difficult to cure
him of the bad habit.
Мне не надо было ходить к доктору; я могла
вылечить себя сама.
Он вылечил мою сестру от ревматизма.
Мальчик часто говорил неправду, и было трудно
отучить его от этой дурной привычки.

There are other verbs in English to render the meaning of the Russian verbs лечить, вылечивать: to
treat, to heal.

to treat vt - give medical or surgical care to - лечить

to treat smb, smth - лечить кого-л., что-л.

Who is treating you? Кто вас лечит?

How do you treat a case of rheumatism? Как вы лечите ревматизм?

to treat smb for (an illness) - лечить кого-л. от (болезни)

Which doctor is treating you for your illness? Какой доктор лечит вас от вашей болезни?

As compared with the verb to cure to treat describes the process of curing, whereas to cure shows
the result of treatment.

treatment n - лечение

to be under treatment, to have (take, get) treatment for (an illness) - лечиться от (болезни)

The boy has been (under treatment) having treatment Мальчик уже неделю лечится от воспаления
for pneumonia for a week already, but there is no легких, но пока что улучшения нет.
improvement so far.

to heal vt & i (esp. of cuts, wounds and other injuries) - вылечивать, залечивать; заживать,

залечиваться

The wound is closed, but it is not yet healed. Рана затянулась, но она еще не зажила.
The burn soon healed up (over). Do you know any Ожог скоро зажил. Ты знаешь какую-нибудь
herb that could heal this cut quickly? траву, которая могла бы быстро залечить этот
порез?

4. By a curious chance he had observed ... that she was obviously in pain from her teeth.

 by chance - случайно
 by a lucky chance - по счастливой случайности
 quite by chance - совершенно случайно
 to be in great pain - очень страдать от боли
 5. But she had doubtless gone, despite her toothache, to the, football match.

doubtless adv (without doubt) - несомненно, вне всяких сомнений, без сомнения

Не said it would doubtless be an interesting Он сказал, что это будет несомненно интересная
interview. встреча.

 doubt n - сомнение; нерешительность, колебание; неясность

 no doubt - certainly - без сомнения, конечно

You've no doubt heard the news. Вы, конечно, слышали новости

to have no doubt + that-clause

I have no doubt that she was asleep within twenty Я не сомневаюсь, что она уже спала спустя
minutes of my leaving her. двадцать минут после того, как я ушла.

to have grave doubts about smth; to have grave doubts + whether (if)-clause

I have grave doubts about his honesty, sincerity. Я сильно сомневаюсь в его честности,
искренности.
I had grave doubts whether he would be able to do Я сильно сомневалась, что он вообще сможет
the job at all. выполнить эту работу.

to doubt vt - сомневаться в чем-л., подвергать сомнению, быть неуверенным в чем-л.

I do not doubt the truth of the story. Я не сомневаюсь в правдивости этой истории.
We doubted his honesty. Мы сомневались в его честности.

to doubt + whether (if)-clause

I doubt whether it is true. Я сомневаюсь, что это правда.

I very much doubt whether I shall be able to get Я сильно сомневаюсь, что смогу добраться туда
there in lime. вовремя.

Note: The verb to doubt in the negative and interrogative sentences is followed by that-clause.

I don't doubt that he will like the story. Я не сомневаюсь, что ему понравится этот
рассказ.
Do you still doubt that. he will win? Вы все еще сомневаетесь, что он победит?

6. So he sat and yawned, and gazed at the crowd...

To gaze vi (at, on, ugon) implies fixed and prolonged attention, esp as in admiration or wonder, or
with interest - пристально глядеть; вглядываться; глазеть; уставиться.

Stop gazing around! Перестань глядеть по сторонам!

What are you gazing at?
She gazed upon him in bewilderment.
Andrew Manson sat gazing with fixed intensity
through the window upon the mountains which rose
on either side of the single railway track.
На что это ты уставилась?
Она смотрела на него с недоумением.
Эндрю Мэнсон, не отрываясь, смотрел в окно на
горы, которые поднимались по обеим сторонам
одноколейной дороги.

Syn: to look, to stare. To look is the general term in this group.

I saw him looking another way. Я видела, что он смотрит в другую сторону.

to look smb up and down - оглядывать кого-л. с головы до ног

The policeman looked George up and down and Полицейский оглядел Джорджа с головы до ног
said: ... и сказал: ...

То stare vi (at, into, etc) denotes a fixed and direct gazing at a person or object, usually with eyes
wide open. It may imply curiosity, astonishment, insolence, rudeness, or vacant fixedness - пристально
смотреть, уставиться; таращить, пялить глаза.

Не sat staring into space. Он сидел, уставясь в пространство.

She didn't like being stared at. Она не любила, когда на нее пялили глаза.
He was staring ahead of him, a puzzled expression Он, не отрываясь, смотрел прямо перед собой, в
in his . eyes. глазах его было недоумение.

7. Mr. Cowlishaw was just dozing over the Signal ...

to doze vi (over) - sleep lightly; be half asleep - дремать; дремать над чем-л.

to doze off - fall lightly asleep - задремать

It was stuffy in the coach and David dozed off. В почтовой карете было душно, и Давид
задремал.

8. ... when the door bell rang

the door bell rang - в дверь позвонили

there was a ring (knock) at the door - раздался звонок (стук) в дверь

9. With beating heart he retained his presence of mind.

// to retain one's presence of mind - lit. 11 Syn: to keep one's presence of mind - сохранять
присутствие духа

Kemp kept his presence of mind and went on talking Сохраняя присутствие духа, Кемп продолжал
as if nothing had happened. говорить, как будто ничего не случилось.

10. An accident, I suppose?

accident n - несчастный случай; катастрофа; авария a car (road, traffic) accident; a railway
accident or crash; an air crash or disaster; a shipwreck

to have an accident, to be involved in an accident - попасть в катастрофу, в аварию

I am sorry I came late. Извините, что я опоздала.

I had a car accident (I was involved in a car Я попала в аварию (машина, в которой я ехала,
accident). попала в аварию).

Note: to meet with an accident may refer to the future, in form of a warning, or to the past with
reference to a trifling accident.

Why are you so late? - Oh, I met with a trifling Почему ты опоздала? - О, со мной произошла
accident - the heel came off one of my. shoes and I неприятность: . у туфли оторвался каблук, и мне
had to go to a shoemaker. пришлось идти к сапожнику.

11. "I had 'em all picked up"

to pick up vt

a) take hold of and lift up - поднимать, подбирать

John picked up Fleur's handkerchief and quickly hid Джон поднял платок Флёр и быстро спрятал его
it in his pocket. в карман.

b) call for; find; take along - заезжать, заходить за Кем-л., за чем-л.

He'll pick you up at five o'clock. Он заедет за вами в пять часов.

I'll call and pick up the books if they are ready. Я зайду и захвачу книги, если они готовы.
The bus stopped to pick up passengers. Автобус остановился и взял пассажиров.

12. ... as you re a commencing dentist.

The word combination commencing + noun is very rarely used at present to denote a beginner.

The following words are more commonly used: a newly (recently) qualified dentist; a beginner.

13. ... that my teeth are on view at your premises.

to be on view - быть выставленным для обозрения - is the usual expression in connection with
exhibitions, esp art exhibitions. As used in the text, it produces a humorous effect.

14. ... the idea was an idea of genius.

 genius n - одаренность, гениальность

 The noun genius has no corresponding adjective in English.
 an idea of genius - гениальная мысль
 a work of genius - гениальное творение
 a scientist of genius - гениальный ученый
 In the text the combination an idea of genius is used ironically.

The Russian word гениальный used emphatically in colloquial speech may be translated

as brilliant, wonderful, splendid.

План был просто гениальный. This was a brilliant plan.

15. ... and every gazer would inevitably be familiarized with ...

// to familiarize vt - make oneself or smb well acquainted with smth - познакомить, ознакомить
кого-л. с чем-л. //

familiar adj - давно знакомый, обычный, привычный

Не talked to me of Chopin and played the familiar Он говорил со мной о Шопене и блестяще играл
melodies with much brilliance. знакомые мелодии.

to be (lock, sound, etc) familiar to smb - быть (казаться) известным, знакомым кому-л.

The name sounded familiar to me. Имя показалось мне знакомым.

These facts are no doubt familiar to you. Зти факты, несомненно, вам уже известны.

to be (grow, get, become, etc) familiar with smth - хорошо знать (освоиться с чем-л.)

There began the tea ceremony with which I was now Затем началась церемония чаепития, с которой я
very familiar. была теперь хорошо знакома.
He soon grew familiar with his new surroundings. Он скоро освоился с новой обстановкой.

16. "I'm sorry I can't fall in with your scheme," he said.

to fall in with smth - agree to; yield - присоединиться к чему-л.; поддержать что-л.

However, she refused to fall in with my suggestion. Однако она отказалась поддержать мое
предложение (не согласилась с моим
предложением).

to fall behind (with) - be late in doing smth - опаздывать (делать что-л.)

I've fallen behind with my rent (payments, Я задолжала за квартиру (запоздала с платежами,

correspondence, work, etc). не ответила на письма вовремя, не выполнила
работу в срок и т. п.).

to fall into a deep (sound, heavy) sleep (usu after some extraordinary event, happening) - заснуть
глубоким (крепким, тяжелым) сном; погрузиться в тяжелый сон и т. п.

After the night's adventure Tom fell into a heavy После ночного приключения Том заснул
sleep. тяжелым сном.
to fall asleep - заснуть
Did you fall asleep? I'll drop home to get a short rest Вы заснули? Я забегу домой и отдохну немного,
so I won't be falling asleep on the job. чтобы не заснуть за работой.

Syn: to get to sleep implies the wish or desire to sleep

Martin closed his eyes and tried to get to sleep, but Мартин закрыл глаза и попытался заснуть, но не
couldn't. I couldn't get to sleep for a long time. мог. Я долго не мог заснуть.

17. But Scotsmen are not to be persuaded like that.

To persuade and its synonym to convince imply influencing a person's thoughts or actions.

However, to persuade is mainly used in the meaning of to make a person (by argument, appealing to his
reason) act in the desired way - убедить, склонить, уговорить кого-л. сделать что-л.

We persuaded him to go there at once. Мы уговорили его пойти туда немедленно.

То convince means to make a person realize or believe that something is actually so - убедить,

уверить кого-л. в чем-л., довести до сознания

We finally convinced him that he was wrong. Мы наконец убедили его в том, что он неправ.

Note the structural patterns in which the verbs are frequently used:

 to persuade smb to do smth

 to convince smb of smth
 to convince smb + that-clause
 to be convinced of smth
He persuaded me to write a letter to her at once.
He finally convinced them that travelling by plane
was perfectly safe.
We couldn't convince him of his mistake.
I'm convinced of his honesty.
Он уговорил меня написать ей письмо сейчас же.
Он наконец убедил их, что летать самолетом
совершенно безопасно.
Мы не могли убедить его в том, что он
ошибался.
Я убежден в его честности.

Note: To persuade and to convince correspond to the Russian perfective verbs (глаголы

совершенного вида) убедить, уговорить. The Russian imperfective verbs (глаголы несовершенного
вида) убеждать, уговаривать are rendered in English by to try to persuade, to try to convince.
Compare:

We tried to convince her that she was wrong.
We could not convince her that she was wrong.
Mr. Cowlishaw tried to persuade Mrs. Clowes to
have her tooth filled.
Mrs. Clowes persuaded Mr. Cow-lishaw to take her
tooth out instead of filling it.
Мы уверяли ее, что она была неправа.
Мы не могли убедить ее, что она была неправа.
Мистер Каулишо уговаривал миссис Клауз
запломбировать зуб.
Миссис Клауз уговорила мистера Каулишо
удалить ей зуб, а не запломбировать.

*
Ved - participle, М„ - deverba! noun (отглагольное существительное)
 EXERCISES

I. Translate the following phrases and sentences from the text?

1. This all happened on the same day. And that day was a Saturday, the red Saturday on which, in
the unforgettable football match between Tottenham Hotspur and the Hanbridge F. C. (formed regardless
of expense in the matter of professionals), the referee would certainly have been murdered had not a Five
Towns crowd observed its usual miraculous self-restraint. 2. His place of business - whatever high-class
dentists choose to call it - was quite ready for him. 3. Specimen "uppers" and "lowers" and odd teeth were
shining in their glass case. 4. The patient was a tall, stiff, fair man of about thirty, with a tousled head, and
in inelegant but durable clothing. He had a drooping moustache, which prevented Mr. Cowlishaw from
adding his teeth up instantly. 5. "Will you kindly sit down," said Mr. Cowlishaw, pointing to the chair of
chairs. 6. And thereupon he opened his mouth wide and displayed, not without vanity, a widowed gum. 7.
"'ont 'eeth," he explained, keeping his mouth open and omitting preliminary consonants. 8. I should
expect you to furnish me with new teeth for nothing ... 9. ... and every gazer would inevitably be
familiarized with the name and address of Mr. Cowlishaw, and with the fact that Mr. Cowlishaw was
dentist-in-chief to the heroical Rannoch. 10. "I'll put the job in as low as possible," said Mr. Cowlishaw,
persuasively.

II. Give the principal forms of the following verbs:

to buy; to choose; to shine; to sit; to set; to pay; to cost; to fight; to beat; to fall

III. Find in the text English equivalents for the following Russian phrases and sentences. Use them
in situations based on the text:

Он приехал в Хэнбридж в пятницу вечером; сам факт, что...; на многие мили вокруг;
несмотря на зубную боль; это был, действительно, пациент; вот в чем дело; как все это
произошло?; это была удача!; вы могли бы поместить небольшую заметку в газете...; это стоило
бы вам один шиллинг; как зачарованные, будут смотреть часами на...; завернуть

IV. Respond to the following questions or statements and correct them if necessary (see Unit One,
Ex. IV, p. 22):

1. Mr. Cowlishaw was a grey-haired old bachelor. 2. Mr. Cow-lishaw's surgery wasn't ready for him
when he arrived at Hanbridge, was it? 3. As soon as Mr. Cowlishaw set up in the district, the number of
people in the town needing dental treatment increased surprisingly. 4. Mr. Cowlishaw stayed away from
the match because he was not a football fan. 5. Mr. Cowlishaw didn't know that Hanbridge had been
defeated, did he? 6. From the football edition of the paper Mr. Cowlishaw learned that Rannoch wasn't
popular with the football fans. 7. When the doorbell rang Mr. Cowlishaw was sure it was a client. 8.
When the client said his name was Rannoch, -that didn't mean anything to Mr. Cowlishaw, or did it? 9.
Rannoch said he wanted to put a notice about Mr. Cowlishaw in the local newspaper. 10. Rannoch said a
notice in the Signal would cost a pound. 11. Rannoch's scheme would not have been a good
advertisement for Mr. Cowlishaw, would it? 12. Mr. Cowlishaw furnished Rannoch with new front teeth
for a low fee, didn't he?

V. Answer the following questions:

1. Who was Mr. Cowlishaw and what kind of practice did he buy? 2. What were Mr. Cowlishaw's
thoughts as he sat waiting for "dental sufferers" to come to him on his opening day? 3. What do we know
about the Saturday football match and why did the author call it a carnage?

4. How did the ring at the door affect Mr. Cowlishaw? 5. What did the newcomer do when he
stepped into the surgery? 6. What was the story the man told Mr. Cowlishaw? 7. What caused Mr.
Cowlishaw's heart beat violently? 8. Why did Rannoch choose Mr. Cowlishaw as his dentist? 9. Did Mr.
Cowlishaw like the patient's scheme? Then why did he refuse to accept Rannoch's terms? 10. Why did
Rannoch call Mr. Cowlishaw "one of those amateurs"?

VI. Find evidence in the text to support the following statements:

1. The Saturday football match was a great event. 2. Mr. Cowlishaw was impatient to start work. 3.
The attendant played his part with relish. 4. Mr. Cowlishaw's first patient surpassed his expectations.

5. The celebrated centre-forward lacked good manners. 6. Mr. Cowlishaw's first long-awaited
patient disappointed him. 7. Mr. Cowlishaw and Mr. Rannoch interpreted the words "amateur" and
"professional" differently.

VII. Quote sentences which prove that it is a humorous story.

VIII. Make up stories as they might have been told by:

a) Mr. Cowlishaw, the young dentist who wishes to succeed in life, but is still too inexperienced.

b) Mr. Rannoch, the celebrated centre-forward of the Han-bridge F. C. who knows exactly what he
wants and how to get on in life. He is surprised to find Mr. Cowlishaw unwilling to fall in with his
brilliant scheme.

c) The attendant, who has taken to Mr. Cowlishaw and tries to help him in every possible way.

IX. Make up dialogues between:

1. Mr. Cowlishaw and Dr. Rapper (Mr. Cowlishaw takes over the practice).

2 Rannoch and a friend of his (Rannoch's visit to the young dentist).

Use the following colloquial expressions wherever possible:

Dear me!; Really?; That wasn't a bad idea, was it?; How could he!; I should think so; I suppose so;
Are you sure?; You don't say so; I say, ...; I shouldn't wonder; That's too.bad

X.. Make a character-sketch of Rannoch. What do you think of the celebrated centre-forward?

XI. Suggest a title for the text and give reasons for your choice.

XII. Form compound adjectives according to the pattern A + Ned and translate them into Russian:

Adjectives: large; big; bare; dark; ill; absent; long; broad Nouns: mind; eye; head; shoulder; hair;
nature; temper; face; neck; leg

XIII. Group the following compounds according to their structural patterns:

handshaking; colour-blind; world-wide; broad-shouldered; bookshelf; ink-stained; pain-killer;

football; mud-splashed; newsboy; long-desired; sunburnt; postcard; old-fashioned; sight seeing; homesick

XIV. Use the suffixes -less, -able, -ish, -ful, -y, -ous, -at, -tc(al) to derive adjectives from the following
nouns and verbs:

pain; luck; amateur; profession; miracle; to forget; hero; gloom; doubt; beauty; courage; practice;
breath; to admire; to sleep; reason; victory
XV. Translate the following sentences using the structural patterns?

1. Если бы он послушался вашего совета, он не попал бы в катастрофу. 2. Когда вы думаете

приехать в Москву? Если бы я это знала сейчас, я бы заранее заказала вам билеты в театр. 3. Если
бы мы вышли из дома на пять минут раньше, мы бы успели на десятичасовой поезд и сейчас
подъезжали бы к Москве. 4. Я уверена, что вы знаете это правило. И если бы вы не были такой
невнимательной, вы бы не сделали, этой ошибки в переводе. 5. Мы бы провели целый день за
городом в прошлое воскресенье, если бы погода не была такой плохой. 6. Если бы я знала, что вы
приедете, я бы осталась дома (2). 7. Что бы вы ответили, если бы он спросил вас об этом? (2). 8. К
семи часам все собрались в зале и ждали, когда начнется собрание. 9. Мне нужно удалить зуб, я
уже неделю мучаюсь от зубной боли. 10. Мальчик долгое время ждал, когда кто-нибудь придет и
откроет дверь. 11. Мне вчера починили телевизор. 12. Я не жду их раньше понедельника. 13.
Почему бы тебе не сделать прическу? Когда ты стриглась в последний раз? 14. Где здесь можно
почистить костюм? 15. Забор необходимо побелить. 16. Это платье не мешает постирать. 17. Ваши
ботинки необходимо почистить. 18. Тебе нужен перевод этой статьи? Почему бы тебе не
попросить Анну, она хорошо знает французский. 19. Что помешало тебе зайти к нам вчера
вечером? 20. Я думаю поехать путешествовать по Волге в этом году. 21. Мальчики с нетерпением
ждали, когда они убегут на остров Джексона (Jackson's Island), Они мечтали стать пиратами. 22.
Он настаивал на немедленном отъезде.

XVI. Form as many questions as possible on the topics given below using the pattern to have smth
done. Ask your comrades to answer your questions:.

Model: cutting hair - Where do you usually have your hair cut? How often do you have your hair
cut? When are you going to have your hair cut? Why don't you go to the hairdresser's and have your hair
cut? You haven't had your hair cut for quite a long time, have you? Etc repairing a telephone; altering a
dress; waving hair; doing finger-nails; mending shoes; correcting a dictation; papering a room

XVII. Make up short situations using the following pairs of structural patterns:

to take one's luggage to the station - to have one's luggage taken to the station; to make a costume -
to have a costume made; to take smb's photograph - to have one's photograph taken

XVIII. Read (he text and retell it in the form of a story retaining the sentences of unreal condition:

TEXT

Harry: We shall be awfully late home if that No. 12 bus doesn't come soon ... Let's stand in this
doorway out of the wind.

Nora: All right, but we must be careful not to miss the bus ... How did you enjoy the film?

Harry: I'd never have gone if I had known it was going to be so silly.

Nora: Why, what was silly about it?

Harry: Well, no sane man would have married that other girl so scon after he had lost his wife.

Nora: Well, the girl wouldn't have waited for him if he hadn't asked her immediately.

Harry: All the better for him if she hadn't! Nora: Yes. Anyhow, I'd have enjoyed the film much more
if Elsa

Hollywood had been in it instead of Linda Spangle.

 Harry: And I'd have enjoyed it more if we hadn't gone at all.

Nora: (Sharply) And I'd have enjoyed it more if you hadn't been so rude to that woman in front.

Harry: Well, I wouldn't have been rude to her if she had stopped chattering when I asked her.

Nora: I wish you'd behave in public places.

Harry: I behave better! I like that! Why, if that woman had ... (Sound of bus starting tip) But Icok,
isn't that a No. 12 bus just going?

Nora: Yes, it is, and we've missed it after all. We would have seen that bus, Harry, if you hadn't
been so busy quarrelling.

Harry: (in injured tcnes) Really, Nora, I think it would have been much better if I had stayed at
home tonight and let you go to the cinema alone.

(After D. Hicks "Meet the Parkers")

XIX. Give English equivalents for the following short sentences (see Vocabulary and Ex. Hi):

1. Он пошел в школу шести лет. Майк рано начал работать, чтобы содержать своих младших
сестер. После болезни она выглядит старше своих лет. Её сыновья достигли совершеннолетия. 2. У
нее совершенно нет терпения. В доме нет центрального отопления. У него не хватало смелости
сказать ей всю правду. Ей недостает уверенности в себе, она могла бы заниматься лучше. Этот
мальчик крайне невоспитан. Ей не хватало трех часов, чтобы закончить перевод. У нее
совершенно нет (совершенно отсутствует) чувства ответственности. 3. Мой отец лечится от
ревматизма уже несколько лет; сейчас ему гораздо лучше. Кто лечил вашего брата от малярии?
Есть какая-нибудь надежда вылечить ее от этой болезни? Рана у Овода (the Gadfly) заживала
медленно, ему казалось, что она никогда не заживет. Никто не мог отучить ее от этой дурной
привычки. 4. Совершенно случайно я узнала, что она опять живет в городе. По счастливой
случайности мы встретились на улице. 5. Она очень страдала от боли. 6. Она, несомненно, пошла
бы туда, если бы знала дорогу. Он, конечно, предложит им свою помощь. 7. Они сомневались в
правдивости его рассказа. Он сомневался, что она рассказала ему всю правду. Я очень
сомневаюсь, что это поможет тебе. (2). Он сильно сомневался, что она вообще ходила туда в тот
вечер. Он стал сомневаться, что он прав. Я не сомневаюсь, что он придет. 8. Он уставился на меня.
На что ты засмотрелась? Человек оглядел Давида с головы до ног и сказал, что никогда не слышал
о нем. 9. Когда я вошла в комнату, она сидела и дремала над книгой. Он задремал и пропустил
свою остановку. 10. Раздался громкий стук в дверь. 11. Она старалась сохранить присутствие духа.
12. Она попала в аварию, когда вела машину. С ним произошел несчастный случай. 13. Ты
поедешь сегодня на стадион? За тобой заехать? Автобус остановился и забрал всех пассажиров.
14. Он начинающий врач. 15. На выставке было представлено много книг по истории литературы.
16. Это был гениальный план. Он гениальный хирург. 17. Имена авторов этих книг мне знакомы.
Мне были известны эти факты. Мы не скоро освоились в новом здании. 18. Он отказался
поддержать наше предложение. Она никогда не платит за квартиру вовремя. Он никогда не
выполняет работу в срок. Больной заснул крепким сном. Гек незаметно заснул. Она долго не могла
заснуть. 19. В чем он вас убеждал? Он убеждал ее в том, что им необходимо работать вместе. Он
не мог уговорить ее написать письмо своим родителям. Мы уговаривали ее не бросать занятий
музыкой. Ему не понадобилось много времени, чтобы убедить их в этом. 20. Когда вы приехали на
стройку? (a construction site). Мы прибыли в Киев в понедельник утром. Сам факт, что он
предложил ей свою помощь, изумил нас. Она, должно быть, пошла заниматься в библиотеку
несмотря на головную боль. Вот в чем дело. Расскажите, как это все произошло. Случайно он
встретил на улице своего друга - это была удача. Жаль, что вы не поместили эту заметку в нашей
газете. Они часами, как зачарованные, слушали рассказы отца. Он мог часами смотреть в огонь.
Она завернула подарок в яркую бумагу.
XX. Suggest Russian equivalents for the words and word combinations in bold type and explain the
use of the synonyms in the following sentences:

1. I stared at her, scarcely believing what she said. 2. I continued to gaze out of the window and
smoke my cigarette. 3. Joy ate up her lunch and sat staring out to sea with eyes that saw nothing of all
that space and loveliness. 4. I drank my cold tea, still blurred and stupid from my short heavy sleep,
and stared at the blank wall in front of me. 5. "Well?" asked my godfather, his brows knitting, staring
at mesuspiciously. 6. I stared at him, bewildered at first, then shocked, then rather sick. 7. I must have
stared at Marie-Jane, for she looked slightly alarmed. 8. Most of the time 1 bit the end of my penholder
and gazed out of the window over the trees in the park to the hill beyond. 9. He went on looking me up
and down in the amused way with those familiar, unpleasant blue eyes. 10. I had to convince not only
those with whom I did business that I was capable, but myself as well. 11. "This is all nonsense. It's as
plain as a pikestaff. He doesn't want the divorce. It's she ... she's persuaded him..." 12. As he hurried
back to the house he tried to convince himself that the footsteps in the dark meant nothing. 13. "So glad
we have persuaded you to visit us, Miss Jane," he said. 14. His room was on the second floor... It was
beautiful and elegant ... but it lacked the homeliness of our own rooms. 15. But these pictures lack
form, technique or whatever you like to call it. 16. She didn't answer for a moment, and then said,
"Sometimes. Philip, I think you lack all understanding." 17. I decided that he would be lacking in
imagination and for him it would be simply a grey stone building. 18. "Perhaps when, you marry and
have children she will be so enchanted with them that she will find a new interest in life. Interest! That's
what she wants."

XXI. Read the following sentences paying careful attention to 'he words and word combinations in
bold type. Suggest their Russian equivalent:

1. I was uncertain which way to go. The arrangement of the rooms was not familiar to me. 2. He
was silent, raising one eyebrow in the familiar gesture. 3. When they observed that Coriway
was familiar with rope-craft, they became much more respectful. 4. We had finished sorting the books
by midday, then John came to know if anything needed carrying downstairs. 5. She sat up after a while
and combed her hair. It didn'tneed doing anything to it. 6. Now he ishaving his rooms redecorated and
refurnished. 7. And here I was, waiting for Jane, looking forward to driving her home. 8. I
must prevent them from making Philip anxious at all costs. 9. "Perhaps you would like to take tea?"
The party fell in with the suggestion. 10. I fell asleep, smiling at the thought of my father... sitting at the
desk in the old library gazing out of the window on the smooth lawn. 11. I must have fallen
asleep, because I woke suddenly with a start, and heard the first crack of thunder in the air. 12. I stayed
with him all night. He seemed to be comfortable while I was there and in a few hours had fallen into a
deep sleep. 13. He was so angry that he could not get to sleep till late at night. 14. Мог doubted
whether his son listened to a single word that was said. 15. Halevy fixed the Consul with a cold glance.
"Do you doubt my professional skill?" 16. No doubt she saw many faults but had the tact to hold her
tongue.

XXII. Translate the following situations. Use the active vocabulary of Unit Two for the words and
word combinations in bold type:

1. Кемп не мог не удивиться, услышав звонок в дверь. Он никого не ожидал в такой поздний
час. Он только что закончил работу и собирался идти спать. В тот день он работал с самого утра.
2. Совершенно случайно Невидимка очутился около дома Кемпа. Он был голоден и сильно
страдал от раны, которую получил в схватке с жителями Айпинга (the people of Iping). 3. Кемп был
поражен, когда обнаружил, что Невидимка находится у него в доме. 4. "Я собирался покинуть эти
места, - сказал Гриффин (Griffin), - но теперь, когда я встретил Вас, мне бы хотелось работать
вместе... У меня блестящие идеи, но я совершенно без денег..." 5. Кемп понимал, что, если он
согласится с предложением Гриффина, у него тоже будет возможность работать над проблемой
невидимости (the problem of invisibility). 6. Хотя Кемп был очень напуган, он старался сохранить
присутствие духа. "Как Вам удалось стать невидимым?" - спросил он спокойным, ровным
голосом, как будто ничего особенного не произошло. 7. "Вы, конечно, знакомы с работами
профессора X. Он сделал удивительные открытия, но я пошел дальше", - начал Невидимка, но
вдруг остановился... Кемп чувствовал, что Гриффин был очень взволнован и едва владел собой, но
почему-то (somehow) он не испытывал к нему сочувствия. 8. Кемп не сомневался, что Гриффин
рассказывает ему правду, но все же, все, что он говорил, казалось невероятным. "Если бы я не
встретил Гриффина у себя дома, я бы никогда не поверил, что в мире существует невидимый
человек", - подумал ок. 9. "Теперь, когда вы знаете мой секрет, вы не откажетесь работать со мной,
- сказал Гриффин. - Ничто не помешает нам сделать новые открытия". 10. Кемп предложил
Гриффину остаться у него на ночь. Невидимка долго не мог заснуть в ту ночь.

XXIII. Make up short dialogues using the following structural patterns:

a) to want/need doing smth; to have smth done; I wish smb would do; had done... would have done;
did ... would do; had done ... would be doing

b) to dream of doing smth; to look forward to doing smth; now that; I wish I could do

XXIV Read the story and retell it following the outline given below. Make a list of the words and
word combinations in the text which you could use to develop each point:

THE LEGEND OF SLEEPY HOLLOW

On the eastern shore of the Hudson River there is a little valley, among high hills, which is one of
the quietest places in the whole world. The first white people who came to live there were the Dutch
settlers of the seventeenth century, and since that time the valley has been known by the name of Sleepy
Hollow.

In this valley there lived a schoolmaster whose name was Icha-bod Crane. He had come there from
another state to teach the children of the neighbourhood to read, write and sing.

Ichabod Crane was tall and very thin, with narrow shoulders, long arms and legs, and hands that
reached a mile out of his sleeves. His head was small and flat at the top, with big ears, large green eyes,
and a long sharp nose; on his long thin neck it looked like a weather-cock.

All the women of the village believed that he was a man of great learning, for he often read aloud to
them his favourite book, "The History of New England Witchcraft". It was the only book he had ever read
through from cover to cover, and he firmly believed everything it said.

It was always a pleasure to Ichabod to pass the long winter evenings with the old Dutch wives as
they sat spinning by the fire. He listened to their tales of ghosts, and the story of a headless horseman
made a deep impression on him every time he heard it.

In the same village lived Katrina Van Tassel, the daughter and only child of a rich Dutch farmer.
She was not only the richest but also the prettiest girl in the neighbourhood. She was a coquette, too, and
wore lots of gold ornaments which had been handed down from mother to daughter for generations.

No wonder Ichabod lost, his heart to Katrina especially after he had visited her father's farm.
Everything on his farm was comfortable, happy and in good order. Ichabod was delighted to see the fat
meadow lands, the rich fields of rye, of buckwheat, and Indian corn and the orchards full of ripe fruit. His
mouth watered when he thought of roast pig with apples, goose in gravy, duck with onion sauce - all his
favourite dishes, not to mention ham and bacon, which he loved most of all. From the moment that he
saw all these riches, he began to make plans and invent ways for winning the heart of the farmer's
daughter. However, he had a whole army of rivals.

Ichabod's most serious rival was a young man Brom Van Brunt by name, the hero of Sleepy Hollow
and the surrounding villages. Brom was famous for his skill as a horseman. He was foremost at all races
and cock-fights, and he attended all the public gatherings near and far. He was also a constant visitor at
Van Tassel's mansion, and it was whispered that Katrina was not quite indifferent to him.
 Ichabod Crane was clever enough to understand that he could not fight the battle openly, he,
therefore, made his advances in a quiet and gentle manner. Being Katrina's s-inging-teacher, he was able
to visit Van Tassel's farmhouse as often as he liked. Brom had fewer chances of seeing the girl.

On a fine afternoon in autumn, Ichabod was sitting on his high stool, like a king on his throne,
watching over his pupils as they repeated their lessons.

The stillness of the schoolroom was suddenly interrupted by the entrance of a messenger boy who
had brought Ichabod an invitation 'to come to a party at Van Tassel's.

As soon as the boy went away, Ichabod told the pupils to be quick and finish their lessons, and the
whole school was let out an hour before the usual time. The boys ran out shouting at the top of their
voices.

Ichabod stayed behind and spent half an hour brushing his best and only suit and combing his hair
before a broken looking-glass which hung in the school-room. Then he went to his neighbour, borrowed a
horse and rode out like a knight in search of adventures. His horse was an old plough-horse with a long
thin neck and a head like a hammer. It was blind in one eye and, strange as it may seem, was called
Gunpowder.

It was late in the afternoon when he arrived at Van Tassel's farmhouse, which was already crowded
with friends and neighbours. As usual, Brom Van Brunt was the hero of the scene. .

A world of wonders met the eye of Ichabod Crane as he entered the parlour. On the table there stood
plates full of cakes and gingerbread; there were honey cakes and apple pies and pumpkin pies. Big slices
of ham and smoked beef made his head swim. Ichabod did not hurry; he tasted every dish in turn and
went on eating and drinking long after the others had finished.

And then the music from the hall called the guests to dance. Ichabod was happy beyond words,
because Katrina agreed to be his partner. During the dance Brom Van Brunt sat by himself in a corner,
jealously looking on.

When the dance was over, Ichabod joined a group of older people who sat smoking at one end of the
verandah. They were talking about old times and telling long stories and tales of ghosts and witches. Most
of the stories, however, were about the favourite ghost of Sleepy Hollow, the Headless Horseman, who,
as they said, had lately been seen again in the valley.

After the party broke up Ichabod stayed behind. He wanted to have a little private talk with Katrina
before going home. It is difficult to say what happened during this interview, but in a few minutes
Ichabod ran out of the house, and without looking to left or right, went straight to the stable. With a kick
of his boot, he woke up his horse Gunpowder. Then he jumped on its back and rode off.

Sad and heavy-hearted, Ichabod rode home. The night was dark: there was no moon. All the stories
of ghosts and witches he had heard that evening were fresh in his memory. He felt very lonely. Suddenly
he heard a groan: his teeth clattered and his heart began to beat fast. He wished he could get home as soon
as possible. He kicked his old horse, and the animal dashed forward. But just by a small brook it stopped
so suddenly that Ichabod nearly fell over his horse's head. In the dark shadows of the trees he saw
something big and black. The hair on the teacher's head stood on end. To run and fly was out of the
question. So, with a show of courage he asked in a shaky voice, "Who are you?" Receiving no reply, he
repeated his question in a still shaky voice. Again there was no answer. Just then the black thing moved
forward, and though the night was dark Ichabod could see a tall man sitting on a black horse, but the rider
was headless! Ichabod's fears increased when he saw that the rider was carrying his head on the front part
of the saddle. The horror-stricken teacher kicked Gunpowder fiercely, hoping to leave the other horse
behind. But it was too late. The rider on the black horse rose in his saddle and threw his head straight at
Ichabod. The big round head struck him and the poor teacher fell headlong into the dust. Gunpowder, the
black horse and its rider passed by like a whirlwind.
 The next morning the old horse was found without its saddle, eating grass near its master's gate. But
Ichabod did not appear. The boys assembled at the schoolhouse, but the schoolmaster was not there. The
village people went out to look for him. The tracks of horses' hoofs led them to the small brook where
Ichabod's old black hat was found, and close beside it a shattered pumpkin. The place was searched but
the body of the schoolmaster was not to be d iscovered.

Shortly after Ichabod disappeared, Brom Van Brunt married Katrina; and whenever the story of the
unfortunate schoolmaster was related, he always burst into a hearty laugh at the mention of the pumpkin,
which led some people to suspect that he knew more about the matter than he chose to tell.

Outline

1. Ichabod Crane, the schoolmaster, lives in the quiet village of Sleepy Hollow.
2. Crane falls in love with Katrina Van Tassel and her riches.
3. Brom Van Brunt is his chief rival.
4. Crane is invited to a party at Van Tassel's mansion.
5. Ichabod Crane enjoys the party.
6. Sad and heavy-hearted the schoolmaster rides home.
7. Crane meets the headless horseman and is scared out of his wits.

XXV. Make tip situations based on the story "The-Legend of Sleepy Hollow" using the following
word combinations and structural patterns:

to look old for one's age; to lack a sense of humour; he wished he could; to dream of doing; for
many miles around; there was a knock at the door; to dismiss; this was luck!; to look forward to; to
persuade smb to do smth; to get to sleep; to make a good impression on; to show in; to shake hands with;
to get into conversation with; not to doubt the truth of; to make fun of; a brilliant idea; to prevent smb
from; must have happened; can't help feeling gloomy; to clear one's throat; to pull oneself together; to
stare at smb in astonishment; to want courage; to keep one's presence of mind; to have an accident;
clauses of unreal condition
 REVISION (UNITS ONE, TWO)

I. Translate the following sentences and situations:

1. "Мне надо напечатать эти документы". -"Хорошо, оставьте их у секретаря". 2. "Почему в

его кабинете горит свет? Не может быть, чтобы он все еще работал". - "Он, должно быть, забыл
потушить свет, когда уходил". 3. Я ищу этот дом уже четверть часа и нигде не могу его найти.
Она, должно быть, дала мне неправильный адрес. Не может быть, чтобы она сделала это нарочно
(on purpose). Она, должно быть, ошиблась. 4. Не может быть, чтобы она ушла домой. Она, должно
быть, ждет нас где-нибудь в институте. Если бы она решила уйти, она бы оставила записку у
секретаря. 5. Мне надо починить часы. Они то и дело (now and then) останавливаются. 6. Вашу
юбку надо погладить. 7. Мне нужно отдать почистить пальто. 8. Не может быть, чтобы он забыл о
встрече. Может быть, он не получил вашего письма. 9. "Никто из них не позвонил нам вчера.
Может быть, они уехали из Москвы?" - "Не может быть, чтобы они уехали, не попрощавшись с
нами". 10. Я бы очень хотела быть сейчас в Ленинграде! 11. Как бы ему хотелось водить машину!
12. Он жалел, что не спросил ее телефона. Если бы он знал его, он бы позвонил ей. 13. Как ему
хотелось, чтобы они навестили его! 14. Неужели он отказался поехать туда? 15. Этот дом, должно
быть, был построен в начале этого столетия. 16. Погода была хорошая, и Ник предложил нам
пойти на станцию пешком. 17. Я была бы очень благодарна Нику, если бы он предложил подвезти
меня до станции, так как идет сильный дождь. 18. Я не сомневаюсь, что мы уговорим его остаться
с нами еще на несколько дней. 19. Она убеждала его, что нужно пойти туда немедленно. 20. Я
очень сомневаюсь, что кто-нибудь может закончить эту работу сегодня. 21. Виктор лечился два
месяца и, наконец, ему стало лучше.

II. Render into English:

1. Мистер Батт был пожилой человек, суетливый и страшно надоедливый (fussy and a great
bore). Друзья старались избегать его, так как у него была привычка предлагать им свою помощь, в
которой они не нуждались. Некоторые из них даже пытались отучить мистера Батта от этой
дурной привычки, но все их усилия были напрасны (one's efforts, to be in vain). "Я бы чувствовал
себя очень несчастным, если бы друзья отказывались от моей помощи", - говорил мистер Батт.

2. Как-то поздно вечером я встретил мистера Батта на улице. Он куда-то спешил. Он сказал,
что идет к некоему мистеру Джоунсу, сыну своего старого приятеля. Я попытался уговорить
мистера Батта отложить (to put off) визит до утра. "Они, наверняка, уже спят. Вы бы лучше
отложили свой визит до утра". Но мистер Батт и слышать об этом не хотел (would not hear of it).
"Фред с женой переехали в наш город на этой неделе. Я уверен, что они еще ни с кем не
подружились и нуждаются в помощи... Я бы навестил их вчера, если бы знал, что они здесь". С
этими словами он поспешно ушел.

"Интересно, что Джоунсы подумают о таком позднем госте. На их месте я бы не впустил

этого суетливого старика..." - сказал я себе.
3. Фред и Бетти только что заснули, когда раздался громкий стук в дверь. Фред открыл дверь
и был поражен, увидев мистера Батта на пороге (in the doorway). Однако ему ничего не оставалось,
как пригласить его войти. В комнате был страшный беспорядок. Джоунсы еще не успели
распаковать все свои вещи. Мистер Батт немедленно предложил им свою помощь (предложил
помочь им). Он сказал, что придет опять утром. Как ни старались Джоунсы уговорить мистера
Батта не делать этого, он ничего не желал слушать.
4. В течение месяца мистер Батт приходил к ним каждый день, и Бетти была в отчаянии (to be
in despair). "И зачем мы только приехали в этот ужасный город! - повторяла она. - Если бы мы
остались у моих родителей, мы бы не встретили его..."
Казалось, не было никакой надежды отделаться от этого суетливого старика. Однажды,
доведенная до отчаяния (driven to despair), Бетти предложила переехать в другой город или уехать
обратно к ее родителям. Но Фред никак не соглашался. Вдруг ей в голову пришла мысль: "Давай
попробуем уговорить его поехать отдыхать куда-нибудь". "Это великолепная мысль! - воскликнул
Фред, оживляясь (brightening). - Мы скажем ему, что он плохо выглядит, и ему необходим
длительный отдых и лечение. Мы даже можем предложить ему какой-нибудь определенный
курорт..." Фред вынул карту, чтобы отыскать какой-нибудь отдаленный уголок. "А что если он
откажется?"
5. Фред и Бетти долго убеждали мистера Батта в том, что ему нужен хороший отдых.
Наконец он уступил (to give in). Это была удача! Но не прошло и минуты, как он сказал:
"Послушайте, друзья. Хотя я убежден, что мне действительно необходим основательный отдых, я
не могу позволить себе такой роскоши (to afford this luxury)".
"Но эта роскошь вам ничего не будет стоить. Мы предлагаем оплатить все расходы,
связанные с вашим отдыхом..." Мистер Батт уставился на них в изумлении. Он не мог произнести
ни слова (to utter a word). Когда он пришел в себя (to recover), он сказал: "Большое спасибо, мои
дорогие друзья. Я вернусь здоровым и сильным и буду опять помогать вам ..."
 VOCABULARY EXTENSION

Read fhe text and retell it following the outline. Make use of the word combinations listed after
each point:

Andrew went out to the call immediately, with a queer sensation, almost of relief. He was glad of
the opportunity to disentangle himself from the curious and conflicting emotions stirred up by his arrival
at Bryngower. Already he had a glimmer of a suspicion as to how matters stood and of how he would be
made use of by Blodwen Page to run the practice for his disabled principal. It was a strange situation, and
very different from any romantic picture which his fancy might have painted. Yet, after all, his work was
the important thing; besides it, all else was trivial. He longed to begin it. Insensibly he hastened his pace,
taut with anticipation, exulting in the realization - this, this was his first case.

He reached 7 Glydar Place, knocked breathlessly upon the door, and was at once admitted to the
kitchen, where, in the recessed bed, the patient lay. She was a young woman, wife of a steel worker
named Williams, and as he approached the bedside with a fast-beating heart he felt, overwhelmingly, the
significance of this, the real starting-point of his life. How often he had envisaged it as, in a crowd of
students, he had watched a demonstration in Professor Lamplough's wards! Now there was no sustaining
crowd, no easy exposition. He was alone, confronted by a case which he must diagnose and treat unaided.
All at once, with a quick pang, he was conscious of his nervousness, his inexperience, his complete
unpreparedness, for such a task.

While the husband stood by in the cramped, ill-lit stone-floored room, Andrew Manson examined
the patient with scrupulous care. There was no doubt about it, she was ill. She complained that her head
ached intolerably. Temperature, pulse, tongue, they all spoke of trouble, serious trouble. What was it?
Andrew asked himself that question with a strained intensity as he went over her again. His first case. Oh,
he knew that he was overanxious! But suppose he made an error, a frightful blunder? And worse -
suppose he found himself unable to make a diagnosis? He had missed nothing. Nothing. Yet, he still
found himself struggling towards some solution of the problem, striving to group the symptoms under the
heading of some recognized disease. At last, aware that he could protract his investigation no longer, he
straightened himself slowly, folding up his stethoscope, fumbling for words.

"Did she have a chill?" he asked, his eyes upon the floor.

"Yes, indeed," Williams.answered eagerly. He had looked scared during the prolonged examination.
"Three, four days ago. I made sure it was a chill, Doctor."

Andrew nodded, attempting painfully to generate a confidence he did not feel. He muttered. "We'll
soon have her right. Come to the surgery in half an hour. I'll give you a bottle of medicine."

He took his leave of them, and with his head down, thinking desperately, he trudged back to the
surgery. Inside, he lit the gas and began to pace backwards and forwards beside the blue and green bottles
on the dusty shelves, racking his brains, groping in the darkness. There was nothing symptomatic. It must,
yes, it must be a chill. But in his heart he knew that it was not a chill. He groaned in exasperation,
dismayed and angry at his own inadequacy.

(From "The Citadel" by A. Cronin)

Outline

1. Andrew's state of mind as he goes out to his first call (his arrival at; to stir up (curious and
conflicting) emotions; how matters stood; to make use of; to run Doctor Page's practice; to be very
different from; after all; to be trivial; to long to begin work; to hasten his pace; his first case).
 2. The real starting point of Andrew's career begins (to knock breathlessly upon the door; to be
admitted to the kitchen; an ill-lit stone-floored room; to be alone; no sustaining crowd; no easy
exposition; to approach the bedside; his heart beat like a hammer; the real starting point of his life; to be
confronted by a serious case; to diagnose the case; to treat the case unaided; to be conscious of;
nervousness, inexperience, unpreparedness, inadequacy).

3. Andrew tries hard to diagnose the case and fails (to examine the patient with scrupulous care; to
complain of a splitting headache; her head ached intolerably; to speak of serious trouble; to go over the
patient again; to be overanxious; to make a frightful error; to make a diagnosis; to diagnose the case; to
find himself doing smth; to group the symptoms; to straighten himself slowly; to fold up his stethoscope;
to fumble for words).

4. Andrew is conscious of his inexperience, his complete unpreparedness to diagnose the case (to
have a chill; (with) his eyes on the floor; to look scared; to make sure; to feel confidence; a bottle of
medicine; to take leave of; with his head down).

5. Andrew's state of mind as he goes back to the surgery (to trudge back; to think desperately; to
pace backwards and forwards; to rack his brains; to grope in the darkness; to groan with exasperation; to
be dismayed and angry at his own inadequacy).

Memorize the poem. Try your hand at translating it into Russian:

GIFTS

By J. Thomson (1834-1882)

Give a man a horse he can ride,

Give a man a boat he can sail;
And his rank and wealth, his strength and health,
On sea nor shore shall fail.

Give a man a pipe he can smoke.

Give a man a book he can read;
And his home is bright with a calm delight,
Though the room be poor indeed.

Give a man a girl he can love,

As I, O my love, love thee;
And his heart is great with the pulse of Fate,
At home, on land, on sea.
 UNIT THREE

TEXT

Now just as Mr. Cowlishaw was personally conducting to the door the greatest centre-forward that
the Five Towns had ever seen, there was another ring at the door and-Mr. Cowlishaw found himself in the
double difficulty of speeding his first visitor and welcoming his second all in the same breath.

The second was a visitor beyond Mr. Cowlishaw's hopes. No other than Mrs. Simeon Clowes,
mayoress of Hanbridge; a tall and well-built, handsome, downright woman, of something more than fifty
and something less than sixty.

She eyed him interrogatively and firmly. She probed into his character, and he felt himself pierced.

"You are Mr. Cowlishaw?" she began.

"Good afternoon, Mrs. Clowes," he replied. "Yes, I am. Can I be of any service to you?'"

"That depends," she said.

He asked her to step in, and in she stepped.

"Have you had any experience in taking teeth out?" she asked in the surgery. Her hand stroked her
left cheek.

"Oh, yes," he said eagerly. "But of course, we try to avoid extraction as much as possible."

"If you're going to talk like that," she said coldly, and even bitterly, "I'd better go."

He wondered what she was driving at.

"Naturally," he said, summoning all his latent powers of diplomacy, "there are cases in which
extraction is unfortunately necessary.".

"How many teeth have you extracted?" she inquired.

"I really couldn't say," he lied. "very many."

"Because," she said, "you don't look as if you could say 'Booh!' to a goose."

"I think I can say 'Booh!' to a goose," he said.

She laughed.

"Don't fancy, Mr. Cowlishaw, that if I laugh I'm not in the most horrible pain. I am. When I tell you
I couldn't go with Mr. Clowes to the match-"

"Will you take this seat?" he said, indicating the chair of chairs; "then I can examine."

She obeyed. "I do hate the horrid, velvety feeling of these chairs," she said; "It's most creepy."

"I shall have to trouble you to take your bonnet off."

 She removed her bonnet, and he took it as he might have taken his first-born, and laid it gently to
rest on his cabinet.

"Now," he said soothingly, "kindly open your mouth wide."

Like all women of strong and generous character, Mrs. Simeon Clowes had a large mouth. She
obediently extended it to dimensions which must be described as august, at the same time pointing with
her gloved and chubby finger to a particular part of it.

"Yes, yes," murmured Mr. Cowlishaw, assuming a tranquility which he did not feel. This was the
first time he had ever looked into the mouth of a mayoress, and the prospect troubled him.

He put his little ivory-handled mirror into that mouth and studied its secrets.

"I see," he said, withdrawing the mirror. "Exposed nerve. Quite simple. Merely wants stopping.
When I've done with it the tooth will be as sound as ever it was. All your other teeth are excellent."

Mrs. Clowes arose violently out of the chair.

"Now just listen to me, young man," she said. "I don't want any stopping; I won't have any stopping;
I want that tooth out. I've already quarrelled with one dentist this afternoon because he refused to take it
out. I came to you because you're young, and I thought you'd be more reasonable. Surely a body can
decide whether she'll have a tooth out or not! It's my tooth. What's a dentist for? In my young days
dentists never did anything else but take teeth out. All I wish to know is, will you take it out or will you
not?"

"It's really a pity -"

"That's my affair, isn't it?" she stopped him, and moved towards her bonnet.

"If you insist," he said quickly, "I will extract."

"Well," she said, "if you don't call this insisting, what do you call insisting? Let me tell you I didn't
have a wink of sleep last night."

The mayoress resumed her seat, taking her gloves off.

"It's decided then?" she questioned.

"Certainly," said he. "Is your heart good?"

"Is my heart good?" she repeated. "Young man, what business is that of yours? It's my tooth I want
you to deal with, not my heart!"

"I must give you gas," said Mr. Cowlishaw, faintly.

"Gas!" she exclaimed. "You'll give me no gas, young man. No! My heart is not good. I should die
under gas. I couldn't bear the idea of gas, you must take it out without gas, and you mustn't hurt me, I'm a
perfect baby, and you mustn't on any account hurt me."

The moment was crucial. Supposing that he refused - a promising career, might be nipped in the
bud. Whereas, if he accepted the task, the patronage of the aristocracy of Hanbridge was within his grasp.
But the tooth was colossal, monumental.

"Very well, Madam," he said, for he was a brave young man.

 But he was in panic. He wanted a stiff drink. If he failed to wrench the monument out at the first
pull, the result would be absolute disaster; in an instant he would have ruined the practice which had cost
him so dear. However, having consented, he was obliged to go through with the affair.

He took every precaution. He chose the most vicious instrument. He applied to the vicinity of the
tooth the very latest substitute for cocaine; he prepared cotton wool and warm water in a glass. And at
length, when he could delay the fatal essay no longer, he said:

"Now I think we are ready."

"You won't hurt me?" she asked anxiously.

"Not a bit," he replied, with an admirable simulation of gaiety.

"Because if you do -"

He laughed. But it was a hysterical laugh. All his nerves were on edge. He had a sick feeling.
Making a great effort, he pulled himself together and said:

"When I count one I shall take hold; when I count two you must hold very tight to the chair; and
when I count three, out it will come."

Then he encircled her head with his left arm - brutally, as dentists are always brutal in the thrilling
crisis, "Wider!" he shouted. And he took possession of that tooth...

"One - two -" He didn't know what he was doing.

There was no three. There was a slight shriek and a thud on the floor. Mrs. Simeon Clowes jumped
up and briskly rang a bell. The attendant rushed in. The attendant saw Mrs. Clowes gurgling into a
handkerchief which she pressed to her mouth with one hand while with the other, in which she had her
bonnet, she was fanning the face of Mr. Cowlishaw. Mr. Cowlishaw had fainted from nervous
excitement. But his unconscious hand held the forceps; and the forceps, victorious, held the monumental
tooth.

"O-p-pen the window," spluttered Mrs. Clowes to the attendant. "He's gone off; he'll come to in a
minute."

(From "Tales of the Five Towns" by Arnold Bennett)

 COMMENTARY

NOTES

1. ... he asked her to step in, and in she stepped.

... when I count three, out it will come.

This is a case of stylistic inversion used by the author as a means of emphasis. It is called partial
inversion as only part of the predicate group - an adverbial modifier of place - is put before the subject
and not the predicate itself.

Full inversion occurs, when the subject is expressed by a noun, not a pronoun, e. g. In went Mr.
Pickwick.

2. He laughed. But it was a hysterical laugh.

The verb laugh and the noun laugh have an identical phonetic and graphic form, but they differ in
meaning (one denotes an action, while the other - the result of the action) and in the paradigms: laugh -
laughs, laughed, laughing laugh - laughs

The word-building process in which words are formed by means of changing the paradigm is
called conversion.

Conversion is highly productive in creating nouns from verbs (to talk - a talk, to cut - a cut, to walk -
a walk) and verbs from nouns (a button - to button, paper - to paper).

Semantic relations between the deriving and derived members of the conversion pair are varied.
Here are some typical cases:

Verbs converted from nouns

a) Object → an action performed with the help of the object:

hammer → to hammer

b) Object (mostly a living being) → an action characteristic of the object:

witness → to witness

Nouns converted from verbs

a) Action → an instance of the action:

to step → a step

b) Action → an object or the result of the action:

to purchase → a purchase

It should be noted, however, that in some cases it's difficult to point out the initial form in the
conversion pair, i. e. whether a verb is converted from a noun or vice versa.
 STRUCTURAL PATTERNS

1. Sentences with /Is-clauses

Now just as Mr. Cowlishaw was personally conducting to the door the first visitor, there was
another ring at the door.

In complex sentences with an adverbial clause of time introduced by the conjunction as there may
be different combinations of tense forms.

as-clause principal clause

a) the Past Continuous the Past Indefinite
b) the Past Indefinite the Past Indefinite
c) the Past Indefinite the Past Continuous

These combinations show different time relations between the action of the adverbial clause and that
of the principal clause.

As I was going inside he called Когда я входил в дом, он позвал те. (а) меня.

The Past Continuous shows that the action of the adverbial clause was in process when the action of
the principal clause was accomplished. In Russian we find a verb of the imperfective aspect in the
adverbial clause (входил) and a verb of the perfective aspect in the principal clause (позвал).

As she reached the highest step, she felt weak and Когда она дошла до верхней ступеньки, она
faint, (b) почувствовала слабость и головокружение.

This combination may express a succession of actions. In Russian we find verbs of the perfective
aspect in both clauses (дошла, почувствовала).

It may also denote two fully simultaneous actions both in process.

As they drove home they talked about the football Пока они ехали домой, они разговаривали о
match, (b) футбольном матче.

In Russian we find verbs of the imperfective aspect in both clauses (ехали, разговаривали).

As they waited for the telephone call, Hester was Пока они ждали телефонного звонка, Эстер
finishing her embroidery, (c) заканчивала свою вышивку.

This combination also denotes two simultaneous actions in process. The Past Continuous is used in
the principal clause when the action there is expressed by a terminative (предельный) verb as otherwise
it would denote a completed action. In Russian both verbs are imperfective (ждали, заканчивала).

2. Had better, would rather

"If you're going to talk like that," she said suddenly..., "I'd better go."

The set phrase had better do smth denotes an action considered by the speaker necessary under the
circumstances. Had is often contracted to 'd.

The rain has stopped. I had better go before it starts Дождь перестал. Пожалуй, я лучше пойду (мне
again. лучше идти), пока он снова не начался.
You'd- better drive carefully, the road is bad here. Вы бы внимательнее вели машину, здесь плохая
дорога.
 The set phrase would rather (sooner) do smth expresses a person's preference, choice or
desire. Would is often contracted to 'd.

She said she would rather go to a younger dentist. Она сказала, что предпочла бы обратиться к
более молодому зубному врачу.
"I'd sooner die than retire," said the colonel. "Я скорее умру, чем уйду в отставку", - сказал
полковник.

3. The Absense of Article with Nouns in Apposition

Mrs. Simeon Clowes, mayoress of Hanbridge

No article is used with nouns in apposition when they denote a position (rank, state, post or
occupation) which is, as a rule, unique. The same is true when such nouns are used predicatively.

Mr. Hicks, President of the firm, accompanied the Мистер Хикс, президент фирмы, сопровождал
guests. гостей.
Mr. Hicks is President of the firm. . Мистер Хикс - президент этой фирмы. .

VOCABULARY

1. ... Mr. Cowlishaw found himself in the double difficulty of ...

difficulty n - трудность, затруднение

He did the work without (any, much) difficulty. Он выполнил работу без (всякого, особого)
труда.
He did it, but with difficulty. Он сделал это, но с трудом.

to have difficulty in doing smth - с трудом делать что-л.

Do you have any difficulty in understanding spoken Вам трудно понимать английскую разговорную
English? речь?
I had no difficulty in finding her house. Я без труда нашла ее дом.

2. ... and welcoming his second visitor ...

to welcome vt - greet or entertain with pleasure - приветствовать (гостя), радушно принимать

We looked forward to welcoming them at our home. Мы с нетерпением ждали того дня, когда будем
принимать их у себя.

to welcome a suggestion (an idea, a plan, criticism) - receive of accept gladly - приветствовать,
одобрять предложение (мысль, план, критику)

They welcomed our suggestion. Они одобрили наше предложение.

welcome n - прием (гостя)

to give smb (receive) a warm (cold, hearty, rousing) welcome - оказать теплый (холодный,
сердечный, восторженный) прием

They gave us a warm welcome when we came back. По возвращении нам была устроена радушная
встреча.
He received a cold welcome. Ему был оказан холодный прием.
 welcome a - received with pleasure (often suggests prior need or an answer to one's wishes) -
желанный, приятный, долгожданный

 a welcome guest - желанный (дорогой) гость

 a welcome rest - желанный отдых
 a welcome letter - долгожданное письмо
 welcome news - приятная новость

The news was most welcome. Это известие всех обрадовало.

to be welcome to smth; to be welcome to do smth - having full permission to use or take smth; to
do smth, go somewhere, etc - имеющий право или разрешение распоряжаться, пользоваться чем-л.;
делать что-л.

You are welcome to any book in my library. Можете взять любую книгу в моей библиотеке.
You are welcome to (use) my car today. Моя машина в вашем распоряжении сегодня.

3. The second was a visitor beyond Mr. Cowlishaw's hopes

to be beyond one's expectations (hopes) - to be more than one expected - быть сверх ожидания

Syn: to surpass one's expectations - to be better than one expected - превзойти чьи-л.. ожидания

His answer at the examination surpassed all my Его ответ на экзамене превзошел все мои
expectations (we expected a good answer, but what ожидания.
we had was even better).
His good answer at the examination was beyond our Сверх наших ожиданий он хорошо ответил на
expectations (we didn't expect much). экзамене.

4. No other than Mrs. Simeon Clowes...

none other than (more common) - никто иной, как

The visitor was none other than the celebrated Посетитель был никто иной, как знаменитый
centre-forward of the Hanbridge football team. нападающий футбольной команды Хэнбриджа.

5. Can i be of any service to you? (formal)

There are other ways of expressing the same idea which are frequently used in ordinary informal
speech: Can I help you (in any way)? Can I be of any help to you? What can I do for you? Is there
anything I can do for you?

6. "That depends," she said.

that depends, it all depends - как сказать, смотря как

7. "Have you had any experience in taking teeth out?"

experience n - knowledge or skill resulting from practise or from acquaintance with facts or events -
опыт работы; стаж

to have experience in doing smth - иметь опыт чего-л.

Have you had much experience in teaching English? У вас большой опыт преподавания английского
языка?
 8. Не wondered what she was driving at.

to wonder vt & i - feel curiosity; be anxious to know - интересоваться; желать знать; задавать

(себе) вопрос, спрашивать себя, недоумевать,

I wonder who he is, what he wants, why he is here, whether he will come again:

The stranger's appearance and behaviour were so
odd that everybody wondered where he had come
from.
I found myself wondering whether I was still in
love.
Внешний вид и поведение незнакомца были
такими странными, что всех интересовало,
откуда он появился.
И тут я стал задумываться, а влюблен ли я все
еще.

to wonder at smb, smth; to wonder at smb's doing smth - feel  surprised - удивляться;
изумляться, поражаться

I can't help wondering at you. Я не могу не удивляться тебе.

I wonder at her saying that. Меня удивляет, что она так говорит.

I shouldn't wonder (if) (colloq) - He приходится удивляться, если...

I shouldn't wonder if he has a nervous breakdown. Я не удивлюсь, если у него сдадут нервы.

wonder n

no (little, small) wonder - it is not (hardly) surprising - неудивительно, не приходится

удивляться, что...

No wonder she avoided his company: he was a great Неудивительно, что она избегала его общества.
bore. Он был очень скучный человек.
He was taken ill, and no (little) wonder, considering Он заболел, и неудивительно: все эти годы он
he had been overworking for years. слишком много работал.

9. ... what she was driving at

to drive at (colloq) - mean or intend - клонить к чему-л., намекать на что-л.

1 can't make out what he's driving at. Я не могу понять, к чему он клонит.

10. "How many teeth have you extracted?" she inquired.

to inquiret vt & i - ask to be told, try to get information by asking - спрашивать, осведомляться

To inquire generally implies a search for the fact or the truth, whereas to ask is the general or
colourless term for putting a question. To inquire may introduce both direct and indirect speech.

She inquired if he liked the post. Она спросила, нравится ли ему его должность.
She inquired how to do it. Она спросила, как это делается.

to make inquiries about smth, smb - наводить справки о чем-л., о ком-л.

I made inquiries about him at the hotel and learned Я навел справки о нем в гостинице и узнал, что
that his name was Carton. его фамилия Картон.

11. ... merely wants stopping.

 to stop a tooth = to fill a tooth (more common now) - запломбировать зуб

Manson went to the dentist to have his tooth filled. Мэнсон пошел к зубному врачу запломбировать
зуб.

filling n - пломба

12. I didn't have a wink of sleep last night

not to have (get) a wink of sleep, not to sleep a wink - и глаз не сомкнуть

The sea raged throughout the night, and we did not Море бушевало всю ночь, и мы не сомкнули
sleep a wink. глаз.

13. The mayoress resumed her seat.

to resume one's seat - occupy again -снова занять свое место

to resume one's work, one's speech, meal, story, etc - go on with after leaving off - возобновить,
продолжать работу и т. п.

14. It's my tooth I want you to deal with.

to deal vi (with smth, smb) - иметь дело с чем-л., с кем-л.

The article deals with English dialects. Эта статья об английских диалектах.

The Russian phrase - легко (трудно) иметь дело с кем-л. has two English equivalents:

to be easy (hard, difficult) to deal with - easy (hard, difficult) to persuade or convince

to be easy (hard, difficult) to get on (along) with - easy (hard, difficult) to talk to, to be friends
with, to work with

I've failed to persuade the man. He is hard to deal Я не смогла уговорить его. С ним трудно иметь
with. дело.
The man was easy to get on with. С этим человеком было легко иметь дело.
We very soon made friends with him. Мы скоро подружились.

15. However, having consented, he was obliged to go through with the affair.

// to consent - express willingness, be willing to allow or do - соглашаться, давать согласие

It is used in reference to important matters and implies making a definite decision.

It is not likely that there has ever been a civilized person of 65 years old who would consent to live
his life over again (M. Twain). She ... consented to his demand that the correspondence ... should be
carried on by lawyers only (Thackeray).//

The more common verb rendering this meaning is to agree.

Mrs. Clowes wondered why Mr. Cowlishaw Миссис Клауз удивлялась, почему мистер
wouldn't agree to take out her tooth. Каулишо не соглашается выдернуть ей зуб.
I told him about his plan and he at once agreed to it. Я рассказал ему о своем плане" и он сразу
согласился с ним
 Other meanings of the verb to agree are:

a) share somebody's opinion, be in harmony with somebody - соглашаться с кем-л., быть единого
мнения

I hope you will agree with me that our teacher's Полагаю, вы согласитесь со мной, что советы
advice is excellent. учителя отличные.

b) arrange, come to terms - уславливаться, договариваться

They agreed to start early. Они условились выйти рано.

We all agreed on the terms. Мы договорились об условиях.
Have you agreed about the price yet? Вы уже договорились о цене?

16. ... he was obliged to go through with the affair.

to go through with smth - complete; not leave unfinished -довести что-л. до конца, завершить

Не was determined to go through with his work Он твердо решил довести дело до конца, что бы
whatever happened. ни случилось.

Syn: to be through with smth (chiefly AE) - reach the end - окончить что-л.

When will you be through with your work? Когда ты окончишь работу?

17. Mr. Cowlishaw had fainted from nervous excitement.

"He's gone off; he'll come to in a minute."

to faint vi (from) - падать в обморок, терять сознание.

The shock was so great that I nearly fainted. Потрясение было настолько сильным, что я чуть
не потерял сознание.

Syn: to go off (colloq); .// to lose consciousness (lit)//

Ant: to come to (round) - приходить, прийти в себя; // to regain consciousness (lit)//

We splashed water on her face and she soon came Мы побрызгали ей лицо водой, и она скоро
to. пришла в себя.
He took a long time to come to (round). Он долго не приходил в себя.

faint adj - weak; exhausted, failing - слабый, ослабевший, испытывающий головокружение

to be (feel) faint (with) - чувствовать слабость, дурноту

She felt faint with fatigue. Она едва держалась на ногах от усталости.
She felt faint in the stuffy room. "Water! Quick! I Она почувствовала себя дурно в душной
feel faint!" (I'm going to faint.) комнате. "Воды! Скорее! Мне дурно!"
 EXERCISES

I. Translate the following sentences from the text:

1. She probed into his character, and he felt himself pierced. 2. "Naturally," he said, summoning all
his latent powers of diplomacy. 3. "You don't look as if you could say 'Booh!' to a goose;" she said. "I
think I can say 'Booh!' to a goose," he said. 4. I do hate the horrid velvety feeling of these chairs. It's most
creepy. 5. She obediently extended it to dimensions which must be described as august ... 6. "Surely a
body can decide whether she'll have a tooth out or not!" 7. And at length, when he could delay the fatal
essay no longer, he said...

II. Give the principal forms of the following verbs?

to find; to speed; to stroke; to lay; to drive; to lie; to laugh; to withdraw; to arise; to deal; to hurt; to
swim; to hold; to ring; to fan

III. Find in the text English equivalents for the following Russian phrases and sentences and use
them in situations based on the text:.

в дверь позвонили опять; ее рука поглаживала левую щеку; вы кажетесь таким тихоней; я
очень страдаю (мне очень больно); я хочу удалить этот зуб; какое вам до этого дело; это был
критический момент; принять все меры предосторожности; он был в панике; его нервы были
напряжены до предела; его тошнило (он почувствовал тошноту); он ухватился за; вы должны
крепко держаться за стул

IV. Respond to the following questions or statements and correct them if necessary (see Unit One,
Ex. IV, p. 22):

1. Mr. Cowlishaw's second visitor came half an hour after his first one. 2. Mrs. Clowes wasn't
suffering from toothache when she came to Mr. Cowlishaw. 3. Mrs. Clowes wanted to have her tooth
filled, did she not? 4. Dentists try to avoid extraction, don't they? 5. Mr. Cowlishaw had had a lot of
experience in extracting teeth, had he? 6. Mrs. Clowes was a woman of strong character, wasn't she? 7.
Mrs. Clowes insisted on having her tooth out, didn't she? 8. Mrs. Clowes didn't object to being given gas,
did she? 9. Having made up his mind what he would do, Mr. Cowlishaw was calm and self-possessed. 10.
It wouldn't have mattered if Mr. Cowlishaw had failed to extract the tooth, would it? 11. What the
attendant saw when he rushed into the surgery didn't surprise him at all. 12. Mr.Cowlishaw failed to
extract the tooth, didn't he? 13. Mrs. Clowes fainted from nervous excitement.

V. Answer the following questions:

1. Why did Mr. Cowlishaw find himself in a double difficulty? 2. Who was his second visitor? What
was she like? 3. Did Mr. Cowlishaw impress Mrs. Clowes as an experienced dentist? 4. What did she
demand that Mr. Cowlishaw should do? Do you think Mrs. Clowes was a brave woman? 5. Why did Mr.
Cowlishaw feel troubled as he examined the mayoress teeth? 6. How did Mrs. Clowes take the proposal
Mr. Cowlishaw made to fill her tooth? 7. Did Mr. Cowlishaw flatly refuse to take out Mrs. Clowes's tooth
or did he argue with her for some time? 8. Was Mrs. Clowes afraid of pain? What did she demand? 9.
Why was poor Mr. Cowlishaw in panic as he was getting ready for the operation? 10. Do you think Mrs.
Clowes noticed his state of mind? 11. What instructions did Mr. Cowlishaw give to the lady? 12. What
did the attendant see when he rushed into the room? 13. What did Mrs. Clowes say to the attendant? 14.
Which of the two had more self-possession: the dentist or the patient?

VI Find evidence in the text to support the following statements:

1. Mrs. Clowes was in the habit of bossing everybody about. 2. Mr. Cowlishaw was glad to have
Mrs. Clowes as his patient and tried to please her in every possible way. 3. Mr. Cowlishaw was in panic
at the prospect of the operation. 4. Mr. Cowlishaw was a brave young man. 5. The spectacle the attendant
saw when he rushed into the surgery was indeed unique.

VII Make up stories as they might have been told by:

a) Mr. Cowlishaw, who does what he can to please Mrs. Clowes, as he realizes that his career
depends on it.

b) Mrs. Clowes, who is resolved to persuade the young dentist to take her tooth out.

c) The attendant, who is really glad that Mr. Cowlishaw has such remarkable patients but is shocked
by what he sees in the surgery.

VIII Make up dialogues between:

1. Mrs. Clowes and a lady-friend of hers (about Mrs. Clowes's visit to the young dentist).

2. The attendant and one of his family (about his first day with Mr. Cowlishaw).

Use (he following colloquial expressions wherever possible:

How could you!; Well, ...; That depends ...; Naturally; I really couldn't; I do hate...; That's my affair,
isn't it?; Certainly; Not a bit; You don't say so.

IX. Write down the words from the text which describe Mr. Cowlishaw and make up a character
sketch.

X. Write down the words from the text which describe the mayoress of Hanbridge and make up a
character sketch.

XI. Suggest a title for the text and give reasons for your choice.

XII. Convert the following nouns into verbs and verbs into nouns. Comment on (he semantic
relations within the conversion pairs. Use them in short sentences:

Nouns: a doctor, a voice, a fan, an eye, a finger, a referee, a hand, water

Verbs: to drink, to look, to knock, to ring, to pull, to grasp, to find, to shriek

XIII. Make a list of all derived and compound nouns and adjectives in the text of Units Two and
Three. Analyse their structure.

XIV. Translate the following sentences using the structural patterns:

1. Я, пожалуй, пойду на станцию, не дожидаясь Виктора. До отхода поезда осталось всего 15

минут. 2. Вы бы лучше обратились к зубному врачу немедленно, пока нет осложнений. 3. Я плохо
себя чувствую сегодня. Я бы остался дома. Поезжай без меня. 4. Ему бы лучше позвонить им
сейчас же, а то будет поздно. 5. "Вы не будете возражать, если я закурю здесь?" - "Вы бы лучше
покурили в коридоре". 6. Я, пожалуй, подожду следующего автобуса. Этот автобус переполнен. 7.
Мне лучше уйти, если вы собираетесь разговаривать со мной таким образом. 8. Нам лучше не
говорить на эту тему, иначе мы поссоримся. 9. Профессор Фокс, руководитель лаборатории, был
известным физиком, лауреатом Нобелевской премии. 10. Вам лучше спросить об этом товарища
Петрова. Он был председателем комиссии, которая занималась этим вопросом. 11. "Разрешите вам
представить - доктор Ларин, руководитель нашей делегации". - "Очень приятно. Познакомьтесь с
моими коллегами. Мистер Смит, председатель общества дружбы. Миссис Харпер, секретарь
подготовительного комитета". 12. "Как ты думаешь, кто будет председателем собрания?" - "Не
имею понятия. Я знаю только, что доклад сделает директор нашего предприятия".

XV. Respond to the following statements, questions or requests using had better or would

rather. Give two variants wherever possible. Add a sentence or two to make the situation clear:

Model:

a) Will you come to the cinema with me tonight? I'd better stay at home. I've got a lot of work to do
for tomorrow or I'd rather stay at home. I'm in the middle of a very interesting book.

b) I want to go to the South in July this summer. You'd better not. You have a weak heart and ths
summer is going to be very hot this year.

1. Why don't you answer the telephone? 2. Shall I call for y6u at your work and we'll go to the
theatre together? 3. I think I shall ask him to translate this article for me. 4. Do you want me to tell your
father about our plans? 5. I wonder if I should take the children to the seaside in July. 6. We are planning
to drive to Leningrad this weekend. 7. Would you like to come to the football match with me? 8. Do you
think he is a good dentist? Would you recommend him? 9. I'm running a temperature. Can you give me
something for it, Mary?

XVI. Give English equivalents for the following short sentences (see Vocabulary and Ex. Ill):

1. Я с трудом разбирал ее почерк. 2. Она, конечно, не одобряла такого рода критику. Ей был
оказан радушный прием. Вы всегда желанный гость в нашем доме. Сегодня моя машина в вашем
распоряжении. 3. Результаты эксперимента превзошли все мои ожидания. 4. В дверь опять
позвонили. Раздался стук в дверь. 5. Я что-нибудь могу для вас сделать? Вам помочь? 6. "Ты
пойдешь туда со мной?" - "Все зависит от обстоятельств". 7. У вас есть опыт перевода таких
текстов? 8. Интересно, почему он здесь. Он не мог не удивиться собственной смелости. Я не
удивлюсь (неудивительно), если у нее заболит голова: здесь очень душно. Она потеряла сознание
(упала в обморок). Ничего удивительного, она не ела целый день. 9. Ты поняла, на что он намекал?
10. Она навела о нем справки. 11. Он решил запломбировать зуб немедленно. 12. Они не сомкнули
глаз всю ночь. 13. Они опять заняли свои места. Он возобновил рассказ. 14. Эта книга об истории
Англии. С Еленой трудно иметь дело, а ее сестра очень легкий человек. 15. Я не согласна, что твой
план лучше. Ты никогда не согласна со мной. Вы согласны с нашими условиями? Нет, я не могу
пойти на эти условия. Они договорились ехать в Ленинград на машине. Она не согласилась ехать
туда на поезде. 16. Он твердо решил довести работу до конца. Он окончил перевод в два часа
ночи. 17. Мальчик потерял сознание и долго не приходил в себя. Она почувствовала слабость от
голода и усталости. Мне дурно, дайте воды, пожалуйста. 18. Вы выглядите так, как будто очень
страдаете от боли (как будто вам очень больно). Какое вам до этого дело? Если бы вы приняли их
предложение, вы бы уже закончили работу. Они приняли все меры предосторожности, чтобы не
дать Невидимке осуществить свои планы (to realize one's plans). Я никогда не видела ее в панике:
она прекрасно владеет собой. Ночью он не сомкнул глаз: нервы его были напряжены до предела.
Держись крепче, иначе упадешь!

XVII. Read the following sentences paying careful attention to the words and word combinations in
bold type and suggest their Russian equivalents:

1. Mor had great difficulty in persuading his wife to accompany him to his principal's dinners. 2. He
had had himself introduced, made guarded inquiries, discovered that she was poor... 3. "I think you'd
better let me speak to the girl properly in private," said Mrs. Pearce. 4. "What name did you say?" - "She
said you'd know her when you saw her." - "That's odd," I said. "Perhaps you'd better show her up." 5.
Lunch was a welcome break to the long morning. 6. We had to come forward and welcome the
unexpected guests. 7. We have a guest-room in this house. She is welcome to it until her plans are
formed. 8. Had I been accepted in this house, I would have offered to assist in the kitchen... But I knew
that Mrs. Crawford would not welcome my help. 9. I wondered what they would say if I suddenly
announced my intention of running the whole affair. 10. I cannot but wonder what it is they have been
discussing. 11. I've always wondered about country life in England. 12. I woke at three wondering for a
moment where I was. 13. "Will you be late?" - "I don't know. It all depends. Don't wait up for me." 14.
We were wondering, sir, if you would mind assisting us again. 15... he wondered whether by an unluckly
chance she had seen him with Mildred.

XVIII.Analyse the use of the tenses in the following sentences. Translate them .into Russian:.

1. As I climbed again up the back way to the house, I heard the laughter and the chatter of the men
as they went home from work. 2. He caught a taxi on the corner. "London airport," he told the driver. As
the taxi moved away, the phone in his flat began to ring. 3. He began to speak clearly and precisely. As he
spoke, some of the phrases drifted through the window and were heard by the boys. 4. It was two hours
later, as he was shaving on a borrowed electric razor, that the girl phoned back. 5. The plane from London
glided into the airport as the dusk deepened into night. Near the tail of the plane a blond Englishman lay
back in his seat near the window and gazed out at the lights as they flashed past the sinking aircraft. 6. As
dusk was falling the tourists entered a little town in the Alps. 7. George at once placed another call with
his sister. As he put the phone (receiver) down, it rang again. 8. They talked rugby for a while as they
walked slowly on the terrace. 9. All along the road the trees had been illuminated. It was charming and
we were exclaiming in wonder as we rode along.

XIX. Translate the following situations. Use the active vocabulary of Unit Three for the words and
word combinations in bold type;

1. Мартин больше не мог читать. У него кружилась голова от усталости. Он потушил свет

и погрузился в тяжелый сон. 2. Том и Гек спрятались за кустами и ждали, когда откроется дверь
таверны. Наконец, дверь отворилась, и оттуда вышел никто иной, как Индеец Джо (Injun Joe).
Это была удача! Наконец-то они узнали, где Джо скрывался все это время! 3. То, что мальчики
увидели в старом доме, превзошло все их ожидания. Оказалось, что сокровище (treasure),
которое они искали уже целую неделю, лежало у них под носом (right under one's very nose). 4.
Наконец,: Давид добрался до дома своей тетки, мисс Бетси Тротвуд (Miss Betsy .Trptwoqd). У
него кружилась голова от голода и усталости. 5. Крейн учил Катрин пению, и его
всегда хорошо принимали в доме Ван Тассла. 6. Хотя у Крейна было много соперников, он не
терял надежды. Старый Ван Тассел был добрым человеком, и с ним легко было иметь
дело. Крейну казалось, что ему будет не трудно уговорить старика отдать за него свою дочь. 7.
Крейн никогда не был храбрым. Не удивительно, что он упал в обморок,когда увидел перед
собой всадника без головы. Когда он пришел в себя, вокруг никого не было. "Неужели мне это
все показалось?" - подумал незадачливый учитель. 8. "Я надеюсь, что вы пробудете в Лондоне еще
некоторое время?" - спросил сэр Роберт. "Все зависит от обстоятельств", - ответила миссис
Чивли (Mrs. Cheve-ley) - "Я знаю, что в вашем доме я не являюсь желанным гостем, но я не уеду,
пока не уговорю вас поддержать мой план". 9. Лорд Горинг (Lord Goring) посоветовал сэру
Робертунавести справки о миссис Чивли. "Мы должны принять все меры
предосторожности, чтобы не дать миссис Чивли опубликовать это письмо".

XX. Read the story and retell it Following the outline given below. Make a list of the words in the
text which you could use to develop each point:.

THE TATTOO

The trouble began in a gambling house. Greaser, a hot-blooded youth quarrelled with his neighbour,
whose nickname was the Kid, and the latter shot him on the spot.

A minute later Greaser's friends were at the Kid's heels. They overtook him at the station, but the
young man turned and raised his revolver. He was a good shot. Seeing his revolver, the pursuers stopped,
turned and vanished.
 The same afternoon the Kid got on a passenger train, and three days later he was sailing to Buenas
Tierras, coast of South America.

Thacker, the United States consul at Buenas Tierras, was not yet drunk. It was eleven o'clock in the
morning and he was never drunk until the middle of the afternoon. On hearing a slight noise he looked up
and saw the Kid standing at the door.

"Good morning," said the young man. "They told me it was customary to call on you before having
a look at the town. I have just come on a ship from Texas."

"Glad to see you, Mr. - ?" said the consul.

The young man laughed. "Dalton," he said. "But it sounds funny to me to hear it. They simply call
me the Kid."

"I'm Thacker," said the consul, motioning the young man to a chair. "I suppose you want somebody
to advise you. And, besides, they speak Spanish here and you'll need an interpreter. If there is anything I
can do for you, I'll be delighted. If you are buying fruit lands or looking for a concession, you will want
somebody to help you."

"I speak Spanish," said the Kid, "about nine times better than I speak English. Everybody speaks
Spanish on the ranch where I come from. And I am not buying anything."

"You speak Spanish?" said Thacker thoughtfully. He looked at the young man in silence. "You look
like a Spaniard, too," he continued, "and you are from Texas. And you can't be more than twenty or
twenty-one. I wonder if you are game enough..."

"What do you mean?" asked the Kid, suddenly rising and approaching the consul.

"Are you ready to undertake any kind of job?" asked Thacker.

"What's the use of denying it," said the young man. "I got into a little trouble in my country and
killed a man, I was afraid that some of his friends might try to get even with me, so I thought I'd better
leave the place and come here. So you see that I'm game for any kind of work."

Thacker got up and closed the door.

"Come here," said the consul. Through the window he pointed to a two-story white house. "In that
house," said Thacker, "an old Castilian gentleman and his wife are waiting to embrace you and fill your
pockets with money. Old Santos Urique lives there. He owns half the gold mines in the country."

"You're not drunk, are you?" said the Kid.

"Sit down," said Thacker, "and I'll tell you. Twelve years ago the old gentleman and his wife lost
their only child. He was a wild little devil and but eight years old. Some Americans who were looking for
gold called on Don Urique and made much of the boy. They filled his head with wonderful stories about
the United States; and a month after they left, the boy disappeared. It was said he was seen once
afterwards in Texas, but they never heard anything more of him. Old Urique sent men to look for him. He
spent thousands of dollars, but in vain. The mother was quite broken. The child was her life. She still
wears mourning. They say she believes that her son will come back to her some day, and never gives up
hope. On the back of the boy's left hand was tattooed a flying eagle."

The Kid looked at the consul, but said nothing.

 "I can help you," continued Thacker. "In a week you'll have an eagle tattooed on your left hand, and
then I'll send for old Urique, and when he finds that you have the tattoo mark, both parents will fall on
your neck. The rest is very simple. Old Urique keeps from $50,000 to $100,000 in his house in a little
safe that a child can open. Get the money. Then we shall catch a ship going to Rio Janeiro and let the
consulate go to the dogs. What do you say?"

"It sounds all right," answered the Kid.

In a week's time the tattooed design on the young man's left hand was ready and the wound had
healed, and then Thacker sent for the Uriques.

Half an hour later an old-fashioned carriage drove up to the door of the consulate. A lady and a tall
man with a white moustache got off and hurried in.

By the consul's desk stood a slender young man with a sunburnt face and black hair. Donna Urique
cast a long look upon the young man. Then her black eyes turned, and her gaze rested upon his left hand,
and then with a sob, not loud, but seeming to shake the room, she cried: . "Oh, my son," and folded the
Kid in her arms.

A month later the Kid came to the consulate in response to a message from Thacker. He looked a
young caballero. His clothes were of the latest fashion and a big diamond shone on his finger,

"Well," asked Thacker, "How are you getting on? It's time you began acting," said Thacker. "What's
the trouble? Can't you find where Don Urique keeps his money?"

"Oh, he's very rich," said the young man, admiring his diamond. "There's plenty of money in the
house. I've seen it with my own eyes, But you are not going to get it," the Kid said, cheerfully. "And I'll
tell you why. The first night when I was in my bedroom at Don Urique's house, my artificial mother came
in and bent over me. "My boy," she said, "my boy!" And down comes a drop or two, and hits me on the
nose. You see, I had very little to do with mothers in my life and I think that this old artificial mother of
mine mustn't be disappointed. She stood it once, but she will not stand it twice. That is why things are
going to stay just as they are..."

"I'll expose you today, you ... traitor," stammered Thacker.

The Kid rose and, without violence, took Thacker by the throat with a hand of steel. Then with his
left hand, he drew out his revolver and pointed it at the consul.

"There is one more reason," he said slowly, "why things have to stay as they are. The fellow I killed
had an eagle tattooed on his left hand."

From the outside came a sound of wheels and the old-fashioned carriage of Don Urique stopped at
the door of the consulate.

"Where are you, my dear son?" cried Donna Urique.

"I am coming, mother," answered the Kid.

(After O'Henry)

Outline

1. The Kid is compelled to run away from his native country.

2. The Kid arrives in South America and pays a visit to the United States consul at Buenas Tierras.
 3. The consul, Mr. Thacker, gives him a warm welcome and makes a proposal to him.

4. The young man falls in with the consul's little game.

5. The Kid has a flying eagle tattooed on his hand.

6. The Uriques take the young man for their lost son.

7. Thacker grows impatient because the Kid is slow in going through with his plan.

8. The young man gives reasons why he refuses to go through with the consul's plan.

XXI. Make up situations based on the story "The Tattoo" using the following word combinations
and structural patterns:

to welcome a plan; to agree to smth; to agree with smb; 'to be driving at; to. deal with smb; to be
easy (hard) to get on with; to receive a hearty welcome; to have very little experience in doing smth; to go
through with; to take every precaution; to control oneself; to make inquiries about; to wonder why...; to
resume one's seat; to get to sleep; to fall asleep; not to have a wink of sleep; had better; would rather;
must have done; can't have done; I wish I could

XXII. Make up sentences based on the story "The Tattoo" using clauses of unreal condition.
 REVISION (UNITS ONE-THREE)

I. Use one of the patterns - to do smth, to have smth done, to want/need doing smth - in your answers
to the question: What would you do or say or ask if....:

1. Your radio set stopped working again (to repair). 2. Your little brother's shirt is stained with ink
(to remove the spots). 3. Johnny's hands were very dirty when he came home from school (to wash). 4.
The cover of this book is very old and the book is falling to pieces (to bind, bound, bound). 5. This article
is very difficult. You won't, be able to translate it yourself (to translate). 6. Ann is taken ill and she is not
able to type her report in time (to type). 7. My mother often has splitting headaches (to take smb's blood-
pressure). 8. "I don't like the wallpaper in the hall. It's too dark," Mary said (to repaper). 9.' The doorbell
won't ring. There is something wrong with it (to fix). 10. Your sister's costume is out of fashion (to alter).

II. Translate the following sentences and situations a) into Russian::

I. They must have taken for granted that you would agree to go there. 2, He may have read the
article but he did not mention it for some reason. 3. He can't have gone through with the experiment and
obtained reliable results. It's too soon. 4. If he had taken your advice he wouldn't have got into trouble. 5.
She must have found out the truth. No wonder she refused to speak to him. 6. She would have coped with
the task if she had agreed to our plan. 7. She must have thought it very strange that they didn't corne to
see her off. 8. The train used to leave earlier. It was more convenient for me. 9. She may have seen the
ballet. You'd better ask her before buying tickets. 10. Do you mind staying here a little longer? 11. He
can't have changed his mind about making the journey. You must have misunderstood him. 12. If I were
you I would never have gone out with him. His behaviour seems strange.

b) into English:

1. "Мы, должно быть, едем не в том направлении. Эти места мне незнакомы. Неужели шофер
сбился с пути? "-" Не думаю. Он, должно быть, поехал по дороге, которая нам неизвестна. Нам бы
лучше спросить его, куда он едет. Он может быть, не понял нас". 2. Прежде чем пойти к новому
зубному врачу, миссис Клауз навела справки о его квалификации. Разузнав все (on inquiry), она
решила, что именно этот человек ей и нужен. 3. Мистер Каулишо предложил миссис Клауз
запломбировать зуб, а она настаивала на том, чтобы его удалили. Мистер Каулишо почувствовал,
что с ней трудно иметь дело. 4. Мистер Каулишо сказал, что ему не раз приходилось удалять зубы,
но миссис Клауз сильно сомневалась в этом. Однако ей ничего не оставалось делать, как опять
сесть в кресло и надеяться на лучшее. Мистер Каулишо приказал ей крепко держаться за стул.
Миссис Клауз была страшно напугана. Однако она взяла себя в руки. 5. Мистер Каулишо упал в
обморок от нервного напряжения. Он долго не приходил в себя.

III. Render into English:

КАК МИСТЕР ПИКВИК ЗАБЛУДИЛСЯ В ГОСТИНИЦЕ

1. Сэм провел мистера Пиквика (Pickwick) в его комнату. "Вот ваша комната, сэр. Если вам
что-нибудь понадобится, позовите меня, сэр".

Комната была теплая и уютная. В камине ярко горел огонь. Без сомнения, мистер Пиквик
провел бы спокойную ночь, если бы ничего не случилось. А случилось вот что.

В гостинице мистер Пиквик встретил своих друзей. Они отлично провели время, и мистер
Пиквик был в хорошем настроении. Войдя в комнату, мистер Пиквик обнаружил, что он оставил
свои часы внизу, в гостиной, где он провел такой приятный вечер. "Какой же я рассеянный", -
посетовал он. С минуту он колебался, идти ли ему вниз тотчас же, или же подождать до утра. - "Я
лучше пойду немедленно", - решил он.
 Это были его любимые часы, и он никогда с ними не расставался. Он любил, когда они
тикали около него. Если бы мистер Пиквик знал, что ему придется пережить, он бы не отправился
в гостиную один, а позвал бы слугу.

2. Дело в том, что гостиница была знаменита своими мрачными и длинными коридорами.
Всякий, кто останавливался в ней, с трудом находил свою комнату в первый день. Конечно,
мистер Пиквик заблудился в коридорах, как только покинул свою комнату. Как ни старался
мистер Пиквик, он не мог вспомнить, как он шел в свою комнату после ужина. "Жаль, что я не
позвал Сэма. Если бы я это сделал, я избавил бы себя от многих хлопот". Он был в панике. В
довершении всего (on top of that) у него погасла свеча, и мистер Пиквик очутился в полнейшей
темноте.

3. Совершенно случайно он натолкнулся на гостиную. Часы лежали там, где он оставил их.

Его обратный путь был подобен ночному кошмару (a nightmare). В одном из коридоров он
увидел приоткрытую дверь (a door which was ajar), которая показалась ему знакомой. Он вошел.
Он не сомневался, что это была его комната. Он подошел к кровати и начал раздеваться. Вы
можете представить его ужас, когда минутой позже он увидел, как кто-то со свечой вошел в
комнату! Он чуть было (nearly, almost) не упал в обморок, когда увидел, что в комнате была
женщина. "Интересно, что она здесь делает, - подумал мистер Пиквик, выглядывая из-за занавесок
кровати (to look out from behind the curtains of the bed). - Как жаль, что я не закрыл дверь на замок!
Какой же я рассеянный!" - опять посетовал он. Ему даже не пришло в голову (not to occur to smb),
что он попал не в ту комнату.

4. Женщина указала ему на дверь и потребовала, чтобы он немедленно вышел из комнаты. Но

мистер Пиквик ничего не понимал. "Что она имеет в виду? Почему она настаивает на том, чтобы я
покинул свою собственную комнату!?" Мистер Пиквик сказал твердым голосом: "Я этого не
сделаю, я предпочитаю остаться здесь!"

"Что? Что вы сказали?! - взвизгнула женщина в негодовании. - Я позову хозяина гостиницы".

Только теперь мистер Пиквик понял, что он попал в чужую комнату (another person's room).
Мистер Пиквик извинился: "Я надеюсь, что вы никому не скажете о том, что произошло". "Ну, это
еще посмотрим, все зависит от обстоятельств...", - произнесла женщина и захлопнула дверь перед
носом у мистера Пиквика (to slam the door in smb's face). .

5. Нет сомнения в том, что мистер Пиквик блуждал бы по коридорам всю ночь, если бы не
Сэм, который по какой-то причине решил посмотреть, что делает его хозяин. Он был крайне
удивлён, увидев, что старый джентльмен медленно пробирается в темноте, держась за стену. "Что
Вы здесь делаете, сэр?" "О, это ты, Сэм! Слава богу, что я тебя встретил, я заблудился в этих
ужасных коридорах!" Мистер Пиквик схватил Сэма за руку и не выпускал ее, пока они не пришли
в его комнату. Это приключение так подействовало (to have an effect on) на мистера Пиквика, что
бедный джентльмен не сомкнул глаз всю ночь!
 ADDITIONAL MATERIAL

VOCABULARY EXTENSION

1. Read the following text and translate the word combinations given below each point of the
outline. Retell the text following the points:

BEING ILL

"You don't look your usual self this morning," said my wife at breakfast.

"No, I'm not feeling up. to much," I said. "I don't know what I've got, but I hardly slept a wink all
night, and new I've got a splitting headache."

"Poor old thing," she said, feeling my forehead. "It feels as if you'd got a bit of temperature."

"Nonsense,. dear," I said, trying to be brave. "It's probabty •nathing more than a hang-over after last
night's party. I j.ust ought not to drink gin, that's all. It's time I realized it doesn't agree with me."

At work, I felt ghastly all morning. My head was now throbbing violently and there were moments
when it felt as if the whole office was going round. At eleven o'clock I took a couple of aspirins with my
coffee, but they didn't seem to do any good. By lunchtime I had to admit that I was running a temperature:
I felt hot and shivery at the same time.

I called my secretary in. "Look, Pam," I said, "I'm not feeling too well. I'm going to take the rest of
the day off. You might as well do the same when you've finished the letters. Perhaps you would ring up
Fraser and let him know."

"Yes, of course, Mr. Carter. You do look poorly. I hope you haven't caught this nasty 'flu' that's
around."

Feeling rather sorry for myself, I put on my overcoat and wrapped a scarf round my neck."

When I got home I went straight to bed and my wife gave me a hot-water bottle. I certainly felt
better lying down.

"I'll bring you some lunch in a minute," said my wife.

"No, thank you," I said. "I couldn't eat a thing. All I want is a glass of water. Then I think I'll sleep
for a bit." .. "Don't you think I'd better call the doctor?" she said. "I shouldn't be surprised if you've got
this 'flu', like Mrs. Higgins."

Mrs. Higgins was our daily help, and she'd been off work ftr the last few days.

Then I must have dozed off, for I woke up, sweating all over, to hear the doctor coming up the
stairs. "Quite an epidemic of it." I heard him say to my wife. I sat up, feeling stiff and uncomfortable; my
pyjamas were sticking to me.

"Now then," said the doctor, sitting on the edge of the bed. "Let's have a good look at you." He
opened his bag and stuck a thermometer in my mouth. While he was waiting he took my pulse, then he
took out the thermometer and looked at it. "Just over a hundred and two," he mumbled. He put a
stethoscope to his ears and listened to my chest. "Now the throat. Say 'Ah'. Silence. Looks a bit sore.
Does' it hurt when you swallow?".
 "It's flu all right. The throat's nothing serious." He looked for his pen. "Lcok here, I'm going to keep
you in bed for a day or two. Keep taking plenty of aspirin to bring your temperature down, and I'll give
you some pills to help you to sleep at night. You should stay away from work for the rest of the week and
take it easy. It's much better to shake it off in one go if you can. Otherwise, if you go back to work too
soon,, it might drag on indefinitely."

For two days I was terribly weak. Whenever I had to get out of bed, I felt giddy and was glad to lie
down again. Moreover, I couldn't face eating anything; all I wanted was lots of drink and plenty of sleep.
I didn't even feel like reading.

Then, suddenly, I felt much better. My temperature was almost back to normal, my appetite came
back, and I felt I wanted to do something useful. Now my wife had to struggle to keep me in bed. "You're
not to overdo it," she said. "Flu takes it out of you more than you think." So I spent the time propped up
with lots of pillows, catching up with my reading. In fact, it was now all rather pleasant, and I was very
touched to receive a get-well card from Pam.

(From "Mozaika", No. 1, 1966)

Outline

1. In the morning I have a splitting headache and look poorly (you don't look your usual self; I'm not
feeling up to much; I hardly slept a wink; I've got a splitting headache; I've got a bit of temperature; it's
time I realized ...; it does not agree with me).

2. In the office I can hardly do any work and leave early (to feel ghastly all morning; to throb
violently; to go round; to do no good; to run a temperature; to feel hot and shivery; to take the rest of the
day off; "You might as well do the same, Pam"; to catch flu).

3. At home I go straight to bed and my wife calls a doctor (to go straight to bed; a hot-water bottle; I
couldn't eat a thing; to doze off; to sweat all over).

4. The doctor examines me and says I have flu (to stick a thermometer in one's mouth; to take one's
pulse; to listen to one's chest; "Your throat's a bit sore"; to keep smb'in bed for a day or two; to bring one's
temperature down; to stay away from work; "Take it easy"; to shake it off in one go; to go back to work;
to make a prescription; to feel rotten; "I'll drop in again"; to keep smb well-covered up).

5. I am much better on the third day (to get out of bed; to feel giddy; to feel like reading; to be back
to normal; to come back; to be propped up with pillows; to catch up with one's reading; to receive a get-
well card).

II. Read the text and retell it in the form of a story. Enlarge on the story making use of the words
and word combinations from the previous text "Being HI";

JIM HAS A COLD

Jim Is lying down on a settee by the sitting-room fire. He is not very ill but is very irritable.

Maggie: How are you feeling, Jim? Any better?

Jim: No, I'm afraid the cold's getting worse, Maggie. I think you'd better ring Aunt Emily and tell
her we won't be able to make it tomorrow.

Maggie: I wonder how it is you always manage to be ill when it comes to visiting relatives.

Jim; That's quite unfair, Maggie. I haven't had a cold for ages.
 Maggie: The last time you had one was when we were invited to Uncle Gilbert's. I remember quite
well.

Jim: I really am feeling rotten. Have you bought me any lemons?

Maggie: No, I couldn't get any. But I brought you some grapes instead. Here you are, try some.

Jim: Mm ... The ones you bought last week were much sweeter. They were purple. You know I like
those better.

Maggie: Well, I'll buy you some purple ones this afternoon. In the meantime you'll have to make do
with those green ones. Or perhaps you'd like an orange instead?

Jim: I ate the last one while you were out.

Maggie: You don't seem to have lost your appetite, Jim. Oh, but look here. You haven't had any of
your medicine today. You'd better take some right away.

Jim: I had a spoonful this morning and it doesn't seem to have done. me any good.

Maggie: Well, you'd better have another one now. It says one spoonful every three hours. Here you
are. (She pours out a spoonful andhands it to him. He spills it.) Oh, dear, you've spilt it all over the
pillow-case. Now I'll have to get you another one and I don't think the clean ones have come back from
the laundry yet. What a trial you are, Jim.

Jim: Well, just stop fussing, Maggie. I'd be quite all right if I just had some peace. You go into the
kitchen and get me some lunch.

Maggie: All right. Jim: (calls out) Maggie!

Maggie: What is it?

Jim: Did you bring any books from the library?

Maggie: Just some detective stories for myself. Here they are.

Jim: Oh, I've read that one and that one as well. You'd better just give me the newspaper.

Maggie: (Maggie hands him the newspaper.) Well, I'll be getting back to the kitchen now.

Jim: (calls out again) Maggie, Maggie!

Maggie: What is it this time?

Jim: Can you get me some more pillows from the bedroom? This one isn't really high
enough. (Telephone rings.) Well, go and answer it and see who it is ... who is it, Maggie? If it's Dickson
ask him to come round for a game of chess.

Maggie: No, it wasn't Dickson. It was Aunt Emily. She's just bought a television set and she wanted
me to tell you they were televising the cup-final tomorrow afternoon. Of course, I said you had a bad cold
and that you should really stay in bed...

Jim: What! Ring her up again right away and tell her I'm much better. In fact, I think I'll get up for
lunch. I'm sure I'll be quite all right by tomorrow.
 (From "Say it with us" by H. Andrews)

III. Read the text and write down the words and word combinations connected will; dentistry
giving their Russian equivalents. Retell the text in brief;

AT THE DENTIST'S

There are certain humiliating moments in the lives of the greatest of men. It has been said that no
man is a hero to his valet. To that may be added that few men are heroes to themselves at the moment of
visiting their dentist.

Hercule Poirot was morbidly conscious of that fact.

He was a man who was accustomed to have a good opinion of himself. He was Hercule Poirot,
superior in most ways to other men. But in this moment he was unable to feel superior in any way
whatever. His morale was down to zero. He was just that ordinary, craven figure, a man afraid of the
dentist's chair.

Mr. Morley had finished washing his hands and was now speaking in his encouraging professional
manner.

"Hardly as warm as it should be, is it, for the time of year?"

Gently he led the way to the appointed spot - to the chairl Deftly he played with its head rest,
running it up and down.

Hercule Poirot took a deep breath, stepped up, sat down and relaxed his head to Mr. Morley's
professional fiddlings.

"There," said Mr. Morley with hideous cheerfulness, "that quite comfortable? Sure?"

In sepulchral tones Poirot said that it was comfortable.

Mr. Morley swung his little table nearer, picked up his mirror, seized an instrument and prepared to
get on with the job.

Hercule Poirot grasped the arms of the chair, shut his eyes and opened his mouth.

"Any special trouble?" Mr. Morley inquired.

Slightly indistinctly, owing to the difficulty of forming consonants while keeping the mouth open,
Hercule Poirot was understood to say that there was no special trouble. This was, indeed, the twice yearly
overhaul that his sense of order and neatness demanded. It was, of course, possible that there might be
nothing to do... Mr. Morley might, perhaps, overlook that second the tooth from the back from which
those twinges had come... He might - but it was unlikely - for Mr. Morley was a very good dentist.

Mr. Morley passed slowly from tooth to tooth, tapping and probing, murmuring little comments as
he did so.

"That filling is wearing down a little - nothing serious, though. Gums are in pretty good condition,
I'm glad to see." A pause at a suspect, a twist of the probe- no, on again, false alarm. He passed to the
lower side. One, two - on to three? No. "The dog," Hercule Poirot thought in confused idiom, "has seen
the rabbit!"

"A little trouble here. Not been giving you any pain? Hm, I'm surprised." The probe went on.
 Finally Mr. Morley drew back, satisfied.

"Nothing very serious. Just a couple of fillings - and a trace of decay on that upper molar. We can
get it all done, I think, this morning."

He turned on a switch and there was a hum. Mr. Morley unhooked the drill and fitted a needle to it
with loving care.

"Guide me," he said briefly, and started the dread work.

It was not necessary for Poirot to avail himself of this permission, to raise a hand, to wince, or even
to yell. At exactly the right moment, Mr, Morley stopped the drill, gave the brief command "Rinse",
applied a little dressing, selected a new needle and continued. The ordeal of the drill was terror rather than
pain.

(A few minutes later.)

"Well, I think that seems all right. Just another rinse, please."

The rinse accomplished, Mr. Morley peered critically into his patient's mouth.

"Quite comfortable? Just close - very gently - You don't feel the filling at all? Open again, please.
Now that seems quite all right."

The table swung back, 1h: chair swung round.

Hercule descended, a free man.

"Well, good-bye, Mr. Poirot. Not detected any criminals in my house, I hope?"

"Before I came up every one looked to me like a criminal! Now, perhaps, it will be different!"

"Ah, yes, a great deal of difference between before and after! All the same, we dentists aren't such
devils now as we used to be! Shall I ring for the lift for you?"

"No, no, I will walk down."

"As you like - the lift is just by the stairs." .. Poirot went put. He heard the taps start to run as he
closed the door .behind him.

(From "One, Two, Buckle my Shoe" by Agatha Christie)

Suggested Topics for Oral and Written Composition

(Make use of the words and word combinations included in Units One, Two, Three.)

1. A story or an episode connected with a visit to a doctor.

2. Your visit to a dentist or another specialist (a dialogue).

3. The first steps of a young specialist (a teacher, a doctor, etc) - his emotions, his successes and
failures; his devotion to his profession.

4. A dialogue between two young specialists.

Read the poem and try your hand at translating it into Russian. Give a description of a winter day
in prose Using some of the words from the poem;

NOVEMBER

By T. Hood (1799-1845)

Summer is gone on swallows' wings,

And Earth has buried all her flowers;
No more the lark, the linnet, sings,
But Silence sits in faded bowers,
There is a shadow on the plain
Of Winter ere he comes again -
There is in woods a solemn sound
Of hallowed warnings whispered round,
As Echo in her deep recess
For once had turned a prophetess.
Shuddering Autumn stops to list,
And breathes his fears in sudden sighs,
With clouded face, and hazel eyes
That quench themselves, and hide in
mist.
 UNIT FOUR

TEXT 1

Mr. Drake, a popular composer, is often invited by admirers of his music to itay with them, but Mr.
Drake hates visiting. His wife says: "Ben absolutely abhors visiting and thinks there ought to be a law
against invitations that go beyond dinner, and bridge. He doesn't mind hotels where there is a decent light
for reading in .'bed' and one for shaving, and where you can order meals, with coffee, any time you want
them. But I really believe he would rather spend a week in the death house at Sing Sing than in somebody
else's home. It was after our visit to an acquaintance of ours that Ben swore he would pay no more visits
until he could think up a graceful method of curtailing them in the event they proved unbearable. Here is
the scheme-he hit on: He would write himself a telegram and leave it with Irene, the girl-at Harms', his
publishers, with instructions to have it sent to him twenty-four hours after we started out. The telegram
would say that he must return to New York at once, and would give a reason."

The story is narrated by Mrs. Drake. She is spending a weekend with Mr. and Mrs. Thayers, well-
meaning admirers of her husband's music. Mr. Drake is not, there, he is busy rehearsing a new
performance.

At dinner on Saturday night, they cross-examined me about our immediate plans. I told them that as
soon as the show-was "over" in New York, I was going to try to make Ben stay home and do nothing for
a whole month.

"I should think," said Mrs. Thayer, "it would be very hard to rest there in the city, with the producers
and publishers, and phonograph people calling him up all the time."

I admitted that he was bothered a lot.

"Listen, dearie," said Mrs. Thayer. "Why don't you come to Lansdowne and spend a week with us?
I'll promise you faithfully that you won't be. disturbed at all. I won't let anyone know you are there, and if
any of our friends call on us, I'll pretend we're not at home. I won't allow Mr. Drake to even touch the
piano. If he wants exercise, there are miles of room in our yard to walk around in, and nobody can see
him from the street. All day and all night, he can do nothing or anything, just as he pleases. It will be
"Liberty Hajl" for you both. He needn't tell anybody where he is, but if some of his friends or business
acquaintances find out and try to get in touch with him, I'll frighten them away. How does that sound?"

"It sounds wonderful," I said, "but -"

"It's settled then," said Mrs. Thayer, "and we'll expect you on Sunday, October eleventh."

"Oh, but the show may not be "set" by that time," I remonstrated.

"How about the eighteenth?" said Mr. Thayer.

Well, it ended by my accepting the invitation. Strange as it might seem, Ben took it quite cheerfully.

"If they stick to their promise to keep us under cover," he said, "it may be a lot better than staying in
New York. I know that they wouldn't give me a minute's peace if they could find me. And of course if
things aren't as good as they look, Irene's telegram will provide us with an easy way out."

On the way over to Philadelphia he hummed me an awfully pretty melody which had been running
through his head since we left the apartment. "I think it's sure fire," he said. "I'm crazy to get to a piano
and fool with it."
 "That isn't resting, dear."

"Well, you don't want me to throw away a perfectly good tune! They aren't so plentiful that I can
afford to waste one. It won't take me five minutes at a piano to get it fixed in my mind."

The Thayers had a very pretty home and the room assigned to us was close to perfection. There
were comfortable twin beds with a small stand and convenient reading-lamp between; a big dresser and
chiffonier; an ample closet with plenty of hangers; a bathroom with hot water that was hot, towels that
were not too new and faucets that stayed on when turned on, and an ash-tray within reach of wherever
you happen to be. If only we could have spent all our time in that guest-room, it would have been ideal.

But presently we were summoned downstairs to luncheon. I had warned Mrs. Thayer in advance and
Ben was served with coffee. He drinks it black.

"Don't you take cream, Mr. Drake?"

"No. Never."

"But that's because you don't get good cream in New York."

"No. It's because I don't like cream in coffee."

"You would like our cream. We have our own cows and the cream is so rich that it's almost like
butter. Won't you try just a little?"

"No, thanks."

"But just a little, to see how rich it is."

She poured about a tablespoonful of cream into his coffee-cup and for a second I was afraid he was
going to pick up the cup and throw it in her face. But he kept hold of himself, forced a smile and declined
a second chop.

"You haven't tasted your coffee," said Mrs. Thayer.

"Yes, I have," lied Ben. "The cream is wonderful. I'm sorry it doesn't agree with me."

"I don't believe coffee agrees with anyone," said Mrs. Thayer. "While you are here, not doing any
work, why don't you try to give it up?"

"I'd be so irritable you wouldn't have me in the house. Besides, it 'isn't plain coffee that disagrees
with me; it's coffee with cream."

"Pure, rich cream like ours couldn't hurt you," said Mrs. Thayer, and Ben, defeated, refused to
answer.

He started to light a Jaguar cigaret, the brand he had been smoking for years.

"Here! Wait a minute!" said Mr. Thayer. "Try one of mine."

"What are they?" asked Ben.

"Trumps," said our host, holding out his case. "They're mild and won't irritate the throat."

"I'll sample one later," said Ben.

 "You've simply got to try one now," said Mrs. Thayer. "You may as well get used to them because
you'll have to smoke them all the time you're here. We can't have guests providing their own cigarets." So
Ben had to discard his Jaguar and smoke a Trump, and it was even worse than he had anticipated.

After luncheon we adjourned to the living-room and Ben went straight to the piano.

"Here! Here! None of that!" said Mrs. Thayer. "I haven't forgotten my promise."

"What promise?" asked Ben.

"Didn't your wife tell you? I promised her faithfully that if you visited us, you wouldn't be allowed
to touch the piano."

"But I want to," said Ben. "There's a melody in my head that I'd like to try."

"Oh, yes, I know all about that," said Mrs. Thayer. "You just think you've got to entertain us!
Nothing doing! We invited you here for yourself, not to enjoy your talent. I'd be a fine one to ask you to
my home for a rest and then make you perform."

"You're not making me," said Ben. "Honestly I want to play for just five or ten minutes. I've got a
tune that I might do something with and I'm anxious to run it over."

"I don't believe you, you naughty man!" said our hostess. "Your wife has told you how wild we are
about your music and you're determined to be nice to us. But I'm just as stubborn as you are. Not one note
do you play as long as you're our guest!"

Ben favored me with a stricken look, mumbled something about unpacking his suitcase - it was
already unpacked - and went up to our room, where he stayed nearly an hour, jotting down his new tune,
smoking Jaguar after Jaguar and wishing that black coffee flowed from bathtub faucets.

(to be continued)
 COMMENTARY

NOTES

1. Here is the scheme he hit on:

The verb to hit upon (on) here means to find by chance, come upon.

The Advanced Learner's Dictionary of Current English edited by A. S. Hornby registers this
meaning together with five other1" comprising the semantic structure of the verb to hit.

A comparison of the meanings within the semantic structure of the verb may give an idea of
different types of meaning. So far no general or complete scheme of types of meaning has been accepted
by linguists. However, some terms seem to be more commonly employed in books than others.

The first meaning of the verb to hit - to give a blow, a stroke to is generally termed the direct
meaning as it names the action itself and can be understood without the help of a context, in isolation.

Meanings 2, 3, 4, 5 and 6, unlike the first one, are bound by the context, although they are somewhat
dependent on the first meaning. These are derivative meanings.

 to be hit by financial losses - to suffer from ...

 to hit the right path - to find ...
 to hit upon the right answer - to suddenly find the correct solution

From the point of view of frequency of occurrence in speech one can distinguish basic meaning (the
most frequent one) and minor meanings (less frequent ones).

The importance of distinguishing different types of meaning in learning and teaching a foreign
language can't be overlooked. At the initial stage of language learning, the direct and most frequent
meanings are usually taken into consideration, while at a more advanced level attention is paid to
derivative and less frequent meanings.

It is the derivative meanings of the verbs to hit, to strike and to stick that are dealt with in the
vocabulary of Unit Four.

2. ... an awfully pretty melody ...

Awfully in this phrase is a colloquial variant of the neutral adverb very.

Colloquialisms make up a special layer in the English vocabulary as opposed to neutral and literary
words.

The majority of colloquial words and set-up expressions have synonyms in the neutral layer of the
vocabulary, e.g. kid -child; daddy - father; go on - continue; get out - go away; just a bit - very little.

As compared with their neutral synonyms colloquialisms haVe a definite emotional colouring which
makes them very expressive.

STRUCTURAL PATTERNS

1. Would + Infinitive in Simple Sentences ... it would be very hard for him to rest there in the city.
 In simple sentences would + indefinite or perfect infinitive generally denotes an unreal action (the
Analytical Subjunctive). The indefinite infinitive refers the action to the present or future, the perfect
infinitive - to the past.

You would not have me in the house, I'd be very Вы бы не потерпели меня у себя в доме, я был бы
irritable. очень раздражительным.
A month ago I would have doubted the truth of the Месяц назад я бы усомнился в правдивости этой
story. истории.

Note: the phrases I should (would) think (have thought), I should (would) say (have said) are
common and are generally used to lend the sentence a milder and more polite form. Their use in this case
differs from the use of the Indicative Mood only stylistically.

"I should think," said Mrs. Thayer, "it would be very "Я полагаю, - сказала миссис Тейер, там в городе
hard for . him to rest there in the city." ему было бы трудно отдохнуть".
"How long did you wait?" - "I would say a good five "Сколько времени вы ждали?" - "Пожалуй (я бы
minutes." сказал), не менее пяти минут".

2. Need + Infinitive

Не needn't tell anybody where he is.

The modal verb need denoting necessity is used only in negative and interrogative sentences. The
time reference of the action is shown by the form of the infinitive.

The indefinite infinitive refers the action to the present; the per--fect infinitive refers it to the past.

Need + perfect infinitive expresses an action which has been performed though it was not
necessary. It implies a waste of time and effort.

You needn't switch off the radio, I'm not going to Можете не выключать радио. Я не собираюсь
read. читать.
Need you be so irritable? Стоит ли так раздражаться?
You needn't have bought the book (but you did). It is Вам не надо было бы покупать эту книгу. Она
available at the library. есть в библиотеке.
You needn't have sent us the - telegram (but you Не стоило (не надо было) присылать нам
did). We knew you were coming on Friday. телеграмму. Мы знали, что вы возвращаетесь в
пятницу.

Note: Didn't have to do smth shows that the action did not take place .in the past because it was
unnecessary.

I didn't have to buy the book as I had it at home. Мне не пришлось (не надо было) покупать эту
книгу, так как она была у меня дома.
I didn't have to send them a telegram for they knew I Мне не пришлось (не надо было) посылать им
was coming on Friday. телеграмму, потому что они знали, что я
приезжаю в пятницу.
 VOCABULARY

1. I admitted that he was bothered a lot"

... that you won't be disturbed at all.

to bother vt - do or say something which attracts a person's attention and does not let him do what
he wants to do or must do - надоедать, докучать, беспокоить

Tell the children to stop bothering their father. Don't Скажи детям, чтобы они перестали надоедать
bother me with silly questions. отцу. Не приставай ко мне с глупыми вопросами.

То disturb - break up a state of calm, order, quiet or rest - нарушать ход, движение,
порядок, равновесие и т. п.; выводить из состояния покоя

The sharp cry of an owl disturbed the silence of the Громкий крик совы нарушил тишину ночи.
night.
Tell him not to disturb the papers on my desk. Скажи ему, чтобы он не трогал бумаги на моем
столе.
The news from home disturbed his peace of mind. Вести из дома вывели его из душевного
равновесия.

In some cases the two verbs may be used interchangeably.

I'm sorry to disturb (bother) you. Простите, что мешаю вам (беспокою вас).
I don't want to be disturbed (bothered) until ten. Я не хочу, чтобы меня беспокоили раньше
десяти.

2. ... and try to get in touch with him

touch n - communication - общение, связь, контакт

to get in touch with smb - связаться с кем-л.

to be (keep) in touch (with smb, smth) - be in regular communication with, receiving information
about - общаться, поддерживать связь (с кем-л.); быть в курсе событий

to be out of (lose) touch (with smb, smth) - не общаться, потерять связь (с кем-л.); не быть в
курсе событий

Old James Forsyte wanted to be in touch with what
was going on in the family; but nobody told him
anything, he said.
We must keep in touch with the political situation.
Keep in touch while I'm away.
I'm out of touch with most of my schoolfriends.
If we correspond regularly we shan't lose touch.
Старый Джеймс Форсайт хотел быть в курсе
событий, происходивших в семье; но никто
ничего не говорил ему, жаловался он.
Мы должны быть в курсе всех политических
событий.
Не теряй со мной связи во время моего
отсутствия.
Я потеряла связь с большинством своих
школьных товарищей.
Если мы будем регулярно переписываться, мы не
потеряем связи друг с другом.

3. "It's settled then," said Mrs. Thayer.

to settle vt & i
 a) make an agreement about; decide; determine - решать, принимать решение

That settles the matter. Это решает дело.

Nothing is settled yet. Ничего еще не решено.
It's time you settled the dispute (argument). Пора уже прекратить спор.
You ought to settle this question once and for all. Вам следует решить этот вопрос раз и навсегда.

b) make one's home in; live in (usu permanently) - поселиться, обосноваться

They settled in London. Они обосновались в Лондоне.

He retired and settled in the country. Он ушел на. пенсию и поселился в деревне.

4. "If they stick to their promise ..."

to stick to smth - hold to something, not leave or change or give up - быть верным чему-л.;
держаться чего-л.; не отвлекаться, не отклоняться от чего-л.

You must stick to (keep) your promises.
"I stick to my opinion," said Higgins, "that the girl
has been taught English by an expert."
He stuck to the story.
Strange as it might seem, Tom stuck to the task
(continued to work at it) until it was finished.
Вы должны придерживаться своих обещаний.
"Я держусь своего мнения, что девушку обучал
говорить по-английски какой-нибудь
специалист", - сказал Хиггинс.
Он держался своей версии (повторял одно и
тоже).
Может показаться странным, но Том не
отрывался от работы, пока не закончил ее.

to stick together (colloq.) (of persons) - remain loyal or friendly to one another - держаться

вместе, быть верным

Friends should stick together. Друзья должны держаться вместе.

to stick (in) (also in the passive) - be or become fixed; unable to move; fail to work properly -
застревать, завязать

The key stuck in the lock(could not be turned or
withdrawn).
The bus (was) stuck in the m.ud.
The door has stuck (as the result of being freshly
painted).
Ключ застрял (не поворачивался) в замке.
Машина завязла в грязи.
Дверь заело (не открывалась).

Note: With reference to people the verb to stick in this meaning is used only in passive
constructions or in combinations with ithe verbs to get, to become.

We're stuck in the lift. Мы застряли в лифте.

Don't get stuck in the bog. Смотрите, не завязните в болоте.

5. Irene's telegram will provide us with an easy way out.

to provide smb with smth - снабжать, обеспечивать кого-л. чем-л.

We were provided with enough food to last two Нас снабдили едой на две недели,
weeks.

to provide for smth - содержать, обеспечивать

Mr. Micawber could not provide for his large Мистер Микобер не мог содержать (обеспечить)
family. свою семью.
The family was provided for in his will. Он обеспечил свою семью в своем завещании.

6. ... that I can afford to waste one (a tune)

a) to afford to do (usu with can, could) - be in a position to do smth, run a risk by doing smth -
позволить себе сделать что-л.

Не couldn't afford to neglect his duties. Он не мог позволить себе пренебрегать своими
обязанностями.
I can afford to speak freely. Я могу позволить себе высказываться
откровенно.

b) to afford smth, to do smth (usu with can, could) - spare or find enough time or money for -
иметь возможность, быть в состоянии, позволить себе что-л.

I can't afford such an expensive present (a journey). Я не могу позволить себе (мне не по средствам)
такой дорогой подарок (путешествие).
Now Martin could afford to go to the theatre as often Теперь Мартин мог позволить себе ходить в
as he wished. театр, когда ему хотелось.

7. There were comfortable twin beds with a small stand and convenient reading lamp between.

comfortable a

a) giving comfort to the body - удобный, комфортабельный

He sank into a soft comfortable arm-chair. Он погрузился в мягкое, удобное кресло.

They had a very comfortable apartment. У них была комфортабельная квартира.

b) (used predic.) be at ease, free from pain, anxiety-довольный, спокойный; не испытывающий

неудобства.

Не is never comfortable except in his own home. Ему везде неудобно, кроме своего дома.
Do you feel comfortable? Вам удобно?

convenient a - handy; saving trouble or difficulty, easy to get to or at - удобный, подходящий

Will it be convenient for you to start work Вам удобно начать работу завтра?
tomorrow?
The bus service here is very convenient. Здесь очень удобное автобусное сообщение.
We must arrange a convenient time and place for the Мы должны договориться об удобном месте и
meeting. времени проведения собрания.

Syn: suitable - right for the purpose or occasion - подходящий, соответствующий, годный

These boots are not suitable for such rainy weather. Эти ботинки не годятся для такой дождливой
погоды.
Г think a good watch would be the most suitable Я думаю, что хорошие часы были бы самым
present for him. подходящим подарком для него.

"Thus, convenient means saving trouble or difficulty by taking into account the circumstances of the
individual, while, suitable means correct for the occasion or purpose.
 8. I'm sorry it doesn't agree with me.

to agree with smb, smth - be good for; suit the health of (often in negative sentences) - быть
полезным, подходящим

to disagree with smb, smth - be unsuitable; have a bad effect pn - быть противопоказанным,
вредным; оказывать плохое действие

Flying by plane does not agree with me.
I must have eaten something that disagreed with my
liver.
The climate here does not agree (disagrees) with
him.
Я плохо переношу самолет.
Я, должно быть, съел что-то, что плохо
подействовало на мою печень.
Этот климат для него вреден (противопоказан
ему).

9. You wouldn't have me in the house

I can't have guests providing their own cigarets

to have (in the infinitive only and always, stressed) - allow, endure, put up with - позволять,
допускать, терпеть

one won't (can't) have smb, smth (in a place)

one won't (can't) have smb do (doing) smth

I can't have you here until my guests leave.
I won't have such conduct.
I won't have dogs in my house.
I won't have you say/saying such things about my
sister.
I won't have those reporters ringing up and asking
questions.
Я не могу вас принять, пока не уедут мои гости.
Я не могу допустить такого поведения.
Я не потерплю собак в своем доме.
Я не допущу, чтобы вы говорили подобные вещи
о моей сестре.
Я не допущу (не позволю), чтобы эти репортеры
звонили мне и задавали вопросы.

10. You may as well get used to them because you'll have to smoke them.

May (might) as well expresses intention when used with the first person, and suggestion or
recommendation when used with the 2nd and 3rd persons.

I might as well go there today.
We may as well begin at once.
"I'll talk to him tomorrow." - "That's far too late.
You might just as well not speak to him at all."
You might as well throw your money away.
Пожалуй, лучше будет, если я пойду туда
сегодня.
Мы вполне (с таким же успехом) можем начать
сразу.
"Я поговорю с ним завтра". - "Это слишком
поздно. С таким же успехом можно вовсе не
говорить с ним".
Вы могли бы с равным успехом выкинуть свои
деньги.

11. Ben favoured me with a stricken look.

 stricken a - affected by something - пораженный

 Stricken is often found as part of compound adjectives, such as:
 horror-stricken, terror-stricken - объятый (охваченный) ужасом,
 panic-stricken - охваченный паникой
 to strike vt - have an effect upon the mind, to impress abruptly or freshly - поражать,
производить впечатление; казаться
How does his plan strike you? - It does not strike me Какое у вас впечатление от его плана? (Как он
as being original. вам кажется?) - Он не кажется мне
оригинальным.
... and then her helplessness struck me as pitiable ... но потом ее беспомощность показалась мне
and my anger subsided. достойной жалости, и мой гнев прошел.
What struck me most was that he was not telling the Больше всего меня поразило, что он говорит
truth. неправду.

EXERCISES

I. Translate the following phrases and sentences from the text:;

1. Ben absolutely abhors visiting and thinks there 'ought to be a law against invitations that go
beyond dinner and bridge. 2. Ben swore he would pay no more visits until he could think up a graceful
method of curtailing them in the event they proved unbearable. 3. It would be very hard to rest there in
the city, with the producers and publishers and phonograph people calling him up all the time. 4. And of
course if things aren't as good as they look, Irene's telegram will provide us with an easy way out. 5. "I
think it's sure fire," he said. "I'm crazy to get to a piano and fool with it." 6. ... faucets that stayed on when
turned on, and an ash-tray within reach of wherever you happen to be. 7. I'd be a fine one to ask you to
my home for a rest and then make you perform. 8. Ben favored me with a stricken look ... and went up to
our room, where he stayed nearly an hour, jotting down his new tune.

II. Give the principal forms of the following verbs:

to abhor; to swear; to pay; to hit; to stick; to hum; to throw; to drink; to try; to pour; to run; to hold;
to hurt; to enjoy; to jot; to flow; to strike

III. Find in the text English equivalents for the following Russian phrases and use them in
situations based on the text:;

выходить за пределы чего-л.; вот способ, который он нашел; не иметь ничего против; он
предпочел бы (сделать что-л.); оставить телеграмму у секретаря; отправиться в путь; ближайшие
планы; я никому не сообщу, что ...; Ну, как это звучит? - Великолепно!; принять приглашение; как
это ни странно ...; они бы не дали мне ни минуты покоя; предупредить кого-л. заранее; ему подали
кофе; он пьет черный кофе; полная столовая ложка сливок; он улыбнулся через силу; почему бы
вам не попробовать бросить пить кофе? мне не терпится проиграть эту мелодию

IV. Develop the thought expressed in each sentence to bring out the meaning of the words in bold
type:

1. They cross-examined me about our immediate plans. 2. It will be Liberty Hall for you both. 3. If
he wants exercise, there are miles of room in our yard to walk around in. 4. If they stick to their promise
to keep us under cover ... . 5. It won't take me five minutes at a piano to get it fixed in my mind. 6. But
presently we were summoned downstairs to luncheon.

V. Give a neutral variant for each of the following:

1. "Listen, dearie," said Mrs. Thayer. 2. It's sure fire. 3. I'm crazy to get to a piano and fool with it
(the tune). 4. Here! Here! None of that! 5. Nothing doing! 6. I'd be a fine one, if ... . 7. How wild we are
about your music.

VI. Answer the following questions:

1. What do we learn from Mrs. Drake about her husband's tastes and habits? 2. What did Mrs.
Thayer think of Ben's prospects of having a rest in the city? 3. Did Mrs. Drake accept the invitation to
visit the Thayers willingly? 4. Why did Mrs. Thayer's invitation to spend a week at their house appeal to
Ben this time? 5. Was Ben in a good mood on the way to the Thayers? How do you know it? 6. What
kind of room was given to the Drakes? How do we know that Ben was pleased with it? 7. Why did Ben
leave his cup of coffee almost untouched? 8. What happened when he took out a cigarette? 9. What
reason did Mrs. Thayer give for not allowing Ben to play the piano? 10. How do we know that Ben could
hardly control himself?

VII. Translate the following sentences using the structural patterns:

1. Вам не надо были ездить на вокзал. Я бы заказала билеты по телефону. 2. Мне не

пришлось (не надо было) ехать на вокзал -, брат заказал билеты по телефону. 3. Можете не
приходить завтра. Ваша просьба (request) будет обсуждаться в среду. 4. Мне не пришлось ему
ничего объяснять. Он знаком с такой работой- 5.. Вы можете не ждать, пока вернется доктор. Он
оставил у меня ваш рецепт. Вот он. 6. Стоит ли ехать туда на машине? Дорога туда совсем
неинтересная. Было бы лучше, я думаю, поехать поездом. 7. Не надо волноваться. Я уверен,
ничего серьезного не произошло, 8. Мне не пришлось напоминать ему о собрании, Он сам
позвонил мне и спросил, где оно состоится. 9. Ему необязательно, делать все самому. Мы были бы
рады ему помочь. 10. Зря вы переписывали этот текст. Я бы вам его с удовольствием напечатала.
11. Я бы предложил отложить экскурсию до воскресенья. 12. Как ты думаешь, сколько ему лет? -
Пожалуй, лет сорок. 13. Пригласи своего друга к нам. Он бы помог нам сделать перевод,, а потом
мы бы сыграли в шахматы. 14. Вчера я бы пошла в театр. Сегодня я занята. 15. Я бы приняла их
приглашение. Не понимаю, почему ты отказалась.

VIII. Give English equivalents for the following short sentences (see Vocabulary and Ex. Ill):

1. Ссора с сыном надолго вывела ее из душевного равновесия. Кто трогал бумаги на моем
столе? Не тревожь его, он спит. Ничто не нарушало тишины ночи. Перестань надоедать отцу! Не
приставай ко мне с глупыми вопросами. 2. Свяжитесь с товарищем Брауном. Она хотела быть в
курсе событий, происходивших в деревне. Он поддерживал с ним связь, пока он был в отъезде.
Мы переписывались некоторое время, но потом я потерял связь с ним. 3. Давайте решим этот
вопрос раз и навсегда. "Вы уезжаете?" - "Да нет, ничего еще не решено". Он быстро уладил дело.
Где они собираются обосноваться, когда он закончит институт? 4. Он упорно держался своей
версии. Я твердо держусь своего мнения. Мы должны держаться вместе. Грузовик застрял в грязи.
Мы застряли в лифте. 5. Нас снабжали всем необходимым. Он не мог содержать такую большую
семью. 6. Он не мог (позволить себе) ссориться с отцом, Теперь она могла позволить себе
покупать дорогие вещи. Он редко ходил в театр, так как не располагал временем. 7. У них удобная
квартира. Метрополитен - очень удобный вид транспорта. Вам удобно будет прийти в 5 часов?
Это пальто не годится для такой холодной погоды. 8. "Почему он уезжает?" - "Ему не подходит
этот климат". Такая жаркая погода плохо действует на многих людей. Я не могу есть жирную
пищу. 9. Я не допущу, чтобы вы говорили подобные вещи. Я не потерплю здесь никаких
мальчишек! Я не могу допустить, чтобы гости работали в моем доме. 10. Я с таким же успехом
могу сделать этот перевод дома. Раз вам так рано вставать, вы можете вообще не ложиться. 11.
Весь город был охвачен паникой. 12. "Посмотрите на эту картину! Как она вам нравится?" "Вы
слышали о его предложении? Как оно вам кажется?" - "Оно кажется мне несколько рискованным".
13. Это выходит за пределы всякой шутки. Совершенно случайно он нашел вполне
удовлетворительное объяснение этому явлению. Как вы напали на эту мысль? Он всегда принимал
их приглашения. Он ничего не имел против дальних прогулок. Она ничего не имеет против такой
холодной погоды. Вы будете возражать, если я закурю? Они отправились (в путешествие) рано
утром. Я вам сообщу об этом в ближайшем будущем. Как это ни было странно, он не пришел в тот
вечер. Нам не мешало бы предупредить их заранее. Нам подали рыбу. Я пью кофе с молоком. Он
положил в суп две чайных ложки сметаны. Она улыбнулась вымученной улыбкой. Ей совсем не
хотелось отказываться от экскурсии. Давайте повторим наши роли еще раз.

IX. Read the following sentences paying careful attention to the words and word combinations in
bold type. Suggest their Russian equivalents:
 1. She was making for the terrace steps, as though she might be coming to the garden house. This
meant a real emergency, for she never disturbed him when he was supposed to be at work. 2. "We'd better
not tell the boy the truth. He is happy here. He looks on Silvester as his father. I don't want him
disturbed." 3. The surface of the water was disturbed a minute and then became clear again. 4. "I'm sorry,
I've bothered you with all our affairs. 5. It was cold on deck. But when Louise asked him to go and get a
rug he said he couldn't be bothered. 6. We were not bothered with the telephone again. All the calls were
put through to the office. 7. He did not want me to marry Joliffe because he thought he would not make a
suitable husband. 8. ... Adam had looked at several houses but had found nothing really suitable. 9. Joy
ran up in an eager, excited way, collecting towels. Her bathing-dress, which she still wore, annoyed
Betsy. It was not quite suitable. In her position she should have known that a one-piece suit was the right
thing. 10. With my money we had quite enough to live on in a comfortable and civilized way. 11. "What
do you think of my car?" "Well, she goes." - "But don't you find her comfortable?" 12. Such, a change of
plan was not convenient, but there was no other choice. 13. I knew they were talking about me. I began to
feel more uncomfortable than ever. 14. It was a comfortable room, with books lining the walls up to
the ceiling. 15. I wondered whether she would cry, whether she would begin to talk about my father. But
she asked me if my journey had been comfortable and if I would like to have some tea. 16. He went
away and said that he would be back very soon. There wasan important matter to be settled. 17.
"That's settled, and you won't go back on your word?" 18. "The English community sticks
together here," Silvester explained to me. "Naturally we visit each other's houses." 19. The little boy
knew that he must speak first, yet he could think of nothing to say and, when he did, for a long awkward
moment the words stuck in his throat. 20. I was not sure how this display of his pictures might strike
other people. 21. "Do you think he means to let us down?" - "He didn't strike me as a dishonorable
person." 22. "We shall be grateful to you if you provide means for us to return home as soon as
possible ..." 23. I walked over to the fire and kicked a log. I would not have him notice for the world that
my hands were trembJing. 24. The plane bumped and tossed in air-pockets and the passengers had  to
hold on to their seats. 25. "Will you go on having music lessons?" - "I might as well, twice a week."
26. ... 1 thought we might as well go out and have a drink or stroll around, because there was not much
point in staying indoors any longer.

X. Make up short dialogues using the following structural patterns:

a) I should (would) have said; needn't have done; may have done; I wish

b) didn't have to do; must have done; now that; needn't do; 1 should (would) think
 TEXT 2

About a quarter to four Mr. Thayer insisted on taking him around the place and showing him the
shrubbery.

"I'll have to go to business tomorrow," said Mr. Thayer, "and you will be left to amuse yourself. I
thought you might enjoy this planting more if you knew a little about it. Of course it's much prettier in the
spring of the year."

"I can imagine so."

"You must come over next spring and see it."

"I'm usually busy in the spring," said Ben.

"Before we go in," said Mr. Thayer, "I'd like to ask you one question: Do tunes come into your mind
and then you write them down, or do you just sit at the piano and improvise until you strike something
good?"

"Sometimes one way and sometimes the other," said Ben.

"That's very interesting," said Mr. Thayer. "I've often wondered how it was done. And another
question: Do you write the tunes first and then give them to the men who write the words, or do the men
write the words first and then give them to you to make up the music to them?"

"Sometimes one way and sometimes the other," said Ben.

"That's very interesting," said Mr. Thayer. "It's something I'm glad to know. And now we'd better
join the ladies or my wife will say I'm monopolizing you."

They joined us, much to my relief. I had just reached a point where I would either have had to tell
"Hilda" (Mrs. Thayer) exactly how much Ben earned per annum or that it was none of her business.

"Well!" said Mrs. Thayer to Ben. "I was afraid Ralph had kidnapped you."

"He was showing me the shrubbery," said Ben.

"What do you think of it?"

"It's great shrubbery," said Ben, striving to put some warmth into his voice.

"You must come and see it in the spring."

"I'm usually busy in the spring."

"Ralph and I are mighty proud of our shrubbery."

"You have a right to be."

Ben was taking a book out of the bookcase.

"What book is that?" asked Mrs. Thayer.

"'The Great Gatsby", said Ben. "I've always wanted to read it but never got around to it."
 "Heavens!" said Mrs. Thayer as she took it away from him. "That's old! You'll find the newest ones
there on the table. We keep pretty well up to date. Ralph and I are both great readers. Just try any one of
those books in that pile. They're all good."

Ben glanced them over and selected "Chevrons." He sat down and opened it.

"Man! Man!" exclaimed Mrs. Thayer. "You've picked the most uncomfortable chair in the house!"

"He likes straight chairs," I said.

"That's on the square," said-Ben.

"But you mustn't sit there," said Mrs. Thayer. "It makes me uncomfortable just to look at you. Take
this chair here. It's the softest, nicest chair you've ever sat in."

"I like hard straight chairs," said Ben, but he sank into the soft, nice one and again opened the book.

"Oh, you never can see there!" said Mrs. Thayer. "You'll ruin your eyes! Get up just a minute and let
Ralph move your chair by that lamp."

"I can see perfectly well."

"I know better! Ralph, move his chair so he can see."

"I don't believe I want to read just now anyway," said Ben, and went to the phonograph. "Bess," he
said, putting on a record, "here's that 'Oh! Miss Hannah!' by the Revelers."

Mrs. Thayer nearly leaped to his side, and herded Miss Hannah back into her stall.

"We've got later ones than that," she said. "Let me play you the new Gershwins."

I won't go into details regarding the dinner except to relate that three separate items were highly
flavored with cheese, and Ben despises cheese.

"Don't you care for cheese, Mr. Drake?" asked Mr. Thayer, noticing that Ben was not exactly
bolting his food.

"No," replied the guest of honour.

"He's spoofing you, Ralph," said Mrs. Thayer. "Everybody likes cheese."

There was coffee, and Ben managed to guzzle a cup before it was desecrated with pure cream.

We sat down to bridge.

"Do you like to play families or divide up?"

"Oh, we like to play together," said I.

"I'll bet you don't," said Mrs. Thayer. "Suppose Ralph and you play Mr. Drake and me. I think it's a
mistake for husbands and wives to be partners. They're likely to criticize one another and say things that
leave a scar."
 Well, Mr. Thayer and I played against Ben.and:Mrs. Thayer arid I lost sixty cents at a tenth of a cent
a point. Long before the evening was over I could readily see why Mrs. Thayer thought it was a mistake
to play with her husband and if it had been, possible I'd have left him a complete set of scars.

Just as we were getting to sleep, Mrs. Thayer, knocked on our door.

"I'm afraid you haven't covers enough," she called.

"Thanks," I said. "We're as warm as toast."

"I'm afraid you aren't," said Mrs. Thayer.

"Lock the door," said Ben, "before she comes in and feels our feet."

All through breakfast next morning we waited in vain for the telephone call that would yield Irene's
message. The phone rang once and Mrs. Thayer answered, but we couldn't hear what she said. At noon
Ben signaled me to meet him upstairs and there he stated grimly that I might do as I choose, but he was
leaving Liberty Hall ere another sun had set.

"You haven't any excuse," I reminded him.

"I'm a genius," he said, "and geniuses are notoriously eccentric."

"Geniuses' wives sometimes get eccentric, too," said I and began to pack up.

Mr. Thayer had gone to Philadelphia and we were alone with our hostess at luncheon.

"Mrs. Thayer," said Ben, "do you ever have premonitions or hunches?"

She looked frightened. "Why, no. Do you?"

"I had one not half an hour ago. Something told, me that I positively must be in New York tonight. I
don't know whether it's business or illness or what, but I've just got to- be ihere!"

"That's the strangest thing I ever heard of," said Mrs. Thayer. "It scares me to death:"

"It's nothing you need be scared of," said Ben. "It only concerns me."

"Yes, but listen," said Mrs. Thayer. "A telegram came for you at breakfast time this morning. I
wasn't going to tell you about it because I had promised that you wouldn't be disturbed. And it didn't seem
so terribly important. But this hunch of yours puts the matter in a different light. I'm sorry now that I
didn't give you the message when I got it, but I memorized it and can repeat it word for word: 'Mr. Ben
Drake, care of Mr. Ralph Thayer, Lansdowne, Pennsylvania, In Nile song, second bar of refrain, bass
drum part reads A flat which makes discord. Should it be A natural? Would appreciate your coming to
theatre tonight to straighten this out as harmony must be restored in orchestra if troupe is to be success.
Regards, Gene Buck.

"It sounds silly, doesn't?" said Ben. "And yet I have known productions to fail and lose hundreds of
thousands of dollars just because an author or composer left town too soon. I can well understand that you
considered the message trivial. At the same time I can thank my stars that this instinct, or devination, or
whatever you' want to call it, told me to go home."

Just as the trainsmen were shouting "Board!" Mrs. Thayer said: "I have one more confession to
make. I answered Mr. Buck's telegram. I wired him. "Mr. Ben Drake resting at my home. Must not be
bothered. Suggest that you keep bass drums still for a week." And I signed my name. Please forgive me if
I have done something terrible. Remember, it was for you."

(From "Liberty Hall" by Ring Lardner)

 COMMENTARY

NOTES

1. ... how much Ben earned per annum

Per annum (Lat.)

The preposition per is a Latin word meaning by, through. It entered the English literary language in
combination with certain Latin nouns, e. g.

 per annum by the year

 per centum by the hundred
 per capita by the head
 Later per began to be used in English with the meanings by, by means of, through, by the
action of, e. g.
 per head с головы, на душу
 per year в год
 per man на человека
 per post почтой
 per К- Smith через К. Смита

The old Latin word combinations are rarely used today except in legal or official documents.

2. Mr. Drake, care of Mr. Ralph Thayer ...

Care of (c/o) is usually written on letters (telegrams, packages, etc) before the name of the person to
whose house (office, etc) a letter (a telegram, etc) to another person is sent.

Mr. Smith c/o Brown & Co. Фирме Браун и Кo для передачи мистеру Смиту.

The examples above illustrate some lexical (1), spelling (2) and grammatical (3) peculiarities of
American English (AE) as compared with British English (BE).

British and American English are considered to be variants of the same language. They display a
number of differences in pronunciation, vocabulary, grammar and spelling. But obvious as they are, these
differences in no way violate the whole system of the English language.

The differences in pronunciation are of a most systematic character. They immediately identify a
speaker as belonging to the one community or to the other, Yet even so, there is no doubt that the
phonetic system is essentially identical for the two variants.

The greater proportion of English vocabulary is also common to both variants of English. There are,
however, quite a large number of cases in which different words are used in BE and AE to denote similar
ideas and objects, e. g.
 (For other examples of vocabulary differences between BE and AE see exercise XVII.)

Spelling differences are fairly systematic too.

The following list includes examples of the main types of spelling differences.

AE BE
color colour
humor humour
program programme
cigaret cigarette
theater theatre
center centre
traveling travelling
marvelous marvellous

The number of grammatical differences turns out to be rather small. They have to do with some
verbal forms, prepositions, articles, e. g.

AE BE
Do you have .,.? (In the meaning "Do you own or Have you got ...?
possess at this moment?")
to start work Friday to start work on Friday
He is in the hospital He is in hospital

The examples given above do not cover every possible difference in vocabulary, grammar, spelling
between BE and AE. What is important to bear in mind is that these differences are not so numerous and
fundamental as to consider British and American English two' separate languages. The more so that
nowadays the differences are getting fewer due to the extensive penetration of Americanisms into BE and
vice versa.

STRUCTURAL PATTERNS

1. Sentences with so fAaf-clauses ... move his chair so that he can see

The predicate in adverbial clauses of purpose introduced by the conjunctions so, so that, in
order that is generally expressed by can/could + infinitive or may/might + infinitive .

Professor Fox invited Erik to his house so that he Профессор Фокс пригласил Эрика к себе, чтобы
could meet the other members of the staff. тот встретился с другими сотрудниками
лаборатории.
He decided to see Dennis home so that they might Он решил проводить Денниса, чтобы поговорить
talk in private. с ним наедине.

Note: In negative sentences should + infinitive is more common.

"I won't invite anyone so that you should not be «Я не буду никого приглашать, чтобы вас не
disturbed," said Mrs. Thayer. беспокоили», - сказала миссис Тейер.

2. This (no, any, which) ... of yours (ours, etc)

... this hunch of yours puts the matter in a different light.

In Modern English a demonstrative (negative,, interrogative, etc) and a possessive pronoun cannot
be used together. When they are both needed, the possessive pronoun in its absolute form is placed after
the noun and is preceded by the preposition of.

This dog of yours barked all through the night. Эта ваша собака лаяла всю ночь.
This is no fault of his. Это не его вина.

We may also find a noun in the possessive case in place of the possessive pronoun.

I don't like this friend of Allan's. Мне не нравится этот друг Аллана.

Note: The structure this ... of yours, Allan's is often used to lend the phrase negative emotional
colouring; it may express irritation, displeasure or dissatisfaction.

This aunt of yours is spying on us. Эта ваша тетка за нами шпионит.

Note: When the indefinite article stands before a noun followed by of + possessive, the phrase has
the meaning of one of ... .

I thought he was a friend of your sister. Я думала, он друг вашей сестры (один из
друзей).
A neighbour of mine has seen the film. He liked it Один мой сосед видел этот фильм. Он ему очень
very much. понравился.

3. Absence of Article in Set Phrases

I memorized it and can repeat it word for word.

In set phrases consisting of noun + prep + noun when the nouns are the same, no article is necessary.

hand in hand держась за руки

arm in arm под руку
day by day изо дня в день
side by side рядом
shoulder to shoulder плечом к плечу
face to face лицом к лицу

VOCABULARY
 1. ... taking him around the place and showing him his shrubbery.

to take around (a place) - сопровождать, показывать достопримечательности

I'll take him around and then bring him back. Я похожу с ним и все ему покажу, а потом
приведу его обратно.

2. ... you will be left to amuse yourself.

"You just think you've got to entertain us!" (See Text 1)

to amuse vt - make time pass pleasantly for - забавлять, развлекать

I know my pictures are not good. But I paint because ... я рисую потому, что получаю удовольствие от
it amuses me. этого.
How will -you amuse yourself while I'm away? Чем ты будешь заниматься, пока меня не будет?
She amused herself by mimicking Joe to them. Она развлекалась тем, что передразнивала Джо
перед ними.

//Syn: to entertain vt - amuse or interest - развлекать, забавлять кого-л. The verb is not frequent in

this meaning.//

To entertain is mostly used in the meaning of to receive people as guests; to show hospitality -
принимать гостей; оказывать гостеприимство; устраивать приемы (гостей).

We seldom entertain. У нас редко бывают гости.

They liked to entertain. Они гостеприимны. Они очень любят принимать
гостей.
They entertained a great deal last year. У них постоянно бывали гости в прошлом году.

3. ... but he sank into the soft, nice chair and again opened the book.

to sink vi - allow oneself to fall - опускаться, падать; (also fig) замереть, упасть, ёкнуть и т. п.

She sank into a chair and burst out crying. Она опустилась (упала) на стул и расплакалась.
His heart sank at the thought of failure. У него замерло (упало, ёкнуло) сердце при
мысли о неудаче.
Her spirits (her courage) sank. Она упала духом (мужество покинуло ее).

4. I won't go into details regarding the dinner ... detail n - деталь, подробность

Today's paper gives further details of the accident. Сегодняшняя газета дает дальнейшие
подробности происшествия.

to go into details - describe every little thing - вдаваться в подробности

Tell me what happened in a few words. You needn't Расскажите в нескольких словах, что произошло.
go into details. Не нужно вдаваться в подробности.

in detail - очень подробно, детально, обстоятельно

Не loves to talk about his travels in great detail. Он очень любит подробно (обстоятельно,
детально) рассказывать о своих путешествиях.

5. "Don't you care for cheese, Mr. Drake?"

 to care for smb, smth - have a liking, fondness or affection for (usu in neg & inter sentences) -
питать интерес, любовь к кому-л., к чему-л.

Do you think she really cares for him? Вы полагаете, она действительно его любит?
If she had cared for him she wouldn't have left him. Если бы она действительно его любила, она бы
не оставила его.
I don't care for such books. Я не интересуюсь такими книгами.

to care to do smth - like, wish to do (usu in neg & inter sentences) - хотеть сделать что-л.

Would you care to read this article? Вы хотите прочесть эту статью?
I don't care to hear your excuses. Я не намерен выслушивать ваши извинения.

to care (about) - feel concern, anxiety, or interest, etc (usu in neg & inter sentences, the preposition
about is omitted before a clause) -беспокоиться, тревожиться, волноваться, интересоваться,
обращать внимание

1 don't care much about going there. Мне не так уж хочется туда идти.
I don't care (about) what he thinks about me. Мне безразлично, что он думает обо мне.
He failed in the examination, but he doesn't care. Он провалился на экзамене, но это его не
тревожит (трогает).

6. "I'll bet you don't," said Mrs. Thayer.

I'll bet - держу пари, бьюсь об заклад

I'll bet you wouldn't dare to go there alone. Держу пари, вы 'бы не осмелились пойти туда
одна!

to bet smb smth. - спорить, держать пари с кем-л. на что-л.

I bet you a bar of chocolate that Tom will win the Спорю с тобой на плитку шоколада, что. Том
race. выиграет скачки.

bet n

to make a bet - заключать пари, держать пари

Не made a bet that he would reach the top of the hill Он поспорил (заключил пари), что доберется до
before any of the others. вершины холма раньше всех.
Higgins made a bet with Pickering that Eliza would Хиггинс заключил пари с Пиккерингом, что
speak perfect English in six months. Элиза будет прекрасно говорить по-английски
через шесть месяцев.

to win (lose) a bet - выиграть (проиграть) пари

Не lost his bet. Он проиграл пари.

Higgins had no doubt that he would win the bet. Хиггинс не сомневался, что выиграет пари.

7. "You haven't any excuse," I reminded him.

"Please forgive me if I have done something terrible." excuse n [iks'kju:s, eks'kju:s] - извинение,

оправдание

There is no excuse for it. Это непростительно.

That's not much of an excuse. Это не оправдание.
What is your excuse for being late? Чем вы можете объяснить ваше опоздание?

to make (offer) excuses - оправдываться, находить отговорки, оправдания

Не had numerous excuses to offer for being late. У него нашлось много отговорок, чтобы
оправдать свое опоздание.

a lame (poor, thin) excuse - слабая, неубедительная отговорка to excuse vt (pardon, overlook) -

извинять, прощать

Excuse me for coming late (my coming late). Извините меня за опоздание.
1 find it hard to excuse his conduct. Трудно найти оправдание его поведению.

to forgive vt & i - pardon more serious offences, as personal insults, sins, etc - прощать

I'll forgive you this time. Such things are not easily На этот раз я вас прощаю. Такие вещи не так
forgiven. легко прощаются.

to forgive smb, smth - прощать кому-л. что-л.

to forgive smb for (doing) smth

She never forgave him the insult. Она так и не простила ему этого оскорбления.
He was forgiven for speaking rudely to his sister. Его простили за то, что он грубо разговаривал с
сестрой.

to apologize vi - offer an excuse or say that one is sorry for having dorie something wrong or said
something unkind - извиниться, принести извинения

to apologize to smb for (doing) smth - извиниться перед кем-л. за что-л.

Elsie apologized to her teacher for coming to school Элси извинилась перед учителем, что опоздала
late. на занятия. .
I must apologize (to you). I forgot to ring you up Я должен извиниться (перед вами). Я забыл
yesterday, as I had promised. позвонить вам вчера, как обещал.

If it is necessary for a person to apologize for what he has said or done, he says "Please,  excuse me
(for) ..." or "I (must) apologize, Ididn't mean that." When speaking of the incident later, he or someone
else uses only the verb to apologize.
 EXERCISES

I. Translate the following phrases and sentences from the text:

1. Do you just sit at the piano and improvise until you strike, something good? 2. I've always wanted
to read it but never got around to it. 3. Mrs. Thayer nearly leaped to his side and herded Miss Hannah
back into her stall. 4. ... three separate items were highly flavored with cheese. 5. Ben was not exactly
bolting his food. 6. He's spoofing you, Ralph. 7. Ben managed to guzzle a cup before it was desecrated
with pure cream. 8. Do you like toplay families or divide up? 9. Geniuses are notoriously eccentric. 10.
This hunch of yours put the matter in a different light. 11. The telegram read: "Mr. Ben Drake, care of
Mr. Ralph Thayer, Lansdowne, Pennsylvania. In Nile song, second bar of refrain, bass drum part reads A
flat which makes discord.. Should it be A natural? Would appreciate your coming to theatre tonight to
straighten this out as harmony must be restored to orchestra, if troupe is to be success. Regards, Gene
Buck." 12. Mrs. Thayer's wire read: "Mr. Ben Drake resting at my home. Must not be bothered. Suggest
that you keep bass drums still for a week."

II. Give the principal forms of the following verbs:

to strive; to keep; to glance; to sit; to sink; to ruin; to despise; to bet; to leave; to lose; to yield; to
ring; to choose; to set; to concern; to thank; to forgive

III. Find in the text English equivalents for the following Russian phrases and sentences and use
them in situations based on the text;

иногда так, иногда по-иному; нам лучше присоединиться к дамам; к моему великому
облегчению; это не ее дело; руки не доходили до этой книги; портить глаза; поставить
(прослушать) пластинку; они непременно будут критиковать друг друга; мы тщетно ждали
телефонного звонка; укладывать вещи; я должен быть там; меня это до смерти испугало; я должна
признаться вам еще кое в чём

IV. Give a neutral variant for the words in bold type;

1. Ralph and I are mighty proud of our shrubbery. 2. "Man! Man!" exclaimed Mrs. Thayer. 3.
"That's on the square!" said Ben. 4. He's spoofing you, Ralph. 5. I'll bet you don't. 6. This hunch of yours
puts the matter in a different light.

V. Answer the following questions:;

1. Did Mr, Drake enjoy the walk in the garden? 2. Why did Mrs, Drake feel relieved when her
husband came back from his walk? What did the women talk about while the men walked in the garden?
3. What was the unpleasant incident which took place at dinner? 4. Why did Mr. Drake choose 'the Great
Gatsby'? Why'didn't Mrs! Thayer let him read it? 5. What happened when he chose one of the records? 6.
Did Mrs. Thayer like to play with somebody else? 7. What decision did Mr. Drake take the following
day? 8. Under what pretext did he decide to leave the Thayers? 9. What confession did Mrs, Thayer make
to them at lunch? 10. Why did she consider the telegram from New York trivial? 11. Do you think Mrs.
Thayer was offended that her guests had left so soon?

VI. Find evidence in the texts (in both parts) to support the following statements:

1. Ben was hard to please. 2. Mrs. Drake knew her husband too well to. feel at ease at the
Thayers. .3. Mrs. Thayer was too domineering to make her guests feel at home. 4. Mrs. Thayer was quite
unaware that she annoyed her guests so much.

VII. Give a detailed description of each of the following episodes in the third person (Texts 1, 2)i
 1. Mrs. Thayer talks Mrs. Drake into spending a week at their place with her husband. 2. The Drakes
find their room quite comfortable. 3. The trouble begins at lunch. Ben is made to do things he hates. He
can hardly control himself. 4. Ben is on the point of losing his temper when he is prevented from playing
the piano. 5. Mr. Thayer annoys Ben with silly questions as he takes him around the garden. 6. Ben is
prevented from reading the book he has chosen and from listening to the record he wants to hear. 7. The
Drakes can't stand Mrs Thayer's hospitality any longer and make up their minds to leave the next day. 8.
Mrs. Thayer makes a confession.

VIII. Make up stories as they might have been told by:

a) Mr. Drake

Suggested circumstances: Ben accepts Mrs. Thayer's invitation cheerfully. Very soon, however, the
hostess's domineering hospitality begins to get on his nerves. He can't stand it and finds a pretext to leave.
He doesn't care what the Thayers might think of him.

b) Mrs. Thayer

Suggested circumstances: Mrs. Thayer is going out of her way to please her guests. She is very
sorry to learn that the Drakes have to leave so soon. Mrs. Thayer does not suspect anything. On the
contrary she feels guilty that she has concealed the truth about the telegram. They part as good friends.

IX. Make up character-sketches of Mr. Drake and Mrs. Thayer. Make a list of words and word
combinations to help you describe the characters.

X. Suggest a title for the story and give your reasons.

XI. Translate the following sentences using the structural patterns?

1. Положи записку на стол, так чтобы ее сразу увидели. 2. Он закрыл дверь, чтобы их никто
не подслушал. 3. Учитель повторил правило, так чтобы все могли его записать. 4. Я ушла в свою
комнату, чтобы мне не мешали заниматься. 5. Он сказал, что будет писать им обоим, чтобы ни у
кого из них не было повода жаловаться. 6. Он отошел в сторону, чтобы всем было видно, что
написано на доске. 7. Я отказалась от всех приглашений, чтобы мы могли с ним повидаться в
субботу. 8. Давай пойдем медленнее, чтобы они могли нас догнать. 9. К вам приходил какой-то
молодой человек. Он сказал, что он ваш школьный товарищ. 10. Вчера мне позвонил один мой
приятель. Он только что вернулся из путешествия по Сибири. 11. Я была раздражена этим ее
замечанием. 12. Этот их мальчишка опять разбил у нас окно. 13. В центре Нью-Йорка Джеф
столкнулся лицом к лицу со старым врагом своей семьи. 14. Он слово в слово передал мне ваш
разговор с ним. 15. Два года мы работали с ним бок о бок.

XII. Give English equivalents for the following Russian short sentences (see Vocabulary and Ex.
III):

1. Я хочу, чтобы ты показала мне свой город (поводила меня по городу). 2. Проделки
маленькой обезьянки забавляли детей. Его всегда забавляло, когда он видел ее серьезной. Он не
знал, чем заняться (развлечься). Наши соседи очень любили принимать гостей. 3. Он опустился в
кресло. У нее ёкнуло сердце, когда раздался звонок в дверь. При этой мысли у него замерло
сердце. 4. Он рассказал мне, что произошло там, со всеми подробностями. У меня нет времени
описать вам все обстоятельно (в деталях). Я не буду вдаваться в подробности, если вы не хотите
этого. 5. Вы любите рыбу? Я равнодушна к мороженому. Вы действительно любите такую
музыку? "Вы не хотели бы посмотреть этот фильм?" - "Нет, спасибо, я не люблю такие фильмы".
Он очень рассердится на меня, но мне все равно. 6. Она опять проиграла пари, но это ее не
беспокоило. Держу пари, что он придет. Она поспорила с ним на плитку шоколада (a bar of
chocolate), что он опоздает. 7. Вы опять опоздали: этому нет оправдания (это непростительно). Чем
вы можете объяснить свое*'странное поведение? Не оправдывайтесь, вы виноваты. Это
неубедительная отговорка. У нее всегда находилось много отговорок, чтобы не ходить туда.
Извините, что я вас прерываю (2). Ему всегда прощали его легкомыслие. Почему вы не
извинились перед ней? Она так и не могла простить ему этого оскорбления. 8. Она тщетно
(напрасно) ждала его. Ее замечание испугало нас/ Тебе лучше присоединиться к нам. Я бы не
ждала его. Мы отправляемся через час. Ты бы пошла домой и уложила вещи. К нашему великому
облегчению он все же пришел. Он должен был признаться ей еще кое в чем. Ты испортишь себе
глаза, если будешь читать в кровати. Я давно хотела почитать эту книгу, но всё руки не доходили.
Давай поставим (послушаем) эту пластинку. Зто не наше дело.

XIII. Read the following sentences paying careful attention to the words and word combinations in
bold type. Suggest their Russian equivalents:

1. He entertained more often than before. He had become more neighbourly and he visited and was
visited by people who lived round about. 2. "Will you be entertaining much at Manderly, Mrs. de
Winter?" they would inquire. 3. I was having the house repaired and made it serve as an excuse for not
entertaining visitors. 4. He ... dined out and entertained when he had the mind to do so. 5. We sat for a
while without talking much, idly watching the people in the cafe. She was amused at them. 6. ... the three
of them formed themselves into a group for conversation, leaving Louise and me to entertain each other.
7. "There isn't much to tell. I can't think of anything that would amuse you. 8. My heart sank at the
suggestion but I couldn't refuse to consider it. 9. If this is the way you are going to talk about your
cousin's widow I don't care to listen. 10. Philip Ashley's house is at the disposal of his cousin Rachel,
when she cares to visit his farm. 11. I went on walking in the wind and rain. I was wet nearly to the skin,
but I didn't care. 12. I don't think my father will care One bit what happens to me. 13. As a boy I never
cared for swimming. 14. ... I've made a study of the problem ... I'm writing a book on the subject. Perhaps
you might care to go over it with me some time? 15. What the principal of St. Bride's (a boarding-school)
cared about was proficiency in work. This his schoolmasters were engaged to produce and sacked for
failing to produce. 16. "Sorry," said Мог. He had made it a rule to apologize, whether or not he thought
himself in the wrong. 17. He excused himself politely though quite definitely from an invitation to
luncheon at the club. 18. I did not go to London for some time after that. I made excuses and cut off my
visits. 19. "I'll bet you ahundred dollars Mrs. Ramsey's chain is imitation," Mr. Kalada exclaimed. 20. She
made me go into every detail of my life.

XIV. Translate the following situations. Use the active vocabulary of Unit Four for the words and
word combinations in bold type;

1. Гриффин проработал над проблемой невидимости не более двух лет, когда ему
посчастливилось найти решение. 2. Сначала миссис Холл сомневалась, стоит ли ей пускать
незнакомца в свою гостиницу. Но он пообещал заплатить вперед, и это решило дело. 3.
Незнакомец, очевидно, решил обосноваться в Айпинге, так как на следующий день он попросил,
чтобы его багаж доставили ему в гостиницу. 4. Незнакомец, должно быть, не поддерживал связи
ни с кем из своих друзей, так как он никогда не получал писем. 5. Миссис Холл раздражала
Гриффина (действовала ему на нервы). Она докучала ему глупыми вопросами. 6. "Извините, что я
беспокою Вас, но мне нужно починить часы в вашей комнате", - сказала она. "Я хотел бы, чтобы
Вы не мешали мне, когда я работаю", - сказал он раздраженно. 7. Странное поведение незнакомца
начало действовать миссис Холл на нервы. Одно то, что она не'знала его имени, выводило ее из
равновесия. Ее всегда раздражало, когда кто-нибудь спрашивал ее, как зовут ее постояльца и чем
он занимается. "Держу пари (готов спорить), что он какой-нибудь преступник, скрывающийся от
полиции, - сказал Тедди. Хенфри, часовщик. - Я на Вашем месте связался бы с полицией". - "Это
вас не касается, - оборвала его миссис Холл. - Я никому не позволю плохо говорить о моем
постояльце". Но Тедди Хенфри твердо придерживался (держался) своего мнения. 8. Через,
несколько недель миссис Холл уже жалела, что пустила незнакомца в свою гостиницу. "Нам
придется потерпеть (to put up with) его присутствие, пока он платит по счетам - сказал мистер
Холл. Мы не можем позволить себе не считаться с таким богатым постояльцем". Миссис Холл
очень хотелось бы попросить его переехать в другую гостиницу, но у нее не хватало смелости
сделать это. 9. Легран поселился на острове вскоре после того, как ушел на пенсию. Я никогда не
терял связи с ним и время от времени навещал его. Легран всегда радушно встречал меня. Он имел
обыкновение водить меня по острову и подробно рассказывать о своих находках (discoveries).
Несмотря на то, что он редко приезжал в Нью-Йорк, он был в курсе событий, происходивших в
городе. 10. Мистер Сейнтсбери протянул Чарли несколько страниц. "Вот роль Сэмми. Она самая
важная в пьесе". У Чарли замерло сердце при мысли о том, что его могут тут же попросить
прочитать роль. Какие отговорки он может привести? Он не может позволить себе сказать им, что
он едва умеет читать. Чарли вздохнул с облегчением, когда мистер Сейнтсбери сказал: "Иди
домой и выучи роль наизусть, слово в слово". "Держу пари, этот мальчик принесет славу нашему
театру!" - воскликнул мистер Сейнтсбери, когда Чарли ушел. Чарли подробно рассказал брату о
том, что произошло с ним в театральном агентстве. 11. У Тома было богатое воображение, и он
всегда знал, как развлечь себя. 12. У нас редко бывали гости в прошлом году (мы редко принимали
гостей). Отцу нездоровилось.

XV. Read the story and give full answers to the questions that follow the text. Make a list of the
words in the text which you could use in your answers:

ONE COAT OF WHITE

Mr. and Mrs. Gregg met M. * Lautisse on the Queen Elizabeth coming back from, their first trip to
Europe. By a curious chance they learned that M. Lautisse was a well-known artist who had suddenly
retired at fifty-three to a villa on the Riviera and lived alone there except for his servants, and never saw
anyone. He hadn't painted anything for many a year and was heard to say he would never touch another
brush as long as he lived.

M. Lautisse was going to America incognito and asked the Greggs to keep his name a secret. He
took to the young couple and accepted their invitation to spend a weekend in their home in "the country.

Lautisse arrived on the noon train Saturday and I met him at the station. We had promised him that
we wouldn't have any people in and that we would respect his desire to remain incognito and that we
wouldn't try to talk to him about art.

Driving out from the station, I asked him if he wanted to do anything in particular, like playing
croquet or going for a swim or a walk in the woods, and he said he just wanted to sit and relax.

So we sat around all afternoon, and Lautisse looked at a baseball game on television for about five
minutes, and couldn't understand it, and I took him down to the basement and showed him the oil burner
(I sold oil burners), and he couldn't understand that either. Mostly we just sat and talked.

I was up at seven-thirty the next morning and when I was having breakfast I remembered a job I had
to do. Our garden fence needed a coat of paint. I got out a bucket half full of white paint, and a brush and
an old kitchen chair. I was sitting on the chair, stirring, when I heard footsteps and there stood Lautisse.

"Had breakfast?" I asked, and he said Madame was fixing it. I said I had been getting ready to paint
the garden fence but now that he was up, I'd postpone it. He protested - I should go on with it. I took up
the brush, but he seized it from my hand and said, "First, I'll show you!"

I'm no Tom Sawyer - I wasn't looking for anybody to paint that fence. It was my pride and joy, for I
had built it with my own hands. I let him finish two sides of the post and then I interrupted.

"I'll take it from there," I said, reaching for the brush.

"No, no, no!" he cried out, just like a little child. He had finished half a dozen pickets when Betsy
yelled from the kitchen door that his breakfast was ready.

"No, no!" he said, with an impatient wave of the brush. "No breakfast. I will paint the fence."
 I argued with him but he wouldn't even look up from his work; so I went into the house and told
Betsy. "You know very well how I feel about that fence, and ... that man came out there and practically
wrested the brush away from me ..."

Betsy laughed at me. "Let him paint it!" she said. "He's having a good time."

I went back to the Sunday papers but every now and then I'd get up and go out and watch him for a
couple of minutes. He spent three hours at it and finished the fence, all four sections of it. You should
have seen him when he walked around the house to the terrace where I was sitting - he had white paint all
over him. And he was beaming.

"I finish her!" he exclaimed. He was as happy as a kid with a new rocket ship, and all my resentment
faded. He escorted me back to the garden to examine his handiwork.

He had me stand off at a distance and look, and then move up closer and inspect the pickets.

He went back to town on the 9.03 that evening and at the station shook my hand and said I was a
fine fellow and that he hadn't enjoyed himself so much in years and that he wanted Betsy and me to come
to New York and have dinner with him some night.

We didn't hear anything from him or about him for ten days, and then the story broke in the New
York papers. Some UP correspondent on the Riviera had got wind of Lautisse's secret trip to New York
and cabled the New York office, and somehow they found out. He denied his identity at first, but then he
confessed all and gave them an interview. Along towards the end of the story was a paragraph saying:

Since his arrival M. Lautisse has spent all his time in New York City, except for a weekend at the
home of Mr. and Mrs. Hervey Gregg in North Westchester. He met the Greggs on the ship coming over.

The day after the story appeared a reporter and photographer from one of the papers arrived at our
house while I was off selling my oil burners, and Betsy did the honours. They wanted to know every
single detail - every move the great man had made, every word he had uttered, and Betsy told them of
course about the garden fence. They took pictures of it, and more pictures of the paint buckets, and the
brush, and the next morning the paper had quite a story, done in a humorous vein, and the Headline said:

LAUTISSE PAINTS AGAIN

It gave us a sort of funny feeling, all this publicity, but we didn't have much time to think about it.
Early on the same day that story appeared, an excitable little man arrived in a chaufeur-driven limousine.
He leaped out of the car, rushed up to me, grabbed me by the shoulders and began shouting:

"Where is it? Where is the fence?" I knocked his hand down and demanded to know who he was,
but he kept yelling things like: "Has anybody else been here?" and "Show me the fence!" Finally he said
he was Mr. Vegaro from the Millard Galleries, and he wanted to see the fence Lautisse had painted.

He stood before that picket fence clasping and unclasping his hands, and crying out: "Magnificent!"
and "Superb!" and things like that. Then all of a sudden he quieted down, and said: "Mr. Gregg, I would
like to buy your fence, I will give you five hundred dollars cash for it."

He had no more than got the words out when another car came roaring up the driveway and out
jumped two men. They came at us with a rush, waving their arms wildly, screaming "Stop! Stop!"

All three men now surrounded me, shouting and gesticulating. So now I did a little yelling of my
own. They calmed down, and it turned out that the second two men were from the Weddicome Galleries
and they, too, wanted my garden fence, because it had been painted by the great Lautisse.
 "You people," I said, "are either drunk or crazy - maybe both."

All three of them looked at me as if I were the one who was drunk or crazy. Didn't I realize that
Lautisse had not had a paint brush in his hands for twelve long years? That Lautisse had sworn he would
never paint again? That a single painting by Lautisse was worth as much as a quarter of a million dollars?

"Look, gentlemen," I said, "I'm a business man, an oil burner man. I don't know anything about
painting. I mean painting pictures. But I do know a thing or two about painting a fence. A mule could
have held a paint brush in his teeth and done almost as good a job on that fence as Lautisse did."

"A thousand dollars for the fence!" said one of the Weddicome men.

"Twelve hundred!" said little Mr. Vegaro.

"Fifteen hundred!" cried the Weddicome man.

"Hold it!" I yelled. "I'm beginning to think you're serious. How on earth are you going to get fifteen
hundred out of that fence?"

"Good lord, man!" exclaimed the second fellow from the Weddicome, "don't you realize that your
garden fence is a genuine Lau-lisse?"

I stared at them in amazement.

(After H. A. Smith)

Questions

1. How did M. Lautisse spend time at the Greggs'? 2. Why was Mr. Gregg so particular about the
garden fence he was going to paint in the morning? What did he mean by saying: "I am no Tom Sawyer"?
3. What did Mr. Gregg complain to his wife about? How did she try to comfort him? 4. How was
Lautisse's identity discovered? 5. What happened scon after the article about Lautisse's week-end at the
Greggs appeared in the newspaper? 6. What made Gregg think that the world was mad?

XVI. Make up situations based on the text "One Coat of White" using the following word
combinations and structural patterns:

lo provide smb with; won't let anyone know; wouldn't give smb a minute's peace; to take smb
around; I may as well do it; must have disturbed one's peace of mind; won't (can't) have a guest working;
to feel comfortable; to care to do smth; to settle the matter; to get in touch with smb; to bother smb with
silly questions; I'll bet ... ; to go into details; to go beyond reason; to strike smb as ... ; needn't do; needn't
have done; so that one can (may) do smth

XVII. Read (he story and write out English and American equivalents for the Russian words given
after the text:

WHAT'S THE DIFFERENCE?

Claire, mother's American sister-in-law, came to stay, with them for a fortnight. Dick asked his
mother: "Mummy, doesn't Aunt Claire like it here? She said she had a flat somewhere on the way from
London." "Don't worry, Dick," said father, "Aunt Claire meant that her friend's car had a puncture. In
America they call it a flat. Don't forget, that in the USA they speak American English, not British. Didn't
you notice that Aunt Claire pronounced many words in a different way?"

Dick: Yes, I've noticed she pronounced the "r's" quite distinctly, and says "can't" [kænt].
 The next Tuesday Claire took her nephew and niece to London. When she asked the children the
nearest way to the "railroad depot", they couldn't tell her. She found out by herself that in England tickets
were sold at the "booking-office", but not at the "ticket-window".

"We must ask a red-cap which track to go to," she said. Joan whispered to her brother, "Dick, what's
a red-cap?" Dick: I think Aunt Claire means a porter.

When the porter said, "Go to platform two for your train" - Claire guessed that the English used
"platform" when they wanted to know where the train would be.

When they came to London, she said, "Wait a moment, kids. I'd like to drop into that post-office. I
won't be long. Wait for me on the sidewalk at the entrance to the subway."

The children were left puzzled.

Joan: Dick, where do we have to wait? There is no subway here, it's a quiet street. And what is a
"sidewalk"?

Dick: I think a "sidewalk" is the pavement. But I don't see any "subway anywhere.

So they stayed where they were in front of the post-office till Claire came back. Having found out
why they had not moved, she explained that in America the "subway" was the underground electric train.
Walking along the streets, the children learned that shops were "stores" in the States, and the English
pram was a "baby carriage" and a lorry - a "truck". When they reached a huge building, a department
store, Claire asked an attendant "Where is the elevator?"

He answered immediately, "The lift is right across the hall; ma'am."

On the fourth floor Claire said "О. К., you can stay in the toy department. I've got to buy suspenders
for my husband. You know, straps that hold up trousers. He thinks English suspenders will last longer
than American ones."

Dick: I see, you mean braces. We say suspenders when we mean the things that hold up stockings.

Claire: And we call those "garters".

Joan: But a garter goes round the leg, just above the knee, at least our garters do ...

In the evening, back at home, Dick showed off his new American words:

"You know, Daddy, Aunt Claire says "gas" for petrol, and "bill" for a note, and ..."

Claire: And I guess I've learned something from the children.

вокзал; билетная касса; прокол; автомобиль; бензин; магазин; подтяжки; подвязки; лифт;
метро; детская коляска; грузовик; банкнота; носильщик; тротуар

*
M. stand for Monsieur [ma'sja:] - the form of address used when speaking .to a.Frenchman, corresponds
to Mr, (Mister), The abbreviation is pronounced in full.
 REVISION (UNITS ONE-FOUR)

Render into English:

1. Теккеру было далеко за пятьдесят, когда произошло событие, которое могло бы изменить
всю его жизнь. Однажды к нему в консульство пришел молодой человек. Он был похож на
испанца. С минуту он неподвижно стоял на пороге, как будто обдумывая что-то. "Здравствуйте!
Входите, пожалуйста, - сказал Теккер. - Чем я могу быть вам полезен?" - "Я думаю, что вы можете
мне помочь, - сказал молодой человек. - Мое имя - Дэлтон, мистер Дэлтон, но знаете, мне самому
странно слышать это имя. Все меня зовут просто Малыш. Я только что приехал из Техаса..."

2. Выслушав Дэлтона, Теккер сказал: "А вы бы взялись за одно дело?" -. "Что за дело?" -
"Разбогатеть в одну ночь и удрать (to get away with it)".-"Это звучит очень привлекательно, но мне
бы хотелось услышать подробности..."

3. "Вы бы могли легко сойти (to pass for) за сына Дона Урика. Мальчик пропал много лет
тому назад, но родители не теряют надежды найти его. Вы с ним поразительно похожи, вам нужна
только татуировка на левой руке. Дон Урика очень богатый человек... Вы похитите деньги из его
сейфа, и мы сразу удерем отсюда. Как вам. нравится мой план?" - "Он кажется мне немного
рискованным... У меня совершенно нет актерского опыта, но, несомненно, план оригинален. Я
попробую (to have a go)". - "Ну, тогда решено", - сказал Теккер, оживляясь.

4. Только вы должны придерживаться нашей версии, иначе мы проиграем игру",

- сказал Теккер и добавил с улыбкой: "Я надеюсь, местный климат пойдет вам на пользу (не
повредит вам)... А теперь обсудим некоторые детали... Когда ваша татуировка заживет, я свяжусь
с доном Уриком. Консульство, я полагаю, самое подходящее место для встречи. А вам лучше не
показываться в городе, чтобы никто ничего не заподозрил".

5. Теккер надеялся, что Малыш не отступит от своего обещания и при первой возможности
выполнит свою "работу". Однако дни шли, а Малыш не появлялся. Он посылал за молодым
человеком несколько раз, но все было напрасно. Малыш хранил молчание.

6. Однажды утром он пришел к Теккеру в консульство. "Вам не надо было столько раз
посылать за мной", - произнес он холодно. - "Но мы проиграем игру, если не будем держаться
вместе", - сказал Теккер и добавил насмешливо: "Друзья должны держаться вместе, не правда ли?"
Малыш молча смотрел на него-. "Ну, хорошо, давайте выясним все начистоту!" Теккер едва
сдерживал себя. "Вы передумали? Или вы хотите сказать, что ключ от сейфа заедает...?" - "Совсем
нет", - резко сказал Малыш. "Дело вот в чем. Я не могу оставить свою "матушку" без сына опять.
Она умрет от горя".-"Предатель! - воскликнул Теккер, дрожа от негодования. - Я не потерплю
этого". - "А я не потерплю, чтобы вы со мной так разговаривали. Я сын Дона Урика и не хочу
иметь с вами никакого дела".

7. Теккер был ошеломлен. Наглость Малыша перешла все границы. Некоторое время он
стоял, уставившись на молодого человека в крайнем изумлении... Неизвестно, что бы случилось
потом, если бы голос Донны Урики не нарушил тишину: "Где ты, мой дорогой мальчик?" -
"Мистер Теккер, я советую вам держать язык за зубами (to keep one's mouth shut). Это будет
гораздо лучше для вас, чем быть убитым... случайно", - сказал Малыш, направляясь к выходу.
 ADDITIONAL MATERIAL

VOCABULARY EXTENSION

I. Read the text paying careful attention to the words and word combinations in bold type. Give
their Russian equivalents. Get ready to discuss the problem:

THE ART OF TALKING

Last night was a bore. Several people came to my place for a chat hoping to enjoy

themselves. But what an awful evening it was!

One young man talked to us for a full hour on every subject un-der the sun. None of us could get
in a word, not even me, though I'm supposed to know how to do it - I've been a journalist for many years
now. So what should have been a pleasant social get-togetherbecame an awful bore.

Our speaker, for I cannot call him less, was as exciting as a reading of last week's laundry list. He is
eighteen, and that, I think, excuses him, for he hasn't been practising the art of talking for too many years.

He will learn, I hope, that a good conversationalist is a man who has something interesting to say,
and at the same time he tries to make his audience feel comfortable. He is also a good listener and
shows by his interest that he wants to hear what others have to say. He enjoys talking but realizes that
everyone will get more pleasure from the conversation if all get a chance to take part. He speaks
clearlyenough for all to hear comfortably; he is never monotonous, and his speech is full of interesting
things; and, by the way, unlike some people, he looks his listeners in the eye, and not into space.

Unfortunately all too often we suffer from bad conversationalists. They are all the same - they are
always boring; and yet they differ.You can even talk of several types. To begin with, there is the so-
called "monopolizer", for instance. This type of conversationalist wants to do all the talking.

The "show off" type is not very different from the "monopolizer". He is the person who wants  to
attract attention to himself, even if he has nothing to offer.

And the "repeater" is a well-familiar type. Hasn't this kind bored us from time immemorial?

There is also the type that I call the "detail man".

And now I almost want to say thank God for the "interrupter". The good thing about this type of
conversationalist is that you can depend upon him to interrupt the "monopolizer" or the "detail man".

And of course there is the "silent one". This speaker has nothing to say. It may be that he  has no
information to offer or it may be that he is afraid to say something because he is too shy. Or perhaps he
is the one who remembers that silence is golden, speech is silvery.

Not always, I must say. I, for one, believe that most communication is good. I'm sure that to achieve
progress we must discuss things.

I'm all for discussing things. But the talker must remember that conversation must serve a
purpose. What he says must always be to the point. For life is short, and nobody wants to spend hours
listening to people who talk and talk and never think.

II. Read the text and retell it in the form of a story. Enlarge on the story giving additional details
and using words and word combinations from the active vocabulary and from the previous
additional text:
 Harry: Oh, Nora, here's a letter from old Bartle. He wants to come and stay for a week from Friday.

Nora: That will be nice, won't it? He's such a nice old dear.

H: He's a fussy old man.

N: Now, which room can he have? Oh, yes, he shall sleep in Robert's room, and Robert shall share
with Peter! Peter, you will let Robert sleep in your room just for a few nights, won't you?

Peter: Oh, Mother, I don't want to share with Robert: he won't like it either.

N: Just while Mr. Bartle is here, you shall have your room to yourself as soon as he goes.

H: How about Rex - you know old Bartle hates dogs. I'll ask the Howards to take him. I'm sure they
will - they're such obliging people.

N: And shall he have his breakfast in bed every day? I suppose I. must do that for him.  (Door
bell) Will you see who that is at the door, Peter?

P.: Yes, Mother, I will. H: Shall I hang up that terrible picture he gave us for a wedding present? He
won't like our keeping it in a cupboard.

N: Oh, yes, you must. And we'll have to have dinner at seven instead of tea at six as he likes dinner
better.

H: In fact the whole house will be turned upside down, we won't have any peace, and old Bartle is
an old fusspot, just as I said.

P: It's a telegram, Mum!

N: Now who's this from? Oh! Well, you can both breathe a sigh of relief. Mr. Bartle won't be
coming after all: he's got a cold.

(From "Meet the Parkers" by David Hicks)

III. Comment on the following statements concerning visiting, tact, manners (use facts from the
texts to prove, illustrate or refute them):

1. Visits always give pleasure, if not coming, then going ((Portu-. guese proverb). 2. We don't get to
know people when they come to us; we must go to them to find out what they are like (Goethe). 3. A
perfect guest makes his host feel at home. 4. Good manners is the technique of expressing consideration
for the feelings of others.

IV. Topics for discussion:

1. What is your idea of hospitality? How would you describe a perfect host?

2. Would you say there's an art in being a charming guest? Which is more difficult, to be a perfect
host or a perfect guest?

3. What do we mean when we say that a person is a "good mixer"? What personal qualities make a
"good mixer"?

V. Read the text and retell it:

 THE TRANSATLANTIC CONNECTION

Do Americans and Englishmen really speak the same language? It isn't only a question of accents.
Spelling and vocabulary are different on either side of the Atlantic, too. Some people would say that the
differences are getting fewer. The new 'language' we call 'Transatlantic English' is helping to bridge the
gap between our two countries. It's a mixture of British and American characteristics in accent and
vocabulary, invented by the increasing number of tourists and businessmen who cross the Atlantic
frequently.

The differences in spelling are well known - for instance words like 'colour', humour', and
'neighbour' are spelt without the ‘u’ in the United States. While the British have kept the original spell ings
of many foreign words now used in the English language, Americans have made a point of simplifying
spellings and often change them in ways that seem curious to their more conservative British cousins.
'Catalogue' becomes 'catalog', and even 'cigaret' has been seen for 'cigarette'.

Some of the differences in vocabulary could lead to amusing situations. Did you know that
American buildings have no ground floor? This does not mean you have to jump up ten feet to get into
them, simply that what the British call the 'ground floor' is what Americans call the 'first floor' and so on -
useful to remember in a department store.

If an American says, he is wearing his new 'pants' and 'vest' to a party - do not be alarmed. He is not
going in his underwear, but 'pants' and 'vest' are the American words for 'trousers' and 'waistcoat'. On the
other hand, if a British person wears his 'mackintosh' and 'Wellingtons' on a rainy day, he will have to
explain to his American cousin that these are his 'raincoat' and 'galoshes' or 'rubbers'. In the USA a
raincoat is even called a' London fog', something which no longer exists in London.

When an Englishman goes on his 'holidays', an American will go on 'vacation'. Arid whereas an
Englishman will be 'ill in hospital', an American will be 'sick in the hospital'.

Americans are more ready to accept new ideas and new customs than their British cousins, and the
same goes for new words.

In some cases the British seem more modern in their use of English than the Americans - some
American English dates back to the language of the Pilgrim Fathers and hasn't been used in Britain since
the seventeeth century. The word 'fall' is considered archaic in Britain, where we use 'autumn' instead. In
the USA people use the old-fashioned past participle of 'get' and say 'he has gotten thin' or 'I could have
gotten here sooner' when in Britain we would always use 'got'.

How American or English is either of our languages anyway? We both owe a lot to languages from
other countries and words that have been absorbed into English tell us much about the histories of Britain
and America. Many 'English' words used in Britain actually come from countries of the British Empire,
such as 'dinghy' (a small boat) and 'bungalow' (a house on one level), both from India. American English
has words taken from all the different nations which have contributed to the formation of North America:
'hooch' meaning 'whisky', is an American Indian word; 'cockroach' (the insect) and 'stampede' (when a
herd of cattle runs in panic) come from the original Spanish; the Dutch contributed words such as 'dumb'
(stupid) and 'boss' (chief); and it is to the Germans that Americans owe that vital word 'hamburger'.

(From "Moscow News", April, 1978)

VI. Give a talk on the difference between BE and AE, Make up a written outline to guide you.

VII. Read the poem. Try to trace the similarity in the views of the author of the poem and the main
character of the story "Liberty Hall". Could you accept this attitude towards life?
 IT'S NEVER FAIR WEATHER

By O. Nash (1902-1971)

I do not like the winter wind

That whistles from the North.
My upper teeth and those beneath,
They jitter back and forth.
Oh, some are hanged, and some are skinned
And others face the winter wind.

I do not like the summer sun

That scorches the horizon.
Though some delight in Fahrenheit,
To me it's deadly prizen.
I think life would be more fun
Without the summering summer Sun.

I do not like the signs of spring,

The fever and the chills,
The icy mud, the puny bud,
The frozen daffodils.
Let other poets gaily sing;
I do not like the signs of spring.

I do not like the foggy fall

That strips the maples bare;
The_radiator's mating call,
The dank, rheumatic air.
I fear that taken all in all,
I do not like the foggy fall.

The winter sun, of course, is kind,

And summer wind's a savior,
And I'll merrily sing of fall and spring
When they're on their good behaviour.
But otherwise I see no reason
To speak in praise of any season.
 UNIT FIVE

THE SONG OF THE WAGE-SLAVE

By Ernest Jones (1819-1869)

The land it is the landlord's,

The trader's is the sea,
The ore the usurer's coffer fills -
But what remains for me?
The engine whirls for master's craft;
The steel shines to defend,
With labour's arms, what labour raised,
For labour's foe to spend.
The camp, the pulpit, and the law
For rich men's sons are free;
Theirs, theirs the learning, art, and arms -
But what remains for me?
The coming hope, the future day,
When wrong to right shall bow,
And hearts that have the courage, man,
To make that future now.
I pay for all their learning,
I toil for all their ease;
They render back, in coin for coin,
Want, ignorance, disease:
Toil, toil - and then a cheerless home,
Where hungry passions cross;
Eternal gain to them that give
To me eternal loss:
The hour of leisured happiness
The rich alone may see;
The playful child, the smiling wife -
But what remains for me?
They render back, those rich men,
A pauper's niggard fee,
Mayhap a prison, - then a grave
And think they are quits with me;
But not a fond wife's heart that breaks,
A poor man's child that dies,
We score not on our hollow cheeks
And in our sunken eyes;
We read it there, where'er we meet,
And as the sun we see,
Each asks, "The rich have got the earth,
But what remains for me?"
We bear the wrong in silence,
We store it in our brain;
They think us dull, they think us dead,
But we shall rise again:
A trumpet through the lands will ring;
A heaving through the mass;
A trampling through their palaces
Until they break like glass:
We'll cease to weep by cherished graves,
From lonely homes we'll flee;

And still, as rolls our million march,

Its watchword brave shall be -
The coming hope, the future day,
When wrong to right shall bow,
And hearts that have the courage, man,
To make that future now.
127
 COMMENTARY

1. The English literary language in the course of its historical development has evolved various
styles each of which has some characteristic features.

The features may form a more or less definite system tending to establish norms for word usage,
rhythmical arrangement ofs peech, syntactical constructions, the character of figurative expression, etc.
Such systems, differing from one another in the manner in which the resources of language are employed,
are called the functional styles of literary language (FS).

In the English literary language the following FSs can be distinguished: the FS of the language of
belles letters (poetry, emotive prose and drama); that of the newspaper, of science, of publicistics, of
official document.

Some of these styles are confined to definite spheres of human activity, for example, the FS of the
language of science or of official documents. Other styles aim at evoking emotional reactions in the
reader or the listener. Among these styles are the FSs of oratorical and poetical language.

The aims set by the FS of poetical language predetermine the character and peculiarities of the
lexical, syntactical and phonetic expressive means used. Poetical speech is always emotionally coloured.
It is also distinguished from prose speech by its rhythmical arrangement and by special requirements of
euphony.

Rhythm and rhyme alone, however, do not make poetry. The essential difference between prose and
poetry lies in the manner of expressing' ideas. In poetical language thoughts and feelings are expressed
through the medium of images. This ensures an emotional perception of the idea expressed. The language
of prose conveys the idea directly to the mind of the reader.

Some of the lexical, syntactical and phonetic peculiarities of the FS of the language of English
poetry will be discussed in the commentary below.

2. Most of the expressive means used in poetry exist in the emotional colloquial speech of the given
language. They are not created by poets. The peculiar features of emotional colloquial speech are typified
and strengthened in poetry. Typical of excited speech for example is the use of two subjects, one a noun
and the other a pronoun, to the same verb, e. g.

"Oh, that man, he is so poor."

This feature of emotional speech is used as a special poetic device to achieve emphasis. Examples
may be seen in the first line of the poem:

"The land it is the

landlord's"

and in the line:

"They render back, those rich

men."

3. Another syntactical device frequently used in the FS of the language of English poetry is
inversion. Poets generally use inversion for the purpose of placing the most important words in the most
prominent places, that is, the beginning or the end of the line.
 Inversion breaks the customary connection of the word with another word or words, and it gets
special emphasis. In the text of the poem we find the following cases of inversion:

"The ore the usurer's coffer fills -"

"The hour of leisured happiness
The rich alone may see."
"And as the sun we see, Each asks,.." and others.

4. Elliptical sentences (i. e. sentences in which one or several parts of a sentence are felt as
missing) are also typical of emotionally tense speech. They are frequently used in poetry and are therefore
regarded as a peculiarity of poetical syntax. In colloquial speech, which is usually a dialogue, elliptical
sentences are considered to be the norm of oral intercourse. The missing parts are easily guessed because
the situation in which the conversation takes place suggests them. However, when elliptical sentences are
used in poetry they become special stylistic devices aimed at making the utterance emphatic.

In the text of the poem there are several elliptical sentences, e. g.

"Theirs, theirs the learning, art, and arms

-"
"The playful child, the smiling wife -"

In the first sentence the link-verb are is missing, in the second, there will be is missing.

"The hour of leisured happiness

The rich alone may see;
The playful child, the smiling wife -
But what remains for me?"

The abstract notion expressed in the first line is developed by concrete images of playful
child and smiling wife in the third line.

5. As has been pointed out above, thoughts and feelings may be expressed through images. These
images are visual, aural, tactile, taste and smell perceptions of natural, concrete phenomena represented in
language terms. This means that images are creations of the mind, i.e., they are perceived not directly but
indirectly.

The peculiarity of language images lies in the fact that a word-image is made to refer to the object it
generally denotes and to another object or notion thus causing a simultaneous realization of two
corresponding meanings: a dictionary one and one imposed on the word by the context. If this
simultaneous realization of two meanings is based on the identification of the two corresponding objects
or notions we call such word a metaphor, for example:

"He is in the sunset of his days."

The word sunset is a metaphor because there is identification of the two notions: old age and the
end of the day.

Compare with the Russian заря жизни where the word заря is used metaphorically. The
identification is based on the likeness between заря - dawn - the beginning of the day and the notions of
hope and joy associated with it - and the first stages of one's life.

Identification which is based on certain relations between the notions is called metonymy.
Metonymy may be based on different relations, for example:

1) the relation of proximity, e.g.

 The kettle boils (the water in the kettle). Compare with the Russian: чайник кипит.

The game table was gay and happy (the people around the table). Compare with the Russian: Весь
зал аплодировал (люди, находящиеся в зале).

2) the relation of the part and the whole, e.g.

a fleet of fifty sails (ships)

a herd of twenty head (cows or other animals). Compare with the Russian: 20 голов скота.

3) the relation between the symbol of a notion and the notion itself, e. g.

"From the cradle to the grave." (Shelley) (From childhood to death)

4) the relation between the material and the thing made of it, e.g. glasses (spectacles), canvas (sails)
and other kinds of relations.

In the text of the poem we can find a number of cases in which metaphor and metonymy convey the
ideas of the poet in figurative language. For example, in the sentence:

"The coming hope, the future day,

When wrong to right shall bow"

the word bow is used metaphorically, that is, two meanings of the word are realized simultaneously, the
dictionary meaning кланяться and a contextual meaning to be understood here as subdue (подавлять).

Such words as ore in the sentence "The ore the usurer's coffer fills" and the words camp, pulpit and
several other words in the poem are examples of metonymy.

The meaning of the word ore is a mineral containing a useful metal. But in the text of the poem this
word stands for gold or money.

The dictionary meaning of the word camp is a place where troops are lodged in tents. But in the text
of the poem this word stands also formilitary service in the rank of officers.

The dictionary meaning of the word pulpit is a raised platform supplied with a desk from which the
preacher in a church delivers the sermon.But in the text of the poem this word also stands for Иге office
of a clergyman.

Consequently, in conveying the idea that all the riches of England and all the rights belong to the
capitalists, the poet uses both abstract notions such as learning, art, law, etc., and images which are built
through metaphors and metonymies, such as engine, steel and camp.

6. Verse is rhythmically arranged speech. As you read this poem you will notice that you stress
syllables at regular intervals, according to the beat or measure of the verse. By measure or metre is meant
the arrangement of syllables in a regular order to form a pattern. The syllables are arranged in groups that
are similarly accented. These constitute the lines of verse.

In the poem "The Song of the Wage-Slave" we feel a regular alternation of stressed and unstressed
syllables. The combination of one stressed syllable with either one or two unstressed syllables is called a
foot. The number of feet in a verse varies in different kinds of poetry.

The feet in the poem you are studying are arranged according to the following scheme:
 Thus the first line of the poem "The land it is the landlord's" can be graphically represented as
follows:

Such metre is called the iambus.

If we read this verse in a slow, sing-song manner, we shall, of course, stress each syllable which
should be stressed according to the scheme. This kind of reading is generally practised in order to define
the character of the metre. But poetry is not sung today. Therefore words which are generally not stressed
in ordinary speech should not be stressed in poetry either, unless the sense requires that the word should
be stressed. Thus, in reading (or reciting) poetry we may violate the metrical scheme. Hence, the first two
lines of the poem should be read in the following manner:

In English poetry we also find the following metres:

the trochee ['trouki:] consisting of a stressed syllable, followed by an unstressed syllable  , as in

the word unit;

the dactyl [dæktil] consisting of a stressed syllable, followed by two unstressed syllables  ,

as in the word carelessness;

the amphibrach ['æmfibræk] consisting of an unstressed syllable, followed by a stressed and one

unstressed syllable, as in the word important ;

the anapest ['ænəpist] consisting of two unstressed syllables, followed by one stressed syllable, as in the
word understand  .

7. In the functional style of the language of English poetry there exists a special group of words
which are called poetical and highly literary words. They are not used in ordinary literary English and are
preserved in the English vocabulary for special purposes. Highly literary words are used in elevated
speech; poetical words and phrases are mostly archaic or obsolete words of rare circulation in Standard
English, and special forms of existing words (most of which were in use in earlier periods of the
development of the English language).

In the text of this poem we find several such words, for example: craft, foe, toil, mayhap,
where'er. The word craft comes from the Old English word cræft meaning strength, power, force. This
word has survived in Modern English in such compound words as aircraft,handicraft, or such
combinations as landing craft. It is not rarely used in its original sense in present-day English. However,
in Modern English the word can be used as a synonym of skill or art applied to deceive.
 Mayhap is shortened from it may hap. Hap corresponds to the modern verb happen. The
noun hap in Old English meant chance, good luck, fortune.

8. "... in coin for coin" is a phrase the meaning of which in the context is fully, as pay.

9. labour's arm

The Possessive Case is usually associated with nouns denoting living beings, e. g. ... the trader's, the
landlord's, the usurer's, etc. However, it is also used with certain abstract nouns, especially in poetry, thus
achieving personification, e.g. Duty's call.

10. ... we score not on our hollow cheeks

Note that the negative is formed here without the auxiliary do. This is an archaic form and is found
nowadays only in poetry, e.g. It fell to earth I knew not where (Longfellow).
 EXERCISES

I. Interpret the words given in bold type:

1. And as the sun we see, each asks, "The rich have got the earth, and what remains for me?" 2.
We bear the wrong in silence, westore it in our brain. 3. With labour's arms, what labour raised, for
labour's foe to spend. 4. The coming hope, the future day,when wrong to right shall bow. 5. And
hearts that have the courage, man, to make that future now. 6. Toil, toil - and then a cheerless home,
where hungry passions cross. 7. Eternal gain to them that give to me eternal loss. 8. They render
back, those rich men, a pauper's niggard fee. 9. A trumpet through the lands will ring; a heaving
through the mass. 10. And still, as rolls our million march, its watchword brave shall be...

II. Answer the following questions:

1. What is meant by a wage-slave? 2. What is the general idea of the poem? 3. In what lines of the
poem is the struggle of the working class of England suggested? 4. What words does the poet use to
describe the conditions of the toiling masses? 5. What images does the poet use to describe the coming
revolution? 6. What idea is expressed in the sentence "The trader's is the sea"? 7. What is the answer to
the wage-slave's question: "But what remains for me"? 8. What comparison does the poet use to show the
strength of the working-class? 9. What idea is expressed in the line "The engine whirls for master's craft"?
10. What image is suggested by the words "The steel shines to defend"? 11. What image is suggested by
the word combinations: "hollow cheeks" and "sunken eyes"? 12. What words and sentences are
frequently repeated in the poem? Why are they repeated? 13. Why is the word "now" printed in italics?
14. What other English poems about the class struggle do you know?

III. Point out the main thought expressed by the poet in each of the three stanzas of the poem.

IV. Memorize the poem.

V.Read extracts from the following poems. Point out their lexical and syntactical peculiarities using
the commentary given to the poem "The Song of the Wage-Slave":

THE SONG TO THE MEN OF ENGLAND

By P.B. Shelley (1792-1822)

Men of England, wherefore plough

For the lords who lay ye low?
Wherefore weave with toil and
care,
The rich robes your "tyrants wear?

II

Wherefore feed, and clothe, and save,

From the cradle to the grave,
Those ungrateful drones who would
Drain your sweat - nay, drink your blood?

III

Wherefore, Bees of England, forge

Many a weapon, chain, and scourge,
That these stingless drones may spoil
The forced produce of your toil?

THE SONG OF THE SHIRT

By T. Hood (179J-1845)

With fingers weary and worn,

With eyelids heavy and red,
A woman sat in unwomanly rags,
Plying her needle and thread, -
Stitch! stitch! stitch!
In poverty, hunger and dirt,
And still with a voice of dolorous pitch
She sang The Song of the Shiru

II

Work - work - work -:

My labour never flags;
And what are its wages? A bed of straw
A crust of bread - and rags.
That shatter'd roof - and this naked floor
-
A table - a broken chair -
And a wall so blank, my shadow I thank,
For sometimes falling there.

SONS OF POVERTY

By W. Jones

Sons of poverty, assemble,

Ye whose hearts with woe are riven,
Let the guilty tyrants tremble,
Who your hearts such pains have
given.

We will never
From the shrine of truth be driven.

II

Must ye faint - ah: how much

longer?
Better by the sword to die
Than to die of want and hunger:
They heed not your feeble cry:
Lift your voices to the sky.
VI. State what kinds of relations form the basis for each case of metonymy in the text of the poems
"To the Men of England", 'The Song of the Shirt" and "Sons of Poverty".
 UNIT SIX TEXT

Ernest Everhard, a labour leader, is invited to a dinner party at Professor Cunningham's. The guests,
encouraged by the professor, exchange their views on various social problems. Ernest seizes the
opportunity to expose the cruel treatmn.-t of the workers at the local mills. He tells them about Jackson, a
worker who lost his arm in an accident. The man had noticed a piece of flint that had got in his machine
and might have put it out of order. He threw off the belt to stop the machine and reached for the flint. But
the belt didn't come off and his arm was picked and clawed to shreds from the finger tips to the shoulder.
When he came out of hospital Jackson could not return to his job. And the company refused to give him
work he could do. So his situation was wretched...

The story is told by Avis Cunningham, the professor's daughter.

"And what did the company do for him?" I asked Ernest.

"Nothing. Oh, yes, they did do something. They successfully fought the damage suit that he brought
when he came out of hospital. The company employs very efficient lawyers, you know."

"But the courts," I urged. "The case would not have been decided against him, had there been no
more to the affair than you have mentioned."

"Colonel Ingram is the company's leading lawyer. He is a very shrewd man." Ernest looked at me
intently for a moment, then he went on: "I'll tell you what, Miss Cunningham. You investigate Jackson's
case."

"I had already determined to," I said coldly.

"All right," he smiled good-naturedly," and I'll tell you where to find him. But I tremble for you
when I think of all you are to prove by Jackson's arm."

And so it came about that I accepted Ernest's challenge.

I found Jackson in a crazy ramshackle house down near the bay on the edge of the marsh. He was
making some sort of a basket and toiled on steadily while I talked with him.

"How did you happen to get your arm caught in the machine?" I asked.

He looked at me in a slow and pondering way and shook his head.

"Carelessness?" I prompted.

"No," he answered, "I ain't for callin' it that. I was workin" overtime, an' I guess I was tired out. I
worked seventeen years in them mills, an' I've noticed that most of the accidents happens just before
whistle-blow. A man ain't so quick after workin' steady for hours. I've seen too many of 'em cut up and
killed not to know."

"Many of them?" I asked.

"Hundreds an' hundreds, an' children, too."

With the exception of the terrible details, Jackson's story of his accident was the same as that I had
already heard. When I asked him if he had broken some rule of working the machinery, he shook his
head.
 His mind was rather hazy concerning the suit for damages. Only one thing was clear to him and that
was that he had not got any damages. He had a feeling that the testimony of the foremen and the
superintendent had brought about the adverse decision of the court. Their testimony, as he put it, "wasn't
what it ought to have ben". And to them I resolved to go.

One thing was plain. Jackson's situation was wretched. His wife was in ill health, and he was unable
to earn, by his basket-work and peddling, sufficient food for the family. He was back in his rent, and the
oldest boy, a lad of eleven, had started to work in the mills.

"They might a-given me a watchman's job," were his last words as I went away.

***

Jackson's lawyer was a weak and inefficient-looking man, and at sight of him two of Ernest's
statements flashed into my mind. "The company employs very efficient lawyers," and "Colonel Ingram is
a very shrewd man." It dawned upon me that of course the company could afford finer legal talent than
could a working-man like Jackson.

"Why did you lose the case?" I asked.

The lawyer was perplexed and worried for a moment. Then he began to whine. He whined about the
testimony. The witnesses had given only the evidence that helped the other side. Not one word could he
get out of them that would have helped Jackson. They knew which side their bread was buttered on.
Jackson had been confused by Colonel Ingram, who was brilliant at cross-examination. He had made
Jackson answer damaging questions.

"How could Jackson's answer be damaging if he had the right on his side?" I demanded.

"What's right got to do with it?" he demanded back. "You see all those books?" He waved his hand
towards the crowded shelves of books in his tiny office. "All my reading and studying of them has taught
me that law is one thing and right is another thing. Ask any lawyer."

***

"Why did you not call attention to the fact that Jackson was trying to save the machinery from being
damaged?" I asked Peter Donnelly, oneof the foremen who had testified at the trial.

He pondered a long time before replying. Then he cast an anxious look about him and said:

"Because I've a wife and three children, that's why. It wouldn't a-ben healthy," he answered.

***

Henry Dallas, the superintendent, refused to talk. Not a word could I get from him concerning the
trial and his testimony.

But with James Smith, the other foreman, I had better luck. He agreed with Peter Donnelly that
Jackson should have won his case and got damages. He went even further and called the action heartless
and cold-blooded. Also he explained that there were many ."ccidents in the mills, and that the company's
policy was to fight to the bitter end all suits for damages.

"When you testified at the trial, you didn't point out that Jackson received his injury through trying
to save the machinery from damage?" 1 asked.
 "No, I did not," was the answer. "I testified to the effect that Jackson injured himself by neglect and
carelessness, and that the company was not in any way to blame."

"Was it carelessness?" I asked.

"Call it that or anything you want to call it. The fact is that I testified at the trial the way I did ...
because I was following instructions, Colonel Ingram's instructions. He outlined the evidence I was to
give."

"And it lost Jackson's case for him?"

He nodded, and his face grew dark.

"And Jackson had a wife and two children dependent on him."

"I know," he said quietly, but his face grew darker.

"Tell me," I went on, "was it easy to do such a thing at the trial?"

He burst into a savage oath.

"I beg your pardon," he said the next moment. "No, it was not easy. But let me tell you this. If you
repeat anything I've said, I'll deny every word of it; and if I have to, I'll do it under oath on the witness
stand."

After my interview with Smith I went to my father's office and there I met Ernest.

"I have been looking up Jackson's case. He seems to have been badly treated," I confessed.

"Of course," he answered. "If Jackson and all his fellows were treated mercifully, the dividends of
the company would not be so large. Our boasted civilization is based upon blood."

(From "The Iron Heel" by Jack London)

 COMMENTARY

NOTES

Both Jackson and Peter Donnelly speak an illiterate English. Note the following non-standard forms
which occur in the text:

a) I ain't for callin' it that

The form ain't is used for the following: am not, is .not, are not, have not, has not.

b) ... workin' steady for hours.

The adjective steady replaces the adverb steadily.

c) a-given, a-ben, a-got

The forms are used instead of have given, have been, have got.

d) in them mills

The personal pronoun them is used instead of the demonstrative pronoun these, those or the definite
article.

e) ... most of the accidents happens ...

Agreement between the subject and the predicate is violated.

f) callin', workin'

The omission of the final g in spelling indicates that [n] is pronounced instead of [n] at the end of
the words.

g) an', 'em

The omission of d in and and th in them shows the omission of the corresponding sounds in

pronunciation.

These improprieties of speech - non-standard pronunciation, improper grammatical forms - are used
by the author to give his characters definite speech characteristics. They show the characters' vocation,
their education, environment and even their psychology. Only typical non-standard forms are used for this
purpose.

STRUCTURAL PATTERNS

1. Happen, seem + Infinitive

How did you happen to get your arm caught in the machine?

Jackson seems to have been badly treated.

The verbs to happen and to seem may be followed by any kind of infinitive.

 The indefinite infinitive expresses an action simultaneous with the moment described in the
sentence.

The young farmer seemed to know everything about Казалось, что молодой фермер знает всё о семье
Miss Posie's family. мисс Поузи.

The continuous infinitive emphasizes that the action expressed by the infinitive is in process.

I first met her in Wisconsin. Я впервые встретила ее в Висконсине.

I happened to be staying with my relatives there. Так случилось, что я гостила там у своих
родственников.
He seems to be enjoying his holidays here. Он, как будто (кажется), с удовольствием
проводит здесь каникулы.

The perfect infinitive expresses an action prior to the moment referred to in the sentence.

Nobody knew the man, but when I saw him I Никто не знал этого человека, но когда я его
recognized him at once. I happened to have worked увидела, я его сразу узнала. Я когда-то работала
with him in the North. с ним на севере.
They seem to have met before. Они, кажется, встречались раньше.

2. Might + Perfect Infinitive

They might have given me a watchman's job.

Might have done expresses disapproval or reproach. The perfect infinitive refers the action to the
past.

You might have warned me in advance (but you Ты мог бы предупредить меня заранее. Я бы не
didn't). I wouldn't have waited for you. стал тебя ждать.

Note: When might is followed by an indefinite infinitive, the combination might do smth expresses

a request with a shade of reproach and refers the action to the present or future.

You might at least drive me home. Вы хотя бы отвезли меня домой.

You might carry the parcel for me. Мог бы понести мой сверток.

3. Should + Infinitive

Не agreed with Peter Donnelly that Jackson should have won his case and got damages.

The modal verb should expresses obligation, advisability, desirability. It may be followed by any

kind of infinitive.

Should + indefinite infinitive refers the action to the present or the future.

You should take tha visitors round the museum. Вам надо (следует) показать гостям музей.

Should + continuous infinitive refers the action to the immediate present.

You should be reading your history instead of Тебе надо (следует) заниматься историей, а не
watching TV. смотреть телевизор.

Should + perfect infinitive refers the action to the past.

You should have accepted the invitation (but you Вам надо было бы принять его приглашение. '
didn't).
You shouldn't have accepted his invitation (but you Вам не надо было бы принимать его
did). приглашение.

Note: The modal verbs should and ought (to) are very much alike in meaning. In many cases they
are used interchangeably. However,ought to emphasizes moral obligation, whereas should is commonly
used when instructions are given in the form of advice.

You ought to be grateful to her. Вы должны быть благодарны ей.

You ought to be helping your mother, Jane. She is
washing up.
You ought to have apologized to her.
You shouldn't miss this opportunity.
You should have put more sugar in the cake.
Тебе следовало бы помочь маме, Джейн. Она
моет посуду.
Вам надо было бы извиниться перед ней.
Вам не следует упускать такую возможность.
В торт следовало бы положить больше сахара.

VOCABULARY

1. But I tremble for you when I think ...

//to tremble for smb - feel anxious on srnb's account - опасаться за кого-л.//

To tremble, to shake, to shiver and to shudder need to be distinguished when they mean to move
quickly or vibrate. They correspond to the Russian дрожать, трястись, содрогаться.

To shake vi is the general term. It may imply any kind of state which is not firm or steady.  To
shake may refer to both persons and things.

He shook with fear (cold). Он трясся от страха (холода).

The earth shook under us. Под нами дрожала земля.

То tremble vi means to shake with agitation, fear, anger, cold, physical weakness. It implies a
slight, not very noticeable motion.

Her lips trembled and she could not trust herself to У нее дрожали губы, и она не решалась говорить.
speak.
She stood at the door, her whole body trembling Она стояла у двери и вся дрожала от страха.
with fear.
His voice trembled with indignation. Его голос дрожал от негодования.

То shiver vi means to shake with a rapid vibrating movement, esp because of cold or fear.

He came into the house snow-covered and shivering. Он вошел в дом весь в снегу, дрожа от холода.

To shudder vi means to experience sudden shivering due to fear, horror, repugnunce or cold. To

shudder is usually the action of a moment and is stronger than to shiver.

She shuddered at the sight of blood. Она содрогнулась при виде крови.
I shuddered to think what might happen. Я содрогнулась, когда подумала, что может
произойти.

2. I asked him if hehad broken some rule of working the machinery.

to break vt - fail to keep or obey - нарушать

 to break a law, a rule, one's word, silence, etc

Kemp was the first to break the silence. Кемп первым нарушил молчание.
She never broke her word. Она никогда не нарушала своего слова.

to break vi - begin - начинаться, наступать

Day was breaking when we went out. Рассветало, когда мы вышли.

A heavy storm was about to break. Надвигался шторм.

to break down

a) fail to act, become useless - сломаться, разрушиться, выйти из строя

The machinery broke down Машина сломалась (вышла из строя).

b) become weak and ill (of health) - ухудшаться, сдавать (о здоровье)

His health broke down. У него ухудшилось здоровье.

to break out - begin suddenly (of fire, war, epidemic, strike) - вспыхивать, разражаться

A fire broke out during the night. Ночью вспыхнул пожар.

The quarrel broke out afresh. Ссора вспыхнула вновь.

3. He was unable to earn ... sufficient food for his family.

to be (un)able to do smth - (not) have the power, ability, means or opportunity to do smth - (не)
быть в состоянии (в силах) что-л. сделать

Will you be able to come today?
You are better able to do it than I am.
Are you able -to walk another two miles?
He was unable to think clearly at the moment.
Вы сможете прийти сегодня (у вас есть такая
возможность)?
Вы можете сделать это лучше, чем я.
Вы в состоянии пройти еще две мили? '
В этот момент он был не в состоянии ясно
мыслить.

to be (in)capable of doing smth - (not) have the power, ability or fitness - быть (не) способным
на что-л., сделать что-л.

Не is quite capable of neglecting his duty (is the sort Он может пренебречь своим долгом (он способен
of man who might do so). на. это).
In those days only Filatov was capable of В то время только Филатов был способен делать
performing such delicate operations. такие сложные операции.
Show me what you are capable of (how well you can Покажи, на что ты способен.
work).

The difference between (un)able to do and (in)capable of doing is that the first word combination
describes the state of things in a certain situation, whereas to be (in)capable of (not) doing stresses a
person's fitness for doing something.

He was unable to come as he was busy. Он не мог прийти, он был занят.

The boy can't have told a lie. He is incapable of Не может быть, чтобы мальчик солгал. Он не
lying. способен на ложь.
At that moment Bill felt he was capable of murder. В этот момент Билл почувствовал, что он
 способен на убийство.

4. The witnesses had given only the evidence that helped the other side.

witness n - a person who has first-hand knowledge of an event and is able to describe it; also, one
who gives evidence under oath in a law-court - свидетель

Tom was the -only witness to (of) the crime. Том был единственным свидетелем
преступления.
He appeared in court as a witness. Он появился в суде в качестве свидетеля.

5. Jackson had been confused by Colonel Ingram, who was brilliant at cross-examination

to be brilliant (good, clever, skilful, poor, slow) at smth or doing smth

Some adjectives take an object expressed by a noun or a gerund with the preposition at.

My friend is good at phonetics. У моей подруги хорошо идет (ей дается)

фонетика.
Jerome thought he was good at packing things. Джером думал, что он хорошо умеет
упаковывать вещи.
1 am afraid 1 am no good at solving cross-word Боюсь, что я совершенно не умею решать
puzzles. кроссворды.

Note: To be good (quick, slow) at doing something expresses a permanent characteristic feature of

a person; to be slow (quick) in doing something characterizes a person's action in a given situation.

Dennis was quick in seeing the joke. Деннис сразу понял шутку.
He was slow in taking the hint. Он не сразу понял намек.

After the adjectives quick and slow we often find an infinitive instead of the gerund.

Dennis was quick to see the joke. He was slow to take the hint.

6. Why did you not call attention to the fact that...

to call (smb's) attention to smth - show; point out; cause smb to notice - обратить (чье-л.)
внимание на что-л.

I'd like to call your attention to the following facts. Мне бы хотелось обратить ваше внимание на
следующие факты.
He called my attention to a group of students and Он обратил мое внимание на группу студентов и
said: "They've come to help us." сказал: "Они пришли помочь нам".

to pay attention to - give one's mind to - обращать (свое) внимание на что-л., на кого-л.

Не paid no attention to her words. Он не обратил никакого внимания на ее слова.

Pay attention to what is being said. Слушайте, что сейчас говорят.

to attract (smb's) attention - make people notice one; arouse interest - привлекать чье-л.
внимание

I shouted to attract attention. Я крикнул, чтобы привлечь к себе внимание.

Suddenly my attention was attracted by a strange- Вдруг мое внимание привлек человек странной
looking man. наружности.
 7. Jackson was trying to save the machinery from being damaged.

to damage vt - make less useful or valuable (applied mostly to things) - повредить

The car was badly damaged in a crash. Машина была сильно повреждена при
столкновении.

damage n (uncountable) - вред, ущерб, убыток, урон

to do (cause) damage to - нанести, причинить ущерб чему-л.

The storm did great damage to the port. Шторм произвел большие разрушения (нанес
большой ущерб) в порту.
The fire caused no damage to the pictures. Пожар не причинил вреда картинам.

8. ... that Jackson should have got damages.

//damages n pl (legal) money that is paid in compensation for a loss or injury - убытки,
компенсация за убытки to claim damages - взыскивать убытки

 to pay smb damages - возмещать кому-л. убытки

 to get damages - получать компенсацию за убытки
 to bring a suit for damages or to sue smb for damages возбудить дело о возмещении убытков//

9. I testified to the effect that Jackson injured himself by neglect and carelessness.

to injure vt - hurt; do or cause harm or damage to - ушибить, ранить; повредить

Nobody was injured in the accident. Никто не пострадал в аварии.

He injured his knee playing football. Он ушиб колено, играя в футбол.
The fruit was injured by hail. Фрукты пострадали от града.

//injury п - a wound, a hurt; harm, Damage - ушиб, рана; повреждение//

10. ... the company was in no way to blame.

to be to blame (for smth) - быть виноватым в чем-л.

Who is to blame for the accident? Кто виноват в аварии?

He is in no way to blame. Он ни в коей мере не виноват.

to blame smb for smth - fix on smb the responsibility for smth - обвинять, порицать, винить
кого-л. за что-л.

You should not blame him for what had happened. Вам не следует винить его в том, что произошло.
I have nothing to blame myself for. Мне не в чем себя упрекнуть.

EXERCISES

I. Translate the following sentences from the text:

1. They successfully fought the damage suit that he brought when he came out of hospital. 2. He
was making some sort of a basket and toiled on steadily while I talked with him. 3. He looked at me in a
slow and pondering way ... 4. His mind was rather hazy concerning the suit for damages. 5. The
testimony of the foremen and the superintendent had brought about the adverse decision of the court. 6.
Jackson's lawyer was a weak and inefficient-looking man. 7. It dawned upon me that of course the
company could afford finer legal talent than could a working-man like Jackson. 8. The witnesses ... knew
which side their bread was buttered on. 9. Jackson had been confused by Colonel Ingram, who was
brilliant at cross-examination. 10. He had made Jackson answer damaging questions. 11. He waved his
hand towards the crowded shelves of books in his tiny office. 12. The company's policy was to fight to
the bitter end all suits for damages. 13. I testified to the effect that Jackson injured himself by neglect and
carelessness. 14. He outlined the evidence I was to give.

II. Give (he principal forms of the following verbs?

to try; to lose; to shake; to break; to injure; to deny; to win; to pay; to testify; to grow

III. Find in the text English equivalents for the following Russian phrases and sentences and use
them in situations based on the text:

вот, что я Вам скажу, мисс Каннингем...; за исключением некоторых подробностей; у него
было такое чувство, что...; как это он выразился (сказал); он задолжал за квартиру; проиграть
(выиграть) дело; давать показания

IV. Answer the following questions.

1. What was Jackson's occupation and how did it happen that he could not return to his job? 2. How
did Jackson explain the cause of the accident? 3. What did Jackson think about the damage suit? 4. What
do we know about Jackson's family? 5. What impression did Jackson's lawyer make on Avis? 6. How did
he explain his failure to win Jackson's case? 7. What did the interview with Peter Donnelly prove to Avis?
8. Why do you think the superintendent refused to say anything concerning the trial and the testimony he
gave? 9. Why did James Smith warn Avis that he would deny everything if she repeated anything he had
said? 10. What was the result of Avis's investigation?

V. Mke up stories as they might have been told by:

a) Jackson

Suggested circumstances: On coming out of hospital Jackson learns that he has been fired. He is in
despair. His only hope is that he will get some money by sueing the company for damages. However, he
loses the case. He does not understand what has happened but he feels that the witnesses helped the other
side. Now he is trying to support his family by making baskets and peddling them.

b) Jackson's lawyer

Suggested circumstances: The lawyer agrees to handle Jackson's case. He is convinced that the right
is on Jackson's side. But at the trial he feels helpless: on the on'e hand, the witnesses give false evidence
and he cannot, in questioning them, make them tell the truth. On the other hand, Jackson doesn't
understand Colonel Ingram's questions, properly and gives answers which damage the case. The decision
of the court deepens the lawyer's disillusion.

с) James Smith

Suggested circumstances: James Smith is a witness to Jackson's accident. He is summoned to the

court to give evidence. James Smith sympathizes with Jackson but he testifies against him. He knows
only too well what will happen if he tells the truth.

VI. Find evidence in the text to support the following statements:

 1. Jackson's situation was wretched. 2. The company employed very efficient lawyers. 3. The
witnesses were afraid to testify in Jackson's favour. 4. "Law is one thing and right is another thing," said
Jackson's lawyer. 5. Avis was compelled to admit that Ernest was right.

VII. Suggest a title for the text and give reasons for your choice.

VIII. Give ail possible Russian equivalents for the parts in bold type;

1. We should teach children how to cross the street safely. 2. You should be doing your home-work
instead of watching TV. 3. You are sure to meet interesting people there. You shouldn't miss the
opportunity. 4. You don't look well. You should have stayed at home. 5. "I ought not to have obeyed Mrs.
Clowes," Mr. Cowlishaw thought as he came to. 6, I happened to meet him in the Caucasus. 7. I happened
to have heard about him 8. How did she happen to learn about it? 9. We happened to be studying the same
problem. 10. He seemed to like our suggestion. 11. The witnesses seemed to have been bribed. 12. Bill
should have gone to a doctor at once. 13. You might at least offer me a cup of tea. 14. Why didn't you
come? You might have helped me. I had to move the heavy furniture by myself.

IX. Translate the following sentences using the structural patterns:

1. Ей не следует напоминать ему об этой ошибке. Это было так давно. 2. Мне жаль, что вы не
пришли проводить его. Вам следовало бы отложить все. 3. Тебе не следовало бы сообщать ему эти
новости. Теперь он очень огорчен. 4. Простите, мне не следовало бы этого говорить. 5. Она,
вероятно, сердится на меня. Я не должна была говорить с ней так резко. 6. Я постучал несколько
раз, прежде чем он впустил меня. "Почему ты так долго не открывал?" - спросил я. 7. Случилось
так, что в этот момент мимо проходил наш учитель. 8. Я случайно знаю этого человека. 9. Каким
образом вы заблудились вчера? 10. Вы, кажется, знаете здесь всех. 11. Ему, кажется, нравится его
профессия. 12. Джон мог бы остаться дома и провести этот вечер с женой, но он все-таки ушел к
друзьям. 13. "Вы хотя бы предложили мне стул". -"Ох, извините, пожалуйста". 14. Вы могли бы
предупредить меня заранее. Я бы пришла пораньше. 15. "Мне могли бы дать работу сторожа, а
они дали ее кому-то еще".

X. Give English equivalents for the following short sentences (see Vocabulary and; Ex. Ill):

1. Зрители тряслись от смеха. Дети дрожали от холода. У него дрожали руки от волнения. Он
содрогнулся при этой мысли. 2. Она первая нарушила молчание. Он никогда не нарушал правил.
Рассветало. Машина сломалась. У него ухудшилось здоровье. Когда вспыхнул пожар? Через
несколько дней началась война. 3. После болезни девочка долго не могла ходить. Она была не в
состоянии нести тяжелый чемодан. Она не способна на обман. Вы думаете, она способна на это? 4.
Мне пришлось быть свидетелем забавной сцены. 5. Ему всегда давалась физика. Он хорошо
решает кроссворды. Она не сразу поняла намек. Раздался телефонный звонок, но он долго не
поднимал трубку. Они сразу заметили опасность. 6. Я хочу обратить ваше внимание на это
правило. Вам следует уделять больше внимания орфографии. Эта картина привлекла всеобщее
внимание. 7. Наводнение причинило большой ущерб городу. Пароход был сильно поврежден. Она
повредила себе руку. Это может повредить его репутации. 8. Нам не в чем ее упрекнуть. Кто
виноват в том, что произошло? 9. Вот что я вам скажу: так не ведут себя. Мне нравятся все его
романы за исключением последнего. У Джейн было такое чувство, что от нее что-то скрывают.
Мистер Каулишо был всего-навсего "любителем", как выразился Рэннок. Я запаздываю с этой
работой. Я сомневаюсь, выиграет ли он дело. Он первым давал показания.

XI. Suggest Russian equivalents for the word combinations in bold type and explain the use of the
synonyms in the following sentences:

1. "You are very young, Jane. That is why I fear for you." "I'm fairly experienced in the world
and capable of taking care of myself." 2. Why it did not upset me, I am unable to offer any reason. 3.
He had been unable to entertain as he had wished at Christmas, and he wanted to do something now. 4.
We found there were cars at Vadheim and Jane was able to arrange for one of these to take us on to
Olden. 5. Any day she might decide to go, and I wouldn't be able to think of an excuse to hold her back.
6. "I suppose you are incapable of appreciating what a fine piece of work it was." 7. Was it possible that
someone in this house could treat me kindly? I measured Jan Pryott with more caution than I  would have
been capable of only a few hours before. 8. I saw then that he was trembling with fright ... His hands
were shaking and his eyes were fixed on mine. 9. Favel looked grey, rather shaken. I noticed  his hands
trembling as he held the match. 10. She stood with her bare feet upon the floor and shivered. 11. A little
wind sprang from nowhere and blew into my face. I shivered for no reason. 12. Mrs. Danvers took hold
of my arm and walked me towards the bed. The touch of her hand made me  shudder. 13. I can see him
now shaking with silent laughter. 14. He looked up at the pantry ceiling, which was shaking with the
stamping and shuffling of feet on the floor above. 15. Weeping hysterically, his body shaking, the boy
reached up and threw his arms round his father's neck. 16. He lay for a moment, then quickly, reaching
with trembling fingers for a sheet of paper on the table, he took a pencil and scribbled several lines. 17.
It was difficult to open the door without attracting some attention. 18. The carriage attracted young
Jolyon's attention; and suddenly on the back seat he recognized his Uncle James. 19. "If you've come
here merely to say unpleasant things you'd better go! I don't enjoy your company." She paid no attention
to this. 20. I paid little attention to his words of warning when he insisted that I was not under any
circumstances to go there.

XII. Translate the following situations. Use the active vocabulary of Unit Six for the words and
word combinations in bold type:

1. "Ты должна быть очень внимательной на работе и не нарушать правил, - сказал Кэрри

мастер. - Если будешь работать недостаточно быстро, ты можешь повредить себе пальцы". 2.
Уже рассвело, а Кэрри все еще не могла заснуть. У нее болела голова, и ее всю трясло. Всю
неделю стояла холодная, сырая погода, а у нее не было подходящей одежды. Не удивительно, что
она простудилась! "Пожалуй, я останусь дома. Я совершенно не в состоянии идти на работу, -
думала Кэрри. - А что если меня уволят, и мне придется опять искать работу!?" Она содрогнулась
при этой мысли. 3. Кэрри была хорошенькой и всегдапривлекала к себе внимание. Однако она
не могла позволить себе хорошо одеваться, и ей недоставало хороших манер. 4. Однажды она
познакомилась с молодым человеком. Он был хорошо одет и произвел на нее большое
впечатление. Он пообещал ей, что свяжется с ней, как только вернется из деловой поездки. 5.
Прошло уже больше двух недель, а Кэрри ничего не слышала о нем. "Как бы мне хотелось увидеть
его поскорее", -думала Кэрри. 6. Наконец пришло долгожданное письмо! Дрожащими
руками Кэрри вскрыла конверт. 7. Друэ (Drouet) предложил Кэрри уйти от сестры и снять
комнату. Он был готов оплачивать все расходы, пока Кэрри не найдет подходящей работы. 8.
Кэрри немного поколебалась, но затем приняла его помощь. 9. У Кэрри не хватало мужества
сказать сестре, что она уходит от нее, и она написала ей записку. 10. Когда Минни прочла записку,
она расплакалась. "Я виновата в том, что случилось. Нам следовало бы отнестись к ней более
внимательно; Бедная Кэрри!" 11. "Ты ни в чем не виновата, -сказал ей муж. -Мы сделали для нее
все, что могли". 12. После того как Эвис поговорила с адвокатом и свидетелями, которыедавали
показания в суде, она поняла, что Эрнест был прав. Джексон был ни в чем не виноват и должен
был бы получить компенсацию. Он проиграл дело, так как компания держала опытных
адвокатов, которые знали, кому угождать. 13. Эверхард не сомневался, что полковник
Ингрэм умело вел перекрестный допрос и что Джексон был не в состоянии доказать, что
правда была на его стороне. 14. Ему не повезло. Автобус сломался, и он опоздал на последний
поезд.

XIII. Make up short dialogues using the following structural patterns:

a) should have done; clauses of unreal condition (did ... would do, had done ... would have done, had
done ... would be doing); I.should/ would say; might have done; I wish you would

b) now that; you didn't have to; might do; to seem to be doing; needn't be (do)

XIV. Re-id the story and retell it following the outline given below. Make a list of the words and
word combinations in the text which you could use to develop each point.
 PATIENTS NEEDED

Hospitals are getting more efficient these days and have cut down the time it takes to get a bed for
you. The reason for this is that there is a surplus of beds, and in order to survive, a hospital must keep
them full. This is good and it's bad.

I went to visit a sick friend at the hospital the other day. I had to go to the information booth, which
also handled the admitting procedure.

Before I could ask what room my friend was in the lady took down my name, age, occupation, filled
out a slip and rang a bell. I was just about to tell her I was only visiting a friend when two attendants
arrived with a wheel-chair, placed me in it and started me down the hall.

"I'm not sick," I yelled. "I'm just looking for a friend."

"When he comes," one attendant said, "we'll send him up to your room."

"He's here already," I protested.

"Good. Once we have you in bed he can come up and see you."

I found myself in a snail room marked "Private. * Check With Nurse Before Knocking." The
attendant stripped me, gave me a weird, short nightgown that tied in the back, a water pitcher and turned
on the television set hanging from the ceiling.

"If you need anything, press the button."

"I want my clothes back."

"Oh, you can trust us," the attendant said. "Even if the worst happens we will see that your widow
gets everything."

***

I was trying to figure how to escape out the window when Dr. Ward came in with several of his
students.

"Thank heavens you finally came," I said.

"It hurts that bad?" he asked.

"It doesn't hurt at all," I retorted.

Dr. Ward looked worried. "If you don't feel any pain, that means it's much more serious than we
thought. Where did it originally hurt?"

"It didn't hurt anywhere."

Dr. Ward nodded sympathetically and turned to his students:

"This is the toughest kind of patient to handle because he refuses to acknowledge that he is ill. He
will never be well again until he gets over the delusion that he is in perfectly good health. Since he won't
tell us where it hurts we'll have to do exploratory surgery to find out for ourselves."

"But I don't want an operation."

 Dr. Ward nodded. "No one does, but wouldn't it be better to get it out now rather than later?"

"There's nothing to get out! Everything is in order."

"If it was," said Dr. Ward, writing on a chart, "you wouldn't Le here."

***

The next morning they shaved all the hair off my chest and refused to give me breakfast.

Two attendants arrived and placed me on a rolling stretcher. The head nurse walked along beside
me. A minister brought up the rear. I looked for help from anywhere. There was no one.

Finally, I was wheeled into the operating-room. "Wait," I said. "I have something to tell you. I'm
deathly sick but I have no medical insurance.I can't even pay for the anaesthesiologist."

The anaesthesiologist turned off the valve on the machine. "And I have no money to pay the doctor,"
I said. The doctor started to put his instruments away.

Then I looked at the head nurse. "I can't even pay for the room."

Before I knew it, I was back in my civilian clothes and out on the street, thrown there by the two
attendants who had first wheeled me in.

I went back to ask what room my friend was in but the admitting clerk looked at me coldly and said,
"We don't ever want to see you in this hospital again."

(By Art Buchwald. "Moscow News", June, 1978)

Outline

I. Mr. Brown is taken for a patient. No one listens to his protests.

2. In an instant he finds himself in a private hospital room.

3. Dr. Ward declares him a very dangerous case.

4. He is wheeled into the operating-room. Everything's ready for the operation.

5. At the crucial moment he finds a way out.

6. He's turned out and told to never come back to the hospital again.

XV. Make up situations based on the story "Patients Needed" using the following word
combinations and structural patterns:

to tremble with anger; to shudder at; to be unable to do; to call smb's attention to; to be provided for;
to afford; to treat smb; to be quick to do smth; should have done; to be to blame for smth; to pay attention
to; to seem to have done

In American hospitals they have many little private rooms for one patient with all kinds of conveniences.
*

They are of course very expensive.

 ADDITIONAL MATERIAL

VOCABULARY EXTENSION

Read the following excerpts from the book "The Iron Heel" by Jack London. Retell them following
the outline making use of the word combinations listed after each point:,

1. The more I thought of Jackson's arm, the more shaken I was. For the first time I was seeing life.
My university life, and study and culture, had not been real. I had learned nothing but theories of life and
society that looked all very well on the printed page, but now I had seen life itself. Jackson's arm was a
fact of life.

It seemed monstrous, impossible, that our whole society was based upon blood. And yet there was
Jackson. I could not get away from him. He had been monstrously treated. His blood had not been paid
for, in order that a larger dividend might be paid and I know a score of families that had received those
dividends, and by that much had profited by Jackson's blood.

Down in the depths of me I had a feeling that I stood on the edge of a precipice. It was as though I
were about to see a new and awful revelation of life. And not I alone. My whole world was turning over.
There was my father. I could see the effect Ernest was beginning to have on him.

2. I met Colonel Ingram at a church reception. Him I knew well and had known well for many years.
I trapped him behind large palms and rubber plants, though he did not know he was trapped. He met we
with the conventional gaiety and gallantry. He was ever a graceful man, diplomatic, tactful, and
considerate. And for his appearance, he was the most distinguished-looking man in our society.

And yet I found Colonel Ingram situated the same as the unlettered mechanics. He was not a free
agent. He, too, was bound upon the wheel. I shall never forget the change in him when I mentioned
Jackson's case. His smiling good-nature vanished like a ghost. A sudden, frightful expression distorted
has well-bred face. I felt the same alarm that I had felt when James Smith broke out. But Colonel Ingram
did not curse. That was the slight difference that was left between the working-man and him. He was
famed as a wit, but he had no wit now. And, unconsciously, this way and that he glanced for ways of
escape. But he was trapped amid the palms and rubber trees.

Oh, he was sick of the sound of Jackson's name. Why had I brought the matter up? He did not relish
my joke. It was poor taste on my part, and very inconsiderate. Did I know that in his profession personal
feelings did not count? He left his personal feelings at home when he went down to the office. At the
office he had only professional feelings.

"Should Jackson have received damages?" I asked.

"Certainly," he answered. "That is, personally, I have a feeling that he should. But that has got
nothing to do with the legal aspects of the case."

He was getting his scattered wits slightly in hand.

"Tell me, has right got anything to do with the law?" I asked.

"You have used the wrong initial consonant," he smiled in answer.

"Might?" I asked; and he nodded his head.

"And yet we are supposed to get justice by means of the law?"

 "That is the paradox of it," he countered. "We do get justice."

"You are speaking professionally now, are you not?" I asked.

Colonel Ingram blushed, actually blushed, and again he looked anxiously about him for a way to
escape. But I blocked his path and did not offer to move.

"Tell me," I said, "when one surrenders his personal feelings to his professional feelings, may not
the action be defined as a sort of spiritual mayhem?"

I did not get an answer. Colonel Ingram had ingloriously bolted, overturning a palm in his flight.

3. I saw Mr. Wickson and Mr. Pertonwaithe, the two men who held most of the stock in the Sierra
Mills. But I could not shake them as I had shaken the mechanics in their employ.

They talked to me in fatherly ways, patronizing my youth and inexperience. They were the most
hopeless of all I had encountered in my quest. They believed absolutely that their conduct was right.
There was no question about it. They were convinced that they were the saviours of society, and that it
was they who made happiness for the many. And they drew pathetic pictures of what would be the
sufferings of the working class were it not for the employment that they, and they alone, by their wisdom,
provided for it.

4. I was not surprised when I had my talk out with Mrs. Wickson and Mrs."Pertonwaithe. They were
society women. Their homes were palaces. They had many homes scattered over the country, in the
mountains, on lakes, and by the sea. They were tended by armies of servants, and their social activities
were bewildering. They patronized the university and the churches. They were powers, these two women,
what of the money, that was theirs. They aped their husbands, and talked about the duties and
responsibilities of the rich.

They grew irritated when I told them about the deplorable conditions of Jackson's family, and when
I wondered that they had made no voluntary provision for the man, I was told that they thanked no one
for instructing them in their social duties. When I asked them flatly to assist Jackson, they as flatly
refused. Their reply was that they were glad of the opportunity to make it perfectly plain that no premium
would ever be put on carelessness by them; nor would they, by paying for accidents, tempt the poor to
hurt themselves in the machinery.

Outline

1. Avis is shaken by the results of her investigation (the more she thought ... the more shaken she
was; to be monstrously treated; down in the depths of; to have a feeling that ...; to stand on the edge of a
precipice; to be'about to see; to have an effect on smb).

2. Avis speaks to Colonel Ingram who turns out to be two different persons (to know smb well;
graceful, diplomatic, tactful, considerate; as for his appearance; distinguished-looking; to mention
Jackson's name; to vanish like a ghost; to distort smb's face; to look out for a way of escape; to be
trapped; to be sick of the sound of; it was inconsiderate of; to bring up the matter; (not) to count personal
feelings; to receive damages; to have got nothing to do with the law; to blush; to block one's way; to
overturn a palm).

3. Avis speaks to people of her own class (to hold most of the stock; to talk to smb in fatherly ways;
to patronize smb's youth and inexperience; to provide employment for smb; to be scattered over the
country; social activities; to patronize the university; to grow irritated; to refuse flatly; to be glad of the
opportunity; to make it plain; to tempt smb to do smth; to hurt oneself in the machinery; to pay for
accidents).

Suggested Topics for Discussion

1. The change in Avis's outlook after the investigation of Jackson's case.

2. The class Avis belonged to and her attitude towards it.

3. Law and justice in bourgeois society as shown in the excerpts from "The Iron Heel".

4. The struggle of the working people for their rights in capitalist countries today.
 REVISION 1

PRACTICE MAKES PERFECT

I. Reproduce the following situations based on the works of famous English and American authors.
Make sure that you use the active vocabulary:

1. After the Micawbers moved to another town David felt very lonely and decided to run away to
Dover and look for his only relative Miss Betsy Trotwood. They had never been in touch, but David
hoped that his aunt would let him stay with her.

2. It took David a whole week to get to Dover. When he reached the town he wandered aimlessly
about the streets for some time as he did not dare to ask anybody for help. He was afraid he might be
taken for a beggar and sent to a work-house.

He really did look terrible. His eyes were red from lack of sleep and his clothes were ragged and
shabby, and he had no jacket.

3. Towards evening he found himself on the outskirts of Dover. He felt faint with hunger and
fatigue. No wonder, for he had hardly eaten anything on the way (it was not surprising, for he had hardly
eaten...)!

4. He sat down by a garden fence and burst into bitter tears: he had lost all hope of ever finding his
aunt.

He must have fainted from hunger and exhaustion; when he came to and looked up he saw an
elderly woman standing in front of him. There was a severe expression on her face.

It was none other than Miss Betsy Trotwood, but David did not know that, as he had never seen his
aunt.

"Boy, what are you doing here? Go away!"

David did not move. He only stared at the woman.

"Go away, do you hear?" she said sharply.

The voice must have roused David from his state of wretchedness. He rose, holding on to the fence.

"I'm looking for Miss Betsy Trotwood, but nobody knows where she lives," David said, making a
great effort to pull himself together.

5. There was a silence. An expression of amazement appeared on the woman's face. For a few
seconds she stared at David as if trying to remember something...

"Why, you are David Copperfield, aren't you?" she suddenly exclaimed. "You look very much like
my poor nephew. My God! How cruelly they have been treating you... but I'll take revenge on them..."

The next minute she was dragging David towards the house.

David was scared out of his wits.

 II

1. When I was twenty-seven years old, I was a mining-broker's clerk in San Francisco. I was alone
in the world, and had nothing to depend upon but my wits and a clean reputation; but I hoped to be rich
some day.

My time was my own on Saturday afternoons, and I used to spend it on a little sail-boat on the bay.
One day I ventured too far, and was carried out to sea. Just at nightfall, when hope was about gone, I was
picked up by a small brig which was bound for London. It was a long and stormy voyage, and they made
me work my passage without pay, as a common sailor. When I stepped ashore in London my clothes were
ragged and shabby, and I had only a dollar in my pocket. This money fed and sheltered me for twenty-
four hours. During the next twenty-four I went without food and shelter.

2. I was slowly walking along the street, looking at passers-by when I felt I was being followed. I
looked back and saw an elderly man behind me.

"What do you want of me? Why are you following me?"

"Excuse me, could you come to that house with me?" he said, pointing to a house on the other side
of the street. "They are waiting impatiently for you there."

I was about to say "No, I won't" but checked myself. I was curious to know what it was all about.

"They must have taken me for somebody else," I thought, following the man.

3. I was shown into a richly-furnished dining-room. There were two gentlemen there. They were
having breakfast. At the sight of the delicious food on the table I felt giddy. I stood staring at them
holding tight on to the chair. I hoped that they would give me something to eat, but they did not even
offer me a cup of tea!

4. "We've been watching you for some time and have come to the conclusion that you are the right
man for us," said one of them.

"We have decided to offer you a job," said the other.

My wonder grew. "What job?" I asked.

They did not seem to pay any attention to my question, as the one who spoke to me first said; "We
won't go into details. Here's a letter for you. It explains everything. We wish you luck. We hope that you
will live up to our expectations. Good-bye."

5. The servant showed me to a front door and I again found myself in the street.

The street seemed unfamiliar to me. For a while I stood in front of the closed door without
understanding what had really happened and what those two gentlemen wanted from me.

"They must have been playing a trick on me," I thought. "If I had known that nothing would come
of it I would never have gone in there. No doubt they've taken me for somebody else," I thought, and
started off down the street.

"Can they really have played a trick on me?! If they did I shall get even with them somehow..."

6. I was so angry that I completely forgot about the letter they had given me. Only after I had
calmed down a little did I find it in my pocket. What I saw in the envelope was beyond my wildest hopes.
There was money in it!
 "What a fool I am to have been carrying such a treasure in my pocket! If I had opened the envelope
earlier I would already be sitting in a restaurant ordering a good dinner!"

And I rushed to a cafe which I had noticed round the corner.

7. At first the owner wouldn't let me in, saying that his cafe .was not a charity institution. I
understood that he had taken me for a beggar. "Don't worry, I'll pay," I said, taking out the money and
holding it out to the owner. The sight of the money must have struck him dumb because he stared at the
bank-note in amazement, unable to utter a word.

It was then that I saw what I was holding in my hand! I nearly fainted. A million-pound bank-note!

For a while we were both silent. I was the first to pull myself together and said as if nothing
extraordinary had happened: "I am sorry if it is inconvenient for you to change it, but I don't happen to
have any other money with me..."

My voice seemed to have roused him from his state of shock and he came to himself again. He made
a thousand apologies for not being able to change the bank-note. He kept on looking at it, but shrank from
touching it as if it were something sacred. Then he stammered out: "Pardon me, sir, I don't at all mind
your having lunch in my cafe... I wish you would always have your meals here... anything you wanted,
any time you choose..."

After lunch I read the letter. For some reason the gentlemen wanted me to use the money in any way
I pleased and return it in a month.

III

1. Alice and Jane were artists. They lived on the outskirts of New York in a small studio. They
worked at a porcelain factory where they earned a poor living. But they had one treasure - their friendship
- which helped them to bear every hardship.

One night on the way home from the factory Jane felt a sharp pain in her chest.

"What's the matter with you, dear?" Alice asked anxiously. "You don't look well."

"I must have caught cold. But it's nothing serious, I think."

"You'd better get into bed at once," said Alice, looking at her friend's swollen eyes. "I'll give you hot
tea and put a mustard plaster on your chest. Let's hope that it will be gone by morning."

"And what if it isn't?" asked Jane. "What am I to do then?"

"Then we'll call in a doctor."

"And what about my work? I can't stay away from work, I'll be sacked."

"One day won't matter. It'll be deduced from your pay. Don't worry, dear. Get into bed," Alice said,
trying to speak in a calm, steady voice.

But she knew only too well what might happen if Jane was taken seriously ill.

All night Jane tossed and turned, unable to get to sleep. In the morning she had a splitting headache
and breathed with difficultly.
 "You'll have to call in a doctor," whispered Jane, and Alice could hardly recognize the girl's voice in
this weak hoarse whisper.

2. The doctor examined the sick girl and said: "The case is serious, she has pneumonia. You should
have had a doctor in earlier, but with proper care she will recover in a couple of weeks."

Proper care! Couple of weeks! Alice thought anxiously. She would certainly do her best, but she had
only a few dollars left to pay the doctor, and they had fallen behind with their rent already!

Alice held out the few dollars she had and said:

"Excuse us, but we don't have (haven't) enough money to pay you now. I'll give you the rest in a day
or so."

The doctor frowned. He was about to say something but thought better of it.

3. For a week the patient's state was very serious. Alice looked after her friend, trying not to show
her anxiety. She did not grudge the expense. She sold everything that could be sold. She worked day and
night, but she earned very little.

At last Jane recovered. She immediately started looking for a job. Every day she left the house in the
morning and came back home in the evening tired and hungry. But there was no job for her. There were
hundreds of unemployed crowding the factory gates and offices. Jane was in despair.

IV

1. Old Ellsworth's daughters were on the verge of a nervous breakdown. In spite of the fact that they
spied on the old man day and night and took every precaution to prevent him from buying unnecessary
things, their efforts were in vain. Old Ellsworth would not listen to anybody.

The only person who seemed to enjoy his confidence was Doctor Caswell. The latter spared no
effort to cure the old man of his illness, but so far all his attempts had failed. However, Doctor Caswell
lacked neither patience nor persistence, and he did not lose hope.

2. One day Doctor Caswell came to visit his patient. The old man was sitting in his armchair reading
a newspaper. When the doctor came into the room the old man put the newspaper aside and said
mockingly, looking the doctor up and down.

"Well, doctor, have you got something new to offer me today?"

"You're right, Mr. Ellsworth. A brilliant idea has occurred to me. Why shouldn't you take up art? I'm
sure you'll make a good artist... How does the idea strike you?"

"But, doctor, I haven't got the slightest idea about how to paint! I've always been a businessman.
How can I ..."

Mr. Ellsworth checked himself. "Well, now that I come to think of it, I don't mind learning a bit of
painting..."

"Fine, it's settled then, Mr. Ellsworth. We shall find a young artist to teach you and you will very
soon get acquainted with modern art," the doctor said cheerfully.

3. That day Doctor Caswell spoke to the old man's daughters and explained to them what he was
going to do.
 "Dear Doctor, we have grave doubts whether it will cure the old man of his mania, but we agree to
everything (consent to it)."

"I assure you, it is a splendid method of treatment. I wish I had suggested it earlier. If I had thought
of it some years ago, Mr. Ellsworth would be quite well now and would not be giving you so much
trouble."

4. The whole of the next week the old man was busy reading books on art. Then a student from the
Art School began to teach him painting. It was quite a job! But the student needed money and he did
everything he could to please Mr. Ellsworth.

5. One day the student suggested going to the local gallery to see an exhibition of modern art which
had just opened there. The old man was about to refuse but then all of a sudden he agreed, as if an idea
had struck him.

At the exhibition the old man got into conversation with cne of the visitors. The student did not
interfere. He did not even know what was the subject of their conversation. He only noticed that the old
man looked very pleased.

All the way home old Ellsworth was in high spirits. He kept talking about art, about the pictures
which he had just seen and about how glad he was to have taken up art.

The student wondered as he listened to him. Never before had he seen the old man in such a
splendid mood. He thought that painting was really doing him good.

6. When old Ellsworth returned home, he declared:

"I'm going to have my pictures exhibited at the gallery next week. I bet you anything my pictures
will be the best."

Everybody kept silent. The pictures the old man was painting were monstrous, but nobody argued.
They were afraid that he might have a heart attack if he got angry. It did not occur to anybody that the old
man had already devised a plan to get even with them.

You know what happened afterwards.

Naturally the student was to blame for everything. He should not have let the old man speak to the
stranger at the exhibition. What could the poor student have done?

"Now I'm going to tell you about a funny thing that happened in our family," began Herman
Thurber, "if I had not seen it with my own eyes I would never have believed it. This is how it all
happened.

One night my younger brother Roy could not get to sleep. He had a headache and was slightly
feverish. He had been tossing and turning for a long time when all of a sudden a brilliant idea struck him.
He decided to play a joke on Father.

The clock had just struck two when Roy stole into Father's bedroom which was next to his. He
shook Father by the shoulder and said in a low voice: "Get up! Your time has come!"

Father awoke and for a while stared at Roy without understanding anything.

"What's the matter? Why aren't you in bed? Has anything happened to Mother?"
 "Get up, your time has come," repeated Roy, without paying attention to Father's questions.

"He must have gone mad! He's been sick the whole day... we should have called a doctor," thought
poor Father.

Trying to keep his presence of mind Father said in a gentle voice as if nothing had happened:

"Wait for me here. I'll be back in a minute."

He flung the door open and rushed to his wife's bedroom.

"Get up, I think Roy must be seriously ill. He's been saying such strange things!"

"You must have had a bad dream!" said Mother. "It's those detective stories you read. If you did not
read them before you went to bed, you would never have nightmares."

"You are free to think whatever you please, but I tell you, I've just been talking to him. I can't have
imagined it. You, you, all of you take me for an idiot..." Father began, losing his temper completely.

"Oh, please, don't get agitated, it's bad for you. I'm sure Roy is sleeping peacefully in his room."

2. Meanwhile Roy had got into bed and was pretending to be a-sleep. When Father and Mother
entered his room Roy seemed to be fast asleep. Mother said:

"The boy is not to blame. You've had a bad dream and waked everybody up. You shouldn't have
been reading that book you bought yesterday when you were in bed. You must be convinced now that
reading it is not doing you any good."

Father was silent, unable to understand enything.

That night he did not sleep a wink. One thought went through his mind, "And what if I really did
dream all that?"

At breakfast he resumed the conversation trying to convince them that Roy had come to his
bedroom in the night. But nobody believed poor Father.

II. Insert prepositions if necessary:

1. The girl arrived ... the town ... a Friday morning. 2. The professor was still ... his vacation and she
left a message ... him ... his secretary. 3. She wished she could get this job. It meant a lot ... her. 4.
Everyone's impression ... him was quite favourable. 5. There was something kind and sincere ... the old
man. 6. She couldn't help sympathizing ... him. 7. He would have been amazed ... any expression of
sympathy. 8. Have you ever had any experience ... dealing ... children? 9. He apologized ... the hostess ...
coming so late. 10. The accident prevented him ... arriving ... time. 11. We doubted ... the truth ... his
story. 12. He failed to convince us ... the truth ... his story. 13. ... dinner we asked him many questions ...
his immediate plans. 14. Would you care ... a walk? 15. He insisted ... taking us ... the garden. 16. We'd
better join ... the ladies. 17. You shouldn't wonder ... his saying this. 18. He has always been rude ... his
sister. 19. She couldn't help bursting ... tears. 20. The boy trembled ... the thought that somebody might
catch him. 21. He fainted ... nervous excitement. 22. She felt faint ... fatigue. 23. If any of our friends
call ... us tell them to wait a little. 24. He was dozing ... the newspaper when the telephone rang. 25. They
were glad to stay ... us ... a week. 26. She could repeat the message word ... word. 27. It was difficult to
cure him ... this habit. 28. She has been having treatment ... kidney trouble ... some time. 29. The
witnesses testified ... him ... the trial.
III. Read the story and retell it. Then, using it as a basis, think of sentences which will contain
clauses of unreal condition:

M o d e l : If Pyecraft had taken his friend's advice, nothing would have happened to him.

THE TRUTH ABOUT PYECRAFT

I made the acquaintance of Pyecraft in the smoking-room of the club. I was a young, nervous new
member, and he saw it. I was sitting all alone, wishing I knew more of the members, and suddenly he
came, a great rolling figure, and sat down in a chair close by me, and lit a cigar, and then addressed me. I
forgot what he said - something about the matches not lighting properly, and afterwards as he talked, he
kept stopping the waiters one by one as they went by, and telling them about the matches in his thin
piercing voice. But, anyhow, it was in some such way we began our talking. He talked about various
things and came round to games. And then to my figure and complexion. I suppose I am slender, slender
to what some people would call lean, and I suppose I am rather dark, still - I am not a-shamed of having a
Hindu great-grandmother, but, for all that, I don't want casual strangers to point it out. So that I was set
against Pyecraft from the beginning.

But he only talked about me in order to get to himself.

"I expect," he said, "you take no more exercise than I do, and probably you eat no less." (Like all
excessively fat people he fancied he ate nothing.) "Yet" - and he smiled a cunning smile - "we differ."

And then he began to talk about his fatness and his fatness; and all he did for his fatness and all he
was going to do for his fatness; what people had advised him to do for his fatness and what he had heard
of people doing for fatness similar to his. "I'd give anything to get it down," he said, staring at me,
"anything."

He came to the actual thing one day. "Our Pharmacopoeia," he said, "our Western Pharmacopoeia,
is anything but the last word of medical science. Yet, in the East I've been told..."

He stopped and stared at me. There was something in his manner as though he knew I might help
him.

I was quite suddenly angry with him. "Look here," I said, "who told you about my great-
grandmother's recipes? Every time we've met for a week you've given me a broad hint about that secret of
mine."

"I had it from Pattison," he said and pursed his mouth.

"Pattison," I said, "took that stuff at his own risk. My great-grandmother's recipes are queer things to
handle. Even the smell of them... No! I do not darel"

But it was impossible to get rid of him. I felt annoyed and at last I said, "Well, take the risk!"

Next day I brought the recipe Pyecraft had been asking for.

"Look here," I said to Pyecraft, "so far as I can make it out, this is a recipe for Loss of Weight. I'm
not absolutely sure, but I think it's that. And if you take my advice, you'll leave it alone. Because, you
know, Pyecraft, my ancestors on that side were, so far as I can gather, a jolly queer lot. See?"

"Let me try it," said Pyecraft.

I leant back in my chair. "What in Heaven's name, Pyecraft," I asked, "do you think you'll look like
when you get thin?"
 He refused to listen to reason. I made him promise never to say a word to me about his disgusting
fatness again whatever happened - never, and then I handed him the recipe.

For a month after that I saw Pyecraft constantly at the club and as fat and anxious as ever. He kept
our treaty, but at times he broke the spirit of it by shaking his head despondently.

I could have fancied he had given up the whole thing when I saw him one day talking to three new
members about his fatness as though he was in search of other recipes. And then, quite unexpectedly, his
telegram came.

"For Heaven's sake come. - Pyecraft."

I got Pyecraft's address from the hall porter and started off.

A woman with an anxious face opened the door for me. I gave my name and she said, "Mr. Pyecraft
is waiting for you." And then, confidentially, "He locked himself in yesterday morning and hasn't let
anyone in since, sir."

When I knocked at the door I could hear a curious pattering upon it almost like someone feeling for
the handle in the dark. But for a long time the door didn't open. Then I heard the key turn and Pyecraft's
voice said, "Come in."

I turned the handle and opened the door. Naturally I expected to see Pyecraft. Well, you know he
wasn't there! I never had such a shock in my life. There was his drawing-room in a state of untidy
disorder, plates and dishes among the books and writing things, and several chairs overturned, but
Pyecraft ─ ─

"It's all right, shut the door," he said, and then I discovered him.

There he was right up close to the cornice in the corner by the door, as though someone had glued
him to the ceiling. His face was anxious and angry. He panted and gesticulated.

"How the deuce," said I, "are you holding on up there?"

"It's that prescription," he panted, as he tried to climb down the wall to me. "Too successful. Loss of
weight - almost complete."

And then, of course, I understood. "By Jove, Pyecraft, what you wanted was a cure for fatness! But
you always called it weight! You would call it weight!"

Somehow I was extremely delighted. I quite liked Pyecraft for the time. "Let me help you," I said,
and took his hand and pulled him down. "Hold tight to the door!"

I lit a cigar. "Tell me," I said, "what happened?"

"I took a little sip first. It tasted beastly."

"Yes?"

"And as I felt lighter and better after an hour, I decided to take the draught, and then I kept on
getting lighter and lighter -- and helpless, you know."

He gave way suddenly to a burst of passion. "What the goodness am I to do?" he said.
 "There's one thing pretty evident," I said, "that you mustn't do. If you go out of doors you'll go up
and up." I waved an arm upwards.

And then there was another burst of passion, and he kicked, out at adjacent chairs and banged the
floor. He spoke of me and my great-grandmother with an utter want of discretion.

"I never asked you to take the stuff," I said.

And generously disregarding the insults he was putting upon me, I sat down in his armchair and
began to talk to him in a sober, friendly fashion.

I pointed out to him that this was a trouble he had brought upon himself. He had eaten too much.
This he disputed, and for a time we argued the point.

"And then," said I, "you committed the sin of euphemism. You called it, not Fat, which is just and
inglorious, but Weight. You ─ ─"

He interrupted to say that he admitted all that. What was he to do?

I suggested he should adapt himself to his new conditions. I said that it would not be difficult for
him to learn to walk about the ceiling with his hands ─ ─

I spent two whole days at his flat and found myself almost keenly interested. I made all sorts of
ingenious adaptations for him - fixed an inverted bed, ran a wire to bring his bell within reach, turned all
his electric light up instead of down, and so on. It was delightful to think of Pyecraft like some great, fat
blow-fly, crawling about on his ceiling, and never, never, never coming to the club any more...

Then you know, my fatal ingenuity got the better of me I was sitting by the fire drinking his whisky,
and he was up in his favourite corner by the cornice, fixing a Turkey carpet to the ceiling, when an idea
struck me.

"By Jove, Pyecraft!" I said, "all this is totally unnecessary."

And before I could realize the complete consequences of my nol ion I blurted out. "Lead
underclothing," said I, and the mischief was done.

Pyecraft received the thing almost in tears.

I gave him the whole secret before I saw where it would take me. ''Buy sheet lead," I said, "stamp it
into discs. Sew 'em all over your underclothes until you have enough. Have lead-soled boots, carry a bag
of solid lead, and the thing is done! Instead of being a prisoner here, Pyecraft, you may travel ─ ─You
need never fear a shipwreck. All you need do is just slip off some or all of your clothes, take the
necessary amount of luggage in your hand, and float up in the air ─ ─"

In his emotion he dropped the hammer within an ace of my head.

"By Jove!" he said. "I shall be able to come back to the club againl"

The thing pulled me up short. "By Jove!" I said, faintly. "Yes, of course - you will."

(After H. G. Wells)

IV. Read the text and translate it into Russian paying careful attention to the use of the modal
verbs. Make up another dialogue with the same structural patterns:
 THE LOST TIN-OPENER

Maggie, Robert, Jane and Jim are English tourists. They are travelling over Europe by car. Now they
have stopped in a small town for a few days. Maggie has been shopping. She has just come back.

Robert: Oh, there you are at last, Maggie. We're absolutely starving. I hope you've bought a lot of
food.

Maggie: Certainly. Here you are: two tins of herring in tomato sauce, one tin of stuffed paprikas and
a tin of beef. Pass me the tin-opener and I'll make you some stew.

Robert: Where did you pack the tin-opener? It isn't with the cutlery.

Maggie: I may have put it in with the cooker.

Robert: No, it isn't with the cooker either. You must have forgotten to take one.

Maggie: No, I can't possibly have forgotten the tin-opener. It's always the first thing I think of when
I'm packing. I must have put it in some very safe place, only now I can't remember where.

Jane: It might have fallen out and got lost on the way.

Robert: Oh Lord, you women! Can't you ever be methodical? Now think hard, Maggie: where could
you have put it?

Maggie: I might have put it in the glove compartment of the car; but no, that's not very likely. Or I
might have put it with the first-aid kit. No, that's not very likely either.

Robert: Don't tell us where you might have put it. Tell us where you did put it.

Jane: We should have brought a spare one. There's always trouble over tin-openers.

Maggie: Now let me think where else I could have put it. Mmm... I know, I may have put it together
with the tent-pegs. That's quite possible.

Robert: No, I would have noticed it when I put up the tents. Maggie, I'm starving. Please, think of
something soon.

Maggie: I know! I remember Jim using it this morning to open a bottle of orangeade. He must have
pocketed it by mistake. He's always doing things like that.

Jane: Where's Jim, by the way?

Maggie: He's gone into town to change some traveller's cheques. I don't suppose, he'll be back for
some time.

Robert: There's nothing for it, Maggie. We'll have bread and cheese for lunch.

(After H. Andrews "Say it with us")

V. Respond to the following statements expressing probability, doubt, incredulity or near certainty;

M o d e l : A. He has promised to pick us up, but he is not here yet.

B. You needn't worry. He can't have forgotten his promise. He is not a man to let a friend down.
or: B. He may be inquiring the way now. I don't think he has been here before.

or: B. He must have been delayed by traffic jams. It is the rush hour, etc.

1. D'you know, it was he who first told me the story, but he denied it. 2. What happened? Everyone
looks so astonished. 3. D'you know, she didn't even say "Hallo," just stared and then turned away. 4. She
is so agitated. Even her voice is trembling. 5. Believe it or not, he suddenly fainted. 6. The child says he is
in great pain. 7. I can't understand why she is so upset. 8. I waited an hour for them but they never came.
9. I wonder why he refused to come. 10. I can't find my grammar notes anywhere.

VI. Change the following sentences using didn't have to or needn't have done to express absence of
necessity:

M o d e l : a) Why did you wait for him? It was absolutely unnecessary. - You needn't have waited for
him.

b) Everybody knew the new assistant so it was not necessary for me to introduce him. - As everybody
knew the new assistant I did not have to introduce him.

1. If you didn't like their plan it was not necessary to agree to it. I don't see (can't understand) why
you did. 2. It was not necessary to get so worked up. No one was contradicting you. 3. It was not
necessary to go into details, it only made your story boring. 4. Nobody asked me questions so it was not
necessary to make excuses. 5. It was not necessary for Edward to drive his sister home; she had decided
to stay for the night. 6. It was not necessary for me to wait for the bus - a neighbour of mine gave me a
lift. 7. When I came, everything had already been settled, so it was not necessary for me to interfere. 8. It
was not necessary to memorize the text. I didn't want you to repeat it word for word. You should have
read it so that you could retell it. 9. It's all your own fault. Nobody forced you to accept the invitation. But
since you have accepted it, you'd better stick to your word.

VII. Revise the texts included in Units One-Six. Get ready to answer the following questions:

1. How do you think Professor Fox would have described Erik Gorin to his wife? What impressed
him most about the young man? 2. Why did the attendant ask Mr. Cowlishaw if the latter was free and
could receive a patient? Didn't he know that Mr. Cowlishaw was dozing over the Signalwith absolutely
nothing to do? 3. Why did Mr. Rannoch call Mr. Cowlishaw "an amateur"? What did "being professional"
mean to each of them? 4. Why did Mrs. Clowes come to Mr. Cowlishavv, a young dentist? She was
running a certain risk, wasn't she? 5. Why did she insist on having her tooth out? It would have been more
reasonable to have had it filled, wouldn't it?"6. Why did Ben accept the invitation to spend a weekend at
the Thayers' when he hated visiting or staying at somebody else's house? 7. Would you say that the day
Ben spent at the Thayers' was rather trying for him? Why? Wasn't he entertained properly? 8. How did
Mr. Drake use popular belief that geniuses are always eccentric? 9. Why did Jackson lose his case? 10.
What did Sidney call "the turning point" in their lives? 11. Why do you think Charlie was employed by
the theatrical agency at once? Had he any experience in acting? 12. Why do you think Brom Van Brunt
always burst into a merry laugh at the mention of the pumpkin? 13. What prompted Thacker to make a
tattoo on the young man's hand? 14. Why did Thacker's plan fail? 15. Could you think of another title to
the story "One Coat of White"? Give reasons for your choice. 16. Do you think the author returned to the
hospital to visit his sick friend?

VIII. Make up dialogues on the following topics:

1. Your studies at the institute.

2. An invitation to a football match (a dance, a party, etc).
3. A visit to a friend who is ill.
4. An unexpected visitor (welcome or unwelcome).

IX. Translate the following situalions in written form:

 I

1. Еле живой, Давид добрался в полдень до окраины Дувра. У него кружилась голова от
голода и усталости. Не удивительно, ведь он шел в Дувр уже целую неделю.

Прежде чем начать поиски (to start one's search for) своей тетки, мисс Бетси Тротвуд, Давид
решил отдохнуть немного и подождать, пока не спадет жара (to grow cooler). Сидя в тени
большого дерева, он думал о своем будущем: "А что если тетя не позволит мне жить у нее? А что
если она отошлет меня обратно к мистеру Мердстоуну?" Эта мысль привела его в отчаяние (to
drive smb to despair).

2. Когда он пришел в город, он стал спрашивать прохожих, не знают ли они, где живет мисс
Бетси Тротвуд, но все принимали его за попрошайку, и никто не желал разговаривать с ним. Давид
долго бродил по улицам города, пока, наконец, не остановился у калитки какого-то сада. В саду
работала женщина. Увидя его, она крикнула: "Уходи, мальчик, мне здесь не нужны попрошайки!"

Давид не двигался. У него было такое чувство, что он нашел именно того человека, который
поможет ему. "Я ищу мисс Бетси Тротвуд, но никто не знает, где она живет... Я уже потерял
всякую надежду увидеть ее когда-нибудь..."

Женщина тотчас же прекратила работу и подошла к Давиду. "Зачем тебе мисс Бетси? Она не
любит мальчиков",- сказала женщина, так пристально глядя на Давида, что тот почувствовал себя
неловко (to feel ill at ease). - "Я Давид Копперфильд, я убежал из дома, там со мной так жестоко
обращались (to treat badly), что я ..."-и Давид расплакался.

Все, что случилось потом, превзошло все ожидания Давида. Едва он произнес эти слова, как
мисс Бетси, ибо это была она, схватила Давида за воротник, и Давид почувствовал, что его
волокут куда-то.

3. Давид, должно быть, потерял сознание от нервного напряжения, так как когда он пришел в
себя, он обнаружил, что лежит на кушетке в очень светлой комнате.

На следующее утро, когда Давид проснулся, он долго не мог сообразить, где он находится.
Он сел на кровати (to sit up) и огляделся. "Где я? Неужели мне все это кажется!?" Он поспешно
встал, подошел (to go over to) к двери и прислушался. Он услышал уже знакомый ему голос.
Теперь он вспомнил, что с ним приключилось: он убежал из дома и нашел свою тётку.

II

1. Уже несколько часов я бродил по городу, голодный и несчастный, когда мое внимание
привлекло окно ресторана. Я не мог не остановиться перед ним. "Как бы мне хотелось войти и
заказать хороший обед!" - подумал я, рассматривая (глядя на) вкусные вещи, которые были
выставлены там. Но я не мог позволить себе даже чашки кофе!

2. Вдруг я почувствовал, что за мной наблюдают. Я оглянулся и увидел высокого, седого

мужчину, похожего на слугу. Он подошел ко мне и сказал, указывая на дом рядом с рестораном
(next to): "Не могли бы вы подняться со мной на второй этаж?"

3. Поднимаясь за ним по лестнице, я не мог не удивляться, что все это значит. Меня провели
в богато обставленную столовую, в которой сидели за завтраком два джентльмена. Я сразу
почувствовал слабость от голода. Я уставился на еду, надеясь, что они дадут мне что-нибудь
поесть, но джентльмены и не подумали поделиться (to share) со мной своим завтраком!

Однако они поздоровались со мной за руку, спросили, как меня зовут и чем я занимаюсь.
Мои ответы как будто понравились им, и один из них сказал: "Мы решили предложить вам одно
дело. Мы не будем вдаваться в подробности. Зто письмо все объяснит. Могу только сказать, что
если вы не оправдаете моих ожиданий, я проиграю пари".

4. Мне вручили большой конверт, и не успел я оправиться от изумления, как слуга провел
меня к двери, и я снова очутился на улице. Я задыхался от негодования: "Я никому не позволю со
мной так обращаться! Что они хотят от меня? Я не желаю быть замешанным в каком-либо деле (to
be mixed up in)! Если бы я знал, что все так кончится, я бы -не пошел туда... Мне также не
следовало бы брать этот конверт... Интересно, что в нем?"

III

1. К часу дня постоялец миссис Холл звонил несколько раз, требуя завтрака. Но миссис Холл
не обращала никакого внимания на его звонки: она решила не давать ему есть, пока он не заплатит
по счету. Он опять задолжал ей.

2. "Как бы мне хотелось отделаться от него (to get rid of smb)", - говорила она своей соседке.
"Его страннее поведение действует мне на нервы. На днях я наводила справки о нем, но никто не
знает, где он жил, прежде чем приехал в Айпинг".

3. Было пятнадцать минут второго, когда миссис Холл снова услышала звонок своего нового
постояльца. Взяв счет, она сказала: "Пойду и поговорю с ним, я должна решить все раз и
навсегда".

"Простите, сэр. Вы звонили?" - "Да. Я голоден. Я жду завтрака все утро. Вы., должно быть,
забыли обо мне". - "Вовсе нет. Я думаю, вы забыли, что счета следует оплачивать вовремя. Я
очень сожалею, что дала вам лучшую комнату в гостинице..."

Незнакомец быстро подошел к ней. "Я не потерплю, чтобы вы так со мной разговаривали. Вы
не знаете, кто я... Я ученый..."

4. На этот раз миссис Холл не испугалась. Она сказала: "Я не сомневаюсь, что вы гениальный
ученый, но мне нужны мои деньги. Я не имею возможности содержать вас бесплатно. Я разорюсь
(to be ruined). Я настаиваю, чтобы вы заплатили сейчас же. Вот ваш счет". Миссис Холл протянула
ему счет, не глядя на него. - "А вот ваши деньги", -сказал незнакомец. Миссис Холл подняла глаза.
В следующий момент она едва не упала в обморок. Перед ней стоял человек без головы!

5. "Боже мой!" - вскрикнула миссис Холл, дрожа от страха. Она хотела было позвать на
помощь, но не могла произнести ни слова. Она попыталась взять себя в руки. Она выпрямилась и
глубоко вздохнула, но это не помогло. Но тут она почувствовала, что ее подталкивают к двери (to
push smb towards).

Когда она пришла в себя, она увидела, что опять стоит в коридоре перед дверью комнаты
незнакомца. "Не может быть, чтобы мне все это приснилось. Неужели слухи о невидимом
человеке - правда?" - прошептала сна. Она долго не могла прийти в себя.

IV

1. Опустив голову (with his head down), Крейн медленно ехал через лес. Он был в мрачном
настроении. Катрина опять отказалась разговаривать с ним. А ведь он поехал на вечеринку с
намерением сделать ей предложение (to propose to smb)! "Неужели она влюблена в Брома?" - вдруг
подумал он. Он долго не мог успокоиться.

Ночь была темная, вокруг никого не было видно. Тишина начала действовать Крейну на
нервы. Он никогда не чувствовал себя таким одиноким.
 2. Проезжая через темный лес, он вспомнил легенду о всаднике без головы. Он слышал эту
легенду на вечеринке, которую устраивал отец Катрины. Никто иной как Бром рассказывал эту
историю. "А что, если это правда?" Им овладела паника.

3. Вдруг тишину ночи нарушил странный шум. Крейн поднял голову и увидел перед собой
всадника без головы. Крейн едва не упал в обморок. "Кто вы?" - спросил он дрожащим голосом.
"Я тот, который давно ждал случая отомстить тебе..."

4. Бром беззвучно рассмеялся, увидев, как Крейн умчался галопом (to gallop away). "Держу
пари, он больше никогда не вернется в деревню", - сказал он, очень довольный своей шуткой.

5. Всякий раз, когда Брома спрашивали, не знает ли он, что случилось с учителем, он всегда
говорил одно и тоже: он видел, как всадник без головы уносил бедного учителя. Никто не
сомневался в правдивости этого рассказа, так как с тех пор Крейна никто не видел в деревне.

1. Я расскажу вам, как однажды мы похитили (to kidnap) Джонни, сына богатого фермера, в
надежде получить большой выкуп за него (a ransom for). Мы давно мечтали купить кабачок, но
нам не хватало (to be short of) денег. Нам нужна была еще тысяча долларов. И вот тогда-то и
пришла Биллу в голову "гениальная" мысль. Он предложил похитить сына какого-нибудь богатого
фермера и потребовать за него большой выкуп. Сначала мне понравилось это предложение, а
потом... Но давайте я расскажу вам все подробно...

2. Мы отвезли Джонни в пещеру в горах, в которой мы решили его спрятать. Не прошло и

часа (an hour had not passed before...), как мы поняли, какую глупость мы совершили. Джонни был
сущий чертенок (a regular devil). Он пугал нас ужасными криками, зло шутил над нами и не давал
нам ни минуты покоя.

В первый вечер Джонни донимал нас глупыми вопросами: "Сколько времени вы уже живете
в этой пещере? Почему ты уставился на меня, Билл? Что случилось с твоим глазом, Сэм? Ты
попал в катастрофу? Как это произошло? Здесь много змей? Вашу пещеру надо побелить! Ты
лечишься от какой-нибудь болезни, Сэм? Почему у тебя красный нос? Ты простудился? Хочешь,
чтобы я вылечил тебя от насморка, Сэм?" и т. д. и т. п. Конечно, в эту ночь ни я, ни Билл не
сомкнули глаз.

3. Утром я пошел в деревню навести справки о мистере Дорсете и узнать, что там
происходит. К моему удивлению, все было тихо. Ничто не нарушало тишины летнего утра.
Деревня, казалось, дремала. на солнце. Я не видел ни полицейского, ни родителей Джонни,
бегающих взад и вперед в поисках своего пропавшего сына. "Они еще не узнали, что мальчик
исчез. Я лучше напишу письмо мистеру Дорсету и сообщу ему наши условия".

4. Я должен сказать, что, когда мы получили ответ от мистера Дорсета, мы были в панике. В
записке говорилось: "Очень сожалею, джентльмены, но я не могу принять ваши условия. Однако я
предлагаю сделать следующее: если вы принесете мне двести пятьдесят долларов наличными, то я
соглашусь взять сына обратно. Было бы лучше, если бы вы привезли Джонни поздно ночью, когда
все соседи будут крепко спать. Они смогут отомстить вам (отыграться на вас) (to take it out on
smb), если увидят, что вы привезли Джонни обратно..."

5. Письмо произвело на нас такое впечатление, что некоторое время мы сидели молча. Затем
Билл, который был доведен до отчаяния за эти три дня, сказал: "Зачем мы только похитили этого
чертенка!? Это я виноват в этом. Мне не следовало бы давать тебе советы. Какая жалость, нам
придется расстаться с деньгами, которые мы копим уже целый год!"

6. Вечером Билл пришел и сказал Джонни, что отец купил ему ружье для охоты на медведей
(to hunt bears) и будет ждать его вечером дома. "А вы возьмете меня обратно?" - спросил Джонни с
подозрением, оглядывая нас с головы до ног. - "Конечно, конечно", - ответил я, стараясь сохранить
присутствие духа. Я видел, как Билл содрогнулся при этом слове.

7. Мы приняли все меры предосторожности, чтобы Джонни не узнал, что мы намереваемся

делать. Если бы он узнал правду, он бы убежал от нас. Поздно ночью мы покончили с этим делом,
и, несмотря на то, что мы потеряли свои деньги, мы чувствовали себя самыми счастливыми
людьми на свете!