Angliyskiy Yazyk 11 Klass

A.P.
Starkov
B. S. Ostrovsky
к
ж
TEXTBOOK
READER
WORLD YOU
WORLD VOUTrt
FESTIVAL
FOR
AN
IM P E R
SO LI
PE
XIII. P Y O N G Y A N G . 1989 F R IE
TH FESTIVALS
VIII. H E L S I N K I . 1962
IX S O F I A . 1968
^ О E N^
X. B ER LIN . 1973
XI. H A V A N A . 1978
XII. M O S C O W . 1985
А. П. Старков
Б. С. Островский
АНГЛИЙСКИЙ
ЯЗЫК
УЧЕБНОЕ
ПОСОБИЕ
для 11КЛАССА
СРЕДНЕЙ ШКОЛЫ
КНИГА Д Л Я ЧТЕНИЯ
Составитель
Б. С. Островский
Д оп ущ ено
Министерством народного образован ия
РСФСР
4-е ИЗДАНИЕ
МОСКВА
«ПРОСВЕЩЕНИЕ»
1991
ББК 81.2Англ-922
С77
Условные обозначения
0 Этим значком отмечены упражнения, записанные на грам

пластинках.
► Таким значком помечены упражнения для домашнего задания.
RG Такое сокращение обозначает “Reference G ra m m a r” («Грам
матический справочник»).
IWL Такое сокращение обозначает “International Word List”
(«Список интернациональных слов»).
И1ГП1 к°й значок напоминает о задании по домашнему чтению,
IIIU1U1 к о т о р о е учащиеся выполняют в течение следующей недели,
ф Такой значок в «Текстах для чтения» стоит рядом с упраж
нениями.
* Этим значком в текстах отмечены слова, включенные в страно
ведческий справочник ( “ References” ).
В конце учебного пособия дан англо-русский словарь. Слова
со звездочкой, данные в нем, встречаются только в текстах.
СВЕДЕН ИЯ О ПОЛЬЗОВАНИИ УЧЕБНИКОМ

Состояние учебника
№ Ф амилия и имя ученика Учебный год
в н ач ал е года в конце года
1.
2.
3.
4.
Старков А. П., Островский Б. С.

С77 Английский язык: Учеб. пособие для 11 кл. сред. шк. /
А. П. Старков, Б. С. Островский. Книга для чтения / Сост.
Б. С. Островский.— 4-е изд.— М.: Просвещение, 1991.—
224 с.: ил.— ISBN 5-09-003090-1
43060216000— 171
С — — —— имф. письмо — 91, № 129 ББК 81.2Англ-922
IO u (w u )“ a l
ISBN 5-09-003090-1 © Издательство «Просвещение», 1986

I
Unit 1
§ 1
1. Read, the text, answ er the questions and say how your Lesson on
Peace was organized:
A Lesson on Peace
It has become a tradition with all progressive people in the
world to m a rk 1 the 1st of September as World Peace Day. On
this day in 1939 World W ar II was unleashed2 by Germ an fascist
aggressors. Pifty-five million people lost their lives in that w ar
and over twenty million of them were Soviet people.
Today peace demonstrations are held on every continent. Mil
lions of people say “Never again!” to a new war. They fight for
peace in many ways. The peace-loving people must continue
to be very active in their struggle for peace.
When Vladimir Ilyich Lenin proclaimed3 peace in 1917, the
whole world could see that the new revolutionary Russia would
be a peace-loving country. As it has always done, the Soviet
Union is Working for world peace today, and it will continue to
do so in the future.
3
In Soviet schools the first day of September begins with a
Lesson on Peace. Young people m ust know that the last great war
cost the world very m any lives; that a nuclear4 w ar may put an
end to life on our planet. We must do our best to prevent5 a
nuclear war. Young people especially have a very important part
to play in the struggle for peace. The future belongs to them.
All young people of our country take an active p a rt in the
realization of the Soviet Peace Program m e. They fight for peace
by taking part in meetings and demonstrations for peace, by send
ing money they have earned6 to the Soviet Peace Fund and by
doing many other useful things.
Their slogan is “ I vote7 for peace!”
1 to mark — отмечать; 2 to unleash [An'li:J] war — развязы

вать войну; 3 to proclaim [pra'kleim] — провозглашать; 4 nu
clear ['nju:klia] — ядерный; 5 to prevent [pri'vent] — предот
в р а щ а т ь ;6 to earn [a:nj — зарабатывать;7 to vote — голосовать
1. Why is World Peace Day marked on the 1st of September?
2. What did Lenin proclaim in 1917? 3. Why must all people in
the world be active in the struggle for peace? 4. What is the role
of the Soviet Union in the struggle for peace? 5. How do you
fight for peace?
2. Read and discuss:
The national Day of K now ledge1 is celebrated in all parts of
our country. On this day the usefulness and need of knowledge is
discussed by school students.
1. How important is knowledge in modern life? Can you give
examples?
(To help a person to choose a trade2 or profession; to be able
to work well in that trade or profession; to be active, useful
citizens3 of our country; to develop the national economy;4
to have g rea t knowledge.)
2. Why is knowledge of people, of their daily life, of their work,
of their interests very important, especially for young people?
(To help to learn how to work together with other people; to
show when help is needed; to teach how to be active in life;
to think of others as well as themselves; to be good citizens
and patriots.)
, 3. How can you prepare for your practical life and future profes
sion?
(To learn all the school subjects; to take an optional
course;5 to read books or m agazines with special informa
tion; to meet leading workers and collective farmers.)
1 knowledge ['пэЬёз] — знание; 2 trade — ремесло, профессия;
3 citizen ['sitizan] — гражданин; 4 national economy [г'кэ-
пэгш] — народное хозяйство; 5 optional course ['opjanl
'ky-s] — факультативный курс
3. Speak about the new school year using the follow ing questions
as a plan:
1. How did you spend your summer holidays?
2. How did you prepare for your last year at school?
3. Why do you think this is the most important year of your
schooling?
4. Which school subjects are the most difficult for you?
5. Which of them are you interested in?
6. W hat optional courses are you going to take?
7. Why do you choose them from all the subjects?
8. How much do you work at your school subjects?
4. Look at the pictures and m ake up a story. Describe your im
pressions of the first day at school.
You m ay use the following:
to welcome [’welkom] — приветствовать, радостно принимать
Welcome! — Добро пожаловать!
first-former — первоклассник
school-leaver — выпускник
5
^ 5. Read the text using the References. W rite dow n a plan of the
text. Look at the m ap and describe Canada according to
your plan:
Canada
Parti
C anada has an area of nearly ten million square kilometres.
Its western coast is washed by the Pacific Ocean* and its eastern
coast by the Atlantic Ocean*. There are m any islands in the
north of Canada.
C anada has mountains, high plains1 and low plains. The
Rocky Mountains* run parallel to the Pacific coast. East of these
mountains are the high plains. The low plains lie in the region of
the Great Lakes* and the St. Lawrence River*. There are also
mountains which run parallel to C a n a d a ’s east coast, in L a b ra
dor* and Baffin Island*.
C anada is a country of lakes. Besides the Great Lakes* —
Lakes Superior*, Huron*, Erie* and Ontario* (the fifth G reat
Lake, Michigan, lies in the USA), there are many other very
large lakes, for example, Great Bear Lake*, Great Slave Lake*
and Lake Winnipeg*.
C anada also has large rivers: the
Mackenzie* flows from the Rocky
Mountains into the Arctic Ocean*,
the Yukon* rises in C anada and flows
into the Pacific, the St. Lawrence
River flows into the Atlantic Ocean.
The N iagara Falls* are one of
the most splendid sights in the world.
Since the building of the St. L aw
rence Seaway the G reat Lakes and
the St. Lawrence River form a great
water-way from the Atlantic to the
heart 2 of the country.
Canada has several climatic re
gions. Winter in C anada lasts from
four to five months with heavy snow
falls. There is much rain in the east
and west, but less in the centre.
The north of the country near the
Arctic is tundra with g reat forests to
the south. The central plains form the
prairies*.
1 plain — равнина; 2 h eart [hat] —

сердце, центральная часть, середина
7
The Niagara Falls, on the Niagara River* between Lake Erie and Lake
Ontario, are one of the most splendid sights in the world.
И Read the text of Task 1 (pp. 118— 120).
§ 2
6. Speak about your practical work this sum m er using the follow
ing questions as a plan:
A. 1. What kind of practical work did you do this summer: in
the workshop or in the field?
2. When did it take place?
3. What did you do there?
4. How long did your practical work last?
5. W hat did you learn from your practical work?
6. What m ark did you get for your practical work?
7. How useful was your work during your practice?
8. What are your general impressions of your practical work?
B. 1. When w as the school production team organized on your
collective (state) farm?
2. How many members were there in it and who was the
leader of the team?
3. How long did you work last season?
4. What did you do in the fields?
5. Did you use tractors and other agricultural machines?
6. Who operated the machines?
7. What was the harvest like in your fields?
8. How useful w as your work in the team?
8
7. Read the short new spaper article once and say w hat the main
idea of the text is. Describe how you marked the Day of Knowledge:
National Day of Knowledge

In 1984 for the first time September 1 was proclaimed n a
tional Day of Knowledge. This is because knowledge in the
U SSR for those who learn, and especially for those who teach is
very important.
In more than seventy years, the Soviet people have gone a
long way to a position where our country now leads the world in
space exploration, in the peaceful uses of the atom, in the devel
opment of culture and the arts. This is possible because all peo
ple in the Soviet Union have the right to education. Today, more
than 58 million pupils at general and vocational schools, s tu
dents of technical and higher schools start the academic year on
the Day of Knowledge.
(Adapted from the M oscow N e w s)
© 8. Listen, read and analyse (see RG, II). Read the sentences and
give Russian equivalents of the underlined words:
SUFFIXES
-ous -en -ive

mountain n less a to act v
m ountainous a to lessen v active a
famous blacken collective

humorous lighten effective
victorious worsen negative
serious thicken conservative
1. He felt very nervous when he entered the doctor’s room. 2. All
progressive people greet the peaceful policy of the Soviet Union.
3. Her numerous friends sent her warm greetings on her birth
day. 4. They have straightened the road and it will take you
twenty minutes to get to the village. 5. He likes to read detective
stories very much. 6. The red flowers brighten her little room.
► 9. Read the sentences, copy the words with suffixes and prefixes.
Underline the suffixes and prefixes and write dow n Russian
equivalents of the words:
1. The friendly economic and cultural relations between the
USSR and other countries are developing year by year.
2. The Russian Soviet Federative Socialist Republic is the biggest
9
republic in the Soviet Umon.3. The.situation worsened from day to
day. 4. We have g ot his positive answ er. S. That book is m is
placed, I alw ays put it on another shelf. 6. He is in disagreem ent
with our plans. 7. The girl is dangerously ill, you must send for
the doctor. 8. The little girl lost her doll and looked very unhappy.
(See the Key)
Read the text of Task 2 (pp. 121— 123).
§ 3
И). Read the text and say what place labour takes in the life of Soviet
people, what you w ant to be when you leave school, who can help
you to choose your future profession and what you m ust remember
when choosing your fu tu re work. Give your exam ples to illu s
trate what you say:
What Do You Want to Be

When You Leave School?
Sometimes it is difficult to give a definite answer because
there are very m any trades and professions which are important
and useful. But there are always some boys and girls who know
very early w hat trade or profession they will take up. Others
are ready to enter a profession in which they can be of help to
other people but they have not yet decided which profession to
choose.
In the Soviet Union young people have every chance to choose
a jo b 1 for which he or she may be well suited.2 There are very
many different kinds of jobs, but it is not difficult to find out
about any one of them. This may be done by going to a public
library and reading special literature; also by talking to older
people who are occupied in that particular3 kind of work. They
can help you to find out if you will be able to do that kind of
work well, and tell you w hat there m ay be for you in the future.
If a school-leaver w ants to get a higher education, the best
road to it is through practical work. You will have time to think
about your future if you do that and then, if you decide to go to
an institute, you will already know life better.
Blit whatever4 profession you choose you must be sure that
the work you do will be useful to our country.
The situation in capitalist countries, where there is always
unemployment, is very different. It is not an easy thing for
young people there to find work. In fact, m any school-leavers
have to join the arm y of the unemployed.5
1 job — работа, место работы; 2 to suit (sjir.t] — годиться,
подходить; 3 particular [pa'tikjulo]!, — данный* особый; 4 what
ever [wDt'eva] — какой бы ни; 3 unemployed [,Anim'pbid] —
безработный
© 11. Listen, read and act:
Short Conversations
1. “W hat do you w ant to do on leaving school?”
“To go and work in a team on the collective farm;.”
“Which team ?”
“A tractor team. I can drive tractors and c a rs .”
“And later on?”
“ I’ll enter the Correspondence D epartm ent1 of the Agricul
tural Institute to become an agronom ist.”2
2. “What do you want to be?”
“A physicist.3 1 attend4 the optional physics classes at school.”
“And do they do you a lot of good?’’
“ I’ll say they do! I was second in the competition held by the
university.”
“Good for you! it will be easy for you to get into the Physics
D epartm ent then."
3. “Hallo, Alec!”
“Hallo, Tanya!”
“What are you going to do after you’ve finished the 11th form?”
“ I’m going to be a worker, a machine operator. My g r a n d
father was a fitter,5 my father is a tu rn e r.”6
“Oh, I see. So, it runs in the family.”
“What about you?”
“After the vocational school I shall work as a cook.”7
1 Correspondence [.koris'pondansj Department — заочное от

деление; 2 agronomist [ag ro n o m ist]; 3 physicist ['fizisist];
4 to attend [a'tend] — посещать; 5 fitter — слесарь, сборщик;
6 turner — токарь; 7 cook — повар
12. Read the sentences and give R ussian equivalents of the under
lined words with suffixes and prefixes:
1. I ’m af raid you misunderstood w hat I said. 2. He can displease
everyone. 3. People always mis-spell her name. 4. He w as happy
to find an unused copy of the book on the shelf in the library.
5. The pupil had to recopy the exerciae because he had m ade too
many mistakes. 6. He was uninterested in the work he had to do.
7. It is incorrect to say that he had no talent.
^ 13. Read the text using the References. Write dow n a plan of
the text, look at the m ap and describe the population, industry
and agriculture of Canada:
Canada
Part II
The population of Canada is over 26 million people. In the
country there are 330,000 Indians* and 25,000 Eskimos, who
live mostly in the North. Today more than 40 per cent1 of the
people of C anada came originally from Britain, about 30 per cent
from France and 20 per cent from other countries. The Canadian
constitution has no articles guaranteeing the Indians and Eski
mos equality2 with other citizens of the country, and their
struggle for their rights goes on for a long time.
The capital of C anada is Ottawa*. Other large important
towns are Montreal*, Toronto*, Vancouver*, Edmonton*,
Hamilton*, Winnipeg* and Quebec*.
C anada is rich in metal ores,3 oil4 and gas, and the metal,
machine-building, motor-car and ship-building industries are
highly developed.
The hydro-electric industry is highly developed, its main
centres are in the provinces of Quebec and Ontario*. There is a
very large hydro-electric station at the N iagara Falls.
C a n a d a ’s main agricultural products are wheat, meat, some
kinds of fruit, especially apples, and dairy products.
The provinces of Quebec, Ontario and British Columbia*,
with their great forests, produce wood5 for paper-making and
building.
Montreal, the only city with more than one million inhabitants, is an important
economic centre and port in Canada.
Many of the lakes and rivers are polluted6 today and few of
them have fish now. But C a n a d a ’s fishing industry is still impor
tant on both the Pacific and Atlantic coasts. C a n a d a ’s largest
ports are Vancouver, Montreal and Halifax*.
1 per cent [pa'sent] — процент; 2 equality [i/kwoliti] — р а

венство; 3 ore [о:] — руда; 4 oil — нефть; 5 wood [wud] —
дерево, лес; 6 to pollute [pa'lu:tj — загрязнять
и Read the text of Task 3 (pp. 124— 126).
§ 4
14. Read and answ er th'e questions:
1. Have you had a talk with your parents on your future profes
sion?
2. What profession did your parents advise you to take up?
3. What a rgum ents did they give to show that it w as the right
road for you to take?
4. What did you say?
5. Do your parents say that it is up to you to decide which road
you will take in life?
6. Have you decided what profession to choose?
7. What do you do to prepare for your future work or to get bet
ter chances for that profession?
15. Read and do the tasks:

1. Say what you can about the kind of work your parents do.
Have you decided to take up the same (a different) profes
sion? Why?
(To be suited for it; to be interested in it; this trade (pro
fession) is very popular.)
2. Tell the class if you have chosen your future profession, what
kind of profession it is, what made you choose that profession.
Say if you think you know enough about the profession you
have chosen, if you have had any training in it, how you will
prepare for your future work.
(To learn much from special literature; to have talks with
specialists; to do practical work at a factory or on a farm.)
3. Explain, why the Soviet country needs more highly educated
people. Say w hat it means to be a good specialist and how you
hope to continue your education when you leave school.
13
(National economy; to develop quickly; to need good spe
cialists; to enter an institute; alter some years’ work in
industry or agriculture.)
16. R ead and say:

Proverb: THE WORKMAN IS KNOWN BY HIS WORK.
Yes, a man is known by his work. We are proud of those who
have made a name for themselves as outstanding workers in
their trade or profession.
Say how young people can become leading workers in their
sphere of activity.
О 17. Listen, read and analyse (see RG, / / ) . R ead the sentences
and give R ussian equivalents of the underlined words:
SUFFIXES
-(i)ty -ish
active a yellow a child n
activity n yellowish a childish a
nationality reddish bookish

difficulty bluish childish
formality coldish girlish
possibility whitish boyish
-ant (-ent) -ance (-ence)

to differ v to serve v to perform v
different a servant n performance n
correspondent conference
important importance
servant independence
president difference
1. You can always find time for your correspondence. 2. Unity

of all progressive people is the first condition of victory in the
struggle against imperialism. 3. The new film shows the undem
ocratic reality of American life. 4. This resolution is of great
importance for youth’s struggle for their rights. 5. I think we
shall need an assistant to do this work in time. 6. It was childish
of you to leave the room.
14
► 18. Read the sentences, copy the w ords with suffixes and pre
fixes. Underline the su ffixes and prefixes and write dow n R u s
sian equivalents of the words:
1. He showed his disagreement during the whole discussion.
2. The Congress is a symbol of the effectiveness of the peaceful
policy of the Soviet Union and the solidarity of peace-loving
people. 3. Our journey was uneventful. 4, Every year the capital
re-houses more than 100,000 families. 5. The machine w as mod
ernized and worked very well. 6. I have difficulty in under
standing this technical text.
{See the Key)
H O P Read the text of Task 4 (pp. 126— 127).
§ 5
19. Read the text and discuss it. Give exam ples to show heroic
labour of Soviet youth:
Projects of the Soviet Youth

When making up new plans our country always counts'
on the young people’s help. In fact, there is no sphere
of our economic, cultural and social life in which an im
portant problem is solved2 without the participation3 of
young people.
The young people of the Soviet Union work enthusiastically
to carry out the most difficult tasks. They have done very much to
build the Baikal-Amur Mainline and the ga s pipeline4 Urengoi-
Pomary-Uzhgorod. Thousands of Komsomol members are work
ing to change the non-black earth zones5 of the Russian Fed
eration into rich lands producing more agricultural products.
Others are devoloping new territories in Siberia,6 the Far
East and the Far North. Millions of young people show heroism
in their everyday labour.
15
1 to count (on) — рассчитывать (на кого-нибудь); 2 to solve
[sdIv] — решать; participation [pcu,tisrpeijn] — участие;
4 pipeline — трубопровод; 5 non-black earth [э:0] zones — зо
на Нечерноземья; 6 Siberia [sai'biaria] — Сибирь
20. Read the short newspaper article once, say what it is about and
give examples to illustrate it:
Jobless March on Parliament
O ttaw a — More than 400 unemployed workers gathered
in the capital on the 29th of November demanding1 jobs. They
came from Hamilton, Toronto and Quebec to protest against
the economic crisis that had put two million Canadians out of
work. Standing in the rain and cold, both unionized2 and
unorganized jobless shouted: “We want work!”
(Adapted from the Canadian Tribune *)
1 to demand [di'mound.] — требовать;2 to unionize ['ju:njanaiz] —

объединять в профсоюзы
21. Tell the class about yourself using the following questions as a plan:
1. When and where were you born?
2. What are your parents’ professions?
3. What education did they get?
4. Where do your parents work?
5. Did anybody in your family take part in the Great Patriotic
War?
6. Where did you spend your childhood?
7. What are your favourite subjects?
8. What is your favourite profession?
9. What are you going to do after leaving school?
10. What social work do you do?
11. What sports are you fond of?
12. What kind of work are you active in?
► 22. Read the text using the References and write down your
answ ers to the questions:
Canada
P a r t III
Canada is a capitalist federal state and a member of the Com
monwealth*.1 Formally the head of the state is the King 2 or
Queen 3 of England represented 4 by the Governor-General*.
Canada consists of ten provinces and two territories. Each
province has its own government. 5
The Federal Parliament consists of the Senate*, whose mem-
16
bers are appointed 6 by the Governor-General, and the House of
Commons , elected by the people for a period of five years.
There are several political parties which are represented in
Parliam ent: the Progressive Conservative Party*, the Liberal
Party* and the New Democratic Party*. These are all bourgeois
parties serving the interests of the capitalist class.
The Communist Party of Canada* was founded in 1921. The
C anadian Communists organize the working class to fight
against the monopolies for peace, and friendship between
the Canadian and Soviet people.
The Canadian Tribune is the newspaper of the Communist
Party of C anada. It writes about the activities of the Party, about
the working people’s struggle for their rights and against
capitalist exploitation. The Canadian Tribune carries world news
and articles on science, art and literature.
1 commonwealth ['komanwelG] — содружество, федерация;

2 king — король; 3 queen [kwi:n] — королева; 4 to represent
[,repri'zent] — представлять; 5 government ['gAvnmant] —
правительство; 6 to appoint [a'pomt] — назначать
1. W hat kind of state is Canada? 2. How m any provinces and

territories does it consist of? 3. How m any Houses does the C a n a
dian Federal Parliam ent consist of? 4. Which House of the
Federal P arliam ent is elected by the people? 5. Whose inter
ests do the bourgeois parties of C anada serve? 6. What does
the Communist P arty of C anada fight for?
The seat of the Federal Parliament and government Is Ottawa, the federal
capital.
y |/? e a d the text of Task 5 (pp. 128— 129).

17
§ 6
23. Read the text and answ er the questions:
Rights and Duties

All progressive people in the world know very well that the
Soviet Constitution both proclaims and guarantees real rights
and freedoms1 to Soviet citizens. These basic2 rights are the
right to work, to rest, the right to education and the right to
housing. But we must remember not only our rights, but also our
duties. The Constitution has articles about the duties, and So
viet people m ust never forget them.
The duties that the Constitution of the U SSR imposes3 on its
citizens are in the interests of all Soviet people. Article 39 of
the Constitution, for example, says that we m ust think not only
of our own interests, but also of other citizens’ interests and of
the interests of the whole country.
Articles 59 to 69 say that every citizen m ust observe4 the
Constitution of the USSR and Soviet law s,5 work well, safe
g u a rd 6 socialist property,7 develop friendship and cooperation
with peoples of other lands, fight for peace and safeguard the
interests of the Soviet state.
18
1 freedom ['frbdam] — свобода; 2 basic ['beisik] — основной;
3 to impose fim'pouz] — налагать; 4 to observe [ab'zarv] —
соблюдать; 5 law [1э:} — закон; 6 to safeguard [ seifgad] —
охранять; 7 property j'propati] — собственность
1. What are the basic rights guaranteed by the Soviet Consti

tution? 2. What duties does the Soviet Constitution impose
on Soviet citizens?
1. The right of Soviet citizens to work is guaranteed by Article

40 of the Constitution.
In what way is this right realized?
(Enough jobs for all; no unemployment; organized pro
fessional training; to better one’s qualification; to get a
more important or more interesting job.)
2. Article 41 says that citizens of the USSR have the right to rest
and leisure.1
How is this right guaranteed?
(Paid holidays; development of sports and games; physical
culture; camping and tourism; sanatoriums; holiday
centres; clubs; amateur 2 art groups.)
3. Article 45 of the Constitution reads: “Citizens of the USSR

have the right to education.”
How is this right guaranteed?
(Education is free; general secondary 3 education is com
pulsory; 4 opportunity to study at an institute; without
leaving one’s job.)
4. One of the main duties imposed on all citizens by the Constitu

tion is to work honestly.
Why is honest labour so important in our country?
(To make our country stronger and richer; to produce
more; to get pleasure from work; to be interested in it.)
1 leisure [Чез'э] — досуг; 2 amateur {'aemota:] — самодеятель

ный; 3 secondary ['sekandarij — средний; 4 compulsory
[kam'pAlsari] — обязательный; 5 honestly ['onistli] — честно
----------- - C A N A b l A N - ............. .
TRIBUNE
WE WANT JOBS!
Defend Native rights!
_ COMMUNIST
Talking with Soviet miners, PARTY
their lives and their work OUTLINES
PROGRAM
JO B S
PEA CE
SOLIDARITY Peace movement
stronger than ever
Stop the weapons tests!
Festival of USSR culture
C elebrate
th e G reat TROYKA LIMITED
O c to b e r
R ev o lu tio n
25. Read these headings of "Canadian Tribune" articles and say

what the articles were about.
26. A. Read the questions and speak about the countryside you
live in:
1. What part of the Soviet Union do you live in?
2. Where is your region situated?
3. What is the centre of your region?
4. W hat rivers flow in the region?
5. Does any sea wash it?
6. Are there any big forests in the region?
7. What m ountains are there in it?
8. W hat kind of climate has this part of the country?
9. Are the winters long and cold in this region?
10. What is the weather usually like in summer here?
11. Are there many collective and state farm s in your region?
12. What do the farm ers grow in their fields?
13. What animals can you find on the farms?
B. Describe your village and the collective (sta te) farm . Tell the
class where it is situated, w hat the village looks like, how
m any people live there, where they work. Describe w hat the
farm ers do in the fields in spring, in sum m er and in autum n.
S a y what the farm ers produce in their fields and on the farm s.
to plough [plauj the land — пахать землю
to sow [sou] wheat — сеять пшеницу
to sow a field with wheat — засевать поле пшеницей
to plant [plant] trees (potatoes) — саж ать деревья (картофель)
maize [meiz] — кукуруза
grapes [greips] — виноград
sugar-beet ['Jugabfct] — сахарная свекла
cotton J'lotn] — хлопок
^ 27. Read and copy the sentences underlining the Infinitives

(see RG, III, § 1):
1. I am going to see a new play at the Maly Theatre. 2. W hat
made you do like that? 3. It is very nice of you to come to see me.
4. Have you decided what to do? 5. Let me help you with your
mathematics. 6. He will have to do his lessons better to be able to
enter the University.
(See the Key)
§ 7
28. Read the story and ask your deskm ate what he (she) thinks
about it:
On a Fishing Boat
(A fter R udyard K ipling)
The sun was beginning to rise when the fishermen began
their work of cleaning the fish they had caught in the night. The
fish shone in the sunlight.
Dan gave H arvey1 a pitchfork2 and led him to the table
where Uncle Salters was waiting with a knife4 in his hand. A
tub5 of salt water stood at his feet.
“You’ll throw6 the fish down the hatch,”7 said Dan.
Long Jack with a basket at his feet stood opposite Uncle
Salters at the table and Harvey looked at the pitchfork. He did
not know what to do.
“ Let’s begin!” shouted Richard, as he took up one fish. He
laid it down on the table, his knife cut it open8 and the fish fell
in front of Long Jack.
Another cut and the fish, empty9 and headless, went to
Uncle Salters. In a moment the fish went into the tub, sending the
salt water into Harvey’s mouth and eyes.
After the first fish the men did not shout any more and worked
21
without speaking. The fish moved along so quickly that Harvey
did not believe his eyes when he sa w th at his tub was full.
“ Don’t stop!” shouted Uncle S a lte rs without turning his head
and Harvey began to throw the fish down the hatch again.
“Uncle Salters can work very quickLy. Watch him!” said Dan.
Uncle S a lte rs really worked so quickly that it seemed he
was cutting m agazine pages with his knife.
Harvey did not see anything. He heard only the fish falling
into the tub. He kept on throwing and throw ing them down the
hatch. At the end of an hour the boy w as alm ost unable to hold
the pitchfork in his hand. But for the first time in his life he felt
that he was one of those who could work hard; he was very
proud of it and he continued to work.
1 Harvey J'hcuvi]; 2 pitchfork — вилы; 3 Salters ['sodtaz];
4 knife [naif] — нож; 5 tub — кадка, лохань; 6 to throw —
бросать; 7 hatch — люк; 8 to cut open — разрезать; 9 empty
['empti] — пустой; зд. выпотрошенный
29. Read and discuss the problem s:
1. The opportunities for a young person of choosing a profession
today are fantastic; there are thousands of trades and profes
sions.
Who and what will help you to become well suited for the
profession you wish to be active in?
(Parents; teachers; friends; doctors; books; a good knowl
edge of myself; knowledge of other professions as well;
industrial or agricultural training.)
2. Labour education is said to be the most important factor in
helping a person to choose a profession.
W hat does that mean?
(To find out things about m any trades; the trade which
interests you most; to get polytechnical knowledge; to
develop practical skills.1)
1 skill — навык
30. H ave a talk with your classm ates about people whose life is a
m odel for you to follow:
1. Describe in short his (her) life.
(To go to school as other children do; to learn an interest
ing trade; to become one of the best workers at a factory;
to be made leader of a team; to introduce new progressive
methods of work; to be awarded the title of the Hero of
Socialist Labour.)
2. Explain why you want to follow his (her) example.
(To serve my country as best as I can; to want to be useful
to the country and its people; to be well suited for this
22
trade; to be able to show greater results in this sphere of
activities.)
31. Read and analyse the Infinitives (see RG, III, § 2). R ead the sen
tences, tran slate them, find the Infinitives and say what kind of
Infinitives they are:
THE INFINITIVE
He asked the pupils on duty to open The Active

the window. Infinitive
I
She watched the children play in the
yard.
He ordered the windows to be shut. The Passive
II
This work m ust be done in three days. Infinitive
It is pleasant to be swimming in the The Contin
warm water of the lake. uous
III
They m ust be walking in the garden Infinitive
now.
I am pleased to have met him yes The Perfect
terday. Infinitive
IV
She was absent yesterday, she may
have been ill.
1. I w ant to take part in the table-tennis competition. 2. It is

not pleasant to be waiting for you here. 3. There is nothing to
be done. 4. I am sorry not to have met you a t the station. 5. The
child must be sleeping at this time. 6. This work can be done in
an hour or so. 7. The tourists were discussing where to go and
what to see. 8. I m ust have left my exercise-book at home.
^ 32. Read the text and sa y what new facts you have learned from
it. Write dow n the new facts:
French1 Canada
C a n a d a ’s beginnings were French; and even2 now French is
the language spoken by about one fifth of Canadians. C anada
has two official languages — English and French’ The St.
Lawrence Valley3 was the heart of the French colony in
North America up to the middle of the 18th century.
When the British gained4 control of C anada, about half of
the French inhabitants moved south to the French colonies along
the Mississippi River. But the St. Lawrence River, from M ontreal
to the Gulf of St. Lawrence*, may still be called a French river.
23
Quebec is the home of the French Canadian nation, and
Quebec City is the capital of the province. Quebec is C a n a d a ’s
largest province. More than a quarter of all the population of
Canada lives in this province. Not all of the inhabitants of Quebec
are French Canadians; ten per cent of them are speaking only
English. There are French C anadians not only in the province of
Quebec, they live and work in other provinces too.
Montreal, the main St. Lawrence port, is the second largest
French city in the world — after Paris.
French C anada still keeps some of its old traditions, but it
is a mistake to say that Quebec is very different from the rest5
of Canada; every year the difference becomes less.
1 French — французский, французский язык; 2 even ['i:van] —

даже; 3 valley ['vaeli] — долина; 4 to gain — добиваться;
5 (the) rest — остальная часть
§ 8
33. Read the questions and speak about the All-U nion Lenin
Young C om m unist League:
24
1. When did the 21th Congress of the YCL take place?
2. W hat problems did it discuss?
3. W hat decisions did the Congress take?
4. W hat do the Komsomol members do to realize these de
cisions?
5. W hat has changed in the life of the Komsomol since the
21th Congress?
6. W hat is the contribution1 of your school YCL organization
to realization of the Komsomol Congress decisions?
7. How does your Komsomol organization work nowadays?
1 contribution — вклад
34. Discuss your class m ates' social work. In your discussion speak
about:
a) the plans of the YCL organization;
b) the Komsomol meetings you have held and the questions dis
cussed at your Komsomol meetings;
c) the work of the YCL members in your class;
d) the way the Komsomol members carry out their duties.
35. Read the text once and say what it is about:
Canadian Young Communists

The Canadian Young Communist League (CYCL) was formed
in 1970. It is a working-class organization based on Marxist-
Leninist ideology and led by the Communist P a rty of Canada. Its
main task is the struggle against capitalist exploitation, oppres
sion1 and war.
C anadian Young Communists try to play an active part in
trade unions,2 they pay special attention3 to young unemployed
workers’ and stu dents’ problems and the problems of the Indian
and Eskimo peoples. Their task is to bring working-class youth4
into the revolutionary struggle and to help them to prepare for
membership in the Communist Party.
The Canadian Young Communist League also fights for
equality between the French- and English-speaking Canadians.
Its newspaper is the Young Worker.
1 oppression [a'prejan] — угнетение; 2 trade union — проф

союз; 3 to pay attention [a'tenjan] — уделять внимание;
4 youth [ju:0] — молодежь
25
36. Read and analyse the Infinitive constructions (see RG. I ll, § 4,
5 ,6 ) . Read the sentences, tra n sla te them a n d fin d the Infinitives
and Infinitive Constructions:
THE INFINITIVE CONSTRUCTIONS
I w ant you to come earlier. Objective with

I
I saw him cross the street. the Infinitive
It is difficult for me to do this For-Construction

II task.
The text is easy enough for you
to understand.
They were asked to come earlier. Nominative with

III
He is sure to come soon. the Infinitive
1. A commission was set up to develop cooperation between the

two countries. 2. The speaker spoke about the need for American
workers to be organized. 3. This African country is reported to
be exporting cotton for the first time in many years. 4. “The
fight to defend the w orkers’ rights will be carried on," said the
delegates. 5. At that time it was difficult for her to take part
in sport events. 6. I t is im portant not to lose time and to get
to work now. 7. He heard his mother open the door and looked
back. 8. The children were told to stay where they were.
9. Here are some books for you to read. 10. The mother wanted
her children to help her with her housework. 11. I have some
thing to tell you about our Komsomol meeting. 12. I am
sorry 1 didn’t hear the bell ring.
► 37. Read and copy the sentences underlining the Infinitive Constructions:
1. He is said to have left school. 2. 1 w ant you to look after your
little sister. 3. O ur seats at the theatre were near enough for us
to see the actors’ faces. 4. The physics competition was planned
to begin on the 27th of March. 5. I advise you to go to the doctor
at once. 6. It is difficult for me to understand you.
(See the Key)

26
REMEMBER!
citizen n practical a society n
culture n problem n solve v
economy n proclaim v space n
found v production n specialist n
freedom n progressive a state n
general a public a tradition n
government n realize v train v
job n science n unemployment n
lead v secondary a unite v
pollute v shout v vocational a
II
U n i t 2
§ 1
1. Read and answ er the questions about the Great October Socialist
Revolution:
1. What were the first decrees of Soviet power?

2. How did the young Soviet Republic defend its life during the
Civil War?
3. Which famous heroes of the Civil W ar do you know?
4. What did they do in the struggle for the Revolution?
5. What foreign policy does the Soviet Union follow?
6. How has the Great October Socialist Revolution influenced
the world?
2. Read and speak about the anniversary of the Great October S o
cialist Revolution:
Say in what way Soviet people m ark the anniversaries of the
G reat October Socialist Revolution.
28
Ask your classm ates how the anniversaries of the G reat October
Socialist Revolution are m arked in your town, village.
Explain why the anniversary of the Great October Socialist
Revolution is celebrated together with us in some other
countries.
3. Read and do the tasks using the Topical Words and Expres
sions:
1. Describe how October Day is celebrated in your place and ask
your classm ates to add some more facts to your description of
the holiday.
2. Ask your classm ates how they spent the holiday.

lined words:
1. I ’ve lost a book from the library. Let’s book seats at the th ea
tre tomorrow. 2. He c a n ’t back the car into the yard. African wom
en carry their children on their back. I’ll have to take this
book back to the library. 3. “I ca n ’t get my hands w arm . ” —
“W arm them by the fire!” 4. If you visit the Soviet Union in win
ter, a w arm overcoat is a m ust. You m ust not forget about it.
5. Can you give me some paper, please? Are they going to paper
the walls of the room themselves? 6. The head of the delegation
made a speech at the meeting. He headed the expedition to the
South Pole. 7. “ Don’ forget to count your change,” said the shop
girl to a small boy. I’ve lost count of how m any times I ’ve seen
that film. 8. Throw me the ball! A throw of fifty m etres is a record
throw.
^ 5. Read the text using the References. Write dow n a plan of the
text. Look at the map and describe Australia according to your plan:
The Commonwealth of Australia

Part I
The Commonwealth of Australia* is a federal state within the
Commonwealth (of Nations). Its territories are the continent of
Australia, the island of Tasmania* and a number of sm aller is
lands. It has an area of about eight million square kilometres.
The continent of Australia is mostly a great plain with
m ountains in the east and south-east. The western p a rt of the
continent forms a plateau which occupies half of the continent.
29
The Central Lowlands, a g reat pa rt of which is very dry, lie be
tween the Western Australian plateau and the Eastern Highlands.
Through the eastern part of these Central Lowlands run A u stra
lia’s greatest rivers, the Murray* and the Darling*. A number of
short rivers flow from the A ustralian Alps* and the Blue M oun
tains into the Pacific Ocean.
Australia has several different climatic regions, from w arm
to subtropical and tropical. There are tropical forests in the
north-east because the winds from the sea bring heavy rainfalls,
especially in tropical summ er. The climate in the west is very
dry and more than half of Australia gets very little rain. In the
south-west and east the winds bring rain in winter.
The tropical forests in the north and north-east are displaced
by savanna or g r a s s la n d .1 In the south-east and on the sides
of the mountains there are forests of eucalyptus and other ever
30
green trees. There are two hot deserts2 in the central and western
p arts of the continent. There are m any wild anim als3 in A u stra
lia. Some of them.^siich as the kangaroo*, the dingo*, or wild
dog, and the koala*, are not found in any other country of the
world.
1 g ra s s la n d ['graslaend] — район лугов и пастбищ; 2 desert

f'dezat] — пустыня; 3 animal ['aenimal] — животное
The south-east of Australia is covered with forests of eucalyptus and other

evergreen trees.
Read the text of Task 9 (pp. 137 — 139).
§ 2
© 6. Listen, read and ask your deskm ate about the books he (she)
prefers to read:
Talking About Books
“I’ve just finished reading two books. They are as different from
each other a s any two books can be.”
“Really! And you enjoyed both of- them, I suppose.”
31
“Oh, no! Only one of them. The other one makes unhappy reading.
But I won’t tefl you the story. You may want to read it. Bet
ter tell me what you are reading or have read.”
“Well, I usually prefer stories based on real life, but this time I
chose something different. I’ve just finished it.”
“An adventure1 story, eh?”
“Yes, and the author has a fine imagination.2 He holds your in
terest right to the end of the book. But you haven’t told me
anything about the other book you’ve just finished. The one
you said you enjoyed.”
“Oh, that! Well, it is a book you could spend hours with. It’s
a very funny3 story. I laughed all the time while I was reading
it. And, besides, the author has created4 very believable char
acters.”5
“Do you think it would interest me?”
“I think so. If you like, come with me to the library and you can
get it straight aw ay.”
“Good! That’s an idea. Shall we go right now?”
1 adventure [ad'ventjb] — приключение; 2 imagination [i,mae-
d3i'neijn] — воображение; 3 funny [Тлш] — смешной, за
бавный; 4 to create [kri:'eit] — создавать; 5 character
['kaeriktaj — характер, герой
D iscuss the books you have read. In your discussion you m ay use
the follow ing:
1. The book is...
(Interesting and easy to read; full of information about;
full of interest; very useful to give you knowledge of.)
2. What makes this book so popular is that...
(It raises the interest of; it is the type of book that makes
you think; the events1 described in this book are all true;
it is very original and very funny; the book shows real life
to the reader.)
3. The reason why the book is so interesting (popular) is that...
(It makes easy, interesting reading; this is a very truth
ful2 story; the author has described the atmosphere of the
time with great skill; it will give you a real feeling3 of
what life is like.)
4. As for me, I prefer,..
(An excellent adventure story; an am using4 story for light
reading; piece of fantasy; a book full of interesting real
facts and pictures.)
1 event [rvent] — событие; 2 truthful ['tru:0fulj — правди

вый; 3 feeling ['fi:ltrj) — чувство; 4 amusing [o'mjutzirj] — за
бавный, смешной, занимательный
© 8. Listen, read and analyse (see RG, / / / , § 7). Read the sentences
and say which words ending in -ing are Gerunds. Translate the
sentences:
THE GERUND
Stop talking!
I’m sorry for coming late.

Do you mind my opening the window?
We agreed to Ann’s going to the country.
He is interested in collecting stamps.
Gerund When a boy he was fond of reading books

about travels.
Noun The reading of the article took him only a few

minutes.
Verb He is reading an interesting book.
1. You can find the sender’s address at the beginning of the

letter. 2. What was he preparing for? 3. It’s no use going there.
4. You may finish this discussion after my leaving. 5. I don’t
like sitting in a room in such weather. 6. When will the sitting
of the committee be held?
^ 9. Read and copy the sentences with Gerunds. Underline and translate
the Gerunds:
1. “Go on reading the text,” said the teacher. 2. The telephone
is ringing. Can you answer it? 3. After finishing their homework
the children went out to play. 4. He returned home after his long
journey in spring, it w as a happy meeting. 5. There is no hope of
our returning home before 7 o’clock. 6. What time are you going
to get up tomorrow morning?
m Read the text of Task 10 (pp. 139— 142).
2 Заказ 724
§ 3
10. Read the text and ask your deskm ate what he (sh e) saw when he
(she) visited a m useum :
The Leading Museums

The leading museum city in our country is Moscow. Moscow
has more than 150 museum s and exhibitions, including the C en
tral Lenin Museum which began its work in 1936. The thirty-four
rooms of this museum contain1 over fifteen thousand exhibits2

which illustrate the life and work of the founder3 of the Soviet
state and the Communist Party. Here visitors can see Lenin’s
m anuscripts,4 first editions5 of his works printed6 in other lan
guages of the world, historical P arty documents. Other exhibits
are Lenin’s letters to relatives and comrades, his belongings, and
also pictures, sculptures, drawings, photographs devoted to the
leader of the world’s working people.
The museum organizes lectures about Lenin’s life and revolu
tionary activities. Visitors from other countries can hear those
lectures in their own languages.
The Central Lenin Museum holds seminars and Lenin Read
ings for P a rty activists, Lenin Lessons for young people, meet
ings with P arty veterans. Schoolchildren join the Young Pioneer
Organization and the Komsomol in the halls of the museum.
Another leading museum centre is Leningrad. This city is the
home of the State Hermitage, one of the largest and most famous
34
museum s in the world. The a rts of all the peoples in the world
are represented here.
The Hermitage Museum was founded in 1764 as a pavilion
called the Hermitage.
Today it has over 350 exhibition halls which house a very rich
collection of works of art. Special departm ents in the museum
are devoted to the history of the culture and art of the nations of
the Soviet Union.
Every year three and a half million people visit the Herm itage
Museum, many of them are tourists from other countries.
1 to contain [kan'tein] — содержать; 2 exhibit [lg'zibit] — экс

понат; 3 founder ['faundal — основатель; 4 m anuscript ['mae-
njuskript] — рукопись; G edition [l'dijnj — издание; G to
print — печатать; 7 to devote [di'vout] — посвящать
II. Read and discuss:

1. If you w ant to enjoy the a rts you must know and understand
them.
W hat must young people do to understand and enjoy
the arts?
(To read books about the arts; to take an active part in a m a
teur art activities; to study folk music; to learn songs,
dances, handicrafts;1 to become a student of a people’s
university of culture.)
2* 35
2. Progressive music is alw ays connected2 with life.
What is the role of the best popular songs by Soviet composers?
(To help to fight for peace; to mobilize people to work with
enthusiasm; to express3 the feelings of working people;
to educate in the spirit of Soviet patriotism.)
1 handicrafts f'haendikrcifts] — народные промыслы; 2 to connect

[ka'nekt] — соединять, связывать; 3 to express [iks'pres] —
выражать
12. Read and say:
P roverb: ART IS LONG, LIFE IS SHORT.
The life of a man lasts only a short time, but art goes on for ever.
Discuss how important art in m an ’s life is, w hat it teaches
him and how it can change him.
Speak about the role of a rt in your self-education. Say what
works of art have impressed you greatly.
13. Read the sentences, find the Gerunds and explain why you think
they are Gerunds. Translate the sentences:
1. More than 2,000 organizations took part in draw ing up a gen
eral plan of reconstruction of the city. 2. There is a new exhibi
tion of children’s draw ings at the museum. 3. The meeting of the
Komsomol members discussed the work of the construction team
in August. 4. The young people from different countries enjoyed
meeting one another at the festival. 5. His findings may give new
facts about the life of prehistoric people in the Soviet F a r East.
6. You will have no difficulty in finding his house, it is near the
D ram a Theatre.
► 14. R ead the text using the References. W rite dow n the main
fa cts and describe industry and agriculture in Australia:

P a r t II
There are five big cities in Australia: Sydney *, Melbourne *,
Adelaide *, Perth * and Brisbane *. Each city is the capital of
the state in which it is situated. Sydney has about three million
inhabitants, Melbourne has about two and a half million, the
other cities are much smaller.
Australia is rich in minerals, which are m ined1 in different
parts of the country, especially in Western Australia and in the
north-east of the country.
Most of the factories are concentrated in or around the big
cities. They produce goods for the motor-car, machine-building,
36
clothing 2 and food industries. Sydney, Melbourne, Adelaide,
Brisbane and Perth are the country’s main ports.
Agriculture is the main occupation in Australia. Wheat is
grown in the south and in the grassland region.
Sugar is produced along the north-east coast, while fruit
growing is developed in the south.
Australia is famous for its sheep. The great sheep-farms are
called sheep stations. They are found in many parts of the coun
try. Cattle-farming is also developed in the Northern Territory *,
in some parts of Western Australia, along the east coast and in
the south.
1 to mine — добывать; 2 clothing ['kloubirj] — одежда
§ 4
© 15. Listen, read and discuss your visit to the theatre (cinem a):
Do You Enjoy It?

“Do you like to go to the theatre?”
“Oh, yes. I’ve got tickets for tomorrow.”
“What’s on?”
“A musical comedy. I’m sure I’ll enjoy it.”
“Who are you going with?”
“With a girl-friend of mine. She always enjoys a good laugh.”
“Is it very difficult to get tickets for that comedy?”
“Well, yes. I’m sure there will be crowds1 of hopeful people
outside the theatre doors tomorrow on the look-out2 for a
chance ticket.”
“I see. Well, that explains everything. But you see, I like the
cinema better than the theatre. Last night I saw a film which
is based on an incident that really happened.”
“Did you enjoy it?”
“Yes, I did, very much. I learned a lot from it. I’m sure it’s true
to life.”
1 crowd [kraud] — толпа; 2 on the look-out — зд. в ожидании

16. Read and ask your classm ates questions about the theatre, the
cinema and TV:
1. There are a lot of young people who like to go to the theatre.
Explain your interest in the theatre.
37
(To raise serious, interesting problems in o u r life; heroic
characters on the stage; new forms of theatrical art; plays
about young people and for young people.)
2. “ Don’t m iss1 this film when it comes round.” This is what
you may read in a film critic’s article..
Now speak about the film s you are alwaySv ready to see a
second time.
(A film version of a story or book, or of a play; documen
taries; an adventure story; a filmed concert; an amusing
comedy; a film about present-day problems; a film about a
great writer, musician, scientist; a film which keeps you
thinking; the direction2 is skilful; the acting is real, true
to life, excellent, first-class.)
3. Opinions about TV program m es are divided.3
Discuss w hat you prefer to see and hear on TV.
(Sporting events; symphony concerts; the Ninth Studio;
the Animal World; travels and travellers; meetings and
discussions between famous people; the plays of leading
dram atists; poets reading their own poems; talks on
museums, history, geography, science4 and technology;
songs old and new; critics talking about new books, films,
plays, works of art; competition program mes.)
1 to miss — пропускать; 2 direction — постановка, режиссура;

3 to divide [di'vaid] — делить; 4 science ['saians] — наука
0 17. Listen, read and analyse the functions of the Gerunds

(see RG, III, § 8). Translate the sentences:
THE FUNCTIONS OF THE GERUND
I Swimming is a good exercise. Subject
II Her greatest pleasure is reading. Predicative
III We think of going to the South in Object

summer.
IV There are different ways of doing it. Attribute
V On coming home he ra n g me up. Adverbiaf
38
THE GERUNDIAL CONSTRUCTIONS
Excuse my coming so late.
There is no hope of Victor’s getting the tickets.
1. He liked to read a book before going to bed. 2. They discussed

different problems of teaching foreign languages. 3. I t ’s no use
talking about it. 4. I am proud of being a citizen of the Soviet
Union. 5. He went away without leaving his address. 6. Our
meeting him w a s a pleasant surprise. 7. On receiving the
telegram , I started home at once. 8. I am afraid of being late.
► 18. Read and copy the sentences underlining the Gerunds and
G erundial Constructions:
1. I enjoy listening to music. 2. Youth play a big role in stre n g th

ening peace in the whole world. 3. We are interested in your
taking p a rt m the expedition. 4. Before leaving Moscow I again
visited Red Square. 5. She wrote the letter without M other’s
knowing it. 6. There is no excuse for his doing such a thing.
(S ee the Key)
§ 5
Our society creates great opportunities1 for the cultural

development of all its members.
How is the m aterial basis for the cultural development used by
young people in our country?
(Libraries; lecture halls and reading-rooms; theatres;
houses of culture; clubs; cinemas; museums; people’s
universities; people’s theatrical companies and other
am ateur cultural organizations; scientific2 and technical
laboratories and art and cinema studios for the use of all.)
1 opportunity [,op9'tju:niti] — возможность;2 scientific [.samn-

'tifik] — научный
39
20. Read the short newspaper article once and say w hat it is about.
Give the article a heading and give more fa cts to illustrate the
idea of the text:
On July 17 Great Britain Week began with the showing on
Soviet Central Television of a film about the twin tow ns' Coven
try * and Volgograd. The festival program m e also included a
six-part British TV film about Shakespeare,2 documentaries
about London and about the lives of the Scottish * and Welsh *
people, films about British sports, and variety and circus pro
grammes. G reat Britain Week continues the Soviet tradition of
showing the lives and cultural traditions of other peoples on TV.
(Adapted from the M oscow N ew s)
1 twin [twin] towns — породненные города, города-побратимы;

2 Shakespeare ['jeikspia]
21. Read the sentences and translate the underlined words, give the
other m eanings of the words:
1. G ogol’s “ Inspector-General” was staged by the Moscow Art
Theatre. 2. A Soviet Film Week is on in Hanoi now. 3. I took a
balcony seat, while my sister went down to the front row to join
her friends. 4. “A sunny clown, a splendid actor” — these are
some of the names the world press has given to Oleg Popov.
5. The National Theatre is the first state theatre Britain has
ever had. 6. Thousands of workers, coloured and white, took
part in a demonstration against race discrimination.
► 22. Read the text using the References and write dow n the new
fa cts you have learned from it:

Part III
Today there are about sixteen million people in Australia;
most of them are of British origin.1
At the end of the 18th century there were 300,000 aborigines *
in the country. There are now only 40,000 full aborigines and
39,000 part aborigines who live mainly in the tropical and desert
areas.
The Commonwealth of Australia is a capitalist self-governing2
federal state and a member of the Commonwealth (of Nations).
Form ally the head of the state is the King or Queen of England
represented by the Governor-General. The Commonwealth of
Australia consists of six states and two territories: the Federal
40
Capital Territory * and the Northern Territory *. The Capital
Territory is the land around the Federal Capital, Canberra *.
Australia has a parliam ent in each state and the Federal
P arliam ent of the Commonwealth at Canberra. The Federal
Parliam ent consists of the Senate * and the House of Repre
sentatives *. The federal government of the country is headed
by the Prime Minister *, usually the leader of the party which
has the m ajority3 in the House of Representatives. The govern
ment defends4 the interests of the bourgeois class. The political
parties represented in the parliam ent are the Australian
Labour P a rty *, the Liberal P a rty of Australia * and the National
A grarian P a r ty * . In 1984 a new political party named the
Nuclear Disarm am ent P arty * was founded.
The progressive people of the country fight for an indepen
dent foreign policy and the development of all the social
sections of population.
1 origin [rDrid3 in] — происхождение; 2 self-governing ['self'gAvan-

>0] — самоуправляющийся; 3 majority [ma'd 3 Driti] — боль
шинство; 4 to defend [di'fend] — защищать
The Federal Parliament of the Commonwealth of Australia is at Canberra,

the Federal Capital.
§ 6
23. Read the text and say what you think about contacts between
Soviet and Am erican schoolchildren.
Zita Dabars Is Right

Fifteen senior1 pupils from Baltimore studied Russian for
a month at Secondary School No 15 in Moscow. They lived
in the families of their Russian classm ates, went to school
41
together with them, and as one of the US teenagers2 put it,
“were not simply tourists but felt like real Muscovites. We
spoke openly and honestly about everything.”
A leader of the group — Zita Dabars, a teacher of Russian
at the Friends School in Baltimore, is a veteran of the movement
which we call people’s diplomacy today. Elana Vikan, her
colleague, also came with the schoolchildren.
Zita and Elana tau g h t Moscow schoolchildren English so
well that Evdokiya Meleshenkovskaya, the school principal,3
is sorry she cannot employ4 them full-time. They say that
there is a high sta n d a rd of language teaching at the school.
Elana thinks that a certain level5 of knowledge is necessary
in all subjects, but the seniors need greater freedom in choosing
their subjects. Elana is supported6 by Vitaly Konyukhov, 16,
who went to study at the Friends School in Baltimore this
winter in a group of 15. When asked w hat ideas it would be
good to borrow7 from the US school, he said, “There is no
need to sit in on lessons about subjects which will not be
necessary for me in the future.”
Teachers Irina Vorontsova and Natalya Budarina, who
tau g h t Russian in Baltimore were attracted by other things —
the children’s discipline and the atmosphere of goodwill that
can be felt in relations between the schoolchildren and
teachers.
But for Zita D abars the main thing she remembers from
the study exchange of seniors from the USSR and the USA
is how two boys — a Russian and an American — were sitting
on the floor at school talking to each other. “Look,” said the
chemistry teacher, “they don’t even realize w hat a unique
moment this is.”
But Zita objected — w h a t’s so special about it? The meeting
was normal and n a tu ra l for the boys.
Zita is, probably, right.
(Adapted from the M oscow N ew s)
1 senior ['si:nia] — старший, старшеклассник; 2 teenager

['ti:neid3 a] — подросток; 3 principal — директор; 4 to employ
fim'ploi] — предоставлять работу; 5 level ['levl] — уровень;
to support [sa'pod] — поддерживать; 7 to borrow — заимст
вовать; 8 to attract [a'traekt] — привлекать
24. Read the short newspaper article once and say what it is about. Give
a heading to the text and say what facts you have learned from it:
For something like 40,000 years there have been people liv
ing in Australia. They had it to themselves u n til1 the end of
the 18th century, when the first Europeans arrived2 there.
42
The white settlers3 occupied the best p a rt of the continent
and everywhere they came the aborigines died. By 1900 the n u m
ber of aborigines had dropped4 from about 300,000 to about
66 ,000 .
Today most of them are unemployed and homeless. The
aborigine people of Australia are an oppressed national minority
subjected to racial discrimination. They are treated*5 as second-
c lass citizens.
But more and more of them are fighting to change these con
ditions. They are joining
mg in the fight for land rights, for educa-
tion for their children, for better health care and against racial
discrimination. (Adapted from the M orning Sta r)
1 until [an'til] — до; 2 to arrive [a'raiv] — прибывать; 3 settler

f'setla) — поселенец; 4 to drop — зд. снижаться, уменьшаться;
5 to subject [sAb'd3ekt] — подвергать; 6 to treat — обращ ать
ся (с кем-либо)
25. Look at the advertisem ents from the " People’s Daily W orld"
and the "M orning S ta r ” and say a few words about Soviet arts
in foreign countries:
Morning StarFestival
4585
VICTORY OVER FASCISM
Top en tertain m ent will include prize-
winning Bolshoi soloist
VLADIMIR M ALCHENKO
accompanied by
Osipov Quintet, Russian Folk Orchestra

ALEXAN D RA PALACE, LONDON, N22
Saturday 25 May Sunday 26 May
IZ n o o n -I O p m Mam - 4 p m
The advertisements from the People’s D aily W orld and the M orning S ta r show
Soviet arts in foreign countries.
43
26. Read the sentences and give Russian equivalents of the under
lined word-combinations:
1. In a 30-minute October Day speech the speaker marked the
achievements of the country on the road to socialism. 2. We
went to see the first-night performance of that play. 3. Dur
ing the visit paid to Moscow the delegation discussed a ten-year
economic agreement. 4. The Young Communist League national
committee discussed the problems of the fight for new jobs. 5. The
festival committee president reported that everything was
ready to receive delegates from more than 100 countries.
6. The 35-year-old scientist is now one of the best specialists
in the field of physics.
► 27. Read and copy the sentences writing down Russian

equivalents of the underlined words:
1. The Soviet Union realized the history-making programme of
electrification. 2. You can easily see the progress of technology
in our day-to-day life. 3. Tell me about the amateur performance
of a one-act play at your school. 4. During the after-school hours
libraries, museums, theatres, cinemas, clubs, and sports organiz
ations carry out different activities for and with children. 5. Phys
ical training is an important factor in a child’s all-round devel
opment. 6. A high standard of hockey is a long standing tradi
tion of Soviet players.
(See the Key)
ш Read the text of Task 14 (pp. 149— 151).
§ 7
28. Read and check yourself:
Golden Dream s1
(After Stephen Leacock)
One day I went into a bookshop to have a look at some new
books.
The manager2 of the bookshop, Mr. Brickhill, led me to
the back of the shop where, he said, I could find some books that
might interest me.
44
While I was looking through them, I w as able to watch Mr.
Brickhill at work with his customers.3
When I first looked up, a fashionably4 dressed woman w as
standing beside him and Mr. Brickhill was showing her a
book.
“Are you quite sure it’s his latest?” the lady was saying to
Mr. Brickhill.
“Oh, yes, Mrs. Jackson,” answered the manager. “This is Mr.
Slush’s latest book. Everybody wants to have it. It’s a wonderful
thing. Some people think it’s the most wonderful book of the
season.”
I looked at the title;5 it was Golden Dreams. Mrs. Jackson
bought it.
Another lady entered the bookshop. She was in mourning6
and asked the manager to show her some new books.
“Here’s a fine thing, madam, Golden Dream s, a very fine sto
ry; the critics say that it’s one of the finest things Mr. Slush has
written. It’s a love story. My wife was reading it out loud only
last night. The main character, a girl, was very unhappy.”
The lady bought the book and left the shop.
“Have you any good light reading for holiday time?” asked
the next customer.
“Yes,” said Mr. Brickhill, “here is Golden Dream s, the most
humorous book of the season. I laughed all the time I was
reading it.”
The lady paid for the book and went out.
And each customer who entered the shop went away with
Golden Dream s. To one lady the manager sold Golden Dream s
as holiday reading, to another as a book to read after a holiday.
One customer bought it to read on a rainy day and another as
the right book for a fine day.
Before leaving the bookshop I went up to the manager and
asked:
“Do you like that book yourself?”
“Oh!” said the manager, “I’ve no idea what it’s about, I’ve
no time to read every book I have to sell.”
“And did your wife really like the book?”
“I’m not married, sir,” answered the manager.
1 “Golden ['gouldan] Dreams” — «Золотые грезы» ( название

книги); 2 manager ['maemcfea] — зд. хозяин; 3 customer
I'kAstama] — покупатель;4 fashionably ['faejanabli] — модно;
title ['taitl] — заглавие; 6 mourning ['mamirj] — траур
45
REMEMBER!
achievement n lead v secondary a
citizen n policy n shout v
culture n pollute v society n
defend v power n solve v
devote v practical a space n
economy n problem n specialist n
foreign a proclaim v state n
found v production ti tradition n
freedom n progressive a train n
general a public a unemployment
government n realize v unite v
happen v science n vocational a
job n scientist n
I ll
U n it 3
§ 1
1. A sk your deskm ate questions about his (her) winter holidays;
tell him (her) about your im pressions of the holidays. Speak
about your winter holidays and the New Year celebrations
using the follow ing questions as a plan:
1. Where did you spend your winter holidays?
2. What had you planned to do during the holidays?
3. How were your plans realized?
4. What did you fail1 to do of what you hadplanned to?
5. How did you see the New Year in?
6. How was your New Year party organized in your school?
7. How did you enjoy the party?
8. How did you spend the rest of your holidays and what did you
like most during those winter days?
1 to fail — не суметь (что-то сделать); провалиться (на экзамене)

© 2. Listen, read and speak about your fu tu re examinations:
Examinations Are Coming

“The school year won’t be over for a long time yet, and our teach
ers never stop talking about examination time.”
“Yes. They want us to do well in the exams and the subjects are
not so easy, are they?”
“No, they aren’t. Not for me anyway. We are told that to pass
an exam1 well you must know all the main things very well.
So it seems to me that now it is time to revise2 the old mate
rial.”
“We’ll be given revision3 lessons in all subjects, I think. Are
there any subjects that don’t come easy to you?”
“Yes, there are; chemistry for example. Sometimes I can’t do the
homework without my father’s help.”
“You are lucky4 to have a father who knows chemistry. But
exams are a lottery, some people say. You can draw5 either a
‘ lucky’ or an ‘unlucky’ card6 at an exam.”
47
“Oh, I don’t agree to that. If you know the subject well all the
cards will be ‘lucky’ and afterw ards you will tell everybody
how easy the exams are.”
“Then let’s hope that all the cards will be lucky.”
1 to pass an exam — сдать экзамен; 2 to revise [ri'vaiz] —
повторять (учебный материал); 3 revision [ri'vi3n] — повто
рение; 4 lucky — счастливый, удачный; 5 to draw [dro:] —
тащить, тянуть; 6 card — билет (экзаменационны й)
3. Read and speak about your exam inations using the questions
as a plan:
1. W hat exams are you going to have at the end of the year?
2. Which of them do you think is the most difficult for you and
why?
3. How are you going to prepare for your examinations?
4. How do optional courses help you to prepare better for the
exams?
5. W hat is your opinion about your knowledge of the subjects
you are going to be examined in?
6. You are not afraid to fail your examination, are you?
lined words. Compare the E nglish w ords with their R ussian
equivalents (see IWL):
1. Dust quickly accum ulates if we don’t sweep our rooms. 2. He
entered the departm ent of chemistry of a university to become a
chemist. 3. The factory has a training centre, where the workers
can acquire an education and raise their qualifications without
leaving work. 4. The new building is a modern construction.
5. Let us look back over a distance of fifty years. 6. The people
are the main force that creates all m aterial values. 7. The fa
mous Russian mechanician Kulibin w as born in Nizhny Nov
gorod. 8. At the All-Union Exhibition of the National Economic
Achievements in Moscow visitors can see models of all Soviet
sputniks.
^ 5. R ead the text using the References. Write down a plan of the
text. Look at the map and describe New Zealand according to
your plan:
New Zealand
Pa rti
New Zealand *, an independent state and a member of the
Commonwealth, is situated south-east of Australia. The country
consists of three large islands, called North Island, South
Island and Stew art Island *, and also m any small islands.
48
New Zealand is a m ountainous country. The mountains
run from south-west to north-east throughout both the larger
islands. The Southern Alps *, the highest New Zealand
mountains, lie near the west coast of South Island.
The mountains in North Island are not so high and are
mostly forest-covered. The central p a rt of North Island is
a high volcanic plateau. There are m any lakes in this p a rt of the
island. New Zealand’s rivers are short.
The climate in New Zealand is w arm and the greater part
of the country is well watered. The north of North Island is sub
tropical but not too hot. The east and north of both islands have
a lot of sunny days, but much rain falls on the west coast.
Most of North Island and the south-west of South Island have
good forests of evergreen trees and large areas are rich g r a s s
lands.
New Zealand has very few native1 animals. The kiwi *, a
bird which lives in the forest and does not fly, is found nowhere
else in the world. The kiwi is the national emblem of New Zealand.
1 native ['neitiv] — местный
3 Read the text of Task 15 (pp. 152— 154).

49
§ 2
1. Describe the geographical situation of your region (territory,
autonomous republic).
Say what its territory is like, where it is situated, what m oun
tains and hills there are in it, what rivers flow through it.
Say if your region is washed by any sea, if there are any big
forests, lakes and steppes in it.
2. Discuss the climate in your place, say what weather is typi
cal of your place in the different seasons of the year. Add
which season and what weather you like most and give your
reasons why.
3. Ask your classm ates questions about industry and agriculture
in your region, their development and the changes that took
place in your region last year.
7. Tell your classm ates about your tow n ( village) using the follow
ing questions as a plan:
A. 1. ,Where is your native town situated?
2. What river does it stand on?
3. What streets and squares make up the centre of the town?
4. What factories are there in the town?
5. What institutes and technical schools are there in it?
6. Are there historical monuments in your town? What are
they?
7. What cultural centres are there in the town?
8. What is your town famous for?
B. 1. What place does agriculture take in the economy of your
region?
2. What do the collective farm ers grow in the region (dis
trict)?
3. How many collective and state farm s in your district do
you know?
4. What do the collective and state farms grow in the gardens
and vegetable gardens?
5. Is cattle-farming developed in your region?
6. What do the farm ers produce on their farms?
7. Which are the best collective and state farm s in your
region (district)?
8. Do you know collective farm ers who are Heroes of Social
ist Labour?
© 8. Listen, read and analyse the Present Participle (see RG,

III, § 9, 10). Read the sentences, translate them and say which
words ending in -ing are Present Participles:
50
THE PRESENT PARTICIPLE
Present Standing on the bridge he watched boats

Participle going up and down the river.
Gerund When a boy he w as fond of reading books

about travels.
Noun The reading of the article took him only

a few minutes.
1. When I entered the room the people there stopped talking.

2. He w as sitting in a chair watching TV. 3. We all took part
in yesterday’s meeting. 4. Be careful at the street crossing.
5. There was a lot of snow lying on the ground. 6. When
crossing the street look first to the left, then to the right.
^ 9. R ead and copy the sentences w riting after each word ending
in -ing if it is a Noun, a G erund or a Participle:
1. The speaker pointed to the positive effect of the ending of the
conflict. 2. Ending his letter he sent his best wishes to his school
mates. 3. They took p art in the second meeting of the commission
for industry. 4. The committee meeting in May made an analysis
of the present world situation. 5. After meeting the delegation at
the airport they went all together to Moscow University on Le
nin Hills. 6. He is getting higher education without leaving his
job.
(See the Key)
§ 3
10. R ead the text and say w hat role science plays in our life:
Science and Life

During the years of Soviet power science has made all-round
progress in every union and autonomous republic. Soviet scien
tists have achieved great successes in the development of physics,
especially atomic physics, chemistry, biology and other sciences.
51
The peaceful atom, for example, has been given many new
roles. Atomic icebreakers lead caravans of ships through the
thick Arctic icefields. The atom gives power to many instruments
in our automatic space stations. Atomic power stations give
electric power to many towns, factories, villages and farms in the
Soviet Union. The peaceful atom has its role in medicine.
Automatic manipulators, or robots, are very much spoken
about these days. This is because more and more robots are used
to make people work easier. The latest working robots can
“see” and can “be talked to”. They understand many orders,
their arms are controlled by small electronic computers. These
robots work in industry and they have already made it possible
to transfer1 people from monotonous operations to much more
interesting jobs.
A lot of robots have been built in our country for industry,
transport, medicine, and agriculture. Progress in technology
will continue and by the end of the 20th century most of the in
dustrial operations will be performed by robots.
1 to transfer [traens'fs:] — перемещать, переводить
11. Read and speak about science:
1. What is the role of science in a society?

(A great productive1 force; to serve the interests of man
and society; to help to develop; social and economic trans
formation of the country.)
2. The role of science is increasing greatly.
Where is it used?
(To solve national economic and social problems; to
develop the economy of our country; to increase the
well-being2 of Soviet people; to develop public education
and culture.)
1 productive [pra'dAktiv] — производительный;2 well-being —

благосостояние
© 12. Listen, read and analyse the P ast Participle (see RG, III,
§ 11). Read the sentences, translate them and say which w ords
ending in -ed are P ast Participles:
52
THE PAST PARTICIPLE
Past You can get the book recommended by

Participle our teacher in the library.
Past The teacher recommended to read this

Indefinite book.
1. There is a letter addressed to the secretary of the YCL organi

zation. 2. The head of the delegation warmly greeted the youth
conference. 3. The resolution passed by the meeting called for
youth unity. 4. The young workers trained for their jobs organ
ized by the state. 5. When asked the way to the bus station the
man answered that he did not know. 6. The programme included
a number of Russian folk-songs.
13. R ead and do the tasks:
1. Describe how your preparations for the school-leaving exami
nations are going on. Say what subjects you are going to
have examinations in; which of them you think are the most
difficult for you; what you do to get better prepared; how you
do your English to prepare better for the examination.
2. Ask your classm ates what they are going to do in order not to
fail the examination for an institute or university; what they
consider to be of great importance when preparing to enter
it; if they are going to start working and take preparatory
courses, or train for their future occupation at a technical
school.
^ 14. Read the text using the References. Write down a plan of the
text. Look a t the map and describe New Zealand according to
your plan:
New Zealand
P a r t II
New Zealand’s natural resources are not rich — timber,1
coal, natural gas, iron ore,2 building materials and fast rivers on
which hydro-electric stations have been built. The country
produces goods of different kinds both for her own needs and
for export.
The main cities in North Island are Auckland *, the largest
city and port with 750,000 inhabitants, and Wellington *, the
capital. A little north of Wellington there is an important indus
trial area, now included in the city. The population of greater
Wellington is about 350,000.
Christchurch * and Dunedin * are the most important towns
in South Island. The cities, and towns of the country resemble3
very much those of England, especially Christchurch. Dunedin
53
is more like Edinburgh, the capital of Scotland. New Zealand is
sometimes called “The Britain of the Pacific'’.
New Z ealand’s climate with rainfalls all the year round, is
very favourable for dairying, sheep-farming and cattle-farming,
as well as grow ing fruit, vegetables and flowers.
1 timber ['timboj — строевой лес; 2 iron ore ['аюп'э:] — ж е

лезная руда; 3 to resemble [ri'zembl] — иметь сходство
W ellington, the capital of New Zealand, with its industrial area has more than
350,000 inhabitants. The city looks very much like cities of England.
§ 4
15. Read and speak about new technology in our country:
1. Computers play a great role in our economy. How are they
used in the national economy?
(To carry out complex mathematical analytical operations;
to control industrial operations; to serve as specialized cal
culating machines; to do everyday office work.)
2. Automation, as you know, is a situation in which machines
work by themselves' with little or no hu m an 1 control; so it
makes the labour of men and women much easier.
54
Give some exam ples where autom ation is used and explain
w hat it gives.
(H ydro-electric stations and chemical p la n ts 1 where men
need only w atch over autom atic units;2 autom ation of
industrial processes; to improve labour conditions; to make
it' possible to reg u late production processes; to produce
more.)
1 p lan t [plcunt] — завод; 2 unit — блок, узел
16. Read the short new spaper article once, give it a heading and
point out the main facts in the text:
At the All-Union T ranslation C entre a theoretical model has
been developed on the basis of which an English-into-R ussian
autom atic system of machine tran slatio n has been created. The
system w as highly appreciated1 a t an international sem inar on
machine tra n sla tio n held recently2 in Moscow by specialists
from the USA, C anada, E ngland and other countries.
The AMPAR, as it is called in R ussian, is the first in d u stri
ally operative3 system of m achine tran slatio n in the Soviet
Union. It can tra n sla te nearly 75 pages of a technical text
in an hour.
(A dapted from the M oscow N ew s)
1 to appreciate [a'prrfieit] — оценивать, ценить; 2 recently
['rirsntli] — недавно; 3 operative ['oparativj — действующий
0 17. Listen, read and analyse the functions of the Participles

(see RG, III, § 12). Translate the sentences:
THE FUNCTIONS OF THE PARTICIPLE
They watched the rising sun from A ttribute

the balcony of the hotel.
I The m an sitting opposite the window
w as a fam ous scientist.
There is no time left.
II -Let me have your pencil, mine is Predicative

lost.
When leaving don’t forget to shut Adverbial

all the windows.
III Saying th at he left the room.
They spent a week there visiting a rt
gafleries and m useum s.
55
1. There are m any illu strated m agazines in our reading-room .
2. When going home I met my friend. 3. The boy playing in the
garden is my sister’s son. 4. The football gam e, watched by thou
sands of people, ended in the victory of the “F akel” team . 5. T ak
ing a book from the shelf he sat down to read it. 6. There is a
road joining the factory with the railw ay station. 7. He left the
room seen by no one. 8. There is a grow ing interest in Soviet
a rt in foreign countries.
^ 18. Read and copy the sentences underlining the Participles.
W rite dow n after each Participle if it is Present or Past:
1. Is this seat taken? 2. Seeing th at he w as late he took a taxi.
3. W atches and cam eras m ade in the U SSR are very popular in
foreign countries. 4. Taking the child by the hand she hurried
to the kindergarten. 5. The m an stan d in g at the door helped the
old wom an to get off the trolley-bus. 6. The delegation answ ered
all the questions asked by Soviet and foreign correspondents.
(See the Key)
§ 5
Academician Korolyov
(1906— 1966)
Academician Sergei Pavlovich Ko
rolyov, the fam ous Soviet scientist
and desig n er1 of space-rocket system s,
w as born in the city of Zhitom ir in
the family of a teacher.
From 1927 he worked in the a ir
c ra ft2 industry. In 1930, w ithout leav
ing his job, he g rad u a ted from the
M oscow B aum an H igher Technical
School and finished a flying school in
Zhitomir the sam e year.
After a m eeting with Tsiolkovsky
and studying his ideas, Korolyov be
cam e a rocket enthusiast. He w as one
of the founders of m odern space-
rocketry engineering.3
56
In 1933 the G roup for S tudying Jet P ropulsion4 w as o rg a n
ized, and the first experim ental rockets w ere m ade and tested.
Korolyov took p a rt in its work. From then on Korolyov devoted
him self to developing Soviet space-rocketry engineering. Be
ginning with 1957 the first E arth satellites in the w orld were
put into orbit with the help of the system s he has designed5 and
the far side of the Moon w as photographed. The spaceships,
in which m an first flew into space and from which he w alked
out into space, were m ade under his guidance.7
Korolyov trained m any scientists and engineers who are now
leading the work in research8 institutes an a designing bureaus
which specialize in the sphere of space-rocketry engineering.
1 designer [di'zaina] — конструктор; 2 a ircraft ['eakrcuft] —
авиация; 3 space-rocketry ['rokitri] engineering — космическое
ракетостроение; 4 Group for Studying Jet Propulsion
]ргэ'рл1]эп] — Группа изучения реактивного движения;
to design [di'zain] — проектировать; 6 Moon — луна;
7 guidance ['gaidansj — руководство; 8 research [n'sartJJ —
научное исследование
1. How old w as Korolyov when he began to work in the aircraft
industry? 2. When did Korolyov g rad u a te from the Moscow
B aum an Higher Technical School? 3. W hat connection with
aviation did Korolyov have before he became interested in
cosm onautics? 4. W hat w as the result of Korolyov’s m eeting
with Tsiolkovsky? 5. W hat achievem ents in space research
w ere m ade under Korolyov’s guidance?
20. Speak about the biography of a Russian or Soviet scientist who
interests you very much.
at the age (o f) — в возрасте
to graduate from — оканчивать (высшее учебное заведение)
to get interested in — заинтересоваться
to study — изучать
to experiment — экспериментировать
to do the research [ri'sa:tj] work — проводить исследовательскую работу
to publish — публиковать, издавать
successful [sak'sesful] — успешный
to put a theory [’Giari] into practice ['praektis] — применять теорию на
практике
practical effect [l'fekt] — практический результат
21. Read the sentences, translate them and say which Participles
(P resent or P ast) are used in the verb tense form s:
1. The ten-m onths’ plan of the year has been fulfilled. 2. Young
people are g ath erin g near the bus-stop to take p art in the
restoration of the old historical building. 3. When the expedition
57
returned, they reported w hat they had seen in the Arctic
region. 4. A very good crop of w heat w as produced m the
eastern regions of the country. 5. Soviet science has made
o u tstan d in g pro g ress in the field of space exploration. 6. U nder
bad w eather conditions the collective farm ers w ere w orking
hard to gather in all the crops.
► 22. Read the text using the References, write dow n the new facts
you have learned from the text:
New Zealand
P a r t III
The population of New Z ealand is over three million people,
more than two thirds of whom live in No^rth Islan d . About 50 per
cent live in the four cities of Auckland, W ellington, C hristchurch,
and Dunedin.
The M aori * people m ake up eight per cent of the total'1 New
Zealand population. The M aoris are fam ous for their folk-songs,
music and dances, they are very skilled in wood-work.
The position of the M aori people today is not yet equal to
th at of the white people. The level of education, for exam ple, is
still higher am ong the white New Z ealanders than am ong the
M aori population. For m any years the M aori people have been
fighting for their rights.
New Zealand is a capitalist self-governing sta te and a
mem ber of the Com m onwealth. The G overnor-G eneral rep re
sents the King or Queen of E ngland. The P arliam ent of the
country consists of one house only, the House of Representatives.
The Prim e M inister heads the cabinet *.
The main political parties are the Labour P a rty * and the
N ational P a rty of New Z ealand *.
The D em ocratic Front of New Z ealand Youth * is a M arxist-
Leninist youth organization which fights a g ain st unem ploym ent
and for the rights of the young w orkers. One of the task s of this
organization is propaganda of M arxist-Leninist theory.
1 total ['toutl] — весь, целый, полный
§ 6
23. Read the short new spaper article once, say w hat it is about and
give it a heading:
АН-Union Society of In v en to rs1 and R ationalizers has a
m em bership of alm ost 12 million. It is m ade up of m ass o rg an iz a
58
tions w orking in industry and is headed by a C entral Council.2
Any w orker, engineer, office w orker, student or pensioner in ter
ested m invention m ay join the society..
D uring the last five-year period! the inventions and innova
tions3 by the society m e m b e r gave the state about 30 million
roubles.
(‘Adapted from the M oscow N ew s)
1 inventor [m-'venta], — изобретатель; 2 council ['kaunslj —

совет; 3 innovation [,in3'veijn] — нововведение, зд. рациона
лизаторское предложение
© 24. Listen, read and analyse the Participle C onstructions ( see
RG, III, § 13, 14}. Read the sentences and find' the Participle
Constructions. Translate the sentences:
THE PARTICIPLE CONSTRUCTIONS
Objective with the Present

Participle
I see thcnr crossing the street.

Objective with the Past
Participle
lI w ant my hair cut.’
I. I heard somebody w alking in'the corridor. 2. W here did you

have your coat made? 3. A m inute later she found all the pupils
w orking at their tasks. 4. Alec, go to your m other and have your
face washed. 5. The old woman w atched the children playing in
the garden. 6. I w ant all the exercises done by tomorrow morning.
59
^ 25. Read and copy the sentences underlining Participles and
Participle Constructions:
I . The conference held in Novosibirsk w as on the problems of eco
nomic developm ent of the Soviet F a r E ast. 2. There is a larg e
shopping area and cu ltu ral centre with a cinem a, th eatre and a
public library there. 3. M any new Pioneer cam ps w ere opened
for children staying in town for the sum m er. 4. The spectators
w atched with g reat interest young sportsmen doing their exercises
in the centre of the stadium. 5. Student Construction Team s' Day
was celebrated by students taking part in summer construction.
6. The committee had all the necessary documents prepared before
the first sitting.
Read the text of Task 20 (pp. 164— 166)
§ 7
26. February 23rd is Soviet A rm y Day. Make a short report on the
history of the Soviet A rm y using the following questions as
a plan:
февраля
день
СОВЕТСКОЙ АРМ И И
1. When w as the Red Army organized?

2. W hat w as happening at that time in the young Soviet re
public?
3. W hat enemies did the Red Arm y fight a g ain st to defend the
young Soviet republic?
4. W hat heroes of the Civil W ar do you know?
5. How long did the G reat Patriotic W ar last?
6. W hat big battles of the G reat P atriotic W ar do you know?
7. W hat did the Soviet U nion’s victory m ean for the peoples of
the w orld?
8. How do we celebrate Soviet Army Day?
27. Read the text and say what you do to keep our environm ent1
clean:
Keep Our Environment Clean
About two hundred years ago m an lived in greater harm ony
w ith his environm ent because industry w as not much developed.
Today the situation is quite different. People all over the w orld
are worried 2 about what is happening to the environment, because
of modern industry and the need for more and more energy. News
papers and m agazines write about w ater pollution,3 air pollution
and land pollution.
Why is there so much discussion about pollution? After all,
people have been polluting the world around them for thousands
and thousands of years. But in the past, there were not m any peo
ple and lots of room in the w orld so they could move to another
place when their settlem ents becam e dirty.
Now, however, m any p a rts of the w orld are crowded, people
live in big cities and much of our w aste,4 especially w aste from
factories, electric power stations, the chemical industry and
heavy industry are very dangerous. Fish dies in the lakes, rivers
and seas, forest trees die too. Much of this dangerous w aste goes
into the air and is carried by w inds for g rea t distances.
The E arth is our home. We m ust take care of it, for o u r
selves and for the next generations.5 This m eans keeping our
environm ent clean.
The im portance of this task is pointed out by ecologists, the
scientists who study the relation between living things and
their environm ent. However each of us m ust do everything possi
ble to keep the land, air and w ater clean.
‘ environment [in'vaiaranmantj — окружение, окружаю щ ая

среда; 2 to worry ['wAriJ — беспокоиться; 3 pollution [pa'lu:-
Jn] — загрязнение (окружающей среды); 4 waste {weist] —
отбросы, отходы; generation [,d 3ena'reijn] — поколение;
6 relation [ri'leijn] — отношение
28. Read the sentences, find the Participles and Participle Construc
tions and say what they mean:
1. They w atched the m eeting taking place in the central square of
the town. 2. The British delegation greeted by the w orkers told
the m eeting about their stru g g le for economic rights. 3. You will
61
have an article for the w all new spaper w ritten by the secretary
of the school Komsomol Com m ittee tom orrow m orning. 4. Soviet
science holds a leading position in m any spheres of knowledge.
5. E nding his letter he sent his best wishes to his schoolm ates.
6. Com ing home she found the floors w ashed and all the things
cleaned and dusted.
► 29. R ead the text and say w hat you have learned from it. Write
dow n the main fa cts in the text:
The Maori Wars

The M aoris, the aboriginal Polynesian inhabitants of New
Z ealand, have struggled long and hard to p reserv e1 their land
and their culture. This stru g g le began after they had lost sove
reignty to B ritain in 1840 in exchange for g u aran tees th at they
would be allowed to have their own land. As happened in other
colonies, they were deceived.2 So the M aoris began to fight
ag a in st the British.
The M aori W ars* (1843— 1872), as they are called in history
books, showed the fighting skill and heroism of the M aoris. But
they were defeated 3 by superior 4 British forces. T housands of
M aoris died at the hands of the Redcoats, as the British soldiers
w ere called. In the end, however, the colonizers had to recog
nize 5 som e of the M aoris’ economic and political rights. They
were given lands in the centre of N orth Island, of course not the
best lands, and only one fourth of w hat the M aoris had a hundred
years ago.
1 to preserve [pri'zarv] — сохранять; 2 to deceive [di'siw] — об

манывать; 3 to defeat [ d i'f i.d — разгромить; 4 superior [sju:-
'ргэпэ] — превосходящий; to recognize ['rekagnaiz] —
признавать
§ 8
30. Read and answ er the questions:
1. At w hat age do young men join the Soviet Army?
2. How long does m ilitary service last in the Soviet Army?
3. How do young people learn to defend our country?
4. How do you prepare at school for your future m ilitary serv-
ice?
62
5. W hat knowledge do you get a t your M ilitary T raining les
sons?
6. Are any of your classm ates going to become officers?
7. How will the young people use the know ledge they have re
ceived at school in the arm y?
8. How will m ilitary service help young people to form their
character?
1. Article 67 of the C onstitution of the U SSR says: “Citizens of

the U SSR are obliged1 to protect nature and conserve2 its
riches.”
How can you protect nature?
(To p lan t3 trees; not to break trees; not to pick flow ers irr
the forest or in the field; not to do any harm to our “ lesser
b ro th e rs” — anim als; not to catch birds; not to throw waste
paper or things you do not w ant into rivers or lakes or
ju st anyw here.)
2. June 5th is W orld Environm ent Day according to a decision of
the 27th Session of the United N ations G eneral Assembly.
W hat m easures have been taken in our country to protect en
vironm ent?
(C onservation of Lake Baikal; pollution control of the Volga
and other rivers; the Black Sea, the Azov Sea, the Caspian
Sea; building new factories far from w orkers’ homes; tree
planting; new technology.)
1 to be obliged [ab'laid 3 d] — быть обязанным; 2 to conserve

[kan'saw] — сохранять; 3 to plant [plcunt] — саж ать ( расте
ния)
32. Read the text and compare the situation in the U S S R and capital
ist countries:
Water Pollution
To see the effects of pollution in rivers, ju st have a look at
the”Clyde * or the Tham es * near to the sea and com pare it with
the sam e river a few kilom etres aw ay to the hills, before factory
w aste has been flowing into it.
A hundred years ago you could catch eatable fish in rivers
like the Tham es and the Clyde. Now factories and hom es are pu t
ting w aste m aterials which are poisons1 into these rivers.
L arge cities on the G reat Lakes of N orth America are letting
different w astes flow into the w ater. These w astes, added to the
m ud2 brought down by the rivers, are speeding up3 the process
by which a lake becomes useless for shipping.
63
The Y arra River in A ustralia w as once such a pretty4 place
to sit beside on a hot sum m er day. But th a t’s all changed now.
Factories have appeared on each side of the river, and people
sitting beside the river now throw their endless tin s5 and papers
into it.
Nothing can live or grow in this polluted w ater now.
(Adapted from the British, Am erican
and A ustralian press)
1 poison ['pDizn] — яд; 2 mud — грязь; 3 to speed up — ускорять;

4 pretty ['priti] — привлекательный; 5 tin — консервная банка
► 33. R ead and copy the sentences w riting dow n after each word
ending in -ing if it is a Noun, a Gerund or a Participle:
1. “Every time I go shopping, prices have gone up,” said an E n g
lish housewife. “I’m finding it difficult to m ake ends m eet.”
2. We are expressing our solidarity with the working people fight
ing for their rights. 3. The fighting in the streets went on the whole
day. 4. She was given the task of helping her younger schoolmates.
5. The newspapers report great success in developing the g a s and
oil industries in our country. 6. This week-end’s dem onstration
w as the beginning of a m assive movement ag ain st race discrim i
nation.
(See the K eyJ
§ 9
Woman-Cosmonaut Svetlana Savitskaya

Svetlana S avitskaya, a Soviet w om an-cosm onaut, is known
all over the w orld. She w as the second Soviet w om an-cosm onaut
and the first wom an to w alk and work in space.
S avitskaya’s road to the s ta r s 1 began very early. She liked
to play with planes even when she w as a very sm all girl.
By the age of 17 she had m ade 500 parachute jum ps and had
m ade three w orld records. She held the title of world champion
in aerobatics2 at the age of 22. She w asn ’t yet 30 when she es
tablished four w orld records on supersonic3 planes. Her profes
sion is alm ost unique for women.
64
S vetlana S avitskaya also became
a test pilot, an unusual profession for
women. She has 1,500 hours of flight
time on m ore than 20 different types of
planes.
When a jo u rn a list asked her before
her first space flight w hether she
found a pilot’s profession difficult,
she answ ered, “And is it m uch easier
for a m ilkm aid or a w eaver?”4
S vetlana S av itsk ay a’s first space
mission w as in A ugust, 1982. H er p a rt
ners on her first flight5 w ere Leonid
Popov and A lexander Serebrov. She
w as then a cosm onaut-researcher
carry in g out research in astrophysics, medicine and biotechnol
ogy-
On July 17, 1984, a new Soviet spaceship, S o y u z T-12, c a r
ried three cosm onauts into space: V ladim ir Dzhanibekov, S vet
lan a Savitskaya and Igor Volk. On that flight Savitskaya w as the
crew ’s6 flight engineer. S o y u z T-12 docked7 with the orbital
scientific station Salyut-7, and from it for the first time in his
tory a w om an-cosm onaut m ade a space w alk and did some real
w ork in outer space. The resu lts of the experim ent carried out
by S vetlana Savitskaya and V ladim ir Dzhanibekov during the
time they were in outer space are of g reat im portance for future
w ork in building research centres in orbit.
1 s ta r — звезда; aerobatics [yeara'baetiksJ — высший пилотаж;

3 supersonic ('sjupa'somkj — сверхзвуковой;4 weaver ['wiwal —
ткачиха; 5 flight [flait] — полет; 6 crew [kru:] — экипаж; to
dock — причаливать, зд. совершить стыковку
1. How did Svetlana Savitskaya’s road to the stars begin? 2. W hat
w ere S avitskaya’s achievem ents before her first space flight?
3. W hat w as S avitskaya’s role as a pilot-cosm onaut on her space
m issions? 4. W hat does Savitskaya say about the difficulties in
her profession?
35. Read the short newspaper article once, say what it is about and
give it a heading:
Deep c u ts 1 in social program m es have had a g reat im pact2 on
women w orkers, on those who m ost need help, the very poor and
those with young children and no income.
Alm ost one out of every five women w orkers has suffered from
the effects of the depression. M ore than one and one q u a rte r
3 Заказ 724 65
million of them lost their jobs. One million m ore w ere advised
ag ain st even looking for work and m ore than seven million be
came involuntary3 part-tim e w orkers.
Women are the last hired4 and too often become the first
fired.5
(A dapted from the People's Daily World)
1 deep cut — зд. резкое сокращение;2 impact [Tmpaekt] — влия

ние; involuntary [ln'volantan] — невольный; 4 to hire — на
нимать; 5 to fire — зд. увольнять
36. Read the text using the References and say what animals and
birds live in Australia:
The Strange1 World of Australian Animals

A u stralia has been called “the land of differences”2 and “the
continent of c o n tra s ts ”. It certainly is both. There are m any ways
in which it is different from other countries.
The first thing most people think of are the stra n g e native
anim als. E arly in the w orld’s history A ustralia w as separated
from the other continents and her anim als have developed differ
ently from theirs. O f these, the stra n g e st of all are the w ater-
loving platypus* and the echidna*. The appearance of the pla
typus is so unusual th at when the skin3 of one w as first sent to
E ngland some scientists said that no such anim al could possibly
exist.4
A ustralia is also the home of the kangaroos.
The koala* is a tree-loving, com ical-looking anim al, that
lives on the leaves of eucalyptus trees. It will eat nothing more.
It usually sleeps during the day.
The dingo*, or wild dog, is the only killer am ong the native
anim als. You can meet dingoes in m any p a rts of A ustralia, but
nyost of them now live in m ountains or hills. In some places they
w ere a very g reat danger to sheep and m any of them have been
killed for th at reason.
The native birds of A ustralia are very interesting. The emu*,
for example, which, with the kangaroo, is represented on the
A ustralian coat-of-arm s5, is the next-tallest bird in the w orld
after the ostrich.6
1 stra n g e [streind 3 j — странный, необычный; 2 difference ['difa-

rans] — различие; skin — шкура; 4 to exist [lg'zist] — сущест
вовать; 5 coat-of-arm s — герб; 6 ostrich ['DstritJ] — страус
§ 10
37. Read the text and ask your classm ates questions about new
achievem ents in space explorations:
Why We Study Outer Space

The first sputniks and the first m anned orbital flights have
provoked1 not only enthusiasm but also some questions such as
“W hat is all this for?”
The reasons for space exploration are m any and one of them
is th at the E a rth ’s n a tu ra l resources are limited. So m an m ust
learn to live and work in outer space, using its oceans of energy.
In the past geologists and geophysicists carried out their re
search within the limits of the Earth. Now com parative planeto
logy has become an im portant p art of the science of the E arth.
S pecialists in the physics of the atm osphere can now observe
w inds and w eather on other planets. Biologists think about w hat
life m ay be like in different conditions, and they already con
duct2 research in this direction3 on other planets,
Space research is also very im portant for the developm ent
of technology. New instrum ents and units m ade for satellites,
autom atic spaceships, find an application in industries produc
ing earthly articles.4
1 to provoke [pra'vouk] — вызывать; 2 to conduct [kan'dAkt] —

проводить; 3 direction [d i're k jn j — направление; 4 article —
предмет
3* 67
On April 12 every year the Soviet people celebrate C osm onau
tics Day in com m em oration1 of the first space flight in the world
which w as m ade by a Soviet citizen.
Here are three main dates in the history of space exploration.
O ctober 4, 1957. The Soviet Union sends the first sputnik
in the w orld into space.
April 12, 1961. The Soviet cosm onaut Yuri G ag arin goes into
space and m akes one orbit round the E arth in his spaceship Vos-
, tok-1.
Ju ly 21, 1969. The Am erican a stro n a u ts A rm strong and
A ldrin land on the Moon.
1. Ask your classm ates questions about space explorations.
2. Say w hat the main aim s2 of space exploration are and how
sputniks are used in the national economy.
(Scientific research; practical use; to relay3 TV programmes;
to establish telephone and telegraph com m unication; to get
inform ation about w eather conditions; to know where n a tu
ral resources lie.)
1 in com m em oration [ka/nema'rei Jo] — в пам ять;2 aim [eim] —

цель; 3 to relay [ri'lei] — ретранслировать

1. Ask your classm ates how co-operation in science and technol
ogy am ong socialist countries helps them to develop their national
economies.
(The ways to improve production methods; to help to produce
im portant goods for; to raise the effectiveness of each coun
try ’s industry and agriculture; to introduce new m achines
m ade in other countries.)
2. Give exam ples of joint projects of socialist countries in con
struction.
40. Read and say:
Proverb: NEVER TOO LATE TO LEARN.

The m eaning of this proverb is th at one m ust go on learning as
long as one liVes.
D iscuss the im portance of education. Say w hat it is giving
you now and w hat it will give you in future.
Explain why the Soviet country needs more highly educated
people. Say how you will continue your education after you leave
school.
68
41. Read the weather forecasts and do the tasks:
Cold with heavy snow. Outlook for tom orrow :

M axim um tem p eratu re — cloudy in places w ith snow
5 °C (degrees C entigrade).1 at tim es. W inds light and
No wind. tem perature about 0 °C2.
M ainly cloudy; changeable Outlook for tom orrow : the

with bright intervals. M ost w eather will be dry and
ly rainy w ith tem peratures sunny with stro n g north
of - f 20 °C. winds. T em perature will be
falling to + 15 °C.
1. D iscuss the w eather you are going to have. Tell the class if
the w eather is agreeable for your p lans and why.
2. Say w hat you usually'do in this w eather and w hat you usually
put on if you go out in this kind of w eather.
3. Ask your classm ates what their favourite seasons are and why.
4. Describe w hat w eather you have in your place in the different
seasons of the year.
below (bi'louj (above) zero — ниже (выше) нуля; degrees

(di'grfez] Centigrade ['sentigreid] — градусы по Цельсию;
0 ['ziarou] — нуль
J Read the text of Task 24 (pp. 172-- 1 7 3 ) .
REMEMBER!
achieve v native a science п
achievem ent n pass v scientist n
citizen n policy n secondary a
culture n pollute v shout v
defend v pollution n society n
devote v power n solve v
economy n practical a space n
foreign a problem n specialist n
found v proclaim v sta te n
freedom n production n success n
general a progress n tradition n
governm ent n progressive a train v
happen v public a unemployment n
job n realize v unite v
lead v revise v vocational a
military a
69
IV
Un i t 4
§ 1
1. Read, the text and answ er the questions:
The Decree on Peace

On the second day of the G reat October Revolution the first
decree of the young Soviet governm ent w as the Decree on Peace
proposed1 by .Vladim ir Ilyich Lenin at the Second A ll-R ussia
C ongress of Soviets. “Peace to all peoples!” — with these w ords
the first w orkers’ and p e a sa n ts’2 state in the w orld w as born, a
peace-loving sta te of w orking people. To all countries draw n into
the W orld W ar Soviet Russia proposed an im m ediate3 peace.
Since those days the stru g g le for peace has been one of the
main activities of our country.
Throughout its history m ankind4 has lived through m ore than
14,000 g reat and sm all w ars. The m ost terrible w as the last w ar
in which 55 million people died, 20 million of these were Soviet
citizens.
Throughout the Soviet Union one can see m onum ents to
heroes who fell in battles defending the freedom of our Motherland
and the freedom of all m ankind from fascism in all its form s.
We have been living in peace for over forty years, but it is
not an easy thing to preserve peace. Each step in defending peace
needs g reat effort. That is why the Soviet governm ent is
doing everything possible to provide peaceful conditions for
the fulfilm ent of our g reat tasks.
The Soviet people as a whole will continue to fight
for world peace, will continue to support the stru g g le of
the oppressed peoples ag ain st im perialism and will hold high the
ban n er6 of peace and friendship am ong the nations.
The Leninist foreign policy serves the interests of all peoples
of the w orld.
1 to propose [pra'pouz] — предлагать; 2 p easan t ['pezant] —

крестьянин; im m ediate [iTnirdjat] — немедленный; 4 m an
kind [maen’kaind] — человечество; 5 effort f 'e f a t] — усилие;
6 ban n er ['Ьгепэ] — знамя
1. When and on whose proposal was the Decree on Peace proclaimed?
2. Why did the w orking people of Russia and other countries
greet the Decree on Peace so enthusiastically? 3. W hat price did
the Soviet people pay for their victory over fascism ? 4. W hat can
you say about the Soviet program m e of peace, which is supported
by all progressive people in the w orld?
2. Read and speak about the Soviet Peace Program m e:
1. The peace m ovem ent in our country is headed by the Soviet
Peace Committee.
W hat do you know about it?
(To be created in 1949; to consist of 360 m em bers; to coor
dinate the activities of peace com m ittees in Union Repub
lics, regions and larg e cities.)
2. W hat is the main task of the Soviet Peace Committee?
(To put into practice; the Soviet Peace Program m e; to work
out; to take an active p art in the activities of; the W orld
Peace Council.)
3. W hat do Soviet peace activists do in defence of peace?
(To organize Peace Days; actions of solidarity with; to
fight ag ain st aggression, colonialism and racism ; to con
duct peace cam paigns; to organize celebrations of anniver
saries of g rea t w orld cu ltu ral events.)
mofcoui
news
Along Lenin’s road Winners of
These great days
the Lenin
in M a y P ea ce Prize
MAY V-DayinMoscow
DAY
O N W AR , The lessons of
V IC T O R Y
A N D PEACE
the last war should
not be forgotten
Moscow youth speaks up against war
STOP BEFORE An 'academy of sciences'

IT'S TOO LATE for children
| | am t . - i a —
new ш ш е м м IMn
.. ■—л—
tram
GYMNASTS Sport, friendship,

FOR PEACE peace
71
3. R ead the headings of " M oscow N ew s" articles, say w hat the
articles are about and how they show the stru g g le for peace in
our country (see p. 71).
lined words. Com pare the E nglish words with their Russian
equivalents:
1. In a press and TV interview the general secretary said, “The
development in the labour movement m arks a fundam ental change
in the class stru g g le in the U SA .” 2. The dem onstration o r
ganized by the wom en’s progressive organization to m ark Inter-
national W omen’s Day will be held on S aturday, M arch 6.
3. The new com m ittee elected the chairm an and the delegates to
the conference. 4. In London, the workers will assem ble at Speak
e r’s Corner, Hyde P ark, at 1 p. m. and m arch to T ra fa lg a r
Square. A deputation will hand in a petition at D ow ning Street.
5. Read the text and explain what the flags of different countries say:
What the F lags Say

A national flag is an expression of hum an hopes and ideals.
Behind it is the history of the country it represents, the past
and present of whole peoples and very often their future too.
The red of the Soviet flag is the colour of the proletarian rev
olution, the colour of the blood1 of those who gave their lives
in the class b attles for freedom from all kinds of oppression
throughout the world.
The sickle2 and ham m er3 on the flag symbolize the union and
friendship of the w orkers and peasants. The red five-pointed
s ta r is the symbol of the unity4 of the w orking people of the w orld,
of all five continents.
The national flag of G reat B ritain combines three crosses5
representing E ngland, Scotland and Ireland. It symbolizes the
union of these countries and is called the Union Jack.
The horizontal red and white stripes6 on the Am erican flag
represent the original thirteen states that formed an independent
country in 1776. The s ta rs on the flag — white on a dark blue
field — represent the num ber of sta te s m aking up the U nited
S tates today.
The C anadian flag consists of three vertical stripes, two red
ones to the right and left of a white stripe which has a m aple
leaf7 in the middle.
The New Z ealand and A ustralian flags are very much alike.
With the British flag in the top left-hand corner the A ustralians
show the s ta rs of the Southern C ross in white on a blue field,
while the New Z ealanders show the s ta rs in red on a blue field.
1 blood [blAd] — кровь; 2 sickle ['sikl] — серп; 3 hammer
['haema] — молот; 4 unity ['ju:nitij — единство; 5 cross —
крест; 6 stripe— п о л о с а;7 maple ['m eipl] leaf— кленовый лист
§ 2
6. Read the text and the questions, and speak about the stru ggle for
peace in the world:
Struggle for Peace
R eports about m ass m anifestations in defence of w orld peace
are com ing to u s from all continents. The progressive people
realize their grow ing stren g th and ability1 to influence2 w orld
events. Neither the clubs3 of policemen nor methods of “psycholog
ical w a r” can now stop the anti-w ar movement. Life itself shows
who are enem ies4 of peace and ag ain st whom people should fight.
As they become more and more active in the anti-war struggle,
m ost sections of the population in the W est realize th at today
★ M orning'Star
The meaning of H ay Day
Peace is the bedrock

Poaeo central to youth’*
flfht for world aolidarity
Europe's students join forces

to fight youth unemployment
No-one and nothing is forgotten

&
S-O-S FOR JOBS

A fight for work
and freedom r etter sch o o ls,
KOBE TEACHERS
m ir n c Strikers’ c № r u have reytl

Sa a S S tie* on fret Soviet kaUay
STRIKe
Radthttnrth
British-Soviet trade
73
there are progressive forces, governm ents and political parties
defending our planet against atomic war. The Soviet Union together
with other countries continues to m ake every effort in the
field of constructive diplom acy in order to prevent such a w ar.
The peace-loving forces in different countries are uniting and
becoming more active in their struggle for peace and disarmament.5
1 ability [a'biliti] — способность; 2 to influence ['influansj —
оказы вать влияние; 3 club — дубинка; 4 enemy [ 'e m m ij—
враг; 5 disarmament [dis'om am ant] — разоружение
1. W hat p art do progressive people of the W est take in the w orld
peace m ovement? 2. W hat role does the Soviet Union play in the
stru g g le for peace?
7. Read the headings of "M orning S ta r * articles, say what these ar
ticles are about ( see p. 73).
8. Discuss with your classmates how youth in capitalist countries strug
gle for peace against war. Give examples to illustrate what you say.
You m ay use the follow ing:
The w orld peace movement; the preservation of peace; to e sta b
lish a la s tin g 1 w orld peace; to call for peace; to fight a g ain st the
d anger of another w orld w ar; to achieve general and com plete2
disarm am ent; an appeal to all peace-loving nations; to protest
against; to end (stop) the arm s race3, to ban4 atom ic w eapons;
to fight for a ban on atom ic w eapons; to hold m ilitary exercises;
to unleash a w ar; a danger of w ar; a danger to w orld peace; a
peace-lover; a peace supporter; a peace fighter; peace festivals;
solidarity m eetings.
1 lasting — длительный, прочный; 2 complete [kam'plid] —
полный; 3 arms race — гонка вооружений; 4 to ban — з а
прещать
9. Read the sentences and translate the underlined words:
1. The foreign visitors enjoyed a sing-song round the cam pfire
at the Pioneer camp. 2. The Soviet country realized the history-
m aking program m e of electrification. 3. You can easily see the
progress of technology in our day-to-day life. 4. The internation
al w orking-class movement has become w ell-organized and
politically active. 5. The resu lts of the first half-year showed
a good progress in the production of heavy industry. 6. She sat
beside a round-faced, short-nosed, fair-haired girl.
► 10. Read the sentences, copy the underlined words and write
dow n their R ussian equivalents:
1. The scientist’s nam e is w orld-fam ous. 2. You are a newcomer
to the village, a re n ’t you? 3. He is old and w orks part-tim e now.
4. You can buy these things at any self-serviceshop. 5. She had a
snow -w hite dress on. 6. It w as a m iddle-aged m an with a grey
suit and a low hat on.
(S ee the Key)
Ш Read the text of Task 26 (pp. 176—178).
§ з
11. Read the text and sa y w hat you know about the Lenin Peace
Prize w inners from E nglish-speaking countries:
Paul Robeson ['pod 'ro u b so n ], G ordon Schafter ['go:dn 'jcufa],
Rockwell Kent ['rokwel 'k e n t], Jam es A ldridge ['d 3 eim z 'o:ld-
n d 3 ], Sean M ackbride ['Join m o k 'b raid ], F reda Brown ['fri-do
'b ra u n ], John M organ ['d 3 on гтэ :д эп ], Dorothy Hodgkin
['doroGi 'hod 3 k in ] .
Lenin Peace Prize Winners
M illions of people all over the w orld fight for peace, dis
arm am ent and social progress. This m ass movement is led by prom
inent1 public and political figures whose contribution to the
stru g g le for peace is especially valuable. M any of them have been
aw arded International Lenin Prizes “For the Prom otion of Peace
Am ong N ations”.
Here is some inform ation about International Peace P rize
w inners from E nglish-speaking countries.
1952. P aul Robeson (1898— 1976), a black Am erican, a revo
lutionary singer and a g reat artist. He w as the symbol of real
America, both black and white, the America of the working people
fighting ag ain st discrim ination, im perialism and w ar,
1964. G ordon Schaffer (1905), a prom inent British public
figure2 and jo u rn alist. He devoted much of his stren g th to mobi
lizing different social groups in B ritain in the stru g g le for peace.
1967. Rockwell Kent (1882— 1971), an American a rtist and
w riter, an active fighter for peace. He did very much to p ro
m ote3 friendship between the Soviet and Am erican peoples.
1973. Jam es A ldridge (1918), a British w riter. In his books
and articles he w rites about the stru g g le for peace, ag ain st w ar.
1977. Sean M acbride (1904— 1988), a leading statesm an 4
and public figure in Ireland. For m any years he has been active in
international organizations fighting for peace.
1979. F reda Brown of A ustralia (1920), P resident of the
W omen’s International Dem ocratic Federation. She is an active
fighter for w orld peace.
1983. John M organ (1918), president of the C anadian Peace
C ongress. This C ongress fights to have C anada declared5 a
zone free of nuclear weapons.
75
1987. Dorothy Hodgkin (1910), a British scientist and a pro
minent public figure. Her personal contribution to the struggle
for peace and disarmament is very great.
1 prominent {'prominant] — выдающийся; 2 public figure

{'figaj — общественный деятель; 3 to promote [pra'mout] —
крепить, укреплять; 4 statesm an — государственный деятель;
5 to declare [drklea] — провозглашать
12. Read the beginning of a new spaper article. Give som e more facts
to illustrate the text:
More and more people are passing from wishes for peace to
action for peace. The 25,000 who marched at the United Nations
Headquarters in New York in support of the special session on
disarmament are proof1of this hew development, as are the meet
ings and protests at nuclear weapons plants in the United States.
The peace movement demands that the military-industrial
complex stop its preparation for a nuclear war.
The so-called “Soviet threat”2 is a phony,3 the military-indus
trial complex threat is a reality.
(Adapted from the People’s Daily W orld)
1 proof [pru:f] — доказательство, свидетельство; 2 threat

[0ret] — угроза; 3 phony ['founi] — обман
13. Read the sentences, translate and compare them and say how the
meaning of the underlined words changes:
1. She turned her head to the right and looked at the window. He
w as sitting at the head of the table. The head of the collec
tive farm had a long talk to them.
2. The woman was carrying her child on her back. You can find
the reference grammar at the back of the textbook. What is at
the back of it?
3. Did you have a good time at your friend’s? What’s the time
now? Next time we shall go to the Museum of Fine Arts.
► 14. Read the text and write down the main idea of the story:
Where Was Comrade Lenin Born?

( A fter S. A lexeyev)
One Sunday at the market some peasants began a discussion
about Comrade Lenin’s birthplace.
“It’s far away,” said one.
“You’re wrong,” a second answered. “He was born in this
area. He’s a local,1 from our own district.”
76
“That’s not true,” a third said. “Vladimir Ilyich comes from
the region of the Lena River.”
“He w as born in Petrograd,” a fourth said.
“M oscow,” a fifth said.
Where w as Lenin born? The peasants’ discussion went on and
on. They asked anyone they thought would give an answer.
“Dear fellow,” they asked, “where was Comrade Lenin born?”
The person addressed thought a little. “I’m not sure. I only
know that Lenin w as born in the mountains. That’s why he has
eagle2 eyes.”
The peasants turned to a second:
“Dear fellow, where was Comrade Lenin born?”
This one also thought for a moment:
“Lenin was born in the steppe region,” he answered. “That’s
why everything he does is great.”
Now the peasants turned to a third. This fellow thought for
some time before answering, as did the others:
“Here’s your answ er,” he said. “Vladimir Ilyich is from the
forest region. I’m sure of it — the forest region. Where else could
his strength of conviction3 come from?”
The peasants did not know what to think. The question was
a difficult one to answer.
Suddenly one of the peasants said:
“Let’s go to the district Soviet, to the chairman4 him self.”
They followed his advice. The chairman heard them out,
smiled as he looked at the peasants, and answered:
“Comrade Lenin was born in Simbirsk, on the Volga, that
wide, free river. You can stop your discussion; but let’s say, com
rades, that Lenin was born here, at home, in Russia.”
1 local ['loukal] — местный житель; 2 eagle f'ugl] —

3 conviction [kan'vikjan] — убежденность; chairman
т э п ] — председатель
BDO Read the text of Task 27 (pp. 179— 180).
§ 4
15. Read the text and say what role foreign languages played in Le
nin’s life:
Foreign Languages in Lenin’s Life
There are more than 1,000 books in foreign languages in the
library of the museum “Lenin’s Study and Flat in the Kremlin”.
That’s why many visitors to the museum ask how many lan
guages Lenin knew.
77
As a boy, he began learning French and G erm an with the help
of his m other, who knew the languages well and tau g h t them to
each of her six children from the age of three or four. They used
to have “ la n g u a g e ” days at home, when the whole family talked
only G erm an or French. At school, Lenin improved his know l
edge of these lan g u ag es and added two classical languages,
Latin and G reek,1 to his collection.
Then he began learning English from a teach-yourself book
and even tra n sla ted a scientific2 work into Russian. However
when in 1902 Lenin and K rupskaya went to London to publish3
Isk ra they found th a t no one understood them, nor did they u n
derstan d anyone. So they had to begin from the beginning. They
w ent to public m eetings to listen to speeches4 m ade in English,
talked to English people and took lessons from two Englishm en.
While living in other countries Lenin improved his knowledge
of foreign languages.
He described his know ledge of Ita lia n 5 as “poor”. But accord
ing to the mem oirs of some Italian Com m unists, he preferred
to talk to them in their native language. W hile he lived in P o
land, he learned Polish® so as to be able to talk to Polish com
rades and to read the new spapers, m agazines and other political
literatu re he needed. Lenin learned enough Sw edish7 to read pe
riodicals and to be able to speak in everyday situations. Besides
he knew Czech8 well enough to talk to the Czechoslovak comrades.
So Lenin had an active know ledge of nine lan g u ag es which
explains why there are m ore than 1,000 books in foreign lan
gu ag es in his library.
1 Greek — греческий язык; 2 scientific [,saian'tifikj — науч
ный; 3 to publish — и зд а в а т ь ;4 speech — р е ч ь ;5 Italian [rtael-
jan] — итальянский я з ы к ;6 Polish ['poulij] — польский язык;
7 Sw edish f’sw rdij} — шведский язык; 8 Czech [tjek] — чеш
ский язык
16. Read and speak about Lenin:
Here are some facts from L enin’s biography. W hat else can you
say about his life and work in London?
I
Lenin paid the first of his visits1 to B ritain’s capital in 1902.
He cam e to find a place to publish the illegal R ussian revolution
ary new spaper Iskra. From April 1902 to M ay 1903 Lenin pro
duced seventeen num bers of Iskra.
At the time, Lenin used the pseudonym Jacob Richter and it
w as under this nam e that he w as known in London and under
which he received Ticket No A 72455 for the Reading Room of
the British M useum .
II
The first time Lenin went to London, contact w as m ade with
one of the B ritish social-dem ocratic leaders, who at the time w as
editor of the weekly m agazine Justice?
This invaluable help in the production of Iskra w as only the
first example of m any, when activists in the British working-
class movement helped their R ussian com rades.
Lenin learned very much from his studies of the British w ork
ing-class movement. And not only through books and in the B rit
ish M useum , but from w orking people them selves. Everywhere
he went it w as people above all,3 especially w orking-class
crow ds, th at interested him.
1 to pay a visit (to ) — посещать; 2 justice ['d 3 Astis] —спра

ведливость; 3 above all — главным образом
17. Read the review of a book published in Britain, say w hat kind of
book it is and what main problem it analyses:
Britain Through Lenin’s Eyes

“Lenin in B ritain ” is a collection of everything th at Lenin
w rote about B ritain — articles, and e x tra c ts1 from longer
w orks — from 1897 to 1922.
T oday’s problem s in the B ritish labour m ovem ent have their
roots2 in history, and especially in th at period of British impe
rialism which Lenin studied and w rote about; so these w ritings
help us to un d erstan d the roots of the problem s and the princi
pled lines along which to solve them.
79
Lenin studied the British labour m ovem ent closely, person
ally knew some of its leaders, read its publications. His analysis
and com m ents are of such interest and cover so wide a field th at
it is difficult to choose quotations3 — you m ust read the lot!
Lenin did much to help British revolutionaries to form the
Com m unist P a rty . His advice, in letters, speeches and books,
m ust be read in full.
(A dapted from the M orning S ta r)
1 e x tract ['ekstraekt] — отрывок; 2 root — корень; 3 quotation

[kw ou'teijnl — цитата, выдержка
18. Read the sentences, find the words with suffixes and prefixes and give
Russian equivalents of the words. Say what elements they consist of:
1. British w orkers chose M ay Day, international holiday of the
w orking people, to dem onstrate their solidarity. 2. The speakers
at the m eeting called on the w orkers to organize them selves to
defend the progressive achievem ents of the people. 3. The com
m ittee is energetically preparing to take an active part in the su b
botnik. 4. U nity of all progressive people is the first condition of
victory in the s tru g g le a g ain st im perialism . 5. The new film
showed the undem ocratic reality of capitalist society. 6. The
pupil had to recopy the exercise because he had m ade too m any
m istakes.
^ 19. Read the sentences and copy the words with prefixes and suffixes.
Underline the suffixes and prefixes and write down Russian equiva
lents of the words:
1. He m ade all his m istakes because of his carelessness. 2. He
w as uninterested in the w ork he had to do. 3. The w eather in
Sakhalin is so changeable th at you never know w hat to put on
when you go out. 4. I’m afraid he m isunderstood w hat I said.
5. He can displease everybody. 6. This conference showed the
effectiveness of the peaceful policy of the Soviet Union.
(S ee the Key)
§ 5
20. Read the short new spaper article once, say w hat it is about and
give it a heading:
M ay Day, trad itional day of dem onstration of w orking-class
solidarity for labour rights, for peace, an d dem ocracy, differs
from one country to another.
80
In the Soviet Union, where m illions of people participate in
M ay D ay dem onstrations in all the cities, May Day w as accom
panied by a review 1 of success in the economy and in home and
foreign policies.
“The policy of the Soviet Union in Europe, ju st as in other
p a rts of the w orld, is first of all a policy of peace,” Moscow says.
(A dapted from the Canadian Tribune)
1 review [ri'vju:] — обзор

21. M ake a short report on M ay Day. You m ay use the follow ing as a
plan:
1. Say how the tradition of celebrating the 1st of May w as born
and why we call it International Day of W orkers’ Solidarity.
2. Tell the class how the w orking people in capitalist countries
celebrate May Day, w hat slogans they carry in their dem on
strations.
3. S ay w hat the w orking people dem onstrate on M ay Day in the
Soviet Union and other countries and how they celebrate
the holiday.
4. Describe how M ay Day w as m arked in your place and at your
school.
81
Read and answ er the questions:
1. W hen did the history of the youth
w orld peace m ovem ent begin?
2. How m any W orld Youth F estivals have
been held since 1947?
3. W hat w ere the aim s of the festivals?
(To unite th e youth of the w orld;
the stru g g le for peace and social
progress; national Independence; a
better future; youth rights.)
4. When and w here w as the la st W orld
Youth Festival held?
5. W hat w as the slogan of the festival?
6. W hat w ere the m ain events of the
festival?
(Youth forum s; m eetings an d co n
ferences; discussions and sem inars;
anti-im perialist dem onstrations;
peace m arches; sports com peti
tions; concerts and perform
ances.)
7. How successful w ere they?
8. W hat did the festival dem onstrate?
(Readiness to fight for peace and democracy; to develop
friendship and u n d erstanding am ong young people; to con
tinue the stru g g le ag ain st colonialism ; for national inde
pendence.)
23. R ead the sentences and give R ussian equivalents of the under
lined words. Give other m eanings of the words:
1. People from other countries who have received education in
the Soviet Union are now w orking for the good of their countries.
2. They are faced with rising living costs. 3. The children were
eyeing the young actors on the stage. 4. The sports schools give
a lot for the young to develop physically. 5. If you visit
the Soviet Union in w inter, a w arm overcoat is a m ust. 6. The
progressive people of the w orld support the Soviet G overnm ent’s
stand on the main international problem s.
► 24. Read the text and discuss the story with your deskm ate:
They Fought Together

W orld W ar II veterans of the M urm ansk port rem em ber well
the difficult tim es of the w ar and the solidarity of Soviet and
Am erican seam en in tra n sp o rtin g equipm ent1 needed in the fight
against fascism .
The N orth A tlantic, as is known, w as the shortest, but also
the m ost dangerous, tran sp o rt route2 from the countries of the
82
anti-H itler coalition to the Soviet Union. No less dangerous w as
the route of allied3 ships from M edvezhy (B ear) Island to the Ko
la Gulf where they were unloaded,4 under the endless attacks of
nazi aircraft.
W ar m aterials, the fruits of US w orkers’ labour, came into
the hands of M urm ansk’s dock w orkers, who risked their lives
unloading the ships.
Much w as said about the friendship of the Soviet and US
w orkers, the solidarity of seam en a n d dock w orkers on both
sides of the A tlantic, a t a m eeting in M urm ansk of the p o rt’s
v eteran s and of representatives of the allied countries, devot
ed to the anniversary of the victory over nazism . At M ur
m ansk’s m ilitary cem etery5 delegations of the allied countries
put flow ers at the g rav es6 of the Am erican and English seam en
th a t had fallen fighting in W orld W ar II.
“The best m onum ent to those who fell in b a ttle ,” said a vet
eran M urm ansk citizen, “will be our stru g g le for peace and
friendship am ong peoples.”
(A dapted from the People’s Daily W orld)
1 equipm ent [fkw ipm antj — снаряжение, оборудование; 2 route

[ru:t] — маршрут; 3 allied [a'laid] — союзный; 4 to unload
['An'loud] — разгруж ать; 5 cem etery |'s e m itn ] — кладбище;
6 grave — могила
m Read the text of Task 29 (pp. 182— 184).
§ 6
25. Read and speak about Victory Day:
The 9th of May
On May 9 the th o u g h ts of Soviet people turn once a g a in 1
to the years when the victory of our hom eland over nazi
G erm any w as forged2 on the battlefield of E astern Europe. In
perform ing this undying feat of heroism the Soviet people played
the decisive3 p a rt in liberating4 m ankind from the danger of
fascism . M ore than a million Soviet soldiers gave their lives for
the sake of5 the freedom of m any foreign countries.
The historical significance of the Soviet U nion’s victory con
sists first of all in the fact that it w as a socialist state th at defeat
ed fascism. It w as a victory won by the Soviet people who
rose to the defence of their M otherland.
The victory over fascism w as of great significance also because
it activated the national liberation stru g g le in the colonial coun-
83
tries and gave a new inspiration to the people throughout
the w orld.
The m ain lesson of the victory over fascism is th at all people
of the w orld m ust fight a g ain st a new w ar before it is unleashed
by w orld im perialism . All peace-loving forces m ust unite for ac
tive actions.
The victory in the G reat Patriotic W ar w as won by Soviet
people in the nam e of peace and life on E arth.
1 once again — еще раз; 2 to forge [fo:d3 ] — ковать; 3 decisive

[di'saisiv] — решающий; 4 to liberate ['libareit] — освобож
дать; 5 for the sake of — ради
26. D iscuss what other form s the stru g g le for peace in the world
takes. S a y what events of the international youth peace m ove
m ent are in progress and how Soviet youth take part in them.
You m ay use the follow ing:
To set up a committee for the congress; to hold a congress (a fes
tival, a m eeting, a dem onstration, etc.); to support a dem and;
to put forw ard a dem and; to prom ote peace (friendship, unity);
to protest against; to solve the problem of; to give full support to.
27. Read the sentences and give Russian equivalents of the underlined
word-combinations:
1. A six-m em ber-deputation expressed their protest a g ain st the
economic policy of the British governm ent. 2. The G reat P a trio t
ic W ar is a never-to-be-forgotten page in the history of our coun
try. 3. The trade union leaders decided to organize a one-day boy
cott of the corporation. 4. The 25 m illion-strong Federation
84
greets the new initiative of the Soviet G overnm ent. 5. The
N ational Union of S tu d en ts' N ational S ecretary opened a dis
cussion on the education policy of the governm ent. 6. A nother
event w as the Ju ly 19, international youth get-together, which
w as p a rt of the festival.
^ 28. Read and copy the sentences. Write dow n a Russian equiva
lent after each underlined word-combination:
1. The W orld Peace C ongress began its work on the 22nd of
July. 2. The old veteran described the heroic labour of Soviet
w orkers in the post-w ar period. 3. He w as a h ard-w orking boy
and left school with a gold medal. 4. Higher Education M inister
said th at some 700,000 specialists g rad u a ted th at year from the
Soviet Union’s universities and institutes. 5. She is working on the
program m e of the holiday evening party at our school. 6. She
has bought a nice two-piece grey suit.
(See the Key)
§ 7
June 1 — International Children’s Day
There are m ore th an one thousand five hundred million
children living on our planet. Every one of them has the right
to be happy; but in m any p a rts of the w orld m illions of boys
and g irls do not have a happy childhood. In m any countries
of Africa, Asia and America m illions of children under the age
of 15 are forced by poverty1 to leave school and go out
to work.
O ur country cares very much for its children. We try to
do everything possible to m ake childhood years healthy and
happy. The Soviet C hildren’s Fund does a lot for children
who need its help. People from all over the country send
money to the Fund to m ake the life of such children better.
E ducation is accessible2 and com pulsory to all children
in our country. Every year 7,500 million books of children’s
litera tu re in 80 lan g u ag es are published in the country and
there are special new spapers and m agazines for children.
M illions of our children enjoy the p lay s at the special children’s
theatres; cinem a studios m ake films specially for them.
Children are tau g h t kindness and friendship, they are
tau g h t to respect labour.
85
On the In ternational C hildren’s Day we think about w hat
we can do to realize Lenin’s principle “Everything of the best
for the children”. We m ust rem em ber th a t future belongs to
the young. T hat’s w hy we celebrate th at day.
1 poverty ['povati] — бедность; 2 accessible [ak'sesabl] —

доступный
I. W hat can you say about the position of children in
different countries? 2. W hat do you know about the activities
of the Soviet C hildren’s Fund? 3. W hat do you think m ust
be done to realize the principle “Everything of the best for
the children” ?
30. Read and discuss the questions:
1. International C hildren’s Day is m arked throughout the world
on the 1st of June every year.
When w as it established and by whom?
(In 1949; at the Moscow session of the W orld Federation
of Dem ocratic Women; the W FDW Council.)
2. When w as the first International C hildren’s Day observed?
(In 1950; in 51 countries of the w orld.)
3. The defence of children is the main aim of International C hil

dren ’s Day.
W hat problem s are discussed by the w orld public on this day?
(Defence of children against; children’s health care; educa-
Drawing by Liza Chvoshevskaya, aged

14, from Leningrad.
86
tion on a dem ocratic basis; better living conditions; employ
m ent of young children.)
31. Read and ask your classmates questions about the last school year:
1. This school year which is now coming to an end is the last one
in your school life.
Say w hat you feel and think at the end of the school year.
(A little sorry; the last year at school; science; a field of
industry; to like to specialize in; after leaving school; to
be of help to others; the best way to prepare for exam ina
tions.)
2. Some of the llth -fo rm e rs are still discussing their future
trad e or profession because they haven’t yet decided this
im portant problem . D iscuss w hat roads to w ork or to further
special education are open to school-leavers.
(A collective or sta te farm ; a factory or a plant; a vocational
secondary school; a technical school; an institute or univer
sity.)
32. Read: A Word in Conclusion1

Here we are at the end of another year’s work and you have
finished your 11 y e a rs’ schooling. When the final school bell
rings, you wifi thank your teachers for all their help and the good
train in g they have given to you.
And w hat about the future? F irst of all you will have to take
exam s. Of course, everybody w ants to do well in the exam s and
receive excellent m arks. To pass an exam well you m ust know
both w hat you learned earlier, and w hat you have learned this
year. Now is the m ost suitable time to revise the old m aterial,
therefore your teachers are giving you revision lessons in the
exam ination subjects. Your m ain task now is to be well prepared
for each exam.
And w hat are you going to do when the exam s are over? This
is a very im portant question. If you have not yet chosen a road
in life, you have only a little time to decide.
You know, of course, th a t school-leavers have every right
to enter an institute, or a technical school. On the whole, it is
better to learn a trad e first and work for some years before en
tering an institute. As a rule, professional train in g m akes s tu d
ying at an institute easier and you can prepare yourself for s tu
dent life full of know ledge and experience2 of life.
As you know, Soviet industry and agricu ltu re need a lot of
young specialists and work is gu aran teed to all citizens by the
Constitution. So we wish you every success in your future work
for the benefit3 of our M otherland.
1 conclusion [кэп'к1и:зэп] — заключение; 2 experience [iks-
'piarions] — опыт; 3 benefit ['benifitj — благо, польза
87
§ 8
33. Read and check yo u rself:
Danke Schon1
(A fte r S. A lexeyev)
This happened on one of the last days of April, 1945, in B er
lin.
A field kitchen of a Soviet Army unit w as set up2 on one of
the Berlin stre e ts when the fighting in -the city w as still going on.
The soldiers ran to receive their ration: kasha w as ju st w hat they
needed after a battle.
S ergeant Yurchenko, head cook3 in the field kitchen, w as
pleased to see the soldiers eating the kasha with such g rea t appe
tite.
“Who w ants m ore?” he asked the soldiers.
“ I w ouldn’t say ‘no’ to another portion,” said private4 Zyu
zin.
Yurchenko filled up Zyuzin’s m ess-tin5 again, then returned
to his work. Suddenly it seemed to him that he w as being w atched
from behind. He looked around. There was a little G erm an boy
stan d in g in the gate-w ay6 of a nearby house. He w as looking with
h ungry eyes a t Zyuzin and the kitchen.
S ergeant Yurchenko called the boy:
“Hey there, come on over here.”
The boy cam e n earer to the kitchen.
“Don’t be a fraid !” private Zyuzin added.
Yurchenko took a m ess-tin and filled it with kasha. He held
it out to the little boy. “Danke schon,” the boy said. He took
the tin and disappeared through the gate-w ay. “Hmm... looks
like he’s been hungry for a long tim e,” said private Zyuzin.
Ten m inutes passed, then the boy returned, holding out the
m ess-tin and with it a plate. He handed back the tin and looked
m eaningfully a t the plate.
“W hat’s it now, seconds?”7
“Bitte, fur S chw ester,”8 the boy said.
“He’s asking some for his siste r,” somebody sitting nearby
explained.
“All right, take some to h er,” answ ered Yurchenko.
“Danke schon,” the boy said.
Another ten m inutes had passed when the child showed his
face a third time, again carry in g a plate.
“Bitte, fur M u tter.”
He w as given some kasha for his m other.
But this boy w as only the first to come. Soon a group of chil
dren had gathered around the kitchen, but they stood at a distance.
88
Looking a t the hungry children, the soldiers lost their appetites.
The kasha w ouldn’t go down.
Zyuzin looked at Yurchenko and Yurchenko looked at Zyuzin.
"Well then, come on all of you!” Yurchenko shouted to the chil
dren.
They ran up to the kitchen and each received a portion of
kasha:
“ D anke schon!”
“D anke schon!”
“ Danke schon!”
“D anke schon!”
Suddenly from overhead cam e the ro a r9 of an aeroplane. The
soldiers looked up... Not ours! A G erm an one. “Get into your
homes, all of you!” Private Zyuzin drove the children aw ay from
the kitchen. They w ouldn’t move. The kasha w as so near. It w as
a pity to go aw ay without any.
“M arch! M arch!” shouted Zyuzin.
The plane cam e lower and a bomb dropped to the ground. The
children ran in all directions. Only Zyuzin had no time lo leave
the place. After the bomb fell there w as no kitchen, no Yurchenko,
no Zyuzin.
1 Danke schon (нем.) — Thank you very much; ? to set up —

устанавливать; 3 cook — повар; 4 private ['praivit] — рядо
вой; 5 mess-tin ['m estin] — котелок (солдатский); 6 gate
way — ворота; 7 seconds — зд. д о б а в к а ;8 Bitte, fiir Schwester
(нем .) — Please, for my sister; 9 roar [го:] — рев
REMEMBER!
achieve v m ilitary a science n
achievement n native a scientist n
citizen n pass v secondary a
culture n policy n shout v
defend v pollute v society n
devote v p ollu tio n ti solidarity n
disarmament n power n solve v
economy n practical a space n
establish v problem n specialist n
foreign a proclaim v state n
found v production n success n
freedom n p rogress n tradition n
general a progressive a train v
governm ent ti protest t>, n unemployment n
happen v public n unite v
job n realize v vocational a
lead v revise v
89
IRREGULAR VERBS (Неправильные глаголы)
I форма II форма III форма Значение
be [bi:] w as [waz], were bpen [bi:n] быть

[wa]
beat [bid] beat [bid] beaten ['bidn] бить
become [bi'kAm] became [bi'keim] become [Ьгклт] сделаться, стать
begin [bi'gin] began [bi'gaen] begun [ЬГдлп] начинать(ся)
blow [blou] blew [blu:] blown [bloun] дуть
break [breik] broke [brouk] broken ['broukn] ломать (ся)
bring [brig] brought [brad] brought [brat] приносить
build [bild] built [bilt] built [bilt] строить
burn [Ьз:п] burnt [bant] burnt [bant] гореть, жечь
buy [bai] bought [bat] bought [bat] покупать
catch [kffitj] caught [kat] caught [kat] ловить, хватать
choose [tju:z] chose [tjouz] chosen ['tfouzn] выбирать
со те [кл т] came [keim] come [кл т] приходить
cost [kast] cost [kast] cost [kast] стоить
cut [kAt] cut [kAt] cut [kAt] резать
do [du:] did [did] done [dAn] делать
draw [dro;] drew [dru:] drawn [dran] тащить; рисовать
drink [dngk] drank [draegk] drunk [drAgk] пить
drive [draiv] drove [drouv] driven ['drivn] вести; гнать
eat [id] ate [et] eaten ['fctn] есть, кушать
fall [fo-I] fell [fel] fallen ['fain] падать
feel [ffcl] felt [felt] felt [felt] чувствовать
fight [fait] fought [fat] fought [fad] бороться, сражать-
find [faind] found [faund] found [faund] иаходить

fly [flai] flew [flu:] flown [floun] летать
forget [fo'get] for g ot [fa'gat] forgotten [fa'gatn] забывать
forgive [fa'giv] forgave [fa'geiv] forgiven [fa'givn] прощать
freeze [frfcz] froze [frouz] frozen ['frouzn] замораживать
get [get] got [gat] got [gat] получать; стано
виться, делаться
give [giv] gave [geiv] given ['givn] давать
go [gou] went [went] gone [gan] идти, ходить
grow [grou] grew [gru;] grown [groun] расти; становиться
hang [haeg] hung [Ьлд] hung [Ьлд] вешать, висеть
have [hafv] had [haed] had [haed] иметь
hear [his] heard [ha:d] heard [ha-d] слышать
hit [hit] hit [hit] hit [hit] поражать, попадать
hold [hould] held [held] held [held] держать
hurt [had] hurt [had] hurt [had] причинить боль,
ушибить
90
Продолжение
1 форма 11 форма III форма Значение
keep [ki:p] kept [kept] kept [kept] держать, хранить

know [noul knew [njir.] known [noun] знать
lay [lei] laid [leid] laid [leid] класть
lead [li?d] led [led] led [led] вести
leave [li:v] left [left] left [left] оставлять, поки
дать
lend [lend] lent [lent] lent [lent] давать взаймы
let [let] let [let] let [let] позволять; отдавать
внаем
lie [lat] lay [lei] lain [lem] лежать
light [lait] tit [lit] lit [lit] зажигать
lose [lu:z] lost [bst] lost [bst] терять
make [meik] made [meid] made [meid] делать
mean [mi:n] meant [ment] meant [ment] значить
meet [mfct] met [met] met [met] встречать
pay [pei] paid [peid] paid [peid] платить
put [put] put [put] put [put] класть
read [rfcd] read [red] read [red] читать
retell ['rfc'tel] retold ['rfc'tould] retold ['rfc'tould] пересказывать
ride [raid] rode [roud] ridden ['ndn] ездить верхом
ring [nrj] rang [raeg] rung [глц] звонить
rise [raiz] rose [rouz] risen I'nzn] подниматься
run [глп] ran [raen] run [глп] бежать
say [sei] said [sed] said [sed] сказать
see [si.] saw [so:] seen [si:n] видеть
sell [sel] sold [sould] sold [sould] продавать
send [send] sent [sent] sent [sent] посылать
set [set] set [set] set [set] помещать; заходить
( о солнце)
shake [Jeik] shook [Juk] shaken ['jeikn] трясти
shine [Jain] shone [fan] shone [Jon] сиять, блестеть
shoot [Jut] shot [Jot] shot [Jot] стрелять
show [Jou] showed [Joud] shown [Joun] показывать
shut [jAt] shut [jAt] shut [XAt J закрывать
sing [sio] sang [saeg] sung [ s a q ] петь
sit [sit] sat [saet] sat [saet] сидеть
sleep [slfcp] slept [slept] slept [slept] спать
speak [spi:k] spoke [spouk] spoken ['spoukn] говорить
spell [spel] spelt [spelt] spelt [spelt] произносить (слово)
по буквам
spend [spend] spent [spent] spent [spent] тратить; проводить
( время)
91
I форма II форма III форма Значение
spread [spred] spread [spred] spread [spred] распространять

stand [staend] stood [stud] stood [stud] стоять
stick [stik] stuck [stAk] stuck [stAk] втыкать
strike [straik] struck [strAk] struck [strAk] ударять
sweep [swi:p] swept [swept] swept [swept] мести
swim [swim] swam [swaem] swum [swAm] плавать
take [teik] took [tuk] taken ['teikn] брать
teach £ti:tj] taught fto;t] taught [tod] обучать, учить
tell [tel] told [tould] told [tould] сказать
think [Bigk] thought [Bad] thought [0o-t] думать
throw [0rou] threw [9ru:] thrown [Broun] бросать
understand understood understood понимать
[„Anda’staend] [,Anda'stud] [.Anda'stud]
wake [weik] woke [wouk] woken ['woukn] просыпаться
wear [wea] wore [wo:] worn [worn] носить (одежду)
weep [wi;p] wept [wept] wept [wept] плакать
win [win] won [WAn] won [WAn] выигрывать; по
беждать
write [rait] wrote [rout] written f'ritn] писать
REFERENCE GRAMMAR
(Грамматический справочник)
/. Грамматические таблицы
И М Я СУЩ ЕСТВИ ТЕЛЬН О Е (TH E N O U N )
Таблица 1
Образование множественного числа_____________
-S lam p — lam ps lake — lakes
day — days page — pages
-es box — boxes city — cities

hero — heroes story — sto rifs
Но: m an [maen] — men [men]

w om an J'wuman] — women ['wim in]
foot [fut] — feet [fi:t]
child [tjaild] — children ['tjildran]
Таблица 2
Произношение окончаний множественного числа
(si 1*1 (lzl

после глухих согласных после гласных и звонких после шипящих и свистя
звуков основы . согласных звуков основы щих согласных звуков
основы
books [buks] days [deiz] roses ['rouziz]

cats [kaets] nam es [neimz] dresses ['dresiz]
m aps [maeps] dogs [dogz] pages ['peid 3 iz]
Таблица 3
Образование притяжательной формы
Единственное Притяжательная Множест венное Притяжательная

число форма единствен число форма множествен
ного числа ного числа
boy [boi] boy’s [boiz] boys [boiz] boys’ [boiz]

cat [kaet] c a t’s [kaets] cats [kaets] c a ts ’ [kaets]
friend [frend] friend’s friends friends’
[frendz] [frendz] [frendz]
child [Vaild] child’s children children’s
[tjaildz] I'tfildran] ['tjildranz]
93
Таблица 4
Произношение притяжательной формы
N H |izj
после глухих согласных после гласных и звонких после шипящих и свис
звуков основы согласных звуков основы тящих согласных звуков
основы
Ja c k ’s father my brother’s friend G eorge’s sister

the stu d e n t’s bag the g irl’s hat Ja m e s’s book
ИМЯ П РИ Л А ГА ТЕЛ ЬН О Е (THE ADJECTIVE)
Таблица 5
Образование степеней сравнения
Виды при Положитель Сравнительная Превосходная

лагательных ная степень степень степень
Односложные old [ould] older ['oulda] oldest ['ouldist]

прилагатель tall [tod] taller ['todal tallest ('tadist]
ные и дву easy ['i:zi] easier ['i:zia] easiest [T ^ is t]
сложные при able ['eibl] abler ['eibla] ablest ['eiblist]
лагательные,
оканчиваю
щиеся на -у,
и некоторые
другие
Часть дву active m ore active m ost active

сложных и interesting m ore interesting m ost interesting
многослож difficult m ore difficult m ost difficult
ные прилага
тельные
Но: good better best

bad w orse w orst
m any, much more m ost
little less least
far farth er farth est
94
И М Я Ч И С Л И Т Е Л Ь Н О Е (T H E N U M E R A L )
Таблица 6
Образование количественных числительных
1— 12 13— 19 20—99 100 и более
1 one 13 thirteen 20 tw enty 100 a (one) hundred

2 two 14 fourteen 22 tw enty-tw o 101 a (one) hundred
3 three 15 fifteen 30 thirty and one
4 four 16 sixteen 33 thirty-three 200 two hundred
5 five 17 seventeen 40 forty 307 three hundred
6 six 18 eighteen 44 forty-four and seven
7 seven 19 nineteen 55 fifty-five 1.000 a (one) th o u
8 eight 61 sixty-one sand
9 nine 76 seventy-six 3,333 three thou
10 ten 88 eighty-eight sand three hundred
11 eleven 90 ninety and thirty-three
12 tw elve 99 ninety-nine 25,702 twenty-five
thousand seven
hundred and two
100.000 a (one)
hundred thousand
1,000,000 a (one)
million
Таблица 7
Образование порядковых числительных
1— 12-й 13— 19-й 20—99-й 100-й и более
4th — fourth 13th — thir- 20th — 100th — one hun

5th — fifth teenth tw entieth dredth
8th — eighth 14th — four- 24th — 200th — two hun
9th — ninth teenth tw enty-fourth dredth
12th — 15th — fif- 40th — fortieth 375th — three h u n
tw elfth teenth 90th — dred and seventy-
18th — eigh- ninetieth fifth
teenth 99th — 5,000th — five
19th — nine- ninety-ninth thousandth
teenth 1,000,000th — one
m illionth
95
Но: one — first (1st) 21st — twenty-first

two — second (2nd) 32nd — thirty-second
three — third (3rd) 63rd — sixty-third
М ЕСТОИМ ЕНИЕ (THE PRO N O U N )

Таблица8
Личные, притяжательные и возвратно-усилительные местоимения
Личные
Число Лицо Имени Объект Притяжател ьиые Возвратно-уси

тельный ный лительные
падеж падеж
Единст 1-е I me my mine myself

венное 2-е (you) (you) (your) (yours) yourself
( he him his his himself
3-е J she her her hers herself
1» it its its itself
Множе 1-е we us our ours ourselves
ственное 2-е you you your yours yourselves
З-е they them their theirs themselves
Таблица 9
Употребление неопределенных местоимений
Утвердитель some something somebody someone
ные предложе (any)* (anything)* (anybody)* (anyone)*
ния
Отрицательные (not) any (not) any (not) any (not) any

предложения thing body one
no nothing nobody no one
Общие вопро any anything anybody anyone

сы
Специальные some something somebody someone

вопросы
Просьба some something somebody someone
* Со значением всякий, любой.

96
ГЛАГОЛ (THE VERB)
Д Е Й С Т В И Т Е Л Ь Н Ы Й З А Л О Г (THE ACTIVE VOICE)
Н Е О П Р Е Д Е Л Е Н Н Ы Е ВРЕМЕ НА ( I N DE F I N I T E T E N S E S )
Таблица 10
Образование утвердительной, отрицательной и вопросительной
форм
Утвердительная Отрицательная Вопросительн ая Обстоятельст

Время
форма форма форма венные слова
Present We write I do not Do you alw ays

Indefi letters write letters write letters every day
nite every day. every day. every day? (week,
month)
He She does How often usually
writes not write let does he write
letters ters every letters?
every day. day.
Past I wrote a They did Did you yesterday

Indefi letter yes not write write a letter last year
nite terday. letters yes yesterday? a month ago
terday.
He She did What did
wrote a not write he do yester
letter a letter day?
yesterday. yesterday.
Future I shall We shall When will tomorrow

Indefi write a not write you write a next week
nite letter letters letter? in two years
tomorrow. tomorrow.
He will She will Will he
write a not write write a
letter letters letter
tomorrow. tomorrow. tomorrow?
4 Заказ 724 97
Д Л И Т Е Л Ь Н Ы Е В РЕ МЕ Н А ( C O N T I N U O U S T E N S E S )
Таблица 11
Образование утвердительной, отрицательной и вопросительной форм
Утвердительная Отрицательная Вопросительная Обстоятельст
Время
Present I am He is not Are you now

Contin writing a writing a writing a let
uous letter now. letter now. ter now?
We are They are What are
writing a not writing they doing )
letter now. a letter now. now?
Past I was He was Were you at that time

Contin writing a not writing writing a let at 5 o ’clock
uous letter at a letter at ter at that all the time
that time. that time. time?
They We were What w as
were writ not writing she doing at
ing a letter a letter at that time?
at that time. that time.
С О В Е Р ШЕ Н Н Ы Е В РЕ МЕ Н А ( P E R F E CT T E N S E S )
Таблица 12
Образование утвердительной, отрицательной и вопросительной форм
Утверднтел ьная Отрицательная Вопросительная Обстоятельст
Время
Present I have al We have Have you already

Perfect ready not written written the yet
written the the letter letter? just
letter. yet.
She has He has What have never
already not written you dene? this week
written the the letter
letter. yet.
Past I had We had By what by that time
Perfect written the not written time had you by 5 o’clock
letter by the letter by written the
that time. that time. letter?
He had She had Had they
written the not written written the
letter by the letter by letter by that
that time. that time. time?
98
С ТРАДАТЕЛЬНЫ Й ЗА Л О Г (THE PASSIVE VOICE)
Таблица 13
Образование утвердительной, отрицательной и вопросительной
форм
Утвердительная Отрицательная Вопросительная

Время
форма форма форма
Present The letters The letters Are the letters

Indefinite are usually are not written written in R us
Passive written in in English. sian or in
Russian. English?
Past The letter The letter w as Who w as the

Indefinite w as written not written by letter written by?
Passive by my sister. my friend.
Future The letter The letter When will the

Indefinite will be written will not be letter be written?
Passive tom orrow . written today.
Present The letter The letter has Has the letter

Perfect has ju st been not been written been written?
Passive written. yet.
Таблица 14
Будущее время в прошедшем (Future-in-the-Past)*
Будущее время Будущее время в прошедшем
I say I shall write a letter I said I should write a letter

to him. to him.
She says she will write a She said she would write a
letter to you. letter to you.
* Группы времен Indefinite.

4* 99
СОГЛАСОВАНИЕ ВРЕМЕН (SEQUENCE OF TENSES)
Таблица 15
Изменение временных форм в придаточном изъяснительном

предложении (в главном предложении глагол стоит в прошедшем
времени)
Время, требующе Present Present Present Past Past Future

еся по смыслу и си Indefi Contin Perfect Indefi Perfect Indefi
туации (в прямой nite uous nite nite
речи)
Время, фактиче Past Past Past Past Past Future

ски употребляе Indefi Contin Perfect Perfect Perfect Indefi
мое в придаточ nite uous (не ме nite in
ном предложении няется) the Past
(в косвенной речи)
Таблица 16
Условные предложения (Conditional Sentences)
Типы Условия Время событий Примеры
I Real Future If I have time, I shall go

for a walk.
II Unreal Present If I had time now, I should

Future go for^ a walk.
If I saw my friend tomorrow,
I should ask him about it.
III Unreal Past If I had had time yesterday,
I should have gone for a walk.
100
НАРЕЧИЕ (THE ADVERB)
Таблица 17
Образование степеней сравнения
Положительная Сравнительная Превосходная

Виды наречий
степень степень степень
Однослож SOOI1 [su:n] sooner [rsu:na] soonest ['su-nist]

ные наре fast [fast] faster ['fasta] fastest ['fastist]
чия (а так late [leit] later ['leita] latest ['leitist]
же early) early ['* 11] earlier ['a:lia] earliest ['a:lnst]
Многослож brightly more brightly most brightly

ные наречия slow ly more slow ly most slow ly
Но: well better best

badly worse worst
much more most
little less least
far farther farthest
II. Словообразование (Word Formation)

Суффиксы
Часть речи Суффикс Словообразование
Имя существи -апсе (-епсе) to perform — performance

тельное -ег to work — worker
-ing to build — building
-(t) ion to decorate — decoration
-ism social — socialism
-ist social — socialist
-(i) ty active — activity
-ness happy — happiness
-ment to develop — development
Имя прилага -able (-ible) to enjoy — enjoyable

тельное -an (-ian) Russia — Russian
-ant (-ent) to differ — different
-al continent — continental
-ful help — helpful
-ic hero — heroic
101
Часть речи Суффикс Словообразование
-ish yellow — yellowish

-ive to act — active
-less help — helpless
-ous mountain — mountainous
-у rain — rainy
Глагол -ize (-ise) to organize (organise)

-en less — to lessen
Наречие -Iy nice — nicely
Приставки
Приставка Словообразованне
unpleasant — unpleasant

in- (il-, im-, ir-) definite — indefinite
re- to write — to rewrite
dis- to like — to dislike
mis- to understand — to misunderstand
///. Неличные формы глагола (Verbals)

Глаголы в английском языке помимо личных форм могут иметь
неличные формы, которые не изменяются по лицам и числам. Не
личные формы глагола — это инфинитив, герундий и причастие.
Инфинитив и герундий имеют свойства имени существительно
го, а причастие — свойства имени прилагательного. Тем не менее,
это прежде всего формы глагола, и выражают они действие или
состояние.
ИНФИНИТИВ (THE INFINITIVE)
§ 1. Инфинитив — неличная форма глагола, которая только
называет действие и выполняет функции как глагола, так и сущест
вительного.
Не liked to spend his holidays by the riverside.— Он любил
проводить выходные дни у реки.
I’m very glad to see you.— Я рад вас видеть.
Перед инфинитивом обычно употребляется частица to.
Не wants to be a doctor.— Он хочет быть врачом.
102
Однако частица to иногда опускается, и инфинитив употребля
ется без нее. Это встречается:
а) после следующих модальных и вспомогательных глаголов:
must, can (cou ld ), may (m ight), shall (should ), will (w ould), do
(did), need:
Shall we go together? — Мы пойдем вместе?
What do you mean by coming so late? — Что это значит, что
ты пришел так поздно?
Не must be at home at seven.— Он должен быть дома в семь.
б) после глаголов: to let, to make, to see, to hear, to notice, to
watch, to feel и иногда также после глагола to help (в разговорном
стиле речи и в американском варианте английского языка):
Let me seef — Дай подумать!
What makes you think so? — Что заставляет тебя так думать?
I noticed him pass a note to his friend.— Я заметил, что он
передал записку своему другу.
She helped him do it. (She helped him to do it.) — Она по
могла ему это сделать.
Чтобы избежать повторения ранее упомянутого глагола в конце
предложения, может употребляться лишь частица to, если это не
затрудняет понимания.
Не wants me to go there but I don’t want to (g o ).— Он хочет,
чтобы я пошвл туда, а я не хочу (идти).
I did what you had asked me to (d o ).— Я сделал то, что вы
просили меня (сделать).
Отрицательная форма инфинитива образуется при помощи час
тицы not, которая стоит перед ним.
То be or not to be.— Быть или не быть.
Инфинитив может иметь дополнение и может определяться
наречием.
I like to read books about travels.— Я люблю читать книги о
путешествиях.
Не asked me to go quicker.— Он попросил меня идти быстрее.
§ 2. Формы инфинитива. Инфинитив в английском языке мо

жет иметь различные формы.
Инфинитив в форме Indefinite (как Active, так и Passive) обо
значает действие, которое происходит одновременно с действием,
выраженным глаголом в личной форме. Это действие может отно
ситься к будущему времени или быть безотносительным ко времени
его совершения.
Indefinite Infinitive Active представлен первой основной фор
мой глагола: to be, to go, to write, to do, etc.
She asked the young man to carry the heavy suitcase to the
bus stop.— Она попросила молодого человека поднести тя
желый чемодан до автобусной остановки.
Indefinite Infinitive Passive образуется с помощью инфинитива
19§
глагола to be и третьей формы смыслового глагола: to be w ritten,
to be done.
He ordered the windows to be shut.— Он приказал, чтобы з а
крыли окна.
Инфинитив в форме Continuous употребляется для выражения
длительного действия, протекающего одновременно с действием,
выраженным глаголом в личной форме. Continuous Infinitive обра
зуется с помощью инфинитива глагола to be и формы P resent P a rti
ciple смыслового глагола: to be going, to be doing, etc.
The w eather is said to be changing.— Говорят, что погода
меняется.
Инфинитив в форме Perfect обозначает действие, предшествую
щее действию, выраженному глаголом в личной форме. Perfect
Infinitive Active образуется с помощью инфинитива глагола to have
и третьей формы смыслового глагола: to have w ritten, to have done,
etc.
I’m pleased to have met him.— Я рад, что встретил его.
§ 3. Функции инфинитива в предложении. Инфинитив может

служить в предложении.
1) подлежащим:
То travel by sea is a pleasant thing.— Путешествовать (путе
шествие) по морю — приятная вещь.
I t’s time to go hom e.— Время идти домой.
2) именной частью составного сказуемого:
Your task is to put up the tent.— Твоя задача — поставить
палатку.
3) дополнением:
I w ant to show you the house where I w as born.— Я хочу по
казать вам дом, где я родился.
4) определением:
Не brought me a book to rea d .— Он принес мне книгу почи
тать.
5) обстоятельством:
Не w as too old to travel any m ore.— Он был слишком стар,
чтобы еще путешествовать.
I have come here to talk to you.— Я пришел сюда, чтобы по
говорить с тобой.
§ 4. Оборот «Объектный падеж с инфинитивом». Инфинитив

в сочетании с существительным (или личным местоимением) обра
зует инфинитивный оборот, выполняющий роль сложного члена
предложения.
Инфинитивный оборот, выступающий в роли сложного допол
нения, включает существительное (или местоимение в объектном
падеже) и инфинитив; он называется «Объектный падеж с инфини
тивом» (Objective with the Infinitive). Этот оборот употребляется
104
после глаголов: to want, to like, to prefer, to know, to think, to ad
vise, to ask, to tell, to help и некоторых других.
I want you to help m e.— Я хочу, чтобы вы. мне помогли.
I ask you not to be late this tim e.— Я прошу вас не опазды
вать на этот раз.
После глаголов: to let, to m ake, to hear, to see, to watch и неко
торых других инфинитив употребляется без частицы to.
I saw him cross the street.— Я видел, что он переходил улицу.
She w atched the children play in the y a rd .— Она наблю дала,
как дети играли во дворе.
§ 5. Инфинитивный оборот с предлогом for. Этот оборот состо

ит из существительного (или местоимения), перед которым стоит
предлог, и инфинитива:
It’s difficult for me to read English technical texts.— Мне
трудно читать английские технические тексты.
Оборот for -f- существительное (или местоимение) + инфинитив
употребляется в качестве сложного подлеж ащ его (с вводным it),
именной части сказуемого, сложного дополнения, определения и
обстоятельства.
I t’s necessary for me to know her new address (сложное под
л еж ащ ее).— Мне нужно знать ее новый адрес.
This is for you to decide (именная часть сказуем ого).— Это
вам решать.
The children waited for the performance to begin (дополнение).
— Дети ждали, когда начнется представление.
The father bought two books for his son to read (определение).—
Отец купил две книги для сына, чтобы он читал.
The text is easy enough for you to understand (обстоятельст
в о ).— Текст достаточно легок, чтобы вы могли его понять.
§ 6. Оборот «Именительный падеж с инфинитивом». Этот обо

рот, выступающий в роли сложного подлежащего, состоит из су
ществительного (или личного местоимения в именительном паде
же) , стоящего перед сказуемым, и инфинитива, следующего за ска
зуемым. Он называется «Именительный падеж с инфинитивом»
(Nom inative with the Infinitive). Этот оборот употребляется, когда
сказуемое выражено глаголами: to think, to know, to suppose, to
hear, to see, to say, to report, to describe, to advise, to ask, to order
и некоторыми другими в страдательном залоге, а такж е глаголами
to seem, to happen, to appear в действительном залоге.
She is said to be a very talented b allet-dancer.— Говорят, что
она очень талантливая балерина.
They w ere asked to come earlier.— Их попросили прийти
раньше.
Не seem s to know E nglish.— Он, кажется, знает английский
язык.
105
ГЕРУНДИЙ (THE GERUND)
§ 7. Форма и значение герундия. Герундий — неличная форма

глагола, которая вы раж ает процесс, происходящий во времени.
Действие, обозначаемое герундием, всегда соотносится с каким-
либо лицом или предметом, которые это действие выполняют или
на которые это действие направлено. В русском язы ке герундий
отсутствует.
I go in for sw im m ing.— Я занимаюсь плаванием.
Go on doing your exercises.— Продолжайте выполнять
упражнения.
Герундий в форме Indefinite употребляется для обозначения
действия, которое происходит одновременно с действием, вы ражен
ным глаголом в личной форме, действия в будущем или действия
безотносительно ко времени его совершения.
I have prepared for taking p a rt in the w inter sports com peti
tion.— Я приготовился принять участие в зимнем спортив
ном соревновании.
She w as fond of singing when she w as a child.— Когда она
была ребенком, она любила петь.
Герундий в форме Indefinite образуется от первой основной
формы глагола при помощи -ing, и по форме он совпадает с отгла
гольным существительным и причастием настоящего времени.
Обратите внимание на орфографические особенности обра
зования герундия:
I форма stand pfay try w rite run
Герундий stan d in g playing trying w riting running
Герундий обладает свойствами глагола и свойствами существи

тельного. Часто эти свойства мы можем наблюдать одновремен
но. К ак и глагол, герундий может иметь дополнение и может
определяться наречием:
I rem em ber our visiting the Chekhov museum last sum m er.—
Я вспоминаю наше посещение музея Чехова прошлым летом.
T hank you for helping us with our work.— Спасибо вам
за помощь в нашей работе.
I don’t like reading aloud.— Я не люблю читать вслух.
Как и существительное, герундий может употребляться с пред
логами и определяться притяжательным местоимением или сущ е
ствительным в притяжательной форме.
I am fond of reading travel books.— Я люблю читать книги
о путешествиях.
She told me of my a u n t’s coming for the holidays.— Она сооб
щила мне о приезде моей тети на праздники.
106
Do you mind my opening the window? — Вы не возраж аете
против того, чтобы я открыл окно?
Герундий отличается от отглагольного существительного с суф
фиксом -ing тем, что герундий не употребляется с артиклем, у него
нет формы множественного числа, он может иметь прямое дополне
ние и определяться наречием.
От причастия настоящего времени герундий отличается тем, что
перед герундием может стоять предлог и герундий может опреде
ляться притяжательным местоимением или существительным в
притяжательной форме.
§ 8. Функция герундия в предложении. По своим функциям,

месту в предложении и переводу на русский язык герундий во
многом схож с инфинитивом. В предложении герундий встречается
в роли любого члена, кроме простого сказуемого. Так как в русском
языке герундий отсутствует, то его перевод на русский язык зави
сит от того, каким членом предложения он является, какие предло
ги им управляют и какие слова его определяют.
При переводе на русский язы к герундий передается отглаголь
ным существительным, неопределенной формой глагола или прида
точным предложением (изъяснительным, определительным или об
стоятельственным). Герундий в сочетании с предлогом может
такж е переводиться деепричастием.
Герундий мож ет служить в предложении:
1) подлежащим:
Travelling is a very pleasant and useful thing.— Путешество
вать (путешествие) очень приятно и полезно.
2) именной частью сказуемого:
His hobby is collecting stam ps.— Его хобби — коллекциони
ровать марки (коллекционирование марок).
3) дополнением:
I enjoy listening to good music.— Мне доставляет удовольст
вие слушать хорошую музыку (слушание хорошей м узы ки).
Thank you for helping me.— Благодарю вас за помощь мне
(за то, что вы мне помогли).
We are ready for hiking.— Мы готовы идти на прогулку.
I don’t like your idea of walking in the ra in .— Мне не нра
вится ваш а идея гулять под дождем.
There is no hope of our getting there before ten o’clock.— Нет
надежды на то, что мы доберемся туда до 10 часов (добрать
ся туда до 10 часов).
Не left the room w ithout saying a w ord.— Он вышел из ком
наты, не сказав ни слова.
Before having dinner you m ust w ash your h an d s.— Прежде
чем обедать, ты должен помыть руки.
Герундий и предшествующее ему притяжательное местоимение
107
или существительное в притяжательной форме образуют комп
лекс — герундиальный оборот, который переводится чащ е всего
придаточным предложением.
I hope to see you before my leaving the tow n.— Я надеюсь,
что повидаюсь с вами, прежде чем покину город.
Did you agree to Lena's going on the excursion? — Вы согла
сились, чтобы Л ена пошла на экскурсию?
П РИ ЧА СТИ Е (THE PA RTICIPLE)

§ 9. Формы и значения причастия. Причастие в английском
языке представляет собой неличную форму глагола, которая соот
ветствует в русском языке причастию и деепричастию. В англий
ском языке нет отдельной формы, соответствующей русскому дее
причастию.
Look at the girl standing at the w indow .— Посмотрите на де
вушку, стоящую у окна.
Не sat in an arm -chair watching TV.— Он сидел в кресле,
смотря телепередачу.
Английское причастие, как и причастие в русском языке, обла
дает свойствами прилагательного, наречия и глагола.
Как и прилагательное, причастие выполняет в предложении
функцию определения к существительному.
A broken cup lay on the floor.— Р азбитая чаш ка леж ала на
полу.
Как и наречие, английское причастие, подобно русскому дее
причастию, выполняет функцию обстоятельства, определяющего
действие, выраженное сказуемым.
They passed me talking loudly.— Они прошли мимо, громко
разговаривая.
Глагольные свойства причастия вы ражаю тся в том, что оно мо
жет иметь прямое дополнение и может определяться наречием.
Entering the room he found all the pupils present.— Войдя
в комнату, он увидел, что все учащиеся присутствуют.
Не liked to rest in the evening walking slow ly in the p ark .—
Он любил отдыхать вечером, медленно прогуливаясь в пар
ке.
Причастие в английском языке может быть различных видов.
§ 10. Причастие настоящего времени (The P resent P articiple).

Причастие настоящего времени чащ е всего обозначает действие,
происходящее одновременно с действием, выраженным глаголом
в личной форме.
Looking out of the window I saw some of my classm ates.—
Выглянув в окно, я увидел своих одноклассников.
Причастие настоящего времени образуется от первой основной
формы глагола при помощи -ing, и по форме оно совпадает с отгла
гольными существительными и герундием.
108
Обратите внимание на орфографические особенности образова
ния причастия настоящего времени.
I форма talk know copy m ake sit
Причастие talking know ing copying m aking sitting

настоящего
времени
В отличие от отглагольного существительного с суффиксом -ing

причастие настоящего времени не употребляется с предлогом и не
может определяться притяжательным местоимением или сущест
вительным в притяжательной форме.
§ 11. Причастие прошедшего времени (The P a st P articiple).

Причастие прошедшего времени обозначает законченное действие.
Have you heard anything about the child lost in the forest? —
Вы слышали что-либо о ребенке, потерявшемся в лесу?
Причастие прошедшего времени представляет собой третью
основную форму глагола: w atched, m ade, done, built, put.
У правильных глаголов оно образуется от первой основной фор
мы глагола с помощью окончания -ed и по форме совпадает с P a st
Indefinite.
Обратите внимание на орфографические особенности образова
ния причастия прошедшего времени.
I форма ask want like carry stop
Причастие asked wanted liked carried stopped

прошедшего
времени
Видо-временная форма P a s t Indefinite отличается от причастия

прошедшего времени своей функцией — она выступает в предло
жении как простое глагольное сказуемое.
§ 12. Функции причастия в предложении. Причастие обладает
свойствами прилагательного и наречия. При переводе на русский
язык английские причастия передаются причастием или деепричас
тием или же придаточным предложением.
Причастие может служить в предложении:
W atches m ade in the Soviet Union are very popular in m any
countries.— Часы, сделанные в Советском Союзе, очень по
пулярны во многих странах.
109
2) именной частью составного сказуемого:
Victor w as m issing from the last lesson.— Виктор отсутство
вал на последнем уроке.
When crossing the street, first look to the left, then to the
right.— Переходя улицу, вначале посмотрите налево, по
том направо.
Not know ing w hat to do they w rote a letter to their professor
asking for inform ation.— He зная, что делать, они написали
письмо своему профессору, запраш ивая информацию.
§ 13. Оборот «Объектный падеж с причастием настоящего вре
мени». Причастие в сочетании с существительным или местоиме
нием может образовывать причастные обороты, выполняющие
роль сложного дополнения.
Причастный оборот «Объектный падеж с причастием настоя
щего времени» (O bjective with the P resent Participle) представляет
собой сочетание существительного или местоимения в объектном
падеже с причастием настоящего времени. Этот оборот употребля
ется после глаголов: to feel, to find, to hear, to listen, to look, to
notice, to see, to w atch.
I hear the bell ringing in the next room .— Я слышу, как зве
нит звонок в соседней комнате.
She w atched the children playing in the y a rd .— Она смотре
ла, как дети играют во дворе.
Этот оборот аналогичен обороту «Объектный падеж с инфини
тивом» (Objective with the Infinitive), но причастный оборот пока
зывает действие в процессе его совершения, а инфинитивный обо
рот только указывает на действие.
I saw some children crossing the stre e t.— Я видел, как дети
переходили улицу.
I saw the children cross the stre e t.— Я видел, что дети пере
ходили улицу.
§ 14. Оборот «Объектный падеж с причастием прошедшего вре
мени». Этот причастмый оборот (Objective with the P ast Participle)
представляет собой сочетание существительного или местоимения
в объектном падеже с причастием прошедшего времени. Этот обо
рот употребляется после глаголов: to have, to get, to w ant, to wish,
to w atch, to hear, to see, to find.
You m ust have your h air cu t.— Вы должны подстричься.
I w ant it done now .— Я хочу, чтобы это сделали сейчас.
Этот оборот с глаголом to have (to g e t) означает, что действие
совершается не самим подлежащим, а другим лицом для него или
за него.
I h ad my photo tak en .— Я сфотографировался (в значении:
меня сф отограф ировали).
I m ust have my shoes cleaned.— Я должен почистить туфли
(это сделают для меня).
НО
KEY TO EXERCISES
(Ключи к упражнениям)
Unit I
Exercise 9
1. friendly — дружеский; economic — экономический; cultural —
культурный; relations — связи, отношения; socialist — социали
стический; 2. Russian — российская; Federative — федеративная;
Socialist — социалистическая; biggest — самый большой; 3. situa
tion — ситуация; worsened — ухудшалась; 4. positive — положи
тельный; 5. misplaced — положена не на место; 6. disagreement —
несогласие; 7. dangerously — опасно; 8. unhappy — несчастная.
Exercise 18
1. disagreement — несогласие; discussion — дискуссия; 2. effective
ness — эффективность, действенность, результативность; peace
ful — мирный; solidarity — солидарность; 3. uneventful — без
приключений, без особых событий; 4. re-houses — вселяет в новые
дома; 5. modernized — модернизирована; 6. difficulty — труд
ность; technical — технический.
Exercise 27
1. to see; 2. do; 3. to come, to see; 4. to do; 5. help; 6. to do, to be, to
enter.
Exercise 37
1. He... to have left. 2. you to look. 3. for us to see. 4. The physics
competition... to begin. 5. you to go. 6. for me to understand.
U n i t II
Exercise 18
1. listening; 2. strengthening; 3. your taking part; 4. leaving; 5. Moth
er’s knowing; 6. his doing.
Exercise 27
1. историческая; 2. повседневной; 3. одноактная; 4. послеурочных;
5. всестороннее; 6. давнишняя.
U n i t III
Exercise 9
I. ending (N oun); 2. ending (Participle); 3. meeting (N oun);
4. meeting (N oun); 5. meeting (Gerund); 6. getting (Participle);
leaving (Gerund).
Ill
Exercise 18
1. taken (P ast Participle); 2. seeing (Present Participle); 3. made
(P ast Participle); 4. taking (Present Participle); 5. standing (Pres
ent Participle); 6. asked (P ast Participle).
Exercise 33
1. shopping (Gerund), finding (Participle); 2. expressing (Parti
ciple), working (Participle), fighting (Participle); 3. fighting
(N oun); 4. helping (Gerund); 5. developing (Gerund); 6. beginning
(N oun).
Unit IV
Exercise 10
1. всемирно известно; 2. приезжий; 3. неполный рабочий день;
4. (магазин) самообслуживания; 5. белоснежное; 6. (человек)
средних лет.
Exercise 19
1. carelessness — невнимательность; 2. uninterested — не заинте
ресован; 3. changeable — изменчивая; 4. misunderstood — непра
вильно понял; 5. displease — вызвать неудовольствие; 6. conference —
конференция; effectiveness — эффективность; peaceful — мирная.
Exercise 28
1. Всемирный конгресс мира; 2. послевоенный период; 3. работо
способный мальчик; 4. Министр высшего образования; 5. празд
ничный вечер; 6. хороший серый костюм-двойка.
TOPICAL WORDS AND EXPRESSIONS
(Тематический сл о в а р ь )
I. Vladimir Ilyich Lenin

An inspector of schools; to go to the gymnasium; to enter
the university; to take an active part; students’ demonstra
tions; to teach the workers socialism; to free themselves from
capitalism.
To spend several years in; foreign languages; the Russian
working-class newspaper Iskra', RSDLP Congresses; the li
brary of the British Museum; revolutionary movement; the Great
October Socialist Revolution; the great leader of the working
people; the organizer of the Communist Party; the leader and
organizer of the Great October Socialist Revolution; the found
er of the Soviet state; revolutionary activities; the struggle
for world peace.
II. State Holidays
To celebrate a holiday; to celebrate May Day (October Day,
Victory Day, Constitution Day, Soviet Army Day, Interna
tional Women’s Day, the Day of K now ledge); the anniversary
of the Great October Socialist Revolution; to see the New
Year in:
To decorate a building (a city, a school, a street) with flow
ers, flags, slogans, placards; the demonstration takes place
in; to take part in the demonstration; to hold a holiday meet
ing; to watch the demonstration (the parade); to march past
the tribune.
To send (receive) holiday greetings (holiday postcards);
to have a holiday concert; to have a holiday party.
To demonstrate workers’ solidarity; the unity of working
people; the struggle for peace; against war.
III. The Komsomol
To help the country; to take an active part in the struggle
for; to become heroes; to receive high awards; to be
awarded the Order of Lenin (the Order of the Red Banner, the
Order of the Red Banner of Labour, the Order of the October
Revolution).
To join the Komsomol; the duty of a member of the Komso
mol; to play an important part in; the main tasks of the Kom
somol members; to be active in the economic and public life;
to organize international meetings of friendship; to struggle
113
г
actively for world peace; to have a Komsomol meeting; to dis

cuss the questions of.
To prepare for; technical progress; robots; computers; to
produce; the production of; Komsomol projects.
IV. Geography
To be situated; to lie in; to be washed by; the area; the
capital; to consist of; in the eastern (western, northern, south
ern) part of; an industrial (agricultural) area.
There are big forests, high (low ) mountains (hills); to be
covered with mountains (hills).
The river flows to the east (w est); to cross the country;
the main ports.
To have a population of; the largest cities (tow ns); ports;
to have a developed industry (agriculture).
The climate; to differ from one part to another; the temper
ature; high (low ); to last for; the weather; in summer (autumn,
winter, spring); the wind; to blow from; the sun; to shine;
cold (cool, warm, hot).
V. My Town (V illage)
To be situated; a large city; to be big (sm all, new); there
are several districts; Town Soviet (District Soviet); industrial
and cultural centre; factories; modern; monuments (hospitals,
post-offices, museums, palaces, shops, libraries, theatres, cine
m as); flower gardens (parks, squares, stadium s); (not) far
from; a district (region) centre; a railway station; a sea (river)
port; by bus (tram, trolley-bys); the population of; the devel
opment of.
The name of the village (town) is; a collective farm; trac
tors, combine-harvesters; agricultural machines; to help to
gather the harvest in; to pick up fruit; to work in the kitchen-
garden; to learn to become a combine-operator (lorry-driver);
to go to the village club.
VI. Family
The family (large, sm all); father, mother, daughter, son,
brother, sister, grandmother, grandfather, parents, grandpar
ents; (four) people in my family; to be born in; have lived in
this town (village) since.
His (her) face (nice, round); the eyes (large, dark); hair
(long, short, dark, fair); the nose (sm all, straight); the lips
(red, full).
To wear boots (a cap, a jacket, a shirt, trousers, socks, a
tie, a blouse, a hat, a dress, a skirt) ; to put on a coat (boots,
sh oes).
To go shopping; to do one’s shopping; to buy milk (bread,
butter, cakes, cheese, coffee, dairy products, fruit, salt, sugar,
sausage); to pay for; to cost; shopping-bag.
114
To help at home; about the house; to prepare breakfast
(dinner, supper); to have duties; to keep the rooms clean; to
clean the rooms; to dust the chairs; to do the family washing; to
pay for water, gas, electricity; to stay at home; to look after;
to find time to do something; to visit.
To be a Komsomol member; to join the Komsomol (the
Communist Party); to do social work; a pensioner; a house
wife; to take part in.
VII. School
To receive school education; to go to school; to learn dif
ferent subjects; to have lessons; to do homework; to have
labour training (physical training); to work on the school
plot; to be on duty.
To join the Young Pioneers (the Komsomol); to make re
ports on; to help collective farmers; to work in a pupils’ pro
duction team; production work; to work in a pupils’ field bri
gade (at a work and rest camp); to organize evening parties;
to take part in school life; to work on a subbotnik; to go on an
excursion; to work in a workshop; to get high (good) marks;
to get a four (five), to clean the classroom; to fight for good
discipline; to take part in sports competitions; to go in for
sports.
To choose a profession (a trad e); to go to a secondary tech
nical school; an examination (exam) in; to take an examination;
to pass an examination; to enter an institute (university).
VIII. Free Time

To have rest; to have free time; to spend a day; to have a
good time; to go for a walk; in the open air; to go in for sports;
to take part in competitions; to play gam es (football, volley
ball, basket-ball); to go in for athletics; to ski, to skate, to
swim, to run, to jump.
To go to the cinema (theatre, circus); to like the cinema
(theatre, circus); to go to a concert; to take part in a concert; to
listen to a concert; to go to the discotheque; to go to the li
brary; to enjoy a book (concert, film); to go on a hike; to take
part in hikes; to travel by train (boat, plane); to travel for
pleasure; to make a trip (by train ); to go on a trip; to go sight
seeing; to go on a journey; to make a (train) journey.
To go on an excursion to a museum (to a factory, to a col
lective farm); to visit a museum (a picture gallery); places of
interest.
IX. My Day
To get up; to do morning exercises; to have breakfast; to
go to school; to have lessons; to come back home; to have din
ner (breakfast, supper).
To go for a walk; to do homework; to go to the library; to
help the parents about the house; to go shopping; to go to the
music school; to take part in sports activities; to meet friends;
to have a talk about; to discuss a film (play); to visit a friend;
to read books; to watch a TV programme; to go to bed.
Political Information
To have a political information talk; current events; latest
(home, foreign, international) news.
A delegation of (from); to visit; to pay a state (official,
friendly) visit; on a visit; on the invitation of; to be warmly
greeted; to be received by; to have talks on something with
somebody; to discuss problems (questions) of; an agreement.
To hold a conference (congress, meeting, festival, demon
stration); to set up a committee; to adopt a resolution.
To take part in; to demand; to support the demand; to fight
for (peace, friendship, unity); to fight against war; to demon
strate; to protest against.
READER
READING IN SEPTEMBER AND OCTOBER
Task I
ф Прочитайте отрывок из романа английского писателя Чарлза
Д иккенса «Посмертные записки П иквикского клуба», в котором
описывается борьба бурж уазных политических партий за го
лоса избирателей во время парламентских выборов. При чте
нии обратите внимание на произнесение следую щ их собствен
ных имен:
Eatansw ill ['btanswil], Charles Dickens ['tjculz 'dikinz],
Landport ['laendpst], Portsm outh ['podsmaG], Pickwick ['pikwikj,
Slumkey ['slAmki], Tupm an [Ч л р т э п ], Perker ['рэ:кэ], Samuel
[’s s m j u a l ] .
Elections at Eatanswill
(A fte r Ch. D ickens)
C harles Dickens (1812 — 1870) is one of
the w riters of nineteenth century critical
realism in E nglish literatu re.
He w as born a t L andport, near P o rts
mouth, and when he w as still a young boy
he learned w hat cap italist exploitation w as
like. C harles had to go out to work a t a
factory. When he w as a young m an, he
became a clerk and late r a p arliam en tary
reporter.
His first novel, “The Pickwick P a p e rs”,
m ade him fam ous. This book is known all
over the w orld as are m any other novels
and stories by Dickens.
C h arles Dickens w as one of those w riters
who, all his life, showed sym pathy for people,
especially poor people.
It was late in the evening when Mr. Pickwick and his friends
got off the Eatanswill coach.
Everywhere around them, they saw people shouting “ Long live
Slumkey!”
“Who is Slumkey?” asked Mr. Tupman.
“I suppose he is one of the candidates for the House of Com
mons answered Mr. Pickwick.
118
They entered a large house to find out whether they could spend
the night there. A m an at the door went away and soon came back.
He led Mr. Pickwick to a large room where, seated at a long
table, was Mr. Perker, the agent for Mr. Samuel Slumkey.
“Ah-ah, my dear Sir,” said the little man. “Very happy to see
you, my dear Sir, very. Sit down, please. So you have come here
from London to see an election, have you?”
“Yes, we have,” answered Mr. Pickwick.
“Well, the competition for the Eatanswill seat in Parliam ent
is very hot, my dear Sir,” said the little man.
“And w hat do you think the result of the election will be?”
asked Mr. Pickwick.
“ Difficult to say, my dear Sir. Fizkin’s people locked up thirty-
three voters in the coach-house. The effect of that is, you see,
that they won’t be able to vote for Mr. Slumkey. And if we could
119
unlock the door and let them out, it would be of no help, because
they are very drunk.”
Mr. Pickwick said nothing.
“But we have done something different,” said Mr. Perker. “We
had a little tea-party here, last night — forty-five women, my dear
Sir — and gave every one of them an umbrella when she went away.”
“An um brella!” said Mr. Pickwick.
“Fact, my dear Sir, fact. Forty-five umbrellas. Now we have
forty-five women voters. And we hope that all their husbands
and half their brothers will vote for Mr. Slumkey.”
At this moment Mr. Slumkey entered the room.
“Is everything ready?” he asked Mr. Perker.
“Everything, my dear Sir. There are twenty washed men at
the street door for you to shake hands with; and remember chil
dren, my dear Sir. If you could kiss one of them, it would produce
a very great impression on all people.”
“Couldn’t somebody else do th at? ”
“If it were done by yourself, my dear Sir, I think it would make
you very popular,” answered the agent.
“Very well,” said Samuel Slumkey, “then it must be done.
T hat’s all.”
election [l’lekjan] — выборы to lock (up) — запирать
century ['sentjari] — век, столетие drunk [drAQk] — пьяный
coach Ikoutfl — экипаж, карета to shake hands — пожать руку
to shout [Jaut] — кричать to kiss — целовать
* * *
^ Ответьте на следующ ие вопросы:

1. Why did Mr. Pickwick and his friends come to Eatanswill?
2. Who introduced Mr. Pickwick to the agent for Samuel Slumkey?
3. What did Mr. Perker think the result of the election would be?
4. W hat did the agents of the two Eatanswill candidates for the
House of Commons do to get more votes for their candidates?
II. И спользуя текст, докажите, что буржуазные политические

партии не гнушаются никакими средствами в погоне за голосами
избирателей.
III. Найдите в тексте и прочитайте предложения, в которых
говорится о предвыборных уловках одного из кандидатов, о его
подлинном отношении к избирателям.
IV. Напишите, знаете ли вы, как действуют кандидаты бурж уаз
ных политических партий во время избирательных кампаний
в капиталистических странах. Укажите источники информации:
газеты, журналы, радио, телевидение, книги.
120
Task 2
ф Прочитайте отрывок из романа «М ери Бартон» английской
писательницы Элизабет Гаскелл. В нем рассказывается о том,
как доведенные до отчаяния голодом и нищетой рабочие решают
послать делегацию в парламент, надеясь на помощь властей.
При чтении обратите внимание на произнесение следующ их
собственных имен:
John Barton ['ёзэп 'bcutn], Elizabeth Gaskell [ГЬгэЬэв 'gaes-

кэ1], Manchester ['maentjista], Mary ['m ean], Job Legh ['бзоиЬ 'li:].
John Barton’s Expedition to Parliament

(After E. G askell)
Elizabeth G askell (1810— 1865) w as born

in London, but her early life w as spent in a
provincial town. Then she went to live to
Manchester*
There the futu re w riter studied the
conditions of the textile w orkers. She could
see the life of the w orking m asses and the
class stru g g le between the bourgeoisie and the
proletariat.
The them e of her first and best novel,
“M ary B arto n ”, is the w orkers’ stru g g le
during the first period of Chartism *.
Dickens and other w riters of the day w arm ly
greeted G askell’s work.
The price of food was becoming

higher and higher. Working people
had almost nothing to eat and their
living conditions were unbelievably bad. There were families in
which parents sat in their clothes during the whole night, because
there was only one bed for their large family of children. That
is why the anger of the working-men against the upper classes
became stronger and stronger.
Some of the working-men could not believe that the Members
of Parliam ent knew nothing of their sufferings and so they decided
to send a delegation to Parliament. A petition was written in the
spring of 1839 asking Parliam ent to hear their delegates.
One of the delegates was John Barton. He was very happy
that he was one of the men chosen to speak of the unhappiness of
the people. He hoped that the results of his expedition would be
good.
121
The night before the m orning on which the M anchester dele
gates were going to leave for London, many men came to B arton’s
home to talk and to advise what to say in London.
“Well, John, there are m any things you m ust tell the p a rlia
ment people. Tell them about our sufferings and ask them to help
us,” said a tall man.
“Tell them,” said a very poorly dressed worker, “that we need
shorter working hours.”
“I am sure that parliament people are rich,” said another man,
“tell them, John, that we weavers ask them to have their shirts
made of calico; they wear so m any shirts, and our position will
become better if a lot of calico shirts are sold.”
Then Job Legh said, “You know, Bill, there are only hundreds
of parliam ent people who wear so m any shirts, but there are thou
sands and thousands of poor weavers who’ve got only one calico
shirt in the world. They make miles of calico every day but they
don’t know where to get another shirt when the old one cannot
122
be worn any more. Ask P arliam ent to raise our w ages so as w ork
men can buy two or three shirts a year.”
“I’m afraid, friends,” said John Barton, “I won’t have much
chance to tell them all you say. But I hope that when they hear
about our sufferings, they will do something for us.”
A week later John Barton came back home. He did not say a
word to his daughter M ary and sat down by the fire.
They did not speak for some time. Then M ary said, “Tell me
all about London, dear father. Did you go to Parliam ent House?”
“Well, in the m orning we all gathered to go to Parliam ent
House in procession with our petition. But when we tried to enter
a street leading to Parliam ent Building the police stopped us and
beat us.
“ ’‘We’re going about our business, which is life and death to
us and our children back in Lancashire*,’ I told a policeman.
But the policeman didn’t w ant to listen to me.”
“ Well, but th a t’s not what we w ant to hear,” said one of John’s
friends, who had come in. “What did the parliam ent people say?”
“Please, don’t ask me,” said John. “I don’t w ant to say a ny
thing about that. It’s not to be forgotten either by me or many
others. The parliam ent people did not w ant to hear us.”
anger {’аеддэ] — гаев to raise [reiz] w ages — повышать
upper 1’лрэ! — высший зарплату
suffering ['sAfanrj] — страдание to beat [bi:t] (beat, beaten) — из-
weaver [’wi:va] — ткач бивать
calico ['kxhkou] — коленкор (род death [deB] — смерть
хлопчатобумажной ткани)
* * *
ф I. Ответьте на следую щ ие вопросы:

1. Why did the M anchester working-men decide to send a delega
tion to Parliam ent?
2. W hat did people ask John Barton to tell the Members of P a rlia
ment?
3. W hat did the police do to the delegates when they were walking
to the P arliam ent Buildings?
II. Найдите в тексте и прочитайте предложения, в которых выра
жена наивная вера в то, что бурж уазные парламентарии
поймут нужды рабочих и помогут им.
III. Скажите, с какими лозунгам и выходят на демонстрации
трудящиеся капиталистических стран в наши дни, каковы их
основные требования.
IV. Прочитайте еще раз текст об авторе и напишите, в какую
историческую эпоху происходили описываемые в отрывке события.
123
pf
Task 3
ф Прочитайте отрывок из романа «Овод» английской писатель
ницы Э. Л. Войнич, в котором описан один из эпизодов мужест
венной борьбы главного героя романа. При чтении обратите
внимание на произнесение следую щ их собственных имен:
Ethel Lilian Voynich ['евэ1 'lilian 'vDimk], Cork [кскк], Ire
land ['aialand], Russia ['гл]э], Gadfly ['gaedflai].
Fighting to the Last

(After E. L. Voynich)
Ethel Lilian Voynich (1864— 1960) w as
born in the city of Cork, Ireland.
W hen she w a s a youn g w om an, she m ade
friends w ith political em igrants w ho had com e
to E nglan d from tsarist R ussia. Later she took
an active part in revolutionary activities in
R ussia which helped her to produce one of the
greatest characters of a revolutionary fighter
in w orld literature.
“The G adfly” is one of the m ost popular
books in our country. Its main hero has alw ays
been an exam ple to m illions of y ou n g Soviet
people when they were figh tin g for their M oth
erland.
E. L. Voynich w rote som e other books
and translated R ussian literature into E nglish.
The Gadfly w as taken back to his cell.

Soon one of the warders brought in supper. The Gadfly looked
at it and turned his head away.
“You will be ill if you don’t e a t,” said the warder. “Take some
bread; it’ll do you good.”
That m ade the Gadfly think about the w a rd e r’s words.
When the w arder went away, he took up a piece of bread. In
the middle of it he found several small files and a thin piece of
paper on which a few words were written. The.Gadfly read: “The
door is unlocked, and it will be very dark in the yard. Get the fil
ing done as fast as possible, and come by the underground tunnel
between two and three. We are ready and may not have another
chance.”
*All the preparations were ready, then, and he had only to file
the window bars! How m any bars were there? Two, four; and each
must be filed in two places: eight. Oh, he could do that during the
night if he worked quickly.
He sat down and began to eat some of the bread. Then he put
his right hand behind his head. How it burned! So he decided to
lie down and try to go to sleep. He needed a little rest before be
ginning the filing of the window bars.
Then he heard the clock-tower in the square striking ten. He
m ust get to work.
He stood up und spoke to himself:
“I ’m not ill; I have no time to be ill. I have those bars to file,
and I am not going to be ill.”
Then he began to file. He heard the clock strike a quater-past
ten — half-past ten — a quarter to eleven. He filed and filed, and
it seemed to him that someone was filing his own arm. He was
almost unable to hold the file but he did not stop filing.
One o’clock. He had been working for three hours now, and
six of the eight bars were filed. Two more, and then —
He stood still for a moment, with both hands up to his head;
then he took up the file again and went back to his work.
Half-past one. There was nothing before his eyes as he filed,
and filed, and filed...
“ The G adfly” ['gsedflai] — «Овод> bar — тюремная решетка

cell [sel] — тюремная камера to burn — гореть
w arder ['wa:da] — тюремный надзи- clock-tow er ['kloktaua] — башенные
ратель часы
file — напильник; to file — подпили- to strike (str u c k ) — ударять
вать
125
1. How did the Gadfly get the files?
2. W hat did the Gadfly do after the w arder went away?
3. How m any places on the bars did the Gadfly have to file?
4. At what time did the Gadfly begin to file the last place on the
last bar?
II. Найдите в тексте и прочитайте предложения, подтверждающие
черты характера Овода, сформулированные советским писате
лем Н. Островским: «...его мужество, безграничная выносли
вость, умение переносить страдания...».
III. Объясните, какие идеи вдохновляли Овода, измученного бо
лезнью и ранением, продолжать борьбу даже в тюремной камере.
I V . Напишите, кто участвовал в подготовке побега Овода из тюрьмы.
Т ask 4
ф Прочитайте юмористический рассказ *Как мы справляли день
рождения мамы», написанный С. Ликоком, одним из крупней
ших канадских писателей XX века. При чтении обратите внима
ние на произнесение следую щ их собственных имен:
Stephen Butler Leacock ['sti:vn 'ЬлМэ Чгкэк], C anada ['кае-
n adaj, Toronto [ta'rontoul, Anne [sen], Магу [ m e a n ] .
How We Kept Mother’s Birthday

( Aft er S. B. Leacock)
Stephen Butler Leacock (1869— 1944) is w ell known as a writer of hum orous
stories. He w a s born in E ngland but when he w as seve* years old, his par
ents em igrated with their fam ily to C anada.
After g rad u atin g from the Toronto U niversity Leacock wrote several books
on political econom y and history.
In his hum orous stories Leacock criticized bourgeois m orality. Som e of his
stories are political satires on elections in the U S A , on British parliam entary
system and on anti-Soviet propaganda.
D uring W orld War II Leacock w a s one of the friends of the Soviet Union.
I think celebrating “M other’s D ay” once a year is a very good

idea.
So we decided to have a special celebration of M other’s Day.
We thought it a fine idea. We knew how much Mother did for us
and so we decided that we should do everything we could to make
Mother happy.
We decided to decorate the house with flowers. We asked Moth
er to arrange the decoration because she always does it on holi
126
days. My sisters got new hats for such an important day. We want
ed to buy a new hat for Mother too, but she said that she liked her
old hat better and didn’t w ant a new one.
Well, after breakfast we decided to take Mother for a beautiful
drive away into the country. Mother is never able to go to the
country because she is busy in the house nearly all the time.
But then we changed the plan a little.
Father decided to take Mother fishing.
When everything was ready for the trip we asked Mother to
prepare some sandwiches.
Well, when the car came to the door, we saw that there was not
enough room in it for us all. Father said that he could stay at home
and work in the garden. Then the two girls, Anne and Mary, said
that they could stay at home, but as they had new hats, it would
be a pity if no one looked at them.
In the end it was decided that Mother could stay at home and
make dinner. Mother doesn’t like fishing.
So we all drove away, and Mother stood and watched us from
the verandah as long as she could see us.
Well, we had a very nice day in the country. Father caught
a lot of big fish and the girls met some friends and they talked
about hats. It was quite late when we got back.
At last everything w as ready and we sat down to a wonderful
dinner. Mother got up and down many times during dinner; she
brought things from the kitchen and carried the dishes away.
When the dinner was over all of us wanted to help Mother to
wash the dishes. But Mother said that she could do it herself, and
so we let her because we wanted to make her happy.
It was quite late when it was all over, and when we all kissed
Mother before going to bed, she said it had been the most wonder
ful day in her life.
once [wAns] — один раз room — место
to arrange [ э 'г е т ё з ] — ад. приво- pity f'piti] — ж алость
дить в порядок quite [kw ait] — вполне, совсем
drive — поездка
* * *
ф I. Ответьте на следующ ие вопросы:
1. How did the family decide to celebrate M other’s Day?
2. W hat did Mother do to help the other members of the family?
3. Who enjoyed M other’s Day?
II. Объясните, в чем заключается грустный юмор прочитанного
вами рассказа.
III. Найдите в тексте и прочитайте те предложения, в которых
автор в комических ситуациях показывает эгоизм людей.
IV. Напишите, что, по-вашему, нужно сделать, чтобы порадовать
маму в день ее рождения.
127
Task 5
ф Прочитайте юмористический рассказ английского писателя

С. Моэма. При чтении обратите внимание на произнесение
следую щ их собственных имен:
Somerset M augham ['sAmosit ' т э : т ] , Paris ['paerisj.
The Luncheon
(After S. M augham )
S om erset M augham (1874— 1965) w as
born in P aris, in the fam ily of a British
diplom at. A s he lost his parents when he
w as still a boy, he w as taken to live in
E ngland with his uncle.
M augham received school education and
spent six years at a hospital stu d yin g to be
a doctor.
D u ring the sixty years o f his literary career
Som erset M augham wrote m any books — n ov
els, short stories, plays. His works are mainly
exam ples of critical realism in literature.
This happened twenty years ago

when I lived in Paris. I had a small
room and very little money.
A lady had read a book of mine and had written to me about it.
She was in Paris and wanted to have a talk with me. She asked me
to give her a small luncheon at a restaurant which she named. I
was very young then and I could not say “no” to a lady.
I had only eighty francs; all the money I had till the end of
the month. “A sm all luncheon will not cost more than fifteen
francs,” I thought, “and if I don’t take coffee for the next two
weeks, I shall have enough money till the end of the month.”
So we met at the resta u ra n t which she had chosen.
She was a woman of forty. She talked a lot, but as she wanted
to talk about me, I w as ready to listen to her. When the waiter
brought the menu, I saw that the prices were very high. But she
said, “I never eat anything much for luncheon.”
“Oh, don’t say th at!” I answered.
“I never eat more than one thing. I think people eat too much
in our days. I can eat now a little fish only. Have they any salmon?”
They had, and I ordered it for my guest. The waiter asked her:
“Will you have anything while we are preparing it?”
“No,” she answered, “I never eat more than one thing. But if
you have a little caviar — I like caviar.”
128
I knew I had not enough money to pay for caviar. But I could
not tell her that. For myself I ordered the cheapest thing on the
menu, a beef-steak.
Then came the question of drink.
“What will you drink?” I asked her.
“My doctor lets me drink only cham pagne.” It seemed to me
that my face became white. But I ordered half a bottle of champagne.
She ate the caviar and she ate the salmon. She talked of art,
literature and music. But all I wanted to know was what the
“s m a ll” luncheon would cost me. “Shall I be able to pay the bill?”
I asked myself again and again. “W hat shall I do if the bill comes
to more than I have?” If the bill comes to more, I shall leave my
watch and say that I shall come back and pay later, I decided.
The waiter brought another dish. She ate and I spoke of litera
ture. At last she finished.
Then the waiter came up to us with a large basket full of peach
es. They were not in season then and their price w as very high.
My guest took one of them.
“Coffee?” I asked her some minutes later.
“Yes, just an ice-cream and coffee,” she answered.
“You know,” she said as she ate the ice-cream, “ I usually don’t
eat luncheon. I have a cup of coffee in the m orning and then dinner.
But if I must have luncheon, then I never eat more than one thing.”
The bill came, and when I had paid it, I had the whole month
before me and not a penny in my pocket.
I am not a bad man. But I am glad that today she weighs more
than three hundred pounds. So I had my revenge at last.
luncheon ['lAntfanJ — завтрак caviar ['kaevictj — икра
mainly 1'meinli] — главным обра- bill — счет (в ресторане)
зом, большей частью peach (рИЛ — персик
to happen ['haepanj — случаться to weigh [w ei] — весить
salmon ['saemanj — лосось pound [paundj — фунт. ( — 453,6 г)
to order [гэ:ёэ] — заказывать I had my revenge [n'vend3] — я был
guest [gest] — гость отомщен
* * *
ф I. Ответьте на следую щ ие вопросы;
1. What w as written in the letter which the young writer received?

2. Why did the young writer agree to give a luncheon to the lady?
3. What was the only thing the writer thought about during the
luncheon?
II. И спользуя текст, докажите, что проблемы литературного твор

чества мало интересовали собеседницу писателя. Приведите
свои доводы.
5 З аказ 724 129
Task 6
+ Прочитайте сатирический рассказ английского писателя А. Коп-
парда «Вклад в общее дело», в котором автор разоблачает соци
альное неравенство и антинародную политику правящ их клас
сов. При чтении обратите внимание на произнесение следующ их
собственных имен:
Alfred E d g a r Coppard ['aelfrid 'edga 'kapad], Folkestone
['foukstan], B raddle ['braedt], Patience ['p eijan s], N athan Re
gent ['neiGan 'ri:d3 a n t], Tony Vassal! ['toum 'vaesal], Nancy
['naensi], Olive ['olivj, Albert Edw ard ['aelbat 'edw adj.
Tribute
(After A. E. Coppard)
A lfred E dgar Coppard (1878— 1957), an E nglish poet and short-story w rit
er, w as born in F olkestone, in the South of E nglan d. H is parents w ere poor
w orking people. When he w a s only nine years old, he le ft school and w ent to
work. He tried m any trades and professions before he becam e a writer.
Coppard’s literary work kept up the1 tradition of E nglish critical realism .
He described the w orking people of Iris country with g r ea t sym pathy. He hated
war, a s this story sh ow s, and w a s active in the m ovem ent for peace to the end of
his- life.
A lfred coppard; visited our country and* w a s a n active member of the British-
Soviet Friendship Society*.
Two young men lived in Braddle, worked together at the spin

ning mitt at Braddle, and loved the sam e girl in the town of Brad-
dle, a girl named Patience who w as poor and beautiful. One of the
young men, N athan Regent, w as not a good talker but he w a s very
proud of himself.
Tony Vassal!, the other, liked to Laugh and talk, so th a t is why
he was soon chosen by Patience as her future husband.
So Patience m arried Tony Vassall and N athan became inter
ested in other things, among them a girl who had a lot of money—
and N athan m arried that girl.
.Tony went on working at the mill. So did N athan, but soon,
with the help of his wife’s money, he became a manager of one of
the departments. Tony went on working at the mill. In a few more
years N athan became m anager of the whole mill, and his wealth
became so g reat that N athan and N a th a n ’s wife bought the whole
mill. Tony went on working at the mill. He now had two sons and a
daughter, Nancy, but his position was no different from w hat it
had been for the last twenty years.
The Regents, now living ju st outside Braddle, had one child,
a daughter named Olive.
About that time, you must know, the country went to w a r 1
1 Имеется в виду первая мировая война 1914— 1918 годов.
130
and the people of Braddle had to work hard to help the country.
Almost everybody in Braddle became white and thin and sullen
because of labour from m orning till night. But not quite every
body — the Regents received so much money that they did not
know what to do with it; their faces were neither white nor sullen.
“In times like these,” said N a th a n ’s wife, “we must help our
country still more; let us lend our money to the country.”
“Yes,” said Nathan.
So they lent their money to their country. The country paid
them tribute and, as the Regents’ wealth continued to flow in, they
helped their country more and more. Then they lent the tribute
back to the country and received yet more tribute for that.
One day Tony Vassall went to the owner of the mill and asked,
“What can we do to help our country? We have no money to lend.”
“No?” was the answer. “But you can give your son Dan. The
country needs men too.”
Tony gave his son Dan to the country.
Dan w as killed in the war; his.sister Nancy took his place at
the mill.
Soon Tony gave his second son Albert E dw ard to the country.
Albert E dw ard was killed in the war; his mother took his place
at the mill.
But the w a r did not end; and in time Tony Vassall too went to
the w ar .and was killed. The country gave Patience a pension but
she died because she could not live any more without her husband
and sons.
M any people died in those days; N athan and his wife became so
rich that after the w ar they died of eating too much, and their
daughter Olive became the owner of the spinning mill at Braddle.
When the w a r came to an end, the country told B raddle that
those who had not given their lives m ust now work ШгЙёг than be
fore the war, much, much harder. The Braddle people saw that this
was true, only too true, and they did as they were told.
tribute ['tribju:t] — долж ное, дань; m anager ['таешс1зэ] — управляю-
ad. доход, прибыль щий, директор
to keep up — поддерживать, про- hard — упорно, сильно
долж ать su llen ['SAlanJ — угрюмый, мрач-
spinning m ill — прядильная фабри- иый, сердитый
ка to lend (le n t) — давать взаймы
am on g [э'тлг)] — меж ду, среди to kill — убивать
to die [dai] — умирать
ф I. Ответьте на следую щ ие• вопросы:

1. In what way were Nathan and Tony different from each other?
2. Why did N a than’s position at the mill change greatly?
3. What price did the V assalls pay "to help their country”?
5* 131
II. Рассказ " Tribute" — одно из лучш их антивоенных произведе
ний английской прозы 20-х годов. Подтвердите предложениями
из текста, что он имеет антивоенную направленность.
III. Напишите, как война повлияла на жизнь рабочих и на жизнь
собственников, дававш их деньги «родине взаймы».
Тask 7
ф Прочитайте первую часть рассказа «Похищенное письмо», а в
тор которого один из классиков американской литературы XIX
века Эдгар По. При чтении обратите внимание на произнесение
E dgar Allan Рое ['edga 'aelan 'рои], Auguste Dupin ['o:gAst
djur'pin], Paris ['paeris], Georges Godinot [’d3 o:d3 iz godi'nou],
Duval [dju:'va:l], Lebrun [1э'Ьглд].
The Stolen Letter

(After E. A. Poe)
E dgar Allan Poe (1809— 1849) w as born
in Boston. He w as educated partly in E nglan d
and partly in the U SA .
He wrote poem s and w a s a literary critic,
but he is best remembered for his short stories.
Poe had a great interest in unnatural
things of one sort or another which are de
scribed in his stories.
Part I
One evening, I. was with my friend
Auguste Dupin at his house in Paris.
We were sitting by the fire, smoking
after dinner, when there was a ring
at the door-bell. A moment later, Dupin brought in his friend
Georges Godinot, the head of the Paris Police.
“Sit down, Georges,” Dupin said. “Tell me what you have been
doing. I am alw ays interested in your cases.”
The police often asked Dupin to help them; and that was why
my friend w as so interested.
“I have come to tell you about a very unusual case,” said
Georges. “There is a promise of fifty thousand francs to the man
who finds the thing.”
“Go on,” Dupin said.
“Well, the Princess received an important letter. It came in
an envelope which had the initial of the sender, “S ”, on the back.
The Princess opened it and was ju st going to read it when the
Countess Duval came in. The Countess, as you know, is a great
talker: she talks to everyone in Paris and tells all the;news. The
Princess did not w ant her to see the letter. So she quickly put it
back in the envelope and laid it on a table.
Soon after that, Mr. Lebrun entered the room. You know that
he is a minister in the government. He is also an unpleasant m an.”
“I know him,” Dupin said. “He will do anything if it is in his
interests.”
“Well, Lebrun saw the envelope on the table, with the initial
“S ”, and he became interested in the lady’s secret. While they were
all talking, he took a letter from his own pocket and opened it as
if to read it. Then he put it down on the table, near the Princess’s
letter.
The three of them talked for ten minutes longer. Then Lebrun
took the Princess’s letter and left his own on the table. The P rin
cess saw all this, of course, but could not say anything.”
“Why not?” I asked.
Georges answered, “Because of the Countess. If the Princess
had stopped Lebrun, he would have said “Oh, this letter? I am sor-
133
ry. I see that it is from S.” Then the Countess would have told
everybody in Paris “Have you heard? The Princess has a lover!
His name is S.”
Dupin said, “So the Princess knows that Lebrun stole her letter.
And he knows that she knows!”
Georges went on, “The letter has given Lebrun great power
over the Princess. She must now always help him in the government.”
“Have you looked for the letter?” Dupin asked.
“We searched Lebrun’s house, room by room. But we did not
find the letter.”
“Well, then,” I said, “Lebrun m ay carry it in his pocket.”
Georges answered, “No. My men attacked him on different
days. They searched his clothes and took his money. But he w a s n ’t
carrying the letter with him. When we catch the “thieves” , we shall
give the money back to hit
to steal (stole, stolen) — красть, pow er 1'раиэ] — власть
воровать to search ls » tfl — искать, обыски
case — дело (судебное) вать
envelope 1'enviloup] — конверт thief febf] (мн. h. thieves f6i:vz] —
countess t'kauntis] — графиня • грабитель, вор
pocket ['pokitj — карман
* * *
1.Who was Georges Godinot?
2.Why did the Head of the P a ris Police visit Dupin?
3.Who took the Princess’s letter from the table?
4.Why was the Princess unable to stop the minister from taki
her letter?
5. How did the police find out that the minister didn’t c a rry
the letter about with him?
II. Найдите в тексте и прочитайте предложения:
а) об обстоятельствах похищ ения письма;
б) о том, как министр Л ебрен воспользовался похищенным
письмом.
III. Докажите, что обладание похищенным письмом могло влиять
на государственные дела.
Тask 8
ф Прочитайте вторую часть рассказа Э. По:
The Stolen Letter
Part II
After that long discussion, Dupin did not say anything for
several minutes. At last, Georges stood up to go.
134
“Can you describe the letter?” Dupin asked.
“Oh, yes.” Georges took a little book from his pocket and read
a full description of the letter and the envelope.
Then Dupin said, “There are people in Paris who may be able
to help you. But you will have to pay them, of course.”
“I’m quite ready to pay,” Georges said.
Then Georges left us.
One evening, about three weeks later, Georges came to Dupin’s
house again. We were sitting, smoking a s before, after dinner.
After a time I said, “Well, Georges, w hat about the stolen let
ter? Have you found it yet?”
“ No. We searched the house again but with no result.”
“How much did you say that you would pay for the letter?”
Dupin asked.
“ I’m ready to pay fifty thousand francs for it.”
“Well, then,” Dupin said, “I will give you the letter.”
Neither Georges nor myself could say a word. We sat quite
still for a minute, looking at Dupin.
Without a word, Dupin went to his desk, took a letter from it
and gave it to Georges.
“Here is the letter,” Dupin said.
Georges opened it and read what was written on a piece of
good white paper. He jum ped out of his chair and ran to the door.
He left the house without saying a word. ,
My friend said, “The Paris Police usually get good results, but
they have no imagination. They never try to imagine other people’s
thoughts.”
“You m ean,” I said, “that they alw ays search in the same
way — and in the same places.”
“Yes. And Lebrun is a m an with imagination.”
“Go on,” I said. “Tell me how you found the letter.”
“First, I thought about Lebrun himself. Such a m an knows all
about the police. He knew where they would look.”
“So w hat did you do?” I asked.
“One morning I put on a pair of dark glasses and went to Lebrun’s
house and asked if he knew a good eye-doctor. While he was looking
in his address-book for the address of a doctor he knew, I looked
carefully around the room. There were a lot of things which did
not interest me very much. At last, I saw the fireplace and — ”
“Yes? The fireplace and w hat?”
“An ordinary letten-holder hanging near the fireplace.”
“W as there anything in the letter-holder?” I asked.
“There were two or three cards and one letter. The envelope
looked quite different from the description that Georges gave us.
But I said to myself, “That is the Princess’s letter.”
“Do you mean that Lebrun had changed the envelope?”
135
“Why not? It is very easy to change an envelope. And the let-
ter-holder w as the most n atural place for a letter in the house!”
“So Lebrun had not hidden it at all, because he is a man with
imagination!”
“From the police,” Dupin said, “he had hidden it very success
fully. They never see a thing just in front of their noses.”
description [dis'kripfan] — описание fireplace — камин
imagination [i,maed3 i'neijn] — вооб ordinary J'sdnri] — обычный
ражение to hide (hid, hidden) — прятать
to imagine [i’maed3 in] — воображать successfully [sak'sesfuli] — успешно
glasses — очки ju st — как раз, именно
+ I. Ответьте на следую щ ие вопросы:

1. When did Georges visit Dupin next?
2. W hat address was Lebrun trying to find?
3. Where was the letter when Dupin first saw it?
II. Объясните, почему сообщение Д ю пена о том, что он заполучил
похищенное письмо, было полной неожиданностью для его
собеседников.
III. Напишите, в чем заклю чалась оригинальность попытки на
дежно спрятать похищ енное письмо.
READING IN NOVEMBER AND DECEMBER
Task 9
ф Прочитайте рассказ австралийского писателя X. Л оусона о
скитальческой жизни рабочего-сезонника. П ри чтении обратите
Henry Archibald Lawson ['henri 'cutfibald 'b :sn ], Grenfell
['grenfal], Australia [os'treilja] f Mitchell ['mitjal], Edie ['i:di].
“Some Day”
( A fter H: A . . L aw son)
Henry Archibald Lawson (1867—1922) was born in Grenfell, South-Eastern

Australia.
Before becoming a writer he worked as a house-painter, then he became a
school teacher and later he tried to become a clerk in an office. For a long time
he had no work and travelled about the country on foot.
Lawson’s first poems and stories were against capitalism in Australia. He
was inspired by socialist ideas and they were reflected in his literary work. Law
son was the founder of realistic and democratic traditions in Australian literature.
One evening Mitchell and his friend were sitting by their camp
fire telling stories. Mitchell’s friend had ju st finished a story,
a kind of joke about a girl and a young m an, but it did not seem to
interest Mitchell. He thought for some time and then said:
“Ah! There was a girl I liked very much as soon as I saw her.
She came to our place on a visit to my sister. I think she was the
best girl that ever lived and the most beautiful. She was just eigh
teen; she had the biggest blue eyes you ever saw, and she had very,
very long hair. Of course, I never thought she’d look at a m an like
me, and I used to keep out of her way. I didn’t w ant the others to
think I loved her, because I knew they’d laugh at me, and maybe
she’d faugh at me more than all. Very often she came and talked to
me, and sat near me at table; but I thought that that was just be
cause of her good nature.
“I loved that girl, and I w as proud to think she came and talked
to me, and sat near me. But I didn’t let her know that, because I
was sure she’d only laugh.
“Well, things went on till I got work on a station*, and I had
to go because I needed money. Besides, I wanted to get away.
Stopping where she w as only made me unhappy.
“The night I left they were all at the railway station to see me
137
off. When the train w as ready to start, I saw th at the girl I laved
w as sta n d in g away by herself on the dark end of the platform. My
sister said:
‘Go and speak to her; go and say good-bye to Edie.’
“So I went up to where she was, and, when the others turned
their backs —
‘Well, good-bye, Miss Brow n,’ I said, holding out my hand;
‘1 don’t suppose I’ll ever see you again, because nobody knows
when I’ll be back. Thank you for coming to see me off.’
“J u s t then she turned her face to the light, and I saw she w as
very excited. She said, ‘Jack! Jack!’ and held up her a rm s like
this.”
“I suppose you gave her a kiss?”
“I suppose,” answ ered Mitchell, “there are some things a
man doesn’t w ant to joke about...”
“I suppose,” said Mitchell’s friend, “you’ll go back and m arry
her some day?”
“Some day! It looks like it, doesn’t it? We all say ‘Some day’.
I used to say that ten years ago, and look at me now. I’ve been
here for five years and there’s no hope to get out of this place. And
what have I got for it? I m ust go home and get married but I haven’t
a penny. Look at that bootl If we were in a city we’d be called
tramps. And now there’s nothing for me but to tramp, tram p for
your food and keep tram ping till you become old and helpless and
older, and more helpless. You lose hope and live like a dog!”
house-painter ['haus.peinta] — ма значает частую повторяемость
ляр действия в прош лом)
to inspire [m 'spaia] — вдохновлять to laugh [leuf] — смеяться
founder ['faunda] — основополож to be very excited [ik'saitid] — быть
ник, основатель очень взволнованным
used (ju:stj to keep out of her way — to joke [d3 oukJ — шутить
зд. старался не попадаться ей на tram p — бродяга; to tram p — бро
глаза (used to зд. и далее обо- дяжничать
* * *

1. What did Mitchell tell his friend when they were sitting near
the camp fire?
2. Why did Mitchell try to keep out of Edie’s way?
3. Who came to the railway station to see Mitchell off?
4. What did Mitchell say about his future?
II. Приведите примеры деликатности Митчелла. Докажите, что

он ошибался, считая себя недостойным любимой девушки.
III. Охарактеризуйте отношения между Иди и Митчеллом. Нра

вится ли вам их поведение по отношению друг к другу?
IV. Изложите письменно (два-три предлож ения) основную при

чину неустроенности Митчелла.
T a s k 10
ф Прочитайте рассказ австралийской писательницы К. Причард
о пареньке-шахтере, добывающем уголь, чтобы помочь тем, кто
воюет против фашизма. При -чтении обратите внимание на
произнесение следую щ их собственных имен:
Katharine Susannah Prichard ('kaeGarin 'su:zaena 'p ritja d j,
Fiji ['fi:d3 i], Melbourne ['melbon].
Hero of the Mines

(After K. Prichard)
Katharine Susannah Prichard (1884— 1969), an Australian writer, was born
in Fiji Islands. She was educated in the South-Melbourne Women's College and
began her literary work as a journalist, first in London and later in Australia.
Katharine Prichard’s work shows her strong ties with the Australian
i people and with the democratic movement in the country. She took p art in the
workers’ movement for socialism as an active member of the Communist Party of
Australia.
139
К. Prichard was one of the founders of the
realistic social novel in A ustralian literature.
The mine in the bush w as lifeless.

Yesterday the place had been full
of men and boys, laughing and talking
to each other as they went to work in
the mine. Now you could not hear any
thing. There was tragedy in the air.
“What has happened?” I asked an
old miner.
“A boy has been killed in the mine,”
he said. “Young Ken Mills. A very
fine boy. I’ve known him for a long
time.”
“How did it happen?”
The old man looked at the
skips as they stood on the rail and
said, “Those six skips are old and m ustn’t be used any more. Two
back skips tore off and ran down. Ken tried to stop the skips, know
ing there were men working there. He jumped in front of the skips
to stop them and was killed.”
Every miner knows w hat death m eans and faces it daily. When
a m an is killed underground, his comrades stop work for a day.
But there was more than usual in the way the men of North Wall
followed Ken Mills to the cemetery. They knew this boy had given
his life for some of them.
A few days later I went to see the boy’s mother.
I saw the strong face of a working woman. Her eyes, strange
beautiful eyes, still held the shock of her son’s death.
“It’s kind of you to come here,” Mrs. Mills said slowly. “Every
body’s been very kind — but it doesn’t help much. I know I’m only
one of m any mothers whose sons have been killed in the war. But
a miner’s wife and mother never knows what bad news a day will
bring. There’s alw ays danger in the mines, but I never thought it
would get my Kenny. He was so full of life, just eighteen. Such
a good-looking boy, tall and strong.”
“Everybody says th a t.”
“Why did it have to happen?” asked Mrs. Mills. “Why don’t
they take better care of boys working in the mines?”
I asked myself the same question.
“ I’ve thought Ken w as working too ha rd ,” Mrs. Mills went on.
“He’d come in, and fall down on a chair to rest, and I’d say:
“ ‘You’re working too much, son.”
“ ‘There’s a w ar on, M um ,’ he’d say. ‘They say I can fight the
fascists better in the mines than it I w as in the army, because there
are few miners, and coal is necessary to keep the ships and fac
tories going.’ ”
“ If only people knew how hard a miner’s life is,” I said.
“Yes, the miners are alw ays in danger, and I think that other
people will be killed like my boy.”
The mine in the bush is w'orking again. Those old black skips
still go in the darkness of the mine, and sta n d out in the sunshine
among the trees, when the day’s work is done.
The men of North Wall do not forget the boy who w as killed
because the mine-owners do not take care of people working in the
mines. Men’s lives are nothing for them. The most important thing
for the mine-owners is profits.
This boy’s death m eant nothing to them.
гой*®— шахта danger ('deirufea] — опасность

tie — связь he’d come in ( = he would come in) —
skip — опрокидывающаяся вагонет- он обычно входил (would зд. и
ка д алее обозначает частую повто
cemetery {'semitri] — кладбище ряемость действия в прош лом)
kind — добрый profit I'prilitj — прибыль
141
* * *

1. What did the author learn from an old miner?
2. Why did the miners pay Ken Mills the last honours in an un
usual way?
3. How did Ken Mills explain why he worked so hgrd?
II. Найдите в рассказе и прочитайте предлож ения, в которых
говорится:
а ) об отношении Кена М илса к войне против фашизма;
б) об условиях работы на предприятии.
III. Напишите, что вы узнали о герое рассказа.
T a s k 11
ф Прочитайте антивоенную новеллу австралийского писателя
А. М арш алла. При чтении обратите внимание на произнесе
ние следую щ их собственных имен:
Alan M arshall ['aelan 'mcujal], Victoria [vik'tDTia].
The Singing of the Sun

(After A. M arshall)
Alan M arshall (1902— 1984), one of A ustralia’s best known writers, was born
in Victoria where he finished a village school.
“When I was young,” he said in an interview, “1 realized that before writing
about people one must meet them. I wanted to write about what I saw. So I sta rt
ed trav lling round the country in a caravan* and meeting people in lonely
places.”
At one time Alan M arshall lived with the A ustralian aborigines, and he al
ways fought against social and economic discrimination of them.
“T h a t’s a duck, isn’t it?”

“W here?”
“It just landed on the water. Wait a minute. Now you can see it.”
The man lying on the ground in the sun raised himself a little.
The uniform of an A ustralian soldier in World W ar II lay near him.
The youth w as standing a few yards aw ay from the man.
“ Is there-one or tw o?” asked the man.
“One, J think.”
“Is it a duck?”
“It’s a duck all right.”
“Doesn’t it look sm all?”
“They alw ays do when they’re swimm ing.”
“Will we go hack and get the g u n ? ”
The youth w as excited.
“Well... Yes. We could do th a t,” said the man slowly. He went
on watching the duck with growing interest.
“Doesn’t it seem interested in things? See how it turns its head.
It looks at everything. I’m sure it is a little duck,” he said.
“Will we get the gun?” The youth was becoming more excited.
“Let’s watch it a minute,” said the man. “Look how happy it
seems. It’s like a man coming home from the war. Did you see it
land?”
“Yes. It flew there. I saw it touching the water. Will we go now?”
“All right,” said the man. “You go and get it. I’ll watch the duck.”
The youth moved quietly away, then he began to run back to
the station-house on the hill.
T h e man rose to his feet. Watching the little duck he re
membered the horrible sights of war.
Well, the little duck was not afraid of what it saw and heard.
It could lift itself into the singing of the sun... Above the jungles
full of danger...
And the m an saw and heard again what had happened not so
long ago. The Japanese had come in the night. They were landing
and attacking their positions; there were more and more of them in
the dark water. They never stopped coming. Oh, the shouting...
the killing... The raising and falling men...
Then the jungle where they had hidden and the long road home.
Oh! the killing, the killing! the killing!
He turned and saw the youth running to him with the gun. He
looked again at the duck.
It was swimming in the open water.
He lifted a small stone from the ground and threw it so that it
fell near the duck. It rose, flew high into the air and then landed
again far out over the water.
“What have you done?” said the youth. “We’ll never get it now.”
The m an picked up his uniform and began to dress.
“No, we’ll never get it now,” he said.
to realize [’rialaiz] — осознавать into the singing of the sun — зд.
duck — утка навстречу поющему солнцу
to raise [reiz] — поднимать (ся) Japanese [,d3 aepa'ni:z] — японец,
gun — ружье японцы
♦ I. Ответьте на следующ ие вопросы:

1. What were the man and the youth discussing near the lake?
2. Why was the youth so excited?
3. How and why did the man save the duck?
II. Обсудите, чем были вызваны у бывшего солдата воспоминания
об ужасах войны. ■
III. Напишите, какая подробность в начале рассказа указывает
на то, что главны й герой был участником второй мировой войны.
T a s k 12
ф Прочитайте рассказ австралийской писательницы М. Трист
о жизни современного бурж уазного общества. При чтении об
ратите внимание на произнесение следующих собственных имен:
Flossie [ 'fb s i], Joe [d3 ou], M a rg a ret Trist ['mcugarit
'tris t] , Queensland ['kwi:nzland].
Flossie and Joe

(After M. Trist)
M argaret Trist was born in 1914 in Queensland, North Australia, where
she has spent the greater part of her life. She began her literary work in the
forties.
.M. Trist is the author of several novels but she became popular first of all
as a short-story writer. She describes realistically the everyday problems of ordi
nary Australian people.
144
Friday night was late shopping night. Flossie worked as usual,
turning to the shoppers a bright, smiling face. But she was very
tired.
She looked at the clock on the far wall. This last hour on a Fri
day night w as the most difficult of all the week.
She was busy till the time the clock struck. She was one of the
last girls to leave the shop. Usually, before going home, she changed
her black dress for a coloured one, but she was too tired now.
She put on her hat, took her h a ndbag and went out into the
lighted streets.
Joe w as waiting for her, reading. Joe w as alw ays reading these
days. Now that he had no job, he read all the time. Reading so
much seemed to be m aking him different. She found it hard to
understand the things he said.
She went up and took his arm.
“Hullo,” she said, and laughed.
“Hullo,” he said, and looked down at her. He put his book into
his pocket and pressed her arm. “You’re tired, you poor kid,” he
said.
They moved off to the corner of the street where a tram was
w aiting and got into it.
When the conductor came to them they each paid their own
fare. Once Joe had felt very uncomfortable when that had had to
be; now he didn’t notice.
They got out at the corner of Flossie’s street. There was a long
uphill walk to her home, so they sat for a moment or two on a
bench. Flossie took off her shoes. Joe looked at her swollen feet.
“Poor kid,” he said. “Poor kid.”
They walked up the street without talking.
“He’s not thinking of me,” she thought looking at him once.
“He’s thinking of my feet.”
Then she began to think about the dancing at the local hall to
morrow night, and of the swimming at the seaside on Sunday. Joe
didin’t come dancing because he had no money to buy the ticket,
but he waited outside to take you home, and he met you at the sea
side on Sunday and you went swimming together.
He kissed her good-bye near her home. The kiss meant nothing
to either of them.
“Good-bye,” she said and ran home. Joe was very friendly when
she was tired, but he w as strange these days, too, and spoke very
little. He had told her that losing his job and having no money had
made him think. Joe was nice, and there would only be a few more
nights of coming home together — she could see that. But what
did it matter? What did anything m atter when you were tired?
Joe watched her out of sight, then started his two-mile walk
home. “Poor Flossie,” he thought, “poor kid, poor little kid.”
There was a time when he could have married Flossie. He and
Flossie could have been happy together. Why couldn’t that have
145
been? He had not wanted to be serious. He had wanted to work
hard all week and enjoy dancing and laughing with Flossie at the
week-end.
Poor Flossie, she w a s ready to stand all day on swollen feet,
all her life. There were millions of Flossies; he saw her before as
a person he loved, now he saw her as one of those who entered
shops and factories and offices each m orning and came away at
night too tired to w ant anything.
tired ['taiadj — усталый what did it m atter I'maeta] — какое
kid — ребенок, дитя это имеет значение
fare — плата за проезд could have married — мог бы же-
swolien ['swoulan] — распухший ниться
* * *

1. How did Flossie feel on Friday nights?
2. W hat did Flossie think w as stra n g e about Joe?
3. What is the position of “millions of Flossies” in capitalist coun
tries?
If. Найдите в тексте и прочитайте предложения, в которых
говорится о будничной, однообразной и трагичной в своей по
вседневности жизни.
III. Объясните, что препятствовало общему счастью героев рас
сказа.
Тa s k 13
ф Прочитайте юмористическую новеллу еРассказчик> английско
го писателя Г. Мэнро. П ри чтении обратите внимание на про
изнесение следую щ их собственных имен:
Hector Hugh M unro ['hekta 'hju: 'mAnrouj, Saki ['scuki],
Cyril ['siril], Bertha ['Ьэ:0э].
The Story-Teller
(After H. H. M unro)
Hector Hugh Munro (1870—1916) began his literary career as a political sat
irist for an English newspaper. During the years 1902— 1908 he was a correspond
ent in Russia and in Paris.
His first collection of short stories was published under the pseudonym of
“Saki” in 1904 and was followed by other books. But he is best known for his ironic
short stories.
146
There were three children in a compartment of a railway carriage
one hot afternoon: a small girl and a smaller girl and a small boy,
together with their aunt. The aunt occupied one corner of the com
partm ent seat. The opposite corner seat was occupied by a man,
who was a stra n g e r to the party. The conversation between the
aunt and the children was quite monotonous. “Don’t ” was the
word which the aunt repeated over and over again, and everything
the children said began with “Why?”
“Don’t, Cyril, don’t,” said the aunt, as the small boy began
jum ping on his seat.
The smaller girl began to recite a poem. She only knew the be
ginning, but she repeated it over and over again.
“Don’t, my child, don’t say that again,” said the aunt at last.
“Come over here and listen to a story.”
The children did not show much interest but they sat down on
the a u n t’s side of the compartment. She did not seem to have a
good reputation as a story-teller.
She began a most uninteresting story about a little girl who
was good, and made friends with everybody because of her goodness.
“You don’t seem to be a success as a story-teller,” said the
stra n g e r from his com er.
“It’s a very difficult thing to tell stories that children can both
understand and like,4’ the aunt said coldly.
“I don’t agree with you,*’ said the man.
“Tell us a story,” asked the bigger of the small girls.
“Well, I’ll try. Long, long ago,” began the stranger, “there
was a little girl called Bertha, who w as very, very good.”
On hearing this the children began to lose interest. All stories,
they thought, seemed to be the same.
“She did all that she w as told, she kept her clothes clean,
learned her lessons very well and was alw ays polite.”
“W as she beautiful?” asked the bigger of the small girls.
“ Not a s beautiful as any of you,” said the stranger, “but she
was horribly good.”
Now the children began to listen to the story with interest.
The word “horrible” was something new. It made the story a little
different.
“She was so good,” continued the man, “that she won several
medals for goodness. She always wore them on her dress. No other
child in the town where she lived had as many as she had. She had
three medals and they clinked one against another as she w alked.”
“Horribly good,” repeated Cyril.
“Everybody talked about her goodness, and the Prince of the
country allowed her to walk in his park once a week. When Bertha
entered the park she thought to herself: ‘If I were not so good I
should not have been allowed to come into this beautiful park and
enjoy all these wonderful things in it’, and her three medals
clinked against one another as she walked.
147
“Ju st then a big wolf came into the park to see if it could catch
a little pig for its supper.
“Bertha was terribly afraid of the wolf and thought to herself:
‘If I had not been so good I should have been at home at this mo
ment...’
“The wolf was just walking away when he heard the medals
clinking and stopped to listen. Then they clinked again quite near
him. He jumped and caught Bertha... All that was left of her were
the three medals for goodness.”
“It’s the most beautiful story,” said Cyril. But the aunt had a
different opinion.
“A most improper story to tell young children!”
“Well,” said the stranger, “I kept them quiet for ten minutes,
which was more than you were able to do.”
“ Unhappy woman!” he said to himself as he walked down the
platform of his station. “For the next six months or so those
children will attack her asking for an improper story!”
to publish ['pAbliJ] — публиковать, compartment (kam'p^tnucitj — купе
издавать polite (po'lait] — вежливый
horribly ['horabli] — ужасно wolf [w ulf] — волк
to clink [kligk] — звенеть improper [мп’ргэрэ] — неподобаю
to allow [a’lauj — позволять щий, неподходящий
* * *
ф 1. Ответьте на следующ ие вопросы:
1. Who was there in the compartment of a railway carriage?
2. What sort of story did the a u nt.tell the children?
3. W hat was the children’s opinion of the a u n t’s story?
4. Why did the children begin to listen with interest to the m an ’s
story?
5. W hat did the children say about the story when the m an fin
ished it?
II. Скажите, какую конкретную пользу дал отказ от нравоучи
тельной педагогики в описанной ситуации.
III. И спользуя текст, докажите, что интеллектуальный уровень
и чувство юмора незнакомца^были выше,- чем у его попутчицы.
.'SI'.'" V.< 3- - •’
IV. Напишите, почему деТЯм не понравилось начало истории,
рассказанной незнакомцем.
T a s k 14
ф Прочитайте сатирический рассказ «Видели бы вы, что там
творится...» английской писательницы М. Спарк. При чтении
обратите внимание на произнесение следую щ их собственных
имен:
Muriel S park ['mjuarial 's p a k j , Edinburgh ['edinbara], Hey-
gate ['heigeit], Lorna ['1э:пэ], Marwood ['mcuwud], Darby
['.dcubi].
You Should Have Seen the Mess

(After M. Spark)
M uriel Spark, a m odern E nglish w riter, w a s born in 1918 in Edinburgh*
where she received her education.
She began her literary work as a poet and literary critic. She soon becam e
fam ous as a short-story writer and the author of several novels.
In criticizing the m orality of modern E nglish society Muriel Spark follow s
the traditions of English satirical prose. This story is an exam ple of the w ay she
lau gh s at the principles and ideas of a snobbish, half-cultured youn g girl of the
m iddle class.
I am seventeen, and left school two years ago. I am now more
than glad that I did not go to the g ram m ar school*.
I am glad that I went to the modern school*, because it was
in a new building. T hat’s why it w as much more hygienic than the
149
gram m ar school. One day, I w as sent to the g ra m m a r school, with
a note for one of the teachers, and you should have seen the mess!
The corridors were dusty, and I saw dust in other places too.
It is. a good thing to have an education behind you, but educat
ed people are not alw ays very pleasant.
I got my first job in Mr. H eygate’s office. I must say that when
I went there for the first time, I w a s surprised to see that the win
dows were far from clean. There was a little waiting-room; and
the carpet on the floor was very old.
They took me to the general office. You should have seen the
mess! There was no carpet on the floor, and dust everywhere. The
worst shock of all w as the tea-cups. You see, it w as my duty to
make tea, morning and afternoon. They were all cracked and far
from hygienic. We never keep a cracked cup at home because those
cracks can have microbes in them. So Mum gave me my own cup
to take to the office.
At the end of the week Mr. Heygate said, “What do you do in
the evenings, Lorna? Do you watch Telly?” I just stood, and did
not answer, because we call it TV, and I did not w ant to be unedu
cated.
Now I am at a chemical company. It is a modern block. Mr.
Marwood has not got a university education behind him, like Mr.
Heygate, but he is very well dressed and speaks like a cultural
person.
So I am happy with the company. But I have met other people,
of an educated type, in the past year, and it has opened my eyes.
It so happened that I had to go to the doctor’s house one day. I
ra n g the bell, and Mrs. Darby came to the door. She was very nice
to me but you should have seen the mess. There were broken toys
on the carpet. There were modern pictures on the walls, but the
furniture was not modern.
During my first visit there, Dr. Darby said to me, “You look
pale, Lorna. It’s the London atmosphere. Come on a picnic with us
on S a tu rd a y .” After that I went with the Darbys more and more.
I liked them, but I did not like the mess. Mum and Dad were
pleased that I had m ade nice friends. So I did not say anything
about the cracked linoleum in their living-room.
One S aturday I met a young man there. He had no parents, and
I do not say there w as anything w rong with that. But he did not
know the things I knew. He was a good-looking boy, I will say
that. So I went to a dance and to films with him. To look at, he was
quite clean in appearance. But he said that a bath once a week was
enough. He did not have much money, and I do not hold that
against him. But I could wait for a man in a better position who
could give me everything I liked.
mess — беспорядок carpet f'kapit] — ковер

note — записка cracked — треснувший
ISO
Telly [Meli] — р азг. телевизор appearance [a'piorans] — внешний
furniture ['famitja] — мебель вид, наружность
pale — бледный
* * *
ф I. Ответьте на следующие вопросы:

1. Why w as the modern school better than the g ra m m a r school in
Lorna’s opinion?
2. What w as the worst shock of all for Lorna in the office where
she got her first job?
3. What was “w ro n g ” about educated people as Lorna saw them?
4. Why did Lorna decide to end her friendship with the young
man? W hat do you think about it?
II. Найдите в тексте подтверждения тому, что представления
героини о жизненных ценностях убоги, что вещ и затмили для
нее людей.
READING IN JANUARY, FEBRUARY AND MARCH
T a s k 15
ф Прочитайте первую часть рассказа, классика английской лите-,
ратуры XX века писателя-фантаста Г. Уэллса. При чтении
обратите внимание на произнесение следующих собственных имен:
Herbert George Wells ['ha:bat 'с1зэ:<1з 'welz], Bromley [ Ь гэт-
li], Minnie ['mini].
The ChoUe^t Bacillus

(After H O. Wells)
Herbert George Wells (1866— 1946) who

was born in Bromley, South-East England,
is known in the history of English literature
as the author of science fiction, who also
wrote novels about the life of ordinary people.
While a student, he was interested in
biology, and his earliest works were elemen
tary textbooks. Later he became a profes
sional writer.
H. G. Wells is the founder of modern
social fantasy where the fantastic element
goes with the realism of individual and social
psychology.
During the Great Patriotic War of 1941 —
1945 Wells showed himself to be one of the
friends of the Soviet Union.
Part I
A young man was visiting a famous bacteriologist. He had
brought a letter of recommendation from an old friend of the scien
tist. So the famous bacteriologist w as glad to show the visitor his
laboratory.
“This slide,” said the scientist, putting a small piece of glass
under the microscope, “has a preparation of the famous Bacillus of
cholera.”
The visitor put his eye to the microscope.
“Oh, I see them!” he said. “They are so small. And yet, these
little bacteria could kill the whole population of any great city!
Wonderful!”
He stood up. Then he took the slide from under the microscope
and held it in his hand.
“Are they dangerous now?” he asked,
“No, they are n ’t,” said the scientist. “They have been killed
already. We must kill all of them in the w orld.”
“ I don’t suppose,” the young m an said, “that you like to have
such things about you when they are alive?”
“Why not? We must have them,” said the bacteriologist. “Here,
for example — ” He took up one of several test-tubes on his w rit
ing-table, “Here is the living thing, the living cholera bacteria.
Only open it and put the bacteria into a reservoir of drinking w ater
and death will come upon a great city. Many people will die.”
The young m an’s eyes shone.
“Those anarchists,” said he, “use bombs when this kind of
thing would be much better.”
At that moment the door was opened by the bacteriologist’s
wife. “J u s t a minute, dear,” she said. “You’re wanted on the tele
phone.”
When the scientist came back to the laboratory his visitor was
looking at his watch.
“I ’m sorry,” he said, “ I cannot stay a moment longer. I m ust
meet some people.”
153
He thanked the scientist for showing him everything and left
the laboratory.
“A very strange young m an,” the bacteriologist said to himself.
“Why was he so interested in those cholera bacteria?”
Then he turned quickly to his writing-table. A few seconds
later he ran to the door.
“Minnie!” he shouted in the hall.
“Yes, dear?” answered his wife.
“Had I anything in my hand when I spoke to you, dear, just
now?”
“Nothing, dear, I remember very well.”
Without saying a word, the bacteriologist ran to the front door
and out of his house into the street.
Minnie ran to the window. Down the street she saw a young
m an getting into a cab. The bacteriologist, hatless, and in his slip
pers, was running and gesticulating. One slipper came off, but he
did not stop to put it on. A passing cab stopped and he jumped into
it shouting to the cabman to follow the cab in front.
science fiction ['saians 'fikjanj — preparation — зд. культура бактерий
научная фантастика «live (a'laiv] — живой
scientist ['saiantist] — ученый test-tube — пробирка
slide — предметное стекло(микро- cab — экипаж
скопа) slipper ['slipa] — комнатная туфля
* * *

1. W hat was the famous bacteriologist glad to show?
2. W hat was the young man impressed by?
3. In w hat and where were the living cholera bacteria kept?
4. Why did the young m an ’s eyes shine when he learned some
facts about the cholera bacteria?
5. W hat did the scientist’s wife see when she looked out of the win
dow?
II. Найдите в тексте и прочитайте предложения, подтверждаю
щие повышенный интерес молодого человека к смертоносным
бациллам.
III. Выскажите свои предположения о причинах похищ ения про
бирки с холерными микробами.
IV. Объясните, почему знаменитый ученый так приветливо встре

тил своего гостя.
154
T a s k 16
ф Прочитайте вторую часть рассказа Г. Уэллса:
The Cholera Bacillus
P a r t II
When the young man saw the bacteriologist running after him,
he said something to the cabman and their cab went faster. In a
moment the cab and the bacteriologist in his cab behind it dis
appeared round the corner.
Minnie stood at the window for a minute or two. She could
understand nothing at all, especially why her husband was r u n
ning about London in his socks.
Then she quickly put on her hat, took her h u sband’s shoes,
went into the hall, took down his hat and light coat from the hall-
stand, went into the street and called a cab.
“ Drive me up the road,” she said to the cabman, “and see if we
can find a gentleman in a brown jacket and no hat.”
“Brown jacket, m adam, and no hat. Very good, m ad am .”
Suddenly Minnie’s cabman shouted: “There he is, m adam, in
that open cab, and he is driving very fast! In front of him there’s
another cab, and it’s going still faster.”
“Good,” said Minnie, “follow them till they stop.”
People w alking along the street were surprised at seeing three
cabs racing one after the other.
In the first there was a tall, thin young man holding something
small in his hand. In the second there was a hatless gentleman
who seemed very excited. In the third there was a lady with a gen
tleman’s hat in one hand and a pair of gentleman’s shoes in the other.
The young man in the first cab was also very excited. He sa t
thinking what he was going to do. No anarchist before him had
ever done the thing he was going to do: to break a test-tube of
cholera bacteria into a reservoir to kill the population of London.
“The world will hear of me at last,” he thought. “I shall teach
them a good lesson. Death, death, death to them all!”
He w as very proud of himself: how well he had planned the
whole thing: forged the letter of recommendation and got into the
laboratory.
He looked out of the cab. The bacteriologist was only fifty
yards behind. The anarchist gave the cabman some money and
told him to drive still faster.
At this moment the cab turned suddenly and the test-tube broke
in his hand. Half of it fell on the floor of the cab. The young man
saw two or three drops of the cholera cultivation on his hand.
“Well. I suppose I shall be the first to die from cholera.”
He looked down at the broken test-tube lying on the floor of
the cab. A little drop was still in the end of it, and he drank it to
make sure. It was better to make sure.
155
Then the young man told the cabman to stop. He got out. The
other two cabs stopped too.
When the anarchist saw the bacteriologist sitting in his cab,
he greeted him with a laugh.
“ Long live anarchy! You are too late, my friend. I have drunk
it. Good-bye!” With these words the anarchist walked away.
While watching him the bacteriologist did not see his wife at
first, who w as standing with his hat and shoes and the coat.
“Very good of you to bring my things,” he said to his wife, still
looking at the figure of the anarchist disappearing among the
crowd in the street. Then he remembered something and laughed.
“You see,” he said to his wife, “that man came to my labora
tory to see me with a letter of recommendation from an old friend
of mine. Not knowing that he was an anarchist, I showed him a
test-tube of dead cholera bacteria. From his reaction I guessed that
he was an anarchist. I wanted to surprise him. So I took up a culti
vation of those bacteria that tu rn s anim als blue. I don’t know why
I did it... I said it was living cholera bacteria. And he decided to
run away with it and kill all the people in London. Then he drank
it. Of course, I cannot say what will be the end of it all, but you
know that that cultivation made a cat blue and a bird bright blue.”
fast — быстро to make sure — зд. для верности
to forge [fo:d3] — подделывать dead [dedj — мертвый
drop — капля to guess [ges] — догадываться,
cultivation [„kAlti'veiJan] — культу* предполагать
pa (бактерий)
* * *

1. What did Minnie do when she left the window after standing
there for a minute or two?
2. Why was the anarchist very excited and very proud of himself?
3. Who thought he would be the first, to die from cholera?
4. Why did the scientist laugh a^ he stood watching the young man
disappear? 'Щ ■ *•:* v
II. Скажите, что произош ло (и ли было сказано) в каждом случае
после описанного ниже:
1. The young man saw the bacteriologist.
2. Minnie went into the street.
3. The cab turned.
III. Найдите в тексте и прочитайте описание комических сцен.
Поясните, в чем выражается комизм поступков героев рассказа.
IV. Напишите собственный вариант заключительной части рас
сказа (после слов “...w alked aw ay...").
T a s k 17
ф Прочитайте рассказ английского писателя О. Хаксли «Румя
на», в котором автор высмеивает так называемую «гуманность»
буржуазии. При чтении обратите внимание на произнесение
Aldous Leonard Huxley ('sldas 'lenad 'hAksli], Godalming
['gadlmir)], Sophie ['soufi], Rome [roum j.
Rouge
(After A. Huxley)
Aldous Leonard Huxley (1894— 1963), an English writer, was born in
Godalming, South-East England. He began his literary work after graduating
from the Oxford University*
157
H uxley w rote poem s, short stories, b iog
raphies, articles on literature and the arts,
but he is best known for his novels. In som e of
his works he showed the hypocrisy of “high
society"
Sophie was sitting in her little

room.
She felt very tired. It had been a
hard day; so had yesterday, so had the
day before. Every day was a hard day,
and she w a sn ’t so young as she had
been. Two years more and she’d be
fifty. Every day had been a hard day
ever since she could remember.
From down the corridor she could hear M adam e and her h u s
band talking. M adam e was angry, it seemed. She was often angry
with her husband.
The ringing of the bell made Sophie jump. She got up and went
out into the corridor. The bell ra n g again. M adam e did not like
to wait.
“At last, Sophie. I thought you were never coming.”
Sophie said nothing. There was nothing to say. M adam e was
standing in front of the open wardrobe. Several dresses hung over
her arm, and there were more of them lying on the bed.
“Tomorrow, Sophie,” she said excitedly, “we s ta rt for Rome.
Tomorrow morning. We must pack now.”
“For how long, M adam e?”
“Well, I don’t know. Two or three wee?ks.”
“We had better take the large suitcase, then, M adame; I shall
go and bring it.”
“I’ll help you to pack, Sophie,” said Madame, when the maid
came back with the heavy suitcase. She hated having old women
near her. But Sophie did her work so well.
Sophie was packing. She felt very bad. “A whole day in bed,”
she thought, “in a la r g e comfortable bed, like M adam e’s. To sleep,
to rest and not to think about M adam e and what you have to do for
her.”
“His latest gam e,” M adam e was saying about her husband, “is
to tell me he h a sn ’t got any money. ‘I ca n ’t buy any new clothes’,
he says,” She looked out of the window. “Besides,” she went on,
“there’s his old father. ‘You must be proud of having a poet for
a husband,’ he says. It’s all I can do not to laugh in his face.”
She laughed. “But my good Sophie, what are you thinking of? Why
are you packing th a t horrible old green d ress? ” Ф
Sophie carried the dress back to the wardrobe without saying
anything.
156
“Why did the woman choose this night to look so terribly ill?”
thought Madame. “She has a yellow face and blue teeth. It’s too
horrible. Better send her to bed. But after all, the work has to be
done. What can I do about it?” She felt sorry for herself.
“Life is terrible,” she thought and sat down heavily on the bed.
“Yellow face and blue teeth! Really, it is too unpleasant.” The
sight of her was making M adam e feel ill.
“ Life is terrible,” M adame repeated. She could send the woman
to bed. But she would never be able to finish her packing herself.
And it was so important to leave for Rome tomorrow morning. She
had told the husband she would go and he had only laughed.
“Sophie,” she said, “ look on my dressing-table. You’ll find
a box of rouge there. P ut a little on your cheeks. And there’s some
lipstick there too.”
She kept her eyes shut while Sophie got up and walked over to
the dressing-table and stood there. Oh, such a long time... At last
she came slowly back and went on with the packing. M adam e
opened her eyes. Oh, that w as better, much better.
“Thank you, Sophie. You fodk much less tired' now.” She got
up. "And now we must pack quickly.”
rouge [ги:з] — румяна tooth [tu:0] (мн. ч. te e th ) — зуб
hypocrisy {hi'pakrasi)— лицемерие dressing-table — туалетный столик
angry ['aeggri]— сердитый cheek — щека
maid — прислуга lipstick — губная помада
* * *
ф i. Ответьте на следующ ие вопросы:

1. Why did M adam e w ant Sophie to come to her room?
2. W hat was Sophie thinking about while she packed?
3. What, in M adam e’s opinion, w as terrible in life?
II. Прочитайте предложения, в которых объясняется:
а) причина раздражения хозяйки дома;
б) ее неприязнь к служанке.
III. Обсудите, в чем заключается показная сущность «гум ан
ности», изображенная в рассказе.
IV. Напишите, за что именно «мадам» благодарит служ анку
словами: Thank you, Sophie. You look much less tired now.
T a s k 18
ф Прочитайте рассказ американского писателя У. Сарояна о
жизни в капиталистической Америке. П ри чтении обратите
Ш
William Saroyan ['wiljam 'scuroian], Fresno ['freznou], Cali
fornia [„kaelrfomja], Emma [ 'е т э ] .
Piano
(After W. Saroyan)
William Saroyan (1908— 1982), one of
the most popular prose writers in modern
American literature, was born in Fresno *,
California *, in the family of an immigrant
from Armenia.
His childhood was unhappy because
his father died when he was still a small
boy and he began to work at a very early
age. He changed many times from one trade
or profession to another and met very many
different people.
Saroyan’s short stories and novels ar.e
about ordinary people of small American
towns. In his works he tries to help people
in their struggle for happiness.
“ I get excited every time I see a
piano," Ben said.
“Is that so?” Emma said. “Why?”
“ I don’t know,” Ben said. “Do you mind if we go into this store
and try the little one in the corner?”
“Can you play?” Emma said.
“ If you call what I do playing,” Ben said.
They went into the store, to the small piano in the corner.
Ben looked around. The clerks seemed to be busy.
“ I can’t play,” Ben said.
Emma saw his hands go quietly to the white and black keys,
like a real pianist’s. Nobody came to try to sell him anything, so
still standing, he began to do what he’d told her w a sn ’t playing.
Well, all she knew w as that it was wonderful.
He played half a minute only. Then he looked at her and said,
“It sounds good.”
“ I think it’s wonderful,” Emma said.
“I don’t mean what I did,” Ben said. “ I mean the piano. I mean
the piano itself. It has a fine tone, especially for a little piano.”
A clerk came and said, “It’s a very popular instrum ent.”
“How much is it?” Ben said.
“Two hundred forty-nine dollars,” the clerk said. “Try it some
more.”
“ I can’t play," Ben said.
“I heard you. I thought it was good.”
“So did I,” said Emma.
160
“ If this was the right kind of room,” Ben said, “ I could sit down
at the piano for hours.”
“ Play some m ore,” the clerk said. “Nobody’ll m ind.”
Ben sat down and began to do what he said w a sn ’t playing. He
became more and more pleased with the piano. Then he stopped
playing and stood up.
“Thanks,” he said. “ I wish I could buy it.”
Ben and Emma walked out of the store. In the street Em m a
said, “ I didn’t know about that, Ben.”
“About w hat?” Ben said.
“About you.”
“This is my lunch hour,” Ben said. “It’s in the evening that
I like to think of having a piano.”
They went into a little resta u ra n t and ordered sandwiches
and coffee.
“Where did you learn to play?” Emma said.
“I’ve never learned,” Ben said. “Any place I find a piano, I
try it out. I’ve been doing th at ever since I w as a kid. Not having
money does th a t.”
Закав 724 161
He looked at her and smiled. He smiled the way he did when he
stood over the piano looking down at the keys. Emma felt very
pleased.
“Never having money,” Ben said, “keeps a man away from lots
of things.”
“ I guess it does,” Emma said.
He looked at her again, the same way, and she smiled back at
him the way he was smiling at her.
She understood. It w as like the piano. He could stay near it
for hours. She felt very pleased and happy.
They left the resta u ra n t and walked two blocks to the store
where she worked.
“Well, so long,” he said.
“So long, Ben," Em ma said.
He went on dow n the street and she went on into the store.
She knew he’d get a piano some day, and everything else, too.
to mind — возражать I wlsb I could buy i t — зд . Ж аль,
key — клавиша что не йогу куяять его.
to sound* fsaundj — звучать tunclr— второй ЗНЖГрак
clerk fklcck] — (а м ер .) продавец so tang — пока!, до свидания!
ф I. Ответьте н а следую щ ие вопросы:

1. Why did Ben get excited every time he saw a piano?
2. W hat w as it that Em m a did not know ab o u t Ben?
3. How did Ben learn to pfay the piano?
4. Why did Emma feel very pleased and happy?
II. Найдите в тексте и прочитайте слова Бена, опровергающие
миф о равны х возможностях для всех граждан США.,
III. Обсудите реальность надежд Эммы, выраженных в последнем
предлож ении рассказа.
IV. Докажите, что Бен мог бы стать незаурядным музыкантом
в условиях справедливого общества. Скажите, какими возмож
ностями располагает молодежь в нашей стране.
V. Напишите, как Эмма узнала о чувствах Бена по отношению
к ней.
T a s k 19
ф Прочитайте сатирический рассказ американского писателя-
фантаста Р. Брэдбери. При чтении обратите внимание на
произнесение следую щ их собственных имен:
Ray Douglas B radbury ['rei 'dAgbs 'braedbanj, Illinois [,tli-
'nm l. Los Angeles ( b s 'aend3 ili:z ].
A New Job
(After R. B radbury)
Ray Douglas Bradbury was born in the state of Illinois *, in 1920. He g ra
duated from a Los Angeles * high school * in 1938. His formal education erfded
there, but he studied by himself in the public library and at home. He sold news
papers on Los Angeles street corners for several years. His first science fiction
short story was published in 1941.
R. D. Bradbury has written for television, radio, the theatre and film.
His novels and short stories have been published in many languages.
This is how his work was. Together with his driver he sat in
the cabin of a g a rbage truck. He would jump off in front of each
house and pick up the garbage cans.
It went on just that way for m any years. And then suddenly
the job changed for him.
He walked into the apartm ent, touched a chair and sat down
in it without saying a word. He sat there for a long time.
“W hat’s w ro n g ? ” his wife asked him.
“ W rong?” He looked at this woman and yes, it w as his wife
all right, it w as someone he knew, and this was their apartm ent.
“ Something happened at work today,” he said.
She waited for him.
“ I think I’m going to leave my job. Try to und e rsta n d .”
“ U n d erstand!” she said.
“ It can’t be helped. The thing that happened w as very stra n g e .”
He took p a rt of a newspaper from the pocket of his jacket.
“This is today’s paper,” he said. “ It says they’re buying radios
for our g a rb a g e trucks.”
“ Well, w hat’s bad about a little music?”
“No music. You don’t understand. No music.”
“This article says they’ll put sending and receiving radio a p
paratus on every g a rbage truck in town. After the atom bombs hit
our city, those radios will talk to us. And then our garbage trucks
will go to pick up the bodies.”
“Well, that seems practical. When —”
“The garb a g e trucks,” he said, “go out and pick up all the bod
ies.”
“ You c a n ’t just leave bodies around, can you? You must take
them and — ” His wife shut her mouth very slowly. Then she
walked to a chair, stopped, thought how to do it, and sat down,
very straight. She said nothing.
At last she laughed. “They were joking!”
“No. They put a receiver on my truck today. We even know
where to bring the bodies.”
“ So you’ve been thinking about it all day,” she said.
“All day since this morning. I thought: Maybe now I don’t
want to be a g a rb a g e collector any more. It’s not the kind of job for
me any m ore.”
163
His wife started to talk. She named a lot of things a nd she
talked about a lot more but he said, “ 1 know, 1 know the kids and
school, our car. And bills and money and credit.”
“Be careful with the children,” she said. “ It wouldn’t be good,
their knowing all this. Let’s not talk any more, then. The kids’ll be
home any minute.” And she went into the kitchen.
He got up and stood alone in the dining-room. “W ondering,”
he said, “how many bodies one garbage truck can hold. Children
in one truck, or together with men and women?”
garbage ['gabidbl truck — грузовик to hit (hit) — ударять, поражать
для сбора отбросов wondering ['wAndarig] — з д . инте-
garbage can — мусорный ящик ресно знать
apartm ent [a'prctmont] — (ам ер.)
квартира
* * *
ф 1. Ответьте на следующие вопросы:

1. W hat did the g a rbage collector tell his wife one day?
2. Why did the news about radios in g a rb a g e trucks impress him
so greatly?
3. Why was it very difficult for the g a rb a g e collector to decide to
leave his job?
II. Найдите в тексте и прочитайте предложения, в которых
говорится о потрясении, которое испытали герой рассказа и
его жена. Объясните, чем оно было вызвано.
T a s k 20
ф Прочитайте рассказ американского писателя У. Д ем и лля о
жестоких нравах бурж уазного общества. П ри чтении обратите
William DeMille ['wiljdm da'm il], Judson Webb ['cfeAdsn
'web], Marcia ['mculia], Alec ['aelik].
Ruthless
(Aft er W illiam DeM ille)
Outside, the October sun w as shining over the forest n«w full
of the smell of autumn.
Inside, a man was standing in the living-room of his mountain
camp. He w as near a closet where he kept guns and strong drinks.
The closet door stood open; Judson Webb had been packing his
things away for the winter, and in a few minutes he and his wife
Marcia would be driving back to civilization.
As he looked at the shelf on which a bottle stood his smile w as
164
not pleasant. All the bottles were unopened, but one. This one
w as less than half full. It w as placed in front, a whiskey glass by
its side. As he took it from the shelf his wife spoke from the
bedroom, “I’m all packed, Judson. H a s n ’t Alec come to get the
keys?”
Alec lived about a mile down the road and looked after the
summer camps when the city people were away.
“He said he’d be back in half an hour.”
Marcia came into the room carrying her suitcase. She stopped
in surprise as she saw the bottle in her h u sband’s hand.
“Judson!” she said, “you’re not taking a drink at ten o’clock
in the morning, are you?”
“You’re wrong, my d ear,” he smiled. “I ’m not taking anything
out of this bottle: I am only putting something into it.”
He put two white tablets on the table and started to open the
whiskey bottle. His wife did not like his tone; the tone he used
when he was planning something against his business partners.
“The man who entered this house last winter and stole my drinks
165
from the closet may try it again when we are out o f here,” he went
on, “only this time he’ll wish he hadn’t.”
She saw him put the tablets into the bottle one by one.
“What are they?” she asked, “something to make him iil? ”
“And how! No doctor will save him.” He put the bottle on the
shelf near the little whiskey glass.
The woman’s face w as pale. “Don't do it, Judson,” she said.
“It’s horrible. What right have you — ”
“When it comes to protecting my property i make my own law s.”
“We won’t be here till next spring. Suppose something happens
to us — and no one knows —”
it was useless to say anything, she knew. He had always been
ruthless in business.
“I’ll walk down the road and say good-bye at the farm house,”
she said quietly. “You can pick me up there.” She had decided to
tell Alec’s wife. Someone had to know.
As she went down the road he started to shut the closet door;
then he remembered his boots drying in the yard. They belonged in
the «closet, so leaving the door open he went to take them off the
table on which they stood.
When he put his hand out to get the boots, he stepped on som e
thing, his foot slid from under him and his head struck the massive
table as he Tell.
Several minutes later he felt Alec’s strong arm under him as
he lay on the ground. “That wasn’t much tM a fall, Mr. Webb.
You’ll be better in a minute. Here, take this; it’ll help you greatly.”
A small whiskey g la ss was pressed to his lips. Still unable to
notice things around him, he drank.
ruthless ['ru:0hsj — безжалостный to protect[pra'tekt] — защищать
closet ['klozit] — стенной шкаф to step — наступить (на что-либо}
key [ki:] — ключ to elide (slid) — поскользнуться
he’ll wish he hadn’t — зд. он пожа
леет об этом
* * *

1. What was Judson Webb doing on a bright October day?
2. What w as especially horrible in his plan?
3. What did Marcia decide to do?
4. Where did Alec get the whiskey (hat he made Mr.. Webb drink?
II. Объясните, с чем были связаны зловещ ие приготовления гл а в
ного героя рассказа.
III. Найдите в тексте и прочитайте предлож ения, поясняющ ие
бесполезность попытки предотвратить преступление
166
T a s k 21
ф Прочитайте первую часть рассказа «Прекрасный подарок» со
временного английского писателя X. Кейва. При чтении обра
тите внимание на произнесение следую щ их собственных имен:
H u g h Cave ['hju: 'keiv], John Turner ['с1зэп Чэ:пэ], Gail
Iseit], Everson ['evasn], Donna Bates ['d o n a 'b e lts ] .
The Perfect Gift

(After Hugh Cave)
Parti
When John Turner opened his eyes that S a tu rd a y morning, he
began to think about what he had to do.
He had a quick breakfast and washed the dishes. After that
he walked into the sitting-room to look proudly at the Christm as
tree * he had decorated the evening before. It w a s a beautiful tree.
Gail, his girl-friend, and the t w a boys woufd love it. Then he sat
down to finish a letter to his mother.
“In a few minutes from now,” he wrote* “‘I’m going to meet
Gail. Then we shall go to the boys’ house for the big surprise. Gail
doesn’t know about it yet, nor do the boys.”
He looked out of the window and smiled at the m orning s u n
light.
When John Turner, the boys’ teacher, had come to the house a
few days before, their father thought that his visit meant that
they were in some kind of trouble.
“There’s no trouble, Mr. Everson,” he said. “The boys are two
of the best pupils in my class. There's Just a small thing that
I w ant to do. I’ll explain.”
He was there for two hours. The boys’ father told his story of
hunger and suffering. When the boys’ mother brought pieces of
brown bread and coffee, Johnny guessed that the brown bread
was the next m orning’s breakfast.
“So I have your permission?” he said when it was time to leave.
“Yes,” they said, “yes, yes!”
When they shook hands, the father said, “Mr. Schoolteacher,
you are a good man. I may never be able to repay you.”
John Turner finished the letter to his mother. Then he dressed,
remembering to put on his brown suit because Gail liked it.
He went to the yard where he kept his car. “You’re a happy
man, Johnny T urner,” he thought. “You wanted to be a teacher
and you are one. You have a girl-friend — the right girl this time.
And it’s Christm as
The streets were full of people doing their Christm as shopping.
One of them was Donna Bates.
When he saw her he put his head out of the car window and
said. “ Hi! Which way are you going?"
167
She seemed pleased to see him. “Well, hi, Johnny,” she said.
“ I’m going to Boone Street, if you’re going that way."
He opened the car door and she jumped in. As he drove on, she
turned to look at him. “How have you been?”
“Oh, well, well.”
“Are you teaching now?”
“Yes.”
“ Like it?”
“Love it.” He turned and smiled at her. “Believe me, I do. How
are things with you?”
Things were good with her, she said. She was working hard, of
course, because she soon had examinations. She w as in her last
year at college.
“Do you still have all those jobs?”
“I still have them, Johnny.”
gift — дар, подарок hunger I'hAQgal — голод
trouble [ЧглЫ] — неприятность. permission [pa’mijanj — разрешение
беда Hi [hai] I — Привет!
* * *

1. W hat did John Turner do before he began to write a letter?
2. How w as he received by the Eversons?
1*8
3. W hat did John and D onna B ates ta lk about as they drove to
Boone S treet?
II. Найдите в рассказе объяснение хорошего настроения Джона
в описываемое утро.
III. Назовите имя той девуш ки, которую Джон считает своим
настоящим другом. Подтвердите свой вывод предложениями
из рассказа.
T a s k 22
ф Прочитайте вторую часть рассказа X. Кейва. При чтении
обратите внимание на произнесение следую щ их собственных
имен:
S aunders ['sa n d a z ], M ervin ['m arvinj, G eorge [d3 D:d3 ].
The perfect Gift

P a r t II
He did not like all the different jobs she did at college — w ork
ing in the library or in the re sta u ra n t — when they had been going
together. He had done some pari-tim e w ork himself, of course, as
m ost stu d en ts had, to get money. B ut it had seemed th at every
time there w as some special event, she w as busy. It w as strange.
He had thought he w as deeply in love with her. He h a d n ’t been
able to study sometimes because he couldn’t stop thinking about her.
W ell, things like th a t happened to people, he supposed. You
thought th a t you w ere in love.
Then the right girl cam e along and you had to correct your m is
take. He had met G ail early in July, while Donna had been
w orking in a hotel in the north.
“ Hey!” the girl a t his side said. “W here a re you tak in g m e?”
“I’m so rry .” He stopped the car.
She touched his hand quickly, and then got out of the car. She
smiled a t him as if nothing had changed. Then a w all of people
cam e betw een them.
Johnny ra n g the bell a t the door of the larg e house in which
Gail lived w ith her parents.
“Hello, Johnny. Come in,” G ail’s m other said as she opened the
door. “W hat’s this big su rp rise you’ve planned for today?”
He smiled. “It’s a secret, M rs. S aunders. W e’ll tell you about
it to n ig h t.”
“ I don’t think Gail likes su rp rise s.”
“She’ll like this one, I’m su re ,” he said.
“ I hope so, Johnny. I w ouldn’t w ant your C hristm as to be
Spoiled.”
He did not und erstan d w hat she m eant, but before he could say
169
anything more, Gait cam e to the door. “You look w onderful,” he
said, and he could see th at she w as pleased.
He led her out to the car. She didn’t speak for several m inutes,
and then she said, “I w ant to know w hat this is all ab o u t.”
“ I’ll tell you in fifteen m inutes.” He rem embered her m other’s
w ords, but only smiled. He w as sure she would enjoy his surprise.
He stopped the car a t the E versons’ place, got out and opened
the door for her.
“Is this where you live?” she asked.
“Follow m e,” he said. It w as time to tell her som ething, he
thought.
“Behind this door,” he said, “live M r. and M rs. Everson and
their two sons, M ervin and George. They are very, very poor,
but they are wonderful people. The boys are in my class at school.”
He ran g the bell, the door opened and M rs. Everson stood
before them.
“M rs. Everson, I w ant you to meet a friend of mine, M iss Gail
S au n d ers.”
The wom an smiled. “We are proud that you come to visit us,
Miss Saunders. You are so beautiful.”
The boys w ere ready. Their faces shone. Their w orn, old clothes
were clean. And their shoes, also very old, were shining.
He introduced them to Gail. Then, with a smile at Gail, he
took their hands and led them out of the door.
“Where are we going?” Gail asked.
Hey! — Эй! (ок л и к ) tonight [ta'nait] — сегодня вече-
hello [he'louj — привет! ром
* * *
1. Whom did John w ant to prepare a C hristm as tree for?
2. Why didn’t John tell Gail about his plans?
3. W here did John bring G ail and why?
II. Определите уровень благосостояния семьи Донны Бейтс и под
твердите свой вывод предлож ениями из первой и второй частей
рассказа.
T a s k 23
ф Прочитайте третью часть рассказа X. Кейва:
The Perfect Gift
P a r t III
It w as now time to tell G ail all or alm ost all. “F irst,” he said,
“we’re going shopping for some C hristm as presents. This is my
C hristm as present, to my m other. She said that she didn’t need
or w ant anything this year, and asked m e to spend th e m o n e y on
som ething I w anted m yself.”
170
“Som ething you w anted?” Gail looked at him as if she didn’t
u n derstand. “And this... you chose this...”
“This is w hat I w ant. If you w orked with boys like these every
day you’d know w hat I m ean.”
As he drove to the biggest store, Johnny w as full of w arm th
and happiness.
He m arched the boys into the clothing departm ent where they
Could choose w hat they liked.
“This is the first tim e,” Johnny said to G ail, “th at they have
ever had anything new .”
The shoe departm ent w as next, and when the boys had chosen
their shoes, Johnny said, “And now we m ust go to the shirt depart
m ent.” G ail w as not pleased. “Johnny, w e’ll never be finished.”
“All rig h t,” he said. “There are only a few more things to buy,
and then w e’ll go and e a t.”
“We’ll do w h at?”
“Go and eat. I’ve a rra n g e d a holiday dinner a t a sm all re sta u
ra n t.”
For a m oment Gail did not say anything. Then she said, “I’m
so rry v Johnny, but I think I’ve had enough.”
“Had enough!” He felt as if she had struck him.
She turned to look a t M ervin and G eorge. “You know, Johnny,
when you think about w hat you’re doing, it isn ’t so noble. You’re
doing it m ostly for your ow n pleasure, not for theirs. It m akes
you feel im portant.”
“W hat?”
“Good-bye, Johnny.”
U nable to move, think or speak, Johnny w atched her go. Only
when she w as out of sight, he thought about the m eaning of her
w ords. His ow n pleasure? Of course it w as for his own pleasure.
W hat he w anted w as to give two poor boys a holiday. T hat’s all.
He didn’t feel im portant.
He bought each of the boys a tie an d some socks. Then he took
them to another p art of the store.
The shopgirl there w as doing som ething at the shelves behind
the counter and had her back to them. Then she turned round and
said, “Hi, Johnny.”
noble ['noubl] — благородный
* * *
1. W hat did John explain to Gail? Did she understand him?
2. W here did John w ant to take the boys after buying some
presents for them?
3. Why did Gail leave John and the boys?
II. Предположите, хорошо ли Джон зн а л Гейл и почему он был
в ней так уверен.
171
T a s k 24
♦ Прочитайте четвертую часть рассказа X. Кейва:
The Perfect Gift
P a r t IV
“ Donna! So this is w here you w ere going this m orning.”
“Yes, I’m w orking here d uring the holidays.”
She turned to the boys. “Hi, boys.”
Johnny introduced them. He explained th at they were students
of his and th at he w as helping them to do their holiday shopping.
Donna gave him an u n d erstanding look.
She w rote on a piece of paper for him only to see: “They should
have some chocolate, too, don’t you think? M ay I buy them som e?”
“Yes, of course,” Johnny said with pleasure.
When D onna’s lunch-hour cam e she took the boys by hand and
led them to the chocolates. On their way there she talked to them,
and by the time they came, she knew as much about them , Johnny
realized, as he did himself.
He told her about the dinner for four he had a rran g ed , and ex
plained why there were now only three of them to eat it.
“I only have an hour for my lunch, Johnny,” she said.
“So w hat can we do?”
“Well, I could ask the other girl in my d epartm ent.”
It w as certainly a special dinner, even m ore so th an John
Turner had hoped for. The boys talked and joked with D onna as if
they had know n her all their lives.
When it w as over, Johnny said, “I wish you could stay with us.
I planned to take them to the cinem a and then back to my
apartm ent for the evening. I’ve got a tree. D onna, we need
you.”
She looked a t the boys. “All rig h t,” she said quietly. “I ’ve
never had much pride, I g u ess.”
When the film w as over and they reached his apartm ent,
Donna laid the table for a party.
The boys filled them selves with cakes and admired the tree
with its little lights th at shone like sta rs. They w ere very happy.
But they were tired and at ten they w ere ready to go home.
After the boys had been taken to their p arents, and Johnny
w as w alking back to the car with Donna, he said, “I don’t know
how to thank you.”
“You don’t have to th an k m e,” she said. “I’ve enjoyed it.”
H e took her hands. “W hat does a m an say when he’s been
stupid?”
She smiled. “He could say, ‘When can I see you again, Donna?’”
“And if he did?”
“Try it.”
“W hen?” Johnny said. “When can I see you a g a in ? ”
172
She didn’t answ er. They did not speak for a long time.
“Tom orrow ,” he said, answ ering his own question. “Let’s go.
I’ll take you home now .”
He took her home. At her door he said again, “And tom orrow
and tom orrow .”
Then he returned to his flat and decided to rew rite the letter
to his m other. How could he explain to her w hat had happened?
student — зд. ученик, учащийся to admire [od'm aia] — восхищаться
pride — гордость stupid ['stju:pid] — глупый
to fill — наполнять(ся)
* * *
+ I. Ответьте на следую щ ие вопросы:

1. W hat w as D onna doing in the store?
2. How did the boys enjoy the evening?
3. Why did D onna ag ree to spend the holiday with John and the
boys?
II. Объясните, какой жизненный урок извлек д ля себя Джон из

случивш егося. В чем была его ошибка?
173
READING IN APRIL AND MAY
T a s k 25
+ Вам уже приходилось читать на английском язы ке рассказы о
величайш ей скромности, тактичности и деликатности В. И. Л е
нина. Прочитайте еще один рассказ об этих высоких человече
ских качествах Владимира Ильича:
Stepa-a-a-n Markelych!
(After S. A lexeyev)
“V ladim ir Ilyich!”
Lenin didn’t answ er.
“Vladi-i-i-m ir Ilyich!”
No answ er. Not a sound but the sound of the wind in the trees.
The old peasant, Stepan M arkelych, accom panying Lenin on
a h unting expedition, began to w orry.
He looked nervously around him, and listened again.
He and Lenin had separated an hour ago, ag reeing to meet here
under an old tree. M arkelych w aited another tw enty m inutes but
Lenin did not come.
“W hat can have happened?” Stepan M arkelych w ondered. He
knew th at Lenin w as a very punctual person. He m ust have lost
his way or som ething had happened to V ladim ir Ilyich. He had
better go to look for him.
The old m an left, and after a few m om ents Lenin appeared at
the tree. He looked around, M arkelych w a sn ’t there.
“W hat can have happened?” w ondered Lenin. V ladim ir
Ilyich knew th at M arkelych w as a punctual person, which m eant
th a t som ething m ust have gone w rong. He began to w orry, he
w alked around the tree several tim es and then went to search for
the old m an.
Lenin w alked along in the woods:
“S tepan M arkelych!”
He stopped to listen for an answ er.
“ S tepa-a-an M arkelych!”
At this tim e M arkelych w as also wandering in the woods, but
in a different area.
“Vladi-i-m ir Ilyich!” shouted the old m an. “V ladim ir Ilyich!”
M arkelych did not m eet Lenin, so he decided to retu rn to the
original place un d er the tree.
V ladim ir Ilyich decided to do the sam e thing.
J u s t as the old p easan t cam e to w a rd s the tree, he saw Lenin
com ing from the opposite side.
At the sight of V ladim ir Ilyich the old m an’s face brightened.
Lenin, of course, w as very glad to see th a t M arkelych w as
quite all right. He even felt a little uncom fortable because of his
nervousness. A fter all, the old m an could have gone a w a y on his
own business. Lenin decided not to say th at he h a d been searching
for M arkelych. The old m an, too, felt uncom fortable about his
earlier worry. He pretended he h ad n ’t moved from the place
near the larg e tree.
“ I’m sorry, S tepan M arkelych,” said V ladim ir Ilyich. “P lease
don’t be angry. It is so w onderful to w alk in these w oods!”
“Think nothing of it, V ladim ir Ilyich,” answ ered the old m an.
“Time flies very quickly herel I m yself w as w atching a bird; a kind
which you don’t often see here.”
“T hat’s good to know ,” said V ladim ir Ilyich.
Lenin w as pleased th at h e had not show n M arkelych th at he
had been w orried. The old m an, In tu rn , w a s happy for the very
sam e reason.
But a s they w ere w alking home, the old m an said:
“You know I w ent looking for you, V ladim ir Ilyich.”
“W hat are you say in g ?” Lenin said in surprise. “ Looking for
m el”
“ I thought th at som ething had happened to you.”
175
“You are a nervous old fellow, aren’t you!” Vladimir Ilyich said.
“N ervous,” Stepan M arkelych answ ered.
Lenin laughed.
The old m an looked a t him. “W hat does th at m ean?” he
wondered. “ I don’t think th at w hat I said w as so funny. W hat is
Lenin laughing about?”
to accompany [э'клтрзш ] — сопро to brighten ['braitn] — проясняться;
вождать зд. озаряться улыбкой
to hunt — охотиться in turn — в свою очередь
to wander ['wanda] — блуждать, old fellow ['felou] — старина, дру
бродить жище

1. Who w ent together on a hunting expedition?
2. W hat did Vladim ir Ilyich do when he did not find the old m an?
3. Why did Lenin decide not to tell Stepan M arkelych th at he had
searched for him?
4. Why did Lenin laugh?
II. Найдите в тексте и прочитайте предложения, которые сви
детельствуют о тактичности и деликатности В. И. Л енина,
о его чутком отношении к окружающим.
T a s k 26
ф Прочитайте описание одного ив эпиводов боевых действий на
К убани партизанского отряда, в котором сражались во время
Великой Отечественной войны Герои Советского Союза братья
Игнатовы — член КПСС Евгений Петрович и ученик 9-го класса
член В Л К С М Гений (и з книги командира этого отряда, отца
героев, П. К. Игнатова *Записки партизана*).
Partisans of the Kuban

(A fte r P. Ig n a to v )
Parti
A Scouting Expedition
As usual, a sm all group of boys left the cam p a t night. It w as
dangerous to go by the m ain road, so they w ent by another road
th at led down the side of the hill to the plain below. They w ere on
their w ay to Georgio-Afipskaya.
W hen daylight w as ju st beginning to appear they cam e to
Rashpilev Homestead. H ere they w ere stopped and searched by a
fascist patrol.
G enya w as nervous because he had a sm all revolver hidden in
his clothes.
176
S tra n g e as it m ay seem, the Germans did not find the revolver.
“W here do you come from ?” asked an officer.
“From Novo-Alexeyevskaya. We drove some cattle there by o r
der of the G erm an C om m andant.”
“W ho are you? W here are you going to?”
“To G eorgio-A fipskaya,” they answ ered together. Then, inter
rupting each other, the boys gave the nam es of boys living in G e
orgio-A fipskaya as their own nam es, described the houses there,
nam ed other boys in the stan itsa and talked so much th a t the com
m ander of the patrol ordered his m en to let them go.
W hen they entered Georgio-A fipskaya, they w ere not seen.
They met their friends secretly and by the end of the day they knew
w hat G erm an units had arrived in the stan itsa, how m any tanks,
lorries and machine-guns, w hat calibre g u n s they had, and w here
the ammunition w as kept. G enya even w ent to the railw ay station
to w atch the train s. He w as not noticed.
W hen night fell they left the sta n itsa very quietly.
N ear Sm olenskaya they heard a loud com m and:
“ H alt!”
They ran to the side of the road, but it w as too late. Two po
licemen turned their rifles on them . The boys cam e up slowly.
“Who a re you? W hat a re you doing here?”
The boys said th at they had lost som e horses, th at the horses
had belonged to the G erm ans, th at they had looked for them all
night and w ere now afraid to go home, as they had been told not to
come back w ithout them.
But the policemen did not believe their story.
“H ands up!” one of them com m anded. “Search them ,” he said
to the other m an.
In a second G enya had his revolver and shot a t the policemen.
The other boys threw them selves on the policemen, took their
rifles from them and ran to the wood.
In the sta n itsa the shots w e re h eard. Sentries fired their rifles,
a m achine-gun opened fire. W ith bullets flying over their heads
the boys ra n as fast a s they could through the wood, falling, rising,
ru n n in g again, try in g not to lose each other in the darkness.
scout [skaut] — разведчик швеЫое-ju n — пулемет

homestead f'houmsted] — хутор ammunition [.aemju'mjan] — боепри-
Cerman [Ч&жтэп] — немец, немец- пасы
кий Halt! — (н ем .) Стой!
to drive (drove, driven) — гнать rifle f'raifl] — винтовка
unit ['jiwntj — воинская часть sentry ['sentnj — часовой

1. How did the boys explain who they w ere to the fascist patrol?
2. W hat kind of inform ation did the young scouts gath er in G eor
gio-Afipskaya?'
3. W hat happened near Sm olenskaya when the boys w ere
retu rn in g to the p artisan camp?
II. Найдите в тексте и прочитайте предложения, подтверждаю

щ ие находчивость партизанских разведчиков.
Iff. Скажите, какая информация военного характера интересо

вала группу юных партизан, отправленных в разведку.
IV. Объясните, какие идеи и чувства вдохновляли героев расска

за на борьбу с врагом.
178
T a s k 27
ф Прочитайте описание еще одного эпизода боевых действий
юных партизан Кубани во время Великой Отечественной войны:
Partisans of the Kuban

P a r t II
Fighting Against the Fascist Tanks
One night G enya and P avlik w ere on sentry duty. The long
hours passed very slowly. At last the sun rose from behind the
m ountains.
Suddenly a stra n g e sound w as heard. “P avlik!” said G enya.
“Run to Evgeny and tell him th a t tan k s are com ing.”
Evgeny cam e up and climbed a tree from which he could see the
road very well.
“Yanukevich!” he called out. “W ake up everybody and tell
them there are G erm ans com ing!”
H olding their grenades in their hands, the men w aited in the
bushes, a t the side of the road.
T79
As usual, the first to come w as a tank. Behind it cam e a larg e
lorry full of fascist soldiers.
Then cam e other lorries with am m unition and provisions;
then m ore tanks.
Suddenly an explosion w as heard. The leading tank had struck
a mine. It stopped.
W hen the second tank appeared Evgeny threw a grenade and
hit it. The tank stopped, blocking the road, and began to burn. The
lorry behind struck the tank and before all the G erm an soldiers
could get out, becam e a m ass of fire. A real b attle began.
The fire-bottles and grenades of the p artisan s w ere flying one
after the other and the machine-gun worked without interruption.
Suddenly a new sound w as heard.
A fascist tank, riding in the re a r of the colum n, moved into
the bushes, to the re a r of the partisan s. Genya ra n out to meet the
tank, into the open, at full height.
A long m achine-gun b u rst cam e from the tank. Slowly, as if
at his exercise, Genya threw an an ti-tan k grenade, then ra n back
and stood behind a tree.
The tan k stopped.
Several seconds later the tank cam e to life again. Its machine-
gun turned in G enya’s direction. P avlik saw th a t his friend w as in
danger. He jum ped tow ards him like a cat and fell with him to the
ground. M achine-gun bullets flew over the heads.
D uring a short interval betw een the m achine-gun bu rsts,
Pavlik threw a grenade. N either the tan k nor its m achine-gun
came to life again.
explosion [iks'plou 3 on] — взрыв rear [пэ] — тыл; задняя сторона
mine — мина height [hait] — рост
fire-bottle — бутылка с зажигатель burst — очередь (из пулемета)
ной смесью
* * *

1. W hat happened when Genya and Pavlik w ere on sen try duty?
2. How did the p artisa n s m eet the fascist colum n?
3. Who stopped the tank which moved off the road in the rea r of
the p artisans?
II. Расскажите, как были уничтожены фашистские танки. Как
вы объясняете успех этой операции?
T a s k 28
ф Прочитайте рассказ о героическом подвиге участника Сталин
градской битвы комсомольца Михаила Паникахи, художествен
ный образ которого запечатлен в мемориальном комплексе на
Мамаевом кургане в городе Волгограде:
A Second Danko
D anko, as you know, is a legendary hero in one of Maxim
G orky’s stories. To save some people in a d ark forest, D anko took
out his heart. The h eart becam e a light which showed the road
out of the forest to the people.
This is a story of a second Danko.
S ta lin g ra d w as an unusual city. It w as sixty kilom etres long.
Its houses, p lan ts and factories w ere built from north to south
along the right bank of the V olga.
At the end of Septem ber, 1942, very heavy fighting began in the
northern p art of the city. This w as the factory region w here the
“Red O ctober”, the “B arricad es”, and the fam ous S talin g rad tra c
tor plant w ere situated. The people of S ta lin g ra d w ere proud of
their factories, which w ere the glory of the w orkers. From here,
the factory region, the G erm an fascist arm ies w ere try in g to cap
ture the city.
M ikhail Panikakha, a sailor and m em ber of the Komsomol,
w as in the trenches here, fighting together with his battalion.
The G erm ans had sent tan k s a g ain st the battalion, which had
only hand-grenades to use ag ain st the tanks.
M ikhail P anikakha w as in the trench, with his com rades, trying
to destroy the tanks with hand-grenades. But the moment came when
Panikakha had throw n his la s t grenade. All he had left w ere two
bottles filled with gas, and the end of the b attle w as not in sight.
Suddenly one of the ta n k s cam e stra ig h t at M ikhail P anikakha.
The sailor sa t in the trench w ith a bottle in his hand, w aiting for
the tank to come still nearer. W hen the tan k w as near enough, the
sailor stood up stra ig h t in the trench ready to throw the bottle.
At th a t m om ent a bullet hit the g lass of the bottle and in seconds
the sailor w as a living torch.
“No, you’re not going to destroy m e!” the sailor shouted.
He took his second bottle filled with gas, and a living torch
jum ped out of the trench an d ra n to the fascist tank. The bottle
hit the tank and it c au g h t fire.
The battle of S ta lin g ra d h as long since ended, the soldiers,
those who w ere left, have retu rn ed to their homes; but they will
never forget M ikhail P a n ik ak h a 's feat.
The D anko of S ta lin g ra d — his com rades called him. As such
his nam e has entered history.
bank — берег trench — траншея, окоп
glory [*д1э:п] — слава gas — зд. зажигательная смесь
to capture ['kaeptfaj — захватить torch — факел
sailor I'seila] -м о р я к feat — подвиг
* * *

1. W here a t S ta lin g ra d did heavy fighting begin a t the end of
Septem ber, 1942?
2. Who fought against the fascists in the northern p a rt of file city?
3. W hat did Mikhail Panikakha do when he had no more grenades?
4. W hy did M ikhail’s com rades call him the D anko of S ta lin g ra d ?
II. Найдите в тексте и прочитайте описание военной обстановки,
сложившейся осенью 1942 года у стен Сталинграда. Расскажи
те, что вам известно о героических защитниках города-героя.
III. Объясните, что именно е подвиге Михаила Паникахи поста
вило его рядом с горьковским Данко.
T a s k 29
ф Прочитайте первую часть рассказа южно-африканского писа
теля Рональда Уильямса о расовой дискриминации и пресле
довании коренных африканцев в Южно-Африканской Республи
ке (Ю АР). При чтении обратите внимание на произнесение
следующих собственных имен:
R onald W illiam s ['ronld 'w ilja m z j, M asiza [m a'siza], Re
becca [ri'beka].
182
The Pass and the Home-Girl
(After R onald W illiam s)
P a r ti
M asiza felt his shoulders ache a s he turned over in his bed. It

w as alw ays like th at on S unday m ornings as a resu lt of a week’s
hard work. His life w as alw ays the sam e: six days of hard w ork
for a few pounds *, a day’s rest, and then to s ta r t it all over
again — day after day, year after year.
These thoughts occupied his mind alw ays, but this m orning it
w as different. Things w ere going to change for the better, because
on T hursday, M asiza had m et Rebecca.
She w asn ’t a city girl. She had come from a village not far
from his. M asiza saw th a t he felt a t home when he met her. And
she, thrilled at m eeting a “hom e-boy”, had invited him to her
place of em ploym ent for S unday when her em ployers would be out
for the day.
M asiza had gladly agreed to come. Such luck for a m an so far
aw ay from home.
He got up and began to dress. H e w as putting on the brightest
tie he had when Fondi, his room -m ate, entered. Fondi had got up
early th at m orning and gone out som ewhere.
“W hat does this m ean?” he asked.
M asiza put on the coat of his suit and looked at his shining
shoes before answ ering.
" I’m going to Sea P o in t.”
“Which relative are you going to see? O r are you going to
look for a job, houseboy, g arden boy?” he said with a loud laugh.
“You m ay laugh, but I am going to see a girl, a nice one. I am
talking of a real hom e-girl.”
M asiza had put on his best suit.
He looked at those dirty w orking clothes th at lay on the floor
and couldn’t believe th a t he had w orn them . The bright blue suit
he now had on gave him a feeling of elegance. He decided not to
take anything from those dirty pockets.
M asiza stepped lively to w ard s the station, head held high. He
greeted everyone he m et, even those he did not know. M asiza w as
happy. Life, after all, had its com pensations. A m an m ust ju st
w ait his turn.
pass — пропуск mind — ум. разум

home-girl — землячка to thrill — чувствовать сильное вол-
shoulder j'Joulda] — плечо нение. трепет
to ache jeik] — болеть
183
* * *

1. In w hat w ay w as M asiza’s life alw ays the sam e?
2. Why did M asiza think th a t things were going to change for the
better?
3. W hat did M asiza do on his w ay to the station?
II. Скажите, что общего было в судьбе Масизы и Ребекки помимо
того, что они были земляками.
T a s k 30
ф Прочитайте вторую часть рассказа Р. Уильямса:
The Pass and the Home-Girl

P a r t II
M asiza w alked quickly from Cape Town * station to the bus
stop. In a few m inutes he w as in a Sea Point bus. Rebecca had
explained everything to him. He w ould get off a t bus stop tw enty,
w alk up M ount Street, third g a te on the right and he would find his
hom e-girl w aiting for him. The bus w as ru n n in g too slow ly for
him and it stopped often.
By the tim e the conductor shouted “Bus stop tw enty” M asiza
had alread y jum ped off.
He w as ju st putting one foot forw ard when a police van came
into view. “I have nothing to be a fraid of. I have not done any
th in g ,” he thought, although he knew th at the police do not w ait
for an African to do som ething before they stop and question him.
“Hey you, come here,” called out one of the policemen as soon
as the van had stopped. M asiza looked around him.
“You. Yes, you!” shouted the policem an, com ing out of the van.
“W here are you going to?”
“J u s t there, sir,” M asiza pointed to w ard s Sea Point.
“Do you live in Sea Point? W ho are you?”
“I’m — ” the policem an held out his hand. M asiza didn’t have
to ask w hat he w anted. H e reached for his p a s s 1 in his pocket. It
w asn ’t there. He searched all his pockets, but the pass w as not
there. M asiza panicked.
“No p ass!” The policeman caught him by the arm and told him
to come along.
“P lease sir, I — ”
“ Stop talking, come on!”
Then M asiza rem em bered. Those dirty clothes th at he had left
1 Власти расистской ЮАР запрещают африканцам появляться в районах,
населенных белыми, без специальных пропусков.
184
on the floor. T hat is w here his pass w as, in those dirty pockets
together with some other things. M asiza soon understood the
situation he w as in. He could lose his job, he could be sent to jail.
At the thought of his hom e-girl he decided to try again.
“Please, sir, I got it a t hom e...” W ithin a few seconds he w as
in the packed van. Soon the van w as racing to the police-station.
There w as no hope of a p leasan t day with the hom e-girl.
M asiza w as hungry and w anted tc eat. He rem em bered the
fresh loaf of bread he had left untouched a t home.
gate — ворота, калитка jail — тюрьма
forward [ b:wadl — вперед hungry рЬлддп] — голодный
van — фургон loaf [louf] — буханка, булка, батон
although 1э:1'бои] — хотя
* * *

1. Who explained to M asiza the w ay to Sea Point?
2. W hat did M asiza see when he jum ped off the bus?
3. W here w as M asiza taken to by the police? Why?
II. Автор рассказа описывает чувство тревоги и неуверенности
африканского юноши. Объясните, чем вы звано такое состояние
юноши и насколько оно характерно д л я коренного населения
расистской Ю АР.
INTERNATIONAL WORD LIST
(Список интернациональных слов)
A aborigines [,aeb3'rtd3tni:z] n аборигены, коренные жители

academician [o,kaeda'miJsn] n академик
academy [a'kaedami] n академия
accumulate [d'kjumjuleit] v аккумулировать; скопляться
acrobat ['aekrabat] n акробат
action ['askjnj n акция, действие; деятельность
activate ['aektiveit] v активизировать
administrative [ad'ministrativ] а административный
aesthetic [i:s'6etik] а эстетический
agent ['eid3 antj n агент
aggressor [a'gresa] n агрессор
analysis [a'naelisis] n анализ
anarchist ['xnakist] n анархист
anarchy ['aenaki] n анархия
anti-tank ['aenti'taeok]a противотанковый
apparatus [,aeparreitas] n аппаратура, прибор
appetite ['aepi'tait] n аппетит
architecture ['akitaktja] n архитектура
argument I'cugjumant] n аргумент, довод
assembly [a'sembli] n ассамблея
astronaut ['aestranst] n астронавт, космонавт
astrophysics [,aestrou'fiziks] n астрофизика
atmosphere ['aetmasfia] n атмосфера
atom ['aetam] n атом
atomic [a'tamikj а атомный
attack [a'taek] n атака, нападение
automatic [^ ta ’maetik] а автоматический
automation [.Dda'meijnl n автоматика
aviation [.eivi'eijn] n авиация
В bacillus [ba'silas] n бацилла

bacteria [baek'tiaria] n (pi от bacterium) бактерии, микробы
bacteriologist [baek,tian'alad3 ist] n бактериолог
bacterium [baek'tiartam] n бактерия, микроб
barricade [,baen'keid) n баррикада
barrier ['baenaj а барьер; шлагбаум
base [beis] v базировать, основывать
basin [’beisn] n бассейн
basis ['beisisj n основание; база
battalion [ba’taeljan] n батальон
beef-steak |'bi:f'steik] n бифштекс
186
biologist (bai'3lad3ist] n биолог
biotechnology [,baioutek'nalad3 i] n биотехнология
block [Ызк] v блокировать
bomb [Ьэт] n бомба
bourgeois [’bua3 wa:] а буржуазный
bourgeoisie [,bua3 wcu'zi:] n буржуазия
bureau [bjua'rou] n бюро
bureaucrat [’bjuaroukraet] n бюрократ
С cabin ['kaebin] n кабина; каюта

cabinet ['kaebinit] n кабинет министров
calculate ['kaelkjuleit] v вычислять
calibre ['kaeliba] n калибр
campaign [kaem'pein] n кампания (политическая)-, борьба; поход (военны й)
candidate ['kaendidit] п кандидат
capitalism {'kaepitaltzm] n капитализм
captain ['kaeptin] n капитан
caravan [.ksera'vaen] n караван
career [кэ'пэ] n карьера
ceremony ['serimam] n церемония
champagne [jaem'pein] n шампанское
chance [tfcuns] n шанс; возможность
character ['kaenkta] n характер; герой (произведения)
chemical ['kemikal] а химический
chemist ['kemist] n химик
chemistry ['kemistri] n химия
cheque [tfek] n чек
chocolate ['tjakalit] n шоколад; шоколадная конфета
cholera ['кэ1эгэ] n холера
choreograph ['kanagrcuf] v осуществлять хореографию, ставить танцы
cigar [si'gct] n сигара
civilization [.sivtlai'zeijn] n цивилизация
classic [’klaesik] n классическое произведение
clerk [klak] n клерк, конторский служащий
clown [klaun] n клоун
coalition [.koua'lilan] n коалиция, союз
collection [ka'lekjan] n коллекция
collectivism [ka'lektivizm] n коллективизм
colonialism [ka'lounializm] n колониализм
colonizer ['kalanaiza] n колонизатор
colony [’kalam] n колония
column ['kalam] n колонна (войск); столбик, столбец
combine [kam'bam] о комбинировать; сочетать
commandant [.kaman'daent] п комендант
commander [ka’meunda] n командир
committee [ka'miti] n комитет
r n m m u n i c a t i o n fka.mjirm'kei f n | n коммуникация, средство связи
IR7
company ['клтрэш] n компания, группа; общество
compensation [,k3mpan'seijn] п компенсация, вознаграждение
composer [kam'pouza] п композитор
computer [kam'pju:ta] п компьютер, счетно-решающее устройство, ЭВМ
concrete ['kagkrrt] а конкретный
conductor [kan'dAkta] п кондуктор; проводник
conservation [„kansa'veijn] п консервирование; сохранение
construction [kan'strAkJan] п конструкция; строительство
constructive [kan'strAktiv] а конструктивный
continent ['kantinant] п континент
contrast f'kantraest] п противоположность
control [kan'troul] п контроль, управление
convention [kan'venjn] п конвенция
coordinate [kou'a:dineit] v координировать
correspondence [.karis'pandans] n корреспонденция
correspondent [,kans'pandant] n корреспондент
corrosion [кэ'гоизэп] n коррозия
cosmic [*kazmik] а космический
cosmonaut ['kazmanat] n космонавт
cosmonautics [ykazma'na:tiks] rt космонавтика
crisis ['kraists] n кризис
critic ['kritik] n критик
critical ['kritikal] а критический
criticize ['kritisaiz] v критиковать
crystal ['knstl] n кристалл
cybernetics [,saib*'netiks] n кибернетика
cyclone ['saikleun] n циклон
D decree [drkri:] n декрет

delegate ['deligit] n делегат
deleprtien [^ielrgetjn] n делегация
democracy [di'makrasi] n демократия
democratic [.dema'kraetik] а демеиратический
demographic [,dema'graefik] а демографический
depression [di'prejan] n депрессия; промышленный застой
diagnose ['daiagnouz] v ставить диагноз
dialogue ['daiaiag] n диалог, разговор
dilemma [di'lema] n дилемма
dingo ['diggou] n динго
diplomacy [di'ploumasi] n дипломатия
diplomat ['diplamaet] n дипломат
discotheque [’diskatek] n дискотека
discrimination [dis,knmi'neijn] n дискриминация
distance ['distans] n дистанция; расстояние
dock [dak] n док
document ['dakjumant] rt документ
documentary [,dakju’mentan] а документальный
dollar [‘data] n доллар
188
d ram atist ['d ram atist] n драматург
E echidna [e'kidna] n ехидна

echo [*ekou] n эхо
ecologist [rkoladsist] n эколог
economic [Jrka'normk] а экономический
economy [I'konami] n экономика; экономия
effect [rfekt] n эффект, действие, влияние
effective [l'fektiv] а эффективный
electronic [llek'tromk] а электронный
elegance ['eligans] n элегантность, изящество
element ['elimant] n элемент
elementary [,eh'mentan] а элементарный, простейший
emblem ['emblarn] n эмблема
emigrant ['emigrant] n эмигрант, переселенец
emigrate ['emigreit] v эмигрировать
empire ['empaia] n империя
emu I'kmju:] n эму
energy ['enad3 i] n энергия
enthusiasm [in’Gjurziaezm] n энтузиазм
enthusiast [in'6ju:ziaest] n энтузиаст
enthusiastically [m.Gjirzi'aestikali] a d v с энтузиазмом, восторженно
epidemic [.epi’demik] n эпидемия
epochal ['epakal] а эпохальный
era ['iara] n эра
Eskimo [‘eskimou] n эскимос
eucalyptus [jirka'liptas] n эвкалипт
European [Juara'pran] а европейский
expedition [.ekspi'dijn] n экспедиция
experimental [eks,peri'mentl] а экспериментальный
exploit [iks'pbit] v эксплуатировать
exploitation [,ekspbrteijn] n эксплуатация
export1 [eks'pod] о экспортировать, вывозить
export3 ['ekspcxt] n экспорт, вывоз
F fact [faekt] n факт

factor ['faektaj n фактор
fantastic [faen'taestik] а фантастический
fantasy ['faentasi] n фантазия
federal ['fedaral] а федеральный
federation [Jeda'reiJn] n федерация, союз
figure ['figa] n фигура; цифра
final ['fainal] а финальный, заключительный; решающий
fiord [fjo:d] n фиорд
form [fxm] v формировать, создавать
formal ['formal 1 а формальный, официальный
forum [’farram] n форум
franc [frsepk] n франк
fund [fand] n фонд
G gas [gaesj n газ
gentleman ['с&епНтэп] n джентльмен
geologist [d3i'3lad3ist] n геолог
geophysicist [.c&bou'fizisist] n геофизик
gesticulate [c&es'tikjuleit] v жестикулировать
gravitation [,graevfteijn] n гравитация, притяжение, тяготение
grenade [grfneid] n граната
guarantee [,даггэпЧё] n гарантия
H harmony ['hccmani] n гармония

Hermitage ['ha:mitid 3 ] n Эрмитаж
heroic [hi'rouik] а героический
heroism ['herouizmj n героизм
historical [his'tarikal] а исторический
horizontal [,han'zantl] а горизонтальный
humorous ['hjwmaras] а юмористический
hydro-electric [.haidroui'Iektrik] а гидроэлектрический
hydroeiectricity [,haidrouilek'trisiti] n гидроэлектричество
hygienic [hai'd3 i:nik] а гигиенический
1 iceberg ['aisba:g] n айсберг
Ideal [ai'dial] n идеал
ideological [,aidia'bd 3 ikal] а идеологический
Ideology [„aidi'obdbi] n идеология, мировоззрение
illustrate ['llastreit] v иллюстрировать
im m igrant [Emigrant] ti иммигрант
imperialism [im'piarializm] rt империализм
incident ['insidanti n инцидент; случай, происшествие
individual [4indi'vidjual] а индивидуальный, личный
individualism [,indi'vidjualizm] n индивидуализм
initial [t'nijal] n инициал; начальная буква слова
inspection [in'spekjn] n инспекция; осмотр
instrum ent ['instrum ent] n инструмент, прибор
internationalist [,inta'naejnahst] n интернационалист
interview ['intavju:] n интервью
ironic [ai'ronik] а иронический
isolated ['aisaleitid] а изолированный
J journalist ['d33:nalist] n журналист

jungle ['d3 AQglJ n джунгли; густые заросли
К kangaroo [.kaegga'ru:] n кенгуру

koala [kou’cula] n коала, сумчатый медведь
L lady ['leidi] n леди

laser ['leiza] n лазер
Latin ['laetin] а латинский
laureate ['lorut] n лауреат
lecture ['Iektja] n лекция
legal {'legal] а легальный
190
legend ['letfeand] n легенда
legendary ['lec&andari] а легендарный
Leninist [ieninist] а ленинский
liberal ['libaral] n либерал
line [lain] n линия
linoleum [h'nouljam] n линолеум
literary [iita ra n ] а литературный
local ['loukal] а локальный, местный
lottery ['b tari] n лотерея
M madam [ maedam] n мадам

manifestation [,maenifes'teijn] n манифестация
m anipulator [ma'nipjuleita] n манипулятор
Marxist-Leninist ['m aksist'leninist] a марксистско-ленинский
m ass [maes] n масса
massive ['maesiv] а массивный
m aterial [m a'tianal] n материал
mechanician [,meka'nijan] n механик
medical ['medikal] а медицинский
medicine ['medsin] n медицина
memoirs ['memwctz] rt p i мемуары, воспоминания
metal [’metl] n металл
method [*me6ad] n метод
metronome ['metranoum] n метроном
microbe ['maikroub] n микроб
microscope ['maikraskoup] n микроскоп
mite [mail] n миля
milliard ['m iljad] пит миллиард
minimal ['minimi] а минимальный
minister ['minista] n министр
miss [mis] n мисс
mission ['mijn] n миссия; задание
missionary ['m ijanari] n миссионер
mobilize ['moubilaiz] v мобилизовать
model ['modi] n модель
moment ['moumant] n момент
monopoly [ma'nopah] n монополия
monotonous [ma'natnas] а монотонный
m oral ['moral] а моральный, нравственный
morality [ma'raehti] n мораль; принципы поведения
N nation ['neijan] n нация, народ; страна

nationalism ['naejnalizmj n национализм
n atural ['naetfral] а натуральный; естественный, природный-
nature ['neitfa] n природа; натура, характер
navigation [.naevi'geijn] n навигация, мореплавание
nazi ['ncutsi] а нацистский, фашистский
nervous ['ns-vas] а нервный
г
О occupy [’okjupai] v оккупировать, занимать
operation [.opa'reijn] л операция
orbit ['oftit] л орбита
organ ['эдэп] л орган
orientation [.э-rien'teijn] л ориентация
original [э'гк]зэпэ]] а оригинальный; первоначальный
Р panic ['paenik) л паника

parachute ['pserajud] л парашют
parallel ['paeralal] а параллельный
parliam ent ['palam ent] л парламент
parliam entarian [,palamen't£arian] л парламентарий
parliam entarism [,pala'm entanzm ] л парламентаризм
parliam entary [,pcula'mentan] а парламентский, парламентарный
partisan ['pcutrzsen] л партизан
partner ['partna] л партнер
passport ['pa:spo:t] л паспорт
patriotism ['paetrietizm] л патриотизм
patrol [pa'troul] л патруль
pause [paz] л пауза, перерыв
pavilion [pa'viljsn] л павильон
peak [pkk] л дик
penny ['pent] л пенни
period ['piariad] л период
periodical [,piart'3dikal] л периодическое издание, журнал
petition [pi'tifan] л петиция, ходатайство
philharmonic [Jilcu'manik] л филармония
photograph ['foutagrccf] л фотография
pianist ['pjsemst] л пианист
picnic ('pikmk] л пикник
pilot ['pailat] л пилот
planet ['plaenit] л планета
planetology [,plaenftaiad3 i] л планетология
plateau ['plaetou] л плато, плоскогорье
police [pa'li:s] л полиция
policeman [paiism an] л полисмен, полицейский
polyclinic (,polrklinik] л поликлиника
Polynesian [,pali'ni:zjanj а полинезийский
polytechnic [„poh'teknik] а политехнический
popularize ['papjularaiz] v популяризировать
portion l'po:Jn] л порция
position [pa'zijn] л позиция, положение
positive ['pozitiv] а позитивный, положительный
practical ['praektikl] а практический
practice ['praektis] л практика
prairie ['ргеэп] л прерия
president ['prezidant] л президент
prestige [pres'ti:3 ] л престиж
192
prince [prins] n принц
princess [pn n'ses] n принцесса
principle f'prinsapl] n принцип
principled [’pn nsapld] а принципиальный, с твердыми устоями
privileged ['privilid3d] а привилегированный
problem ['ргэЫ эт] n проблема, задача
process ['prouses] n процесс
procession [pra'sejan] n процессия
professional [pra'fejani] а профессиональный
professor [pra'fesa] n профессор
progressive [pra'gresiv] а прогрессивный
projector [pra’d3 ekta] n проектор
proletarian [,p rou lrteanan ] а пролетарский
proletariat [,p rou lrtean at] n пролетариат
propaganda J'prapa'gaenda] n пропаганда
prose [prouz] n проза
province [’provms] n провинция, область
provincial [pra'vinjal] а провинциальный
provision [pra'vi3n] n провизия, запасы провианта
pseudonym f'sju-danim] n псевдоним
psychological [,saika'bd3 ikal] а психологический
psychology [sai'kDbd 3 i] n психология
public [’pAblik] а публичный; общественный; народный
publicist £'рлЫisist} n публицист, журналист
punctual ['pArjktjual] а пунктуальный, точный
Q qualification [„kwalifi'keijn] n квалификация
R race [reis] n раса

racial ['reijal] а расовый
racialist [’reijalist] а расистский
radiation [.reidi'eifn] n радиация
ration [’reijn] n рацион
rational ['raejanl] а рациональный
rationalizer [’raejnalaiza] n рационализатор
reaction [,ri:'aekjan] n реакция
realism ['rializm ] n реализм
realistic [n a'listik ] а реалистический
realization [.rialai’zeijn ] n реализация, осуществление
realize ['rtalaiz] о реализовать, осуществить
recommend [,reka'mend] v рекомендовать
recommendation [.rekaman'deiJn] n рекомендация
regulate ['regjuleit] v регулировать
reporter [ri'pada] n репортер
reputation [,repju:'teijn] n репутация
reserve [ri'za:v] n резерв, запас
reservoir ['rezevw a] n резервуар; водохранилище
resource [ri'sa:s] n (обыкн. p i) ресурсы, запасы
7 Заказ 724 193
restaurant ['restar^rj] n ресторан
revolutionary [,reva'lu:Jnari] а революционный; n революционер
revolver [ri'valva] n револьвер
risk [risk] n риск
robot [’rabat] n робот
rocket I'rakit] n ракета
role [roul] n роль
S sanatorium [.saEna'ta:riam] n санаторий

sandwich ['saenwid3 ] n сандвич
satellite [’saetalait] n сателлит, спутник
satire ['saetaia] n сатира
satirical [sa'tirikal] а сатирический
satirist [’saetarist] n сатирик
savanna [sa'vaena] n саванна
sculpture [’skAlptja] n скульптура
second ['sekand] n секунда
secret ['si:krit] n секрет, тайна
secretary J'sekratri] n секретарь
seminar ['sem ina| n семинар
senate ['seni t] n сенат
sergeant [*sa:d3 antl n сержант
serial ['siarial] а серийный
serious ['siarias] а серьезный
session ['sejan) n сессия; заседание
shock [Jak] n шок
signal [’signal] v сигнализировать, подавать сигнал
sir [sa:] n сэр
snobbish I’snabif] а снобистский
social [ souji] а социальный, общественный
solidarity [^salrdaenti] n солидарность
s o r t ls.l:t] П сорт, рО Д . ВИД
sovereignty ['savranti] n суверенитет
special [’spejal] а специальный, особый
specialist ['spejahstj n специалист
specialized [’spejalaizd] а специальный, специализированный
sphere [sfia] n сфера
standard [’staendad] n стандарт, уровень
steppe [step] n степь
stimulator [’stimjuleita] n стимулятор
structure [’strAktJa] n структура; устройство
studio J'stju:diou] n студия
subtropical ['sAb'trapikal] а субтропический
symbol [’simbal] n символ
symbolize [’simbalaiz] v символизировать
sympathy [’simpaGi] n симпатия; сочувствие
symphony ['siinfant] n симфония
system [’sisttm] n система
194
T tablet ['taeblit] n таблетка
tactful ['taektful] а тактичный, деликатный
talent ['tselant] n талант
talented ['taelantid] а талантливый
tank [taegkj n танк
technical ['teknikal] а технический
technology [tek'noladbi] n техника
telegraph ['teligraf] n телеграф
territory ['teritari] n территория
textile [’tekstail] n текстиль
theatrical [Gi'aetrikal] а театральный
theme [6i:m] n тема
theoretical [Gia’retikal] а теоретический
theory ['Giari] n теория
title ['taitl] n титул, звание
tone [toun] n тон
tourism ['tuanzm ] n туризм
tourist ['tuanst] n турист
tradition [tra'dijn] n традиция
transformation [^traensfs'meijn] n трансформация, преобразование
transport [4raenspo:t] n транспорт
triumph ['traiamf] n триумф, торжество
tropical ['trspikal] а тропический
troupe [tru:p] n труппа
tsar [zcu] n царь
tsarist ['zcunst] а царский
tuberculosis [tju,ba:kjuiousis] n туберкулез
tundra [Члпбгэ] n тундра
tunnel [Члп1] n туннель
type [taip] n род, класс
typhoon [tai'fun] n тайфун
typical ['tipikal] а типичный
JU uniform ['ju:nif:xm] n униформа; форменная одежда

unique [ju:’ni:k] а уникальный
V vaccinate ['vaeksineit] v вакцинировать, делать прививку

vaccination [,vaeksfneijn] n вакцинация, прививка
verandah [va'raenda] rt веранда
vertical ['va-tikal] а вертикальный
veteran ['vetaran] n ветеран
vice-president ['vais'prezidant] n вице-президент
volcanic [vai'kaenik] а вулканический
volcano [val'keinou] n вулкан
Y yard [jced] rt ярд (914.4 м м )
Z zone [zoun] n зона

7*
REFERENCES
(С тр а н о в е д ч е с к и й справочник)
A aborigines [,aeba’rid3ini:z] — the original inhabitants [in’haebitants] (ж ители),

especially of A ustralia.
A delaide ['ar-dalid] — the capital of South A ustralia; port A delaide is eleven
kilom etres aw ay — Аделаида.
Arctic O cean, the ['cuktik ’oujan] — the ocean largely covered with floatin g
['floutir)] (плавающий) ice, lying north of the Arctic C ircle ['satkl]
(круг) — Северный Ледовитый океан.
A tlantic Ocean, the [at'laentik 'oujan] — the ocean, separating Am erica from
Europe ['juarap] and Africa.
Auckland ['э-kland] — the largest city and chief port of New Zealand — Окленд.
A u stralian Alps, the — m ountain ranges ['reind3iz] (хребты) and p lateau s run
ning parallel with the eastern coast of A ustralia.
Australian Federal Capital Territory, the — the territory whereCanberra, the
capita! of A ustralia, is situated.
Australian Labour Party, the — the old est political party of A ustralia whose
collective m embers are m any trade unions.
В Baffin Island ['baefin 'ailand] — the largest island of the C anadian Arctic —
Баффинова Земля.
Brisbane f'brisban] — the main port, capital and com m ercial centre of Queens
land, Eastern A ustralia.
British Colum bia ['britij ka'lAmbia] — a province on the P acific [pa'sifik]
(Тихий океан) coast of Canada.
British-Soviet Friendship Society, the ['britiT 'souviat 'frendjip s a 's a ia t i] —
a progressive public organization founded in 1946 to prom ote [pra'mout]
(содействовать) friendship between the U S S R and Great Britain.
bush, the [buj] — the natural country-side in A ustralia and New' Z ealand — буш.
С cabinet, the [’kaebimt] — the most important m inisters of the governm ent
who meet as a group to make decisions [dtrsi3anz] (реш ения) — кабинет
(министров).
California [.kaelrfamja] — a state on the Pacific [pa’sifik ] (Тихий океан)
coast of the U SA .
Canadian Tribune, the [ka'neidjan’tribjum] — the new spaper of the Com m u
nist Party of C anada.
Canberra [’kaenbara] — the federal capital of A ustralia and seat of the A u stra
lian N ational U niversity; it is a lso the adm inistrative centre of New South
W ales — Канберра.
Cape Town [’keiptaun] — a large port, a com m ercial and industrial centre of
the South African Republic — Кейптаун.
caravan [’kaeravan] — a sm all house on w heels [widz] (колеса) — жилой авто
прицеп, дом-фургон.
196
chartism ['tjcutizm] — a nineteenth century working-class movement ['imrvmantj
(движение) in E ngland for political reform s.
Christchurch ['kraisttjadj] — the largest city of South Island, N ew Zealand.
Christmas [’krism as] — December 25 celebrated as a church [tjadj] (церковный)
festival and observed [ab'za:vd] (отмечаемый) as a holiday in C anada,
A ustralia, N ew Zealand and som e other countries.
Christmas tree ['krismos tri:] — a real or m an-m ade tree decorated at C hrist
m as with lights, coloured paper, etc., often brought into the home.
Clyde, the [klaid] — a river in Scotland, a great com m ercial w ater-w ay.
Columbia, the [кэЧлтЫэ] — the largest river in the north-w est of North
Am erica, flow in g from the Rocky M ountains through [6ru:] (сквозь, через)
Canada and the U S A into the P acific — Колумбия.
(British) Commonwealth, the ['kamanwelS] — the organization oi independent
[,indrpendant] (независимые) states which were form erly (преж де) parts
of the British E m p ir e — (Британское) Содружество (Наций).
Commonwealth of Australia, the — a member of the C om m onw ealth, organ
ized as a federation of six states and the island of Tasm ania — Австралий
ский Союз.
Communist Party of Canada, the — the political party based on M arxism -Le
ninism which fights for the interests of the w orking people, for peace,
dem ocracy and socialism .
Coventry [’kavantri] — the ancient city in England which w as destroyed
[di'straid] (разруш ен) in 1940 by fascist planes.
D Darling, the ['d a lig ] — a river in A ustralia; the main tributary ['tribjutarij
(приток) of the Murray.
Democratic Front of New Zealand Youth, the — a M arxist-Leninist youth
organization of New Zealand.
din go [’diggou] — a wild (дикая) dog of A ustralia, about fifty centim etres
high and usually sandy-coloured [’saendi'kAlad] (песочного цвета).
Dunedin [dA'nbdn] — the second largest city of South Island, New Zealand,
a port — Данидин.
E echidna [e’kidna] — a toothless ant-eater (муравьед) of A ustralia.
Edinburgh ['edinbara] — the capital of Scotland, an important transport jun c
tion ['d3Agkj3n] (ж .-д. узел) and an industrial and cultural centre —
Эдинбург.
Edmonton [’edm antan] — the centre of a great wheat and cattle region in C a
nada.
Erie ['iari] — the fourth largest lake of the Great Lakes (see Great Lakes).
emu ['i:mju:J — a large A ustralian bird which runs w ell but cannot fly.
F Federal Capital Territory, the — see A ustralian Federal Capital Territory.
Fraser, the [’freiza] — a river in C anada flow ing from the Rocky M ountains into
the Pacific [pa'sifik] (Тихий океан).
Fresno [ freznou] — a city of California, U SA .
G governor-general [.gAvana’dsensral] — a person ['pa:sn] (человек) who repre
se n ts the K ing or Queen of G reat Britain in the C om m onw ealth countries —
генерал-губернатор.
gram m ar school [’graema 'skud] — a secondary school in Britain which prepares
pupils for the university.
197
Great Bear Lake ['greit 'Ь еэ *leik] — a large lake in the Northwest Territo
ries of Canada — Большое Медвежье озеро.
Great Lakes, the — five lakes along the boundary [’baundari] (граница) of
the USA and Canada.
Great Slave Lake, the ['greit 'sleiv 'leik] — a lake in the South Mackenzie
District, Canada — Большое Невольничье озера
Gulf of St. Lawrence, the ['galf av snt *b.rans] — a gulf (залив) of the Atlantic
Ocean off the east coast of Canada; it receives the St. Lawrence River -
залив Святого Лаврентия.
H Halifax ['haehfaeks] — the capital of Nova Scotia ['nouva 'sk o u ja], Canada;
a rail centre, passenger port and Canada’s main winter port — Галифакс.
high school ['hai'skud] — a secondary school especially for children over the
age of 14.
House of Commons, the ['haus av 'kamanz] — the lower of the two houses
(палаты) of the British or Canadian parliament, the members of which
are elected by the population — палата общин.
House of Representatives, the — the lower of the two houses (палаты) of the
parliament in such countries as Australia, New Zealand and the USA —
палата представителей.
Huron ['hjuaran] — the second largest lake of the Great Lakes — Гурон.
I Illinois [.lli'nai] — a state of the Middle Westplains of the USA — Иллинойс.
Indian ['indian] — someone belonging to any of the original [э'гк1зэпэ1] (ко
ренные) peoples of North, Central, or South America.
К kangaroo [,kaenga'ru:] — an A ustralian animal which jum ps along on its large
back legs and which carries its young in a special bag.
kiwi [’kfcwi:] — a type of New Zealand bird with very short wings (крылья)
that cannot fly. It is the national emblem of New Zealand.
koala [kou'cula] — an A ustralian animal like a small bear [Ьеэ] (медведь)
which lives in trees — коала, сумчатый медведь.
L Labour Party of New Zealand, the — a bourgeois political party of New Zealand.
Labrador ['laebrada] — a peninsula [pa'mnsjula] (полуостров) on the east coast
of Canada.
Lancashire ['laegkajia] — a county ['kaunti] (графство) in the north-west of
England known for its textile industry — Ланкашир.
Liberal Party of Australia, the — one of the bourgeois political parties of
Australia.
Liberal Party of Canada, the — a political party of the Canadian monopoly
bourgeoisie.
Los Angeles [bs'aend 3 ili:z] — the third largest city of the USA; an industrial
centre and port.
M Mackenzie, the [ma’kenzi] — a river flowing out of G reat Slave Lake to the
Arctic Ocean.
Manchester ['meentfista] — an industrial and commercial [ka’ma:Ji] (торговый)
centre in the north-west of England. In the 19th century the Manchester
Ship Canal [ka'nael] was built and Manchester became an important port.
Maori ['m aun] — a member of the aboriginal Polynesian ^pali'nfczjan] поли
незийский) race of New Zealand — маори.
Maori W ars, the — the heroic struggle of the Maoris against the British colo
198
nizers in the 19th century. Many Maoris were killed and their lands were
taken by the English settlers.
Melbourne ['melban] — the capital of Victoria, Australia; a seaport and
a trading (торговый) ce n tre— Мельбурн.
modern school ['madan 'skud] — a secondary school in Britain for children
over eleven.
Montreal [,m ontn’D:l] — the largest city and main port of Canada — Монреаль.
Murray, the [’т л п ] — the longest river (about 2,500 kilometres) of Australia —
Муррей.
N National Agrarian [а'дгЕЭпап] Party, the — a political party of Australia,
which defends the interests of big landowners.
National Party of New Zealand, the — a political party of New Zealand which
defends the interests of the bourgeoisie and big landowners.
New Brunswick ['nju: 'bnmzwik] — a province on the Atlantic coastal lowlands
of Canada — Нью-Брансуик.
New Democratic Party, the ['nju: .dema'kraetik 'p ati] — a Canadian political
party.
Niagara, the [паГаедэгэ] — a river between Lake Ontario and Lake Erie, se
parating Ontario, Canada, from New York State, USA.
N iagara Falls, the [nai'segara 'fodz] — a waterfall in the N iagara, divided
by an island into the Canadian Falls and the American Falls.
Northern Territory, the — an adm inistrative area in the north central part of
Australia.
Nuclear Disarmament Party, the [’njwkha dis'ccmamant 'pcuti] — a political
party of Australia fighting against nuclear weapons ['wepanz] (оружие) —
партия ядерного разоружения.
О Ontario1 [эпЧеэгюи] — the leading agricultural and industrial province of
Canada.
O ntario2 [эпЧеэгюи] — the smallest lake of the G reat Lakes (se e Great Lakes).
O ttaw a ['atawa] — the capital of Canada, situated on the hills along Ottawa
River in Western Ontario.
Oxford University ['oksfad ,ju:m'va:siti] — a university in Oxford, England.
It was established [is'taeblijt] (основан) as a centre of learning in the
12th century and consists of 39 colleges.
P Pacific Ocean, the [pa'sifik 'oujan] — the w orld's largest ocean separating
['separettig] (отделяющий) America from Asia and Australia — Тихий океан.
penny [’peni] — a small coin [к э т] (монета) one hundred of which make
a pound [paund] (фунт).
Perth [pa:0] — the capital and commercial centre of Western Australia — Перт.
platypus ['plaetipas] — a small Australian animal that lays eggs (яйца) and
has a beak (клюв) like a duck’s, but gives milk to its young — утконос.
pound [paund] — a monetary ['mAnitari] (денежная) unit of Britain and some
other countries; a unit of weight (вес) — фунт.
prairie ['ргЕэп] — a large area of grass-covered land in North America.
Prime Minister, the [’praim 'm im sta] — the chief [tjfcf] (главный) minister
and leader of the government in Britain and many other countries —
премьер-министр.
Progressive Conservative Party, the [pra'gresiv kan'sa:vativ 'p ati] — one of
the largest bourgeois political parties in Canada.
Q Quebec [kwi'bek] — the capital of Quebec province, Canada, a port on the
St. Lawrence River — Квебек.
Queens [kwknz] — a district of New York City, on Long Island.
R Rockies, the ['rokiz] — see Rocky Mountains.
Rocky Mountains, the [’rDki'mauntmz] — a mountain system in North America.
S Salinas [sa’li.nos] — a city of California, USA.
Scot [skat] — a person from Scotland.
Scottish ['skotiJJ — typical of Scotland, its people — шотландский.
Senate, the [’senit] — the upper ['лрэ] (верхний) of the two houses (палаты)
of the parliament in some countries, such as Australia, Canada, and the
USA.
Southern Alps, the — a mountain range along the central coast of South
Island, New Zealand.
station ('steij'an] — a large sheep or cattle-farm in Australia — ферма.
Stew art Island ['stju’-at 'ailand] — an island south of South Island, New Zea
land — остров Стюарт.
St. Lawrence River, the [snt 'lorans 'rivo] — the river system joining the
Great Lakes and linking (соединяющая) them with the Atlantic — река
Святого Лаврентия.
Superior [sju:’pioria] — one of the Great Lakes of North America and one of
the world’s largest natural reservoirs ['rezavwaz] of fresh (пресная) water —
озеро Верхнее.
Sydney ['sidni] — the largest city and port of Australia, capital of New South
Wales — Сидней.
T Tasmania [taez'meinja] — an island and state of Australia.
Texas ['teksosj — a state in the south-west of the USA.
Thames, the [temz] — a river in southern England, flowing east to the North
Sea, navigable ['naevigabl] (судоходная) by large ships up to London.
Toronto [to'rontou] — the second largest city of Canada.
V Vancouver [vaen'kuwa] — the main Pacific port of Canada — Ванкувер.
W Waterloo Bridge [.wodo'lu: ’brid 3 ] — a London bridge crossing the Thames —
мост Ватерлоо.
Wellington ['wehrjtan] — the capital of New Zealand; a port at the south end
of North Island.
Welsh [welf] — typical of Wales and its people — валлийский, уэльский.
Winnipeg1 ['wmipegj — the capital of Manitoba, Canada; the country’s larg
est grain (зерновой) market.
Winnipeg2 [’wimpeg] — a lake in Manitoba, Canada.
Y Yukon, the ['ju:kon] — a river flowing across [a'kras] (через) Alaska to the
Bering Sea.
200
VOCABULARY
a — adjective [’aed3iktiv] — прилага actress ['aektris] n артистка, актриса

тельное add [aed] v добавлять, прибавлять
a d v — adverb [’aedva-b] — наречие additional* [a'dijonl] а дополнитель
cj — conjunction [кэп^злдкХп] — союз ный
int — interjection [,inta:'d3ekjn] — address [a'dres] n адрес
междометие adventure* [gd’ventjg] n приключение
n — noun [naun] — существительное advice* [ad'vais] n совет
пит — numeral ['njrnnaral] — числи advise [od'vaiz] v советовать
тельное afraid [a 'freid ]: be afraid бояться
p i — plural [’pluaral] — множествен after ['cufta] prep, c j после
ное число after Mark Twain no Марку Твену
prep — preposition [.prepa'zijn] — afternoon ['cufta'nu-.n] n время после
предлог полудня
pron — pronoun [’prounaun] — место- again [э'дс-in] a d v снова, опять
имение against [o'geinst] prep против
v — verb [va:b] — глагол age* [eid3 ] n возраст
ago [э'дои] a d v тому назад
agree [э'дгй] v соглашаться
A agricultural [.аедгГклИХэгэ!] а сельско
хозяйственный
а [э] неопределенный артикль (перед agriculture [’агдпклШ'э] гг сельское
согласными ) хозяйство
able ['eiblj: be able мочь, суметь aim* [eim] п цель
about [a'baut[ pre p о; приблизительно, air [еэ]л воздух; v проветривать
около aircraft* [’Eakrcrft] л авиация
above [э’Ьлу] prep над all [ad] pron весь, всё, вся, все
absent [’aebsant]: be absent отсутст almost ['odmoust] a d v почти
вовать alone* [a'lounj а один, одинокий
according (to) (9’ko:dir)] a d v согласно, along [э’1эд] prep вдоль
в соответствии already [nd’redi] a d v уже
achieve [a'tjrv] v достигать also ['э:1 sou] a d v также, тож е
achievement* [a'tjrvmant] n достижение although* [od'6ou] cj хотя, хотя и
acquire* [a'kwaia] v приобретать; овла always I'odwoz] a d v всегда
девать (знаниям и) am [aem] 1-е л. ед. ч. наст, времени
across* [g'kros] prep через, сквозь; гл а го л а be
a d v по ту сторону amateur* [’aemata:] n любитель; а само
act [aekt ] v действовать; исполнять деятельный
( роли ) among* [э 'т д д ] prep среди, меж ду
action* ['aekjn] n действие, поступок amusing* [a'mju:zir)] а забавный, смеш
active ['aektiv] а активный ной
activity [aek’tiviti] n деятельность ап [эп] неопределенный артикль (п е
actor [’aekta] n артист, актер ред гласны м и)
201
ancient* ['einjant] а старинный, древ athletics [aeG'Ietiks] n атлетика
ний attach* [a'taetj] v прикреплять; при
and [asnd] c j и давать
angry* ['aeggri] а сердитый, злой. attend* [a’tend] v посещать
возмущенный attention* [a’tenjan] n внимание
animal* ['aemmal] n животное pay attention* обращать внимание
anniversary [aeni'varsori] n годовщина audience* ['ardjans] n аудитория, слу
another [э'плбэ] a, pron другой шатели, зрители
answer ['ansa] n ответ; v отвечать August ['agast] n август
any ['em] а любой, всякий aunt [arnt] n тетя
any more больше author ['эгбэ] n автор
anybody ['eni.bodi] pron кто-нибудь autumn ['artam] n осень
anyone ['eniwAn] pron кто-нибудь aw ard [a'ward] n награда; v награж
anything [’eniGig] pron что-нибудь дать
apartment* [a'partmant] n квартира
appeal* [a'pid] n призыв, обращение
appear* [a'pia] v появляться; выступать В
(на гастролях)
appearance* [a’piarans] n внешний вид, back [bask] n спина; задняя или обо
внешность ротная сторона; a d v назад
applaud [a'plard] v аплодировать bad [baed] a (worse, w orst) плохой
apple ['aepl] n яблоко bag [baeg] n сумка; портфель
application* [,aepli'keijn] n примене balcony [’bselkani] n балкон
ние ball [bad] n мяч
appoint [a'pamt] v назначать ballet ['baelei] n балет
April ['eipral] n апрель banner* [Ъаепэ] n знамя, флаг, стяг
are [cu] мн. и. наст, времени гл а го л а bathroom ['barOrum] n ванная (ком
be ната)
area [’еэпэ] n площадь, пространство, battle* ['baetl] n битва; сражение
территория be [bir] v (w as/w ere, been) быть, суще
arm [arm] n рука (от кисти до плеча)] ствовать
p i оружие; v вооружаться bear [Ьеэ] n медведь
arm-chair ['arm'tleo] п кресло beat [birt] v (beat, beaten) бить, побить
army [*armi] п армия beaten ['bidn] cm. beat
arrange* [a'remd 3 ] v устраивать, орга beautiful ['bjurtaful] а красивый
низовывать; приводить в порядок became [brkeim] cm. become
arrive* [a’raiv] v приезжать, прибы because [bi'kaz] c j потому что
вать because of из-за, вследствие
article ['artikl] п статья; предмет become [Ьгклт [ v (became, become)
artificial* [.arti'fijol] а искусственный становиться, делаться
artist* ['artist] п художник; артист bed [bed] n постель
arts [arts] п изобразительное искусство been [bim] cm. be
as [aez] c j в то время как; поскольку; before [bi'far] prep перед
как began [bi'gaen] cm. begin
a s . . . as такой же . . . как begin [bi'gm] v (began, begun) начи
ask [ask] v спрашивать нать
at [aet] p re p у, в begun [ЬГддп] см. begin
ate [et] см. eat behind [bfhaind] a d v позади, сзади
202
believe [bi'li:v] v верить; полагать boy [bai] n мальчик
bell [bel] n звонок brave* [breiv] а храбрый, смелый
belong [bi'bg] v принадлежать bravery* ['breivari] n храбрость
below [brlou] a d v , p re p ниже bread [bred] n хлеб
bench [bentj] n скамья break1 [breik] n перемена
benefit* ['benifit] n польза; преиму break2 [breik] v (broke, broken) ло
щество; льгота мать, разбивать; нарушать (закон )
beside* [bi'said] a d v около, возле breakfast ['brekfast] л завтрак
besides [bi'saidz] a d v кроме того have breakfast (dinner, supper) завт
best [best] а (превосх. ст. от good, ракать (обедать, ужинать)
well) наилучший, самый лучший; brigade [bn'geid] n бригада
a d v лучше, лучше всего bright [brait] а яркий
better [’beta] о (сравн. ст. от good, bring [brig] v (brought, brought) при
well) лучший; более хороший; a d v носить
лучше broke [brouk] cm. break2
between [bi'twm] prep между broken ['broukan] cm. break2
big [big] а большой brother ['Ьглбэ] n брат
bill [bit] n театральная афиша; счет brought [brad] cm. bring
( в ресторане) brown [braun] а коричневый
biography [ЬаГэдгэП] п биография brush [ЬглУ] n щетка; v чистить щет
biology [ЬаГэ1эс1з 1] п биология кой
bird* [Ьэ-d] л птица build [bild] v (built, built) строить
birthday [*ba:6dei] п день рождения building ['bildirj] n здание
black [blaek] а черный built [bilt] cm. build
bullet ['bulit] n пуля
blackboard ['blaek bo:d] п классная
burn [bam] v жечь, гореть
доска
bus [Ьлв] n автобус
blew [blu:] см. blow
bush [buj] n куст
block [bhk] n квартал (го р о д а )
blouse [blauz] n блузка business ['biznisj л дело
but [bAt] cj HO
blow [blou] v (blew, blown) дуть
blown [bioun] cm. blow butter ['bAta] n масло
blue [blu:] а синий buy [bat] v (bought, bought) покупать
boat [bout] n лодка; пароход by [bai] prep при, около
body* ['badi] n тело, туловище by bus автобусом
book [buk] n книга; v приобретать,
заказывать билеты С
bookcase ['bukkeis] n книжный шкаф cafe ['kaefei] n кафе
booking-office [*bukir),3fis] n билетная cake [keik] n торт; пирожное
касса call [ko:l] v звать; называть; заходить
boot [bud] n ботинок came [keim] см. come
born [bam]: be born родиться camp [kaemp] n лагерь
both [bouG] p ron , cj оба can [kaen] v (could) мочь
both... and как... так и cap [kaep] n кепка
bottle [’batl ] n бутылка capital ['kaepitl] n столица
bought [bad] cm. buy car [kcu] n машина; автомобиль
box [baks] n коробка саге [кеэ] п забота
box-office ['baks.afis] n театральная take саге (of) заботиться (о)
касса carriage ['каепбз] п вагон
203
carry ['каеп] v нести climate ['klaimit] n климат
carry out выполнять climb* [klaim] v карабкаться, лезть
cat [kaet] n кошка cloak-room [’kloukrum] n гардероб
catch [kaetj] v (caught, caught) ловить; clock [klak] n часы (настенные, на
успеть стольные)
cattle-farm [’kastlfcmi] n животновод at 6 o’clock в 6 часов
ческая ферма close1 [klouz] v закрывать
caught [kad] cm. catch close2* [klous] а близкий
celebrate ['selibreit] v праздновать clothes [kloubz] n одежда
celebration [,seli'breijnj n празднова club [к1лЬ] n клуб
ние coach* [koutj] n карета, экипаж
cemetery* ['semitri] n кладбище coal* [koul] n уголь
central ['sentral] а центральный coast [koust] n морской берег
centre ['senta] n центр coat [kout] rt пальто
certainly ['sa:tnh] a d v конечно, непре coffee ['kafi] n кофе
менно cold [kould] n простуда; а холодный
chair [tjea] n стул collect [ka'lekt] v собирать
chalk [tjb:k] n мел collective [ka'lektiv] а коллективный
champion [’tjaempjan] n чемпион collective farm колхоз
championship f'tJaempjanXip] n чемпио collective farmer колхозник
нат colour [’кл!э] n цвет
chance* [(fans] n шанс, возможность; combine-harvester ['kambain’havista]
случайность, случай n комбайн
change [tjeind 3 ] n сдача; перемена; combine-operator [’kambain’apareita] n
v менять(ся), изменять(ся) комбайнер
check [tfek] v проверять come [клт] u (came, come) прихо
cheese [tji;z] n сыр дить, прибывать, приезжать
chief* [tji:f] а главный comedy [’kamadi] n комедия
child [tjaild] n (pi children) ребенок comfortable ['kAmfatabl] а удобный
childhood ['tjaildhud] n детство commercial* [ka'ma:Xal] а торговый
children f'tjildran] n (pi от child) дети commonwealth* [’kamanwelG] n содру
choir ['kwaia] n xop жество
choose [tjirz] v (chose, chosen) выби communism ['kamjunizm] n коммунизм
рать communist ['kamjunist] n коммунист
chose [tjouz] cm. choose competition [.kompi'tijnj n соревнова
chosen ['tjouzan] cm. choose ние
cinema ['sinima] n кинотеатр compulsory [kam’pAlsari] а обязатель
circus ['sa:kas] n цирк ный
citizen* [’sitizan] n гражданин comrade ['kamrid] n товарищ
city ['siti] n большой город concern* [kan'sam] ti забота
twin towns (cities) породненные го concert [’kansat] n концерт
рода, города-побратимы condition* [kan'dijn] n условие
class [klcrsj n класс connect* [ka’nekt] v соединять, связы
classmate ['klasmeit] rt одноклассник вать (ся)
classroom ['klasrum ] n классная ком consideration* [kan.sida'reijn] n рас
ната смотрение; соображение
clean [klkn] а чистый; v убирать, вы to take into consideration принять
тирать (д о ск у) во внимание
204
consist (of) [kan'sist] v состоять (из) decide [di’said] v решать
constitution [Jonsti'tjurJn] n консти decision* [d fsi 3 n] n решение
туция decorate ['dekareit] v украшать
contribution [.kontri'bjurjn] n вклад decoration [.deka'reijn] n украшение
cool [kud] а прохладный deep* [di;p] а глубокий
corner ['кэтэ] n угол defeat* [di'fid] v разрушать; разгро
correct [ka’rckt] v исправлять, по мить
правлять defence* [drfens] n защита
correctly [ka'rektli] a d v правильно defend* [di'fend] v защищать
corridor ['karida] n коридор demand [di'm and] n требование; v тре
cost [kost] v (cost, cost) стоить бовать
cotton ['kotn] n хлопок; хлопчатобу demonstration [.deman'streijn] n де
мажная ткань монстрация
could [kud] см. can department [di'patm ant] n отдел; ф а
council* ['kaunsl] n совет культет, отделение
count [kaunt] v считать description* [dis'kripjan] n описание
count on рассчитывать desert* ['dezat] n пустыня
counter* ['kaunta] n прилавок; стойка desk [desk] n парта; письменный стол
country ['kAntril n страна; деревня, deskmate [’deskmeit] n сосед no парте
сельская местность destroy* [dis'trai] v разрушать, унич
course [ka:s] : of course конечно тожать
cover ['kAva] v покрывать; охваты develop [di'velap] v развивать
вать development [di'velapmant] n развитие
cow [kau] n корова devote* [drvout] v посвящать
create* [kr’r'eit] v творить, создавать devotion* [dfvoujn] n преданность
cross [kras] v пересекать, переходить did [did] CM. do
crossing ['krasirj] n перекресток die* [dai] v умереть, скончаться
crowd* [kraud] n толпа; v толпиться, differ [’difa] v различаться
тесниться different ['difrant] а различный, разный
cultural [’kAltJaral] а культурный difficult ['difikalt] а трудный
culture ['kAltja] n культура dining-room f'dainirjrum] n столовая
cup [клр] n чашка; спортивный кубок dinner [’dina] n обед
cupboard [’клЬэб] n буфет have dinner обедать
cut* [кл1] v (cut, cut) резать; сокра dirty* [’dadi] а грязный
щать
disarmament* [dis’am amant] n разору
жение
D
discuss [dis'kAs] v обсуждать
dad [daed] n папа dish [dij] n тарелка; блюдо
dairy ['dean] n молочный магазин dishes посуда
dance [dams] n танец; v танцевать district ['distrikt] n район
danger* ['deind3 a] n опасность divide* [dfvaid] v делить(ся)
dark [dak] а темный do [du;] и (did, done) делать
date [deit] n дата do homework учить уроки
daughter [’dada] n дочь do morning exercises делать утрен
day [dei] n день нюю гимнастику
dear [dia] а дорогой do one’s shopping делать покупки
death* [deG] n смерть do sums решать задачи (примеры)
December [di'semba] n декабрь doctor ['dakta] n врач
205
does [dAz] 3-е л . ед. ч. наст, врем ени economy [Гкэпэпи] л экономика
гла го ла do education [.edju'keijn] л образование
dog [dag] n собака eight [eit] num. восемь
done [dan] cm. do either ['ai6a] ado также (при отрица
door [da:] n дверь нии)
down [daun] ado вниз, внизу either.. . or или . . . или
drama ['drama] n драма elder ['elds] а старший (в семье)
drank [draegk] cm. drink eldest ['eldist] а самый старший (в семье)
draw1 [dra] о (drew, drawn) рисовать elect* [rlekt] о выбирать, избирать
draw2* [dra:] о тянуть, тащить eleven [rlevn] пит одиннадцать
drawing ['d ra g ] n рисование; рисунок else [els] ado еще, кроме
drawn [drai] cm. draw employ* [im'ploi] о нанимать, держать
dream* [drfcm] о мечтать на службе
dress [dres] n платье; о одеваться end [end] л конец; v кончать
drew [dru:] см. draw enemy ['enimi] л враг
drink [dngk] о (drank, drunk) пить engineer [.епбзГтэ] л инженер
drive* [draiv] о (drove, driven) водить; English ['igglij] л английский язык;
управлять; ездить (н а маш ине)\ а английский
гнать enjoy [in'd3 Di] v получать удовольст
driven ['drivn] см. drive вие
driver ['draiva] л водитель enjoyable [in'd&Mabl] а приятный
drop* [drap] л капля; v опускать(ся), enough [rnaf] adv достаточно
ронять ensure* [m’Jua] о обеспечивать; гаран
drove [drouv] см. drive тировать
drunk [drAgk] см. drink enter ['enta] о войти; поступить
dry [drai] v сушить; вытирать envelope* ['enviloup] л конверт
dry oneself вытираться environment* [in'vaiaranmant] л окру
duck* [dAk] n утка жающая среда
dump* [damp] v сваливать, сбрасывать equality* [c'kwoliti] л равенство
during ['djuang] prep в течение, во equivalent [rkwivalant] л эквивалент
время especially [is'pejali] ad v особенно
dust [dAst] о вытирать, выбивать пыль establish* [is'taeblif] о основывать,
duster ['dAstd] л тряпка создавать
duty ['djudi] л долг; обязанность even* [’fcvan] a d v даже
to be on duty дежурить evening ['i:vnig] n вечер
event [i'vent] л событие; случай; меро
E приятие; соревнование (по опреде
each [i:(f] a, pron каждый ленному виду спорта)
each other друг друга ever ['eva] a d v когда-либо
ear [is] л ухо every ['evri] а каждый
early ['э:11 ] а ранний; a dv рано everybody ['evnbadi] pron каждый,
earn* [э:п] v зарабатывать всякий, все
earth* [э:0] п земля everyone ['evriwAn] pron каждый
east [i:st] п восток everything ['evriOig] pron всё
eastern ['i:stan] а восточный everywhere* ['evriwea] ado всюду,
easy ['i:zi] а легкий везде
eat [i:t] v (ate, eaten) есть, кушать exam [ig'zaem] л экзамен
economic [.fcka'nomik] а экономический examination [ig,zsmt'nei£n] n экзамен
206
excellent ['eksalant] а отличный fifth [fifO] nuni пятый
exchange* [iks'tfeind3] n обмен fifty ['fifti] пи т пятьдесят
excite* [ik'sait] v возбуждать, волно fight [fait] a (fought, fought) бороть
вать ся, сражаться
excursion [iks'kaijn] n экскурсия fill* [fil] v наполнять(ся)
excuse [tks'kju:z] v извиняться film [film] n фильм
exercise [’eksasaiz] n упражнение find [faind] v (found, found) находить
exercise-book [’eksasaiz'buk] n тетрадь find out разузнавать, выяснять
exhibition [.eksi'bijn] n выставка fine [fain] а прекрасный
explain [iks'plein] v объяснять finish [’finij] v кончать
exploration* [.ekspta'reijn] n исследо fire [’fata] n костер; огонь; о стрелять;
вание поджигать
express* [iks'pres] v выражать first [fast] п и т первый; ado сначала,
eye [ai] n глаз сперва
F fish [fij] п рыба; о ловить, удить рыбу
face [feis] n лицо five [faiv] п и т пять
factory [’faektan] n фабрика; завод flag [flaeg] л флаг
fail [feil] v потерпеть неудачу, про flat [fleet] п квартира
валиться (на экзамене) flew [flu:] см. fly
fair [fea] а белокурый flight* [flait] n полет
fall [foci] v (fell, fallen) падать; поги floor [flo:] n пол; этаж
бать flow [flou] v течь, протекать
fall III заболеть flower [’flaua] n цветок
family [’faemili] n семья flower garden цветник
famous ['feimas] а знаменитый flown [fioun] cm. fly
far [feu] adv далеко; а далекий fly [flai] о (flew, flown) летать
farm [fcum] n ферма folk [fouk] а народный
farmer ['fcmia] n фермер; колхозник, follow* I'folou] о следовать
рабочий совхоза fond [fond]: be fond of любить
fast* [fcust] а скорый, быстрый (кого-то, что-то)
father [’fa:6a] n отец food [fird] n пища
favour ['feiva]: in favour of в пользу foot [fut] n (pi feet) ступня; подножие
(кого-л., чего-л.) (горы )
favourite [’feivarit] n любимец; люби go on foot идти пешком
мая вещь; а любимый football [’futbad] n футбольный мяч;
February [’februari] п февраль футбол
feel* [fbl] v (felt, felt) чувствовать for [fa:] prep для
feet [fi:t] n (pi от foot) ноги for breakfast на завтрак
fellow* ['felou] n парень; товарищ, force* [fo:s] n сила
собрат foreign* [’farm] а иностранный; зару
felt* [felt] см. feel бежный
fertilizer* [’fatilaiza] n удобрение foreign policy внешняя политика
festival [’festival] n праздник; фести forest [’farist] n лес
валь forget [fa'get] v (forgot, forgotten) за
few [fju*] а мало, немного бывать
a few несколько forgot [fa'gat] cm. forget
field [fi:ld] n поле forgotten [fs'gatn] cm. forget
fifteen [’fif’tfen] пит пятнадцать fork [fa:k] n вилка
207
form [fo:m] n класс given ['givn] cm. give
forty [’fo:tl] пит сорок glad [glsed] а довольный
forward* ['fo:wad] adv вперед; v от glass [glcus] n стекло; стакан
правлять (дальше), пересылать go [gou] v (went, gone) идти
fought [fD:t] см. fight go by bus ехать на автобусе
found* [faund] v основывать go home идти домой
founder* ['faunda] n основоположник go in for заниматься (каким-либо ви
four [fa:] пит четыре дом спорта)
free [fri:J а свободный; бесплатный go out выходить
freedom* ['frfcdam] n свобода go to bed ложиться спать
French* [frentj] а французский go to school ходить в школу
fresh [frej] а свежий go to work ходить на работу
Friday [’fraidi] n пятница goal [goul] n гол, спортивные ворота;
friend [frend] n друг цель
friendship [’frendjip] n дружба god* [god] n бог
from [from] prep от, из gone [gon] cm. go
front [frAnt] n фронт good [gud] a (better, best) хороший;
in front of перед, впереди n добро, благо
fruit [fru:t] n фрукты good-bye [’gud'bai] n прощание; int
fulfil* [ful'fil] V выполнять, исполнять до свидания
full [ful] а полный goods* [gudz] n pi товары
fun* [Глп] n шутка; веселье got [got I cm. get
funny ['fAni] а смешной; забавный government* ['gAvnmant] n прави
тельство
graduate [’grasdjueit] v оканчивать
G
(учебное заведение)
gain* [gem] n завоевание; v добиваться grandfather ['graend,fa:69] n дедушка
gallery ['gaelori] n галерея grandmother ['дгаещтлбэ] n бабушка
game [geim] n игра grass [gras] n трава
garbage* ['gabid3 ] n мусор, отбросы grassland* ['gra-sla;nd] n район лугов
garden ['gcudn] n сад и пастбищ
gas [gaes] n газ; бензин, горючее great [greit] а великий
gate* [geit] n ворота greatly ['greitli] adv очень, весьма
gather ['дэебэ] v собирать green [grim] а зеленый
gave [geivj cm. give g r e e t i n g ['gri-tig] n приветствие
gay [gei] а веселый grew [gru:] c m . grow

general* [^зепэгэ!] а общий; всеоб grey [gre*] а серый
щий (об образовании) ground [graund] n земля, почва
geography ^зГздгэП] п география ground floor 1-й этаж
German* [’d39:m9n] а германский, не playground площадка для игр
мецкий; n немец sports ground спортивная площадка
get [get] v (got, got) получать; доби group [gru:p] n группа
раться grow [grou] v (grew, grown) выращи
get off выходить (из автобуса и т. д.) вать; расти
get on входить (в автобус и т. д.) gro w n [groun] cm . g r o w
get up вставать, подниматься guess* [ges] v считать, полагать; дога
girl [gad] п девочка; девушка дываться
give [giv] v (gave, given) давать gulf* [длИ] n залив
208
gun* [длп] n винтовка, ружье; пушка here you are пожалуйста (при вру
gymnasium [d3 im’neizjam] п спортив чении чего-либо)
ный зал hero ['hiarou] n герой
gymnastics [d3 im'naestiks] п гимна herself [ha'self] pron себя, сама
стика hey* [hei] int эй!
hi* [hai] int привет!
hid [hid] cm. hide
Н
hidden* ['hidn] cm. hide
hide* [haid] v (hid, hidden) скрывать,
had [haed] см. have
прятать
hair [hea] n волосы
half [hai] n половина high [hai] а высокий; adv высоко
hall [hod] n передняя hike [haik] n прогулка
hall-stand вешалка hiking ['haikirj] n пеший туризм
hand [haend] n рука (кисть) hill [hil] n холм; возвышенность
handbag ['haendbaeg] n сумочка him [him] pron ему, его
hang [haerjJ v (hung, hung) висеть, ве himself [him’self] pron себя; сам
шать (но: hanged в знач. казнить) his [hiz] pron его; свой; принадлежа
happen* f'haepan] v случаться, щий ему
происходить history ['histari] n история
happy [’haepi] а счастливый hit* [hit] v (hit, hit) ударять ; пора
hard* [had] а трудный; adv усердно, жать
упорно (работать)', сильно hockey ['hoki] n хоккей
harvest [’hcuvist] n урожай; v соби hold [hould] v (held, held) держать;
рать урожай проводить (переговоры, выборы, засе
hat [haet] n шляпа дание)
hate* [heit] v ненавидеть hold up поднимать
have [haev] v (had, had) иметь holiday [’holidi] n праздник; отпуск
have breakfast (dinner, supper) зав holidays каникулы
тракать (обедать, ужинать) home [houm] n дом; жилище; adv домой
he has a coat on на нем пальто at home дома
have to do something должен делать go (come) home идти (приходить)
что-то домой
he [hi:] pron он honest* ['onist] а честный
head [hed] n голова honour* [’ona] n честь; v почитать,
at the head of во главе чтить
health [helG] n здоровье hope [houp] n надежда; v надеяться
hear [his] v (heard, heard) слышать horrible* [’horabl] а ужасный, страшный
heard [had] cm. hear horror* ['hora] n ужас
heart* [hat] n сердце; расположенные horse* [ho-s] n лошадь
в глубине районы, центральная hospital ['hospital] n больница
часть страны hot [hot] а горячий, жаркий
heavy ['hevi] а тяжелый hotel [hou'tel] n гостница, отель
held [held] см. hold hour ['аиэ] n час; время; период
help [help] n помощь; v помогать house [haus] n дом
hemisphere* ['hemisfia] n полушарие how [hau] adv как
her [ha] pron ее; свой; принадлежа how long сколько времени
щий ей how many сколько
here [hm] adv здесь, сюда how much сколько
209
How do you do? Рад (а) познано* be interested in интересоваться
миться. Здравствуйте! interrupt* [.inta'rApt] v прерывать, пе
however* [hau’eva] cj однако, тем не ребивать
менее interval [’mtaval] n перерыв; антракт
human* ['hjirman] а человеческий, люд into ['mta, 'm tu] p re p в
ской introduce [.mtra'dju:s] v представлять;
hundred [’hAndnd] пит сто знакомить; вводить
hung [Идо] см. hang invite* [in'vait] v приглашать; зама
hungry* ['Ьлддп] а голодный нивать; привлекать
husband ['hAzband] n муж iron* [’aian] n железо
is [iz] 3-е л. ед. ч. наст, времени гл а
I го л а be
island [’ailand] n остров
I [ai] pron я
it [it] pron он, она, оно
ice-cream ['ais’kri:m] n мороженое
it is four o’clock четыре часа
idea [ai'dia] n мысль, идея
if [if] c j если
J
ill [il] а больной
illumination [l.Ijumi'neijn] n иллю jacket ['d3 aekit] n жакет
минация January [’d3 aenjuari] n январь
imagine* [i'maed3 in] v представлять job* [d3 ob] n работа, занятие
себе, воображать join [d3 Din] v присоединяться; всту
importance* [im'padans] n важность пать ( в пионеры , ком сом ол)
important [im'pa:tant] а важный joke [бзоик] п шутка; v шутить
impression [im'prejn] n впечатление journey ['d3 a:ni] п путешествие
improve* Jim'pru:v] о улучшать July [d3 u:'lai] п июль
in [in] p rep в; на; у; через jump [d3 Amp] п прыжок, v прыгать
be in быть дома; содержать в себе; June [d3 u:n] п июнь
включать just [d3ASt] a d v как раз. только
in front of перед, впереди just a minute! минутку!
income* ['inkam] п доход justice* ['d3AStis| п справедливость
Increase* [’lnkrrs] п увеличение; [m-
*kri:s] v увеличиваться К
independence* [.indrpendans] n неза keep [ki:p| v (kept, kept) держать, хра
висимость нить
independent* [.mdi'pendant] а само kept [kept| cm. keep
стоятельный, независимый kid* [kid] n ребенок, парнишка, малый
industrial [in'dAstnal] а промышлен kill* [kil] v убивать
ный kilogramme [’kilagraem] n килограмм
industry ['indastrij n промышленность kilometre [’kilami.ta] n километр
influence* [’mfluansj n влияние kind1* [kaind] а добрый
inhabitant* [in'haebitant] n житель, kind2* [kaind] n сорт, вид
обитатель What kind of book is this? Какая
Inspire* [in'spaia] v вдохновлять, во это книга?
одушевлять king* [kig] n король
institute ['institjud] n институт kiss [kis] n поцелуй; v целовать
interest ['m trist] n интерес; v интере kitchen [’k it^ n ] n кухня
совать kitchen-garden огород
interesting [Mntristig] а интересный knew [nju:] cm. know
210
know [nou] v (knew, known) знать level* ['levl] n уровень
knowledge* ['nalidb] n знание librarian [lai’breanan] n библиотекарь
known [noun] cm. know library [iaib ra n ] n библиотека
lie [I ai] v (lay, lain) лежать; ложиться,
L лечь
laboratory [la'boratan] n лаборатория life [1a if ] n (pi lives) жизнь
labour [’leiba] n труд lift [lift] n лифт
labour training трудовое обучение light [lait] n свет; а светлый; легкий
laid [leid] cm. lay like1 [laik] v нравиться
like2 [laik] а подобный, похожий
lain [lein] cm. lie
lake [leik] n озеро What is the weather like today?
lamp [laemp] n лампа Какая сегодня погода?
land [laend] n земля lip [lip] n губа
landowner* [’laend.ouna] n землевла listen ['hsn] v слушать
делец literature [’litanlja] n литература
language ['laeggwidb] n язык litre ['lists] n литр
large [leudb] о. большой little ['htl] a (less, least) маленький;
a d o меньше
la st1 [Icust] v продолжаться, длиться
last2 [last] а последний, прошлый live [hv] о жить
a t la st наконец living-room ['Iivigrum] n жилая ком
late [leit] а поздний; adv поздно ната
be late опаздывать lock* [hk] v запирать на замок
laugh* [laf] n смех; v смеяться lonely* ['lounli] а уединенный, пустын
law* [Ids] n закон ный; одинокий
lay1 [lei] v (laid, laid) класть, поло long [log] а длинный; ado долго
жить look [luk] о смотреть
lay2 [lei] cm. lie look after смотреть за, ухаживать
lay the table накрывать на стол look for искать
lead [li:d] v (led, led) вести, руководить lorry [ 'b n ] n грузовик
leader ['Ibda] n вождь, руководитель; lose* [lu:z] v (lost, lost) терять; про
командир (звена, отряда пионеров) игрывать
learn [1э:п] v учиться, узнавать lost [last] cm. lose
least [li:st] а (превосх. ст. от little) lot [ b t ] : a lot of много; lots of много
наименьший; adv меньше всего loudly ['laudli] adv громко
leave [Il;v] v (left, left) покидать; остав love [ I a v ] n любовь; v любить
лять; уезжать low [lou] а низкий
leave school оканчивать школу luck* [1лк] n счастье; удача
led [led] см. lead lunch* [lAntf] n второй завтрак
left1 [left] а левый
M
on the left налево
left2 [left] cm. leave machine [ms’Jm ] n машина
leg [leg] n нога made [meid] cm. make; а сделанный
leisure* [Чезэ] n досуг magazine [,maegs'zi:n] n журнал
less [les] а (сравн. ст. от little) мень main [mein] а главный
ший; adv меньше, менее make [meik] v (made, made) делать;
lesson ['lesn] л урок заставлять
let [let] v (let, let) позволять make a bed застилать (убирать) по
letter ['leta] n буква, письмо стель
211
man [maen] n (p i т е п ) мужчина, чело mob* [mob] n толпа
век modern ['modon] а современный
manager* ['тгепк1зэ] n управляющий, Monday ['mAndi] n понедельник
заведующий money ['тлш] n деньги
mankind* [moen'kaind] n человечество month [тлпб] n месяц
many ['mom] a (more, most) многие; monument ['monjumont] n памятник
много moon* [mum] n луна
map [тжр] n карта (географ ическая)-, more [тэ:] а (ср. ст. от much, many)
план больший; a d v больше
March [matj] n март morning [’moinir)] n утро
march [modi'] v маршировать most [moust] n большинство, большая
mark [так] n оценка; v отмечать; часть; а (превосх. ст. от much,
праздновать many) наибольший; a d v больше всего
market [’makit] п рынок mostly* ['moustli] a d v главным обра
marry* [’mseri] v жениться; выходить зом; большей частью
замуж mother [’тлбэ] п мать
match [madj] п матч motherland ['тлбэ!эпб] п родина
mathematics [,masGi’madiks] n матема mountain ['mauntin] п гора
тика move* [mu:v] v двигать (ся); переез
May [mei] n май жать; переселяться
much [mAti] a (more, most) много;
May Day Первомай
a d v очень
may [mei] v мочь
multinational* ['mAlti'naejonl] а много
m e [mi:] pron мне, меня
национальный
mean [mkn] v иметь в виду, подразу
mum [т л т ] n мама
мевать; означать
museum [mju:'ziom] n музей
measure* [’т езз] п мера
music [’mju:zik] n музыка
meat [mid] п мясо
must [mAst] v должен
medal f'medl] п медаль
my [mai] pron мой, моя, мое, мои
meet [mid] v (met, met) встречать;
myself [mai'self] pron себя, я сам
встречаться, знакомиться
meeting ['midirj] n встреча; собрание
N
member f'memba] n член
Komsomol member комсомолец name [neim] n имя; фамилия
membership* ['membajip] n членство national [’naejonl] а национальный
men [men] n (p i от man) люди national economy* народное хозяй
met [met] cm. meet ство
middle [’midi] n середина nationality [.naeJVnaeliti] n националь
military* ['militori] а военный ность
milk [milk] n молоко native ['neitiv] n местный, уроженец;
milkmaid ['milkmeid] n доярка а родной
million [’miljon] n миллион near [шэ] prep вблизи, рядом
mind* [maind] n ум, разум; v возра nearly* [’moli] a d v почти
жать, иметь (что-л.) против necessary* [’nesisori] а необходимый
to my mind по моему мнению need [ni d] v нуждаться
mine [main] pron мой neither [’nai5o] a, cj никакой; ни тот,
minority* [mai'noriti] n меньшинство ни другой
minute ['rnmit] n минута neither... nor ни... ни
mistake [mis'teik] n ошибка never ['nevo] a d v никогда
212
new [nju:] а новый нитель ранее упомянут ого сущест
newspaper ['njuspeipa] n газета вительного; п и т один
newsreel ['nju:zri:I ] n киножурнал only ['ounli] a d v только
next [nekst] а следующий; prep рядом open [’оирэп] а открытый; v откры
nice [nais] а хороший вать
night [nait] n ночь opera [’эрэгэ] п опера
nine [nain] п и т девять opinion* [a'pinjan] п мнение
no [nou] a, a d v нет in my opinion по моему мнению
nobody [’noubodi] pro n никто opportunity* [,apa'tj U:n.tl] п ВОЗМОЖ
nor [no:] cm. neither НОСТЬ
north [пэ:0] п север opposite ['opazitj a d v напротив
northern [’пэ:бэп] а северный oppress* [a'pres] v угнетать
nose [nouz] n hoc oppression [a'prejan] n угнетение
not [not] a d v не or [a:] cj или
not at all нисколько, пожалуйста, order [’aids] n порядок; приказ; орден;
не стоит благодарить v приказывать; заказывать
note* [nout] п записка; v замечать, ordinary* [’a:dnri] а обыкновенный,
обращать внимание простой
nothing ['пдбцэ] p ro n ничто оге* [а:] п руда
for nothing даром, бесплатно organization [,a:cjonai’zeiJn] п органи
notice* ['noutis] v замечать, обращать зация
внимание organize [ aijonaiz] v организовывать
novel [’navi] п роман organizer [’a:ganaiza] n организатор;
November [nou'vemba] п ноябрь вожатый
now [паи] a d v теперь origin* [*and3 in] n источник, происхож
nuclear* ['nju:klia] а ядерньш дение
number* [’пдтЬэ] п число, количе other [’лбо] pron другой
ство our [’аиэ] pron наш
nylon [’nailan] п нейлон ourselves [,aua'selvz] pron себя
out [aut] prep наружу
О be out не быть дома; выйти
observe* [ab’ZD:v] v соблюдать (законы , outer* [’auta] а внешний, наружный
п р а зд н и к и ) output* [’autput] n выпуск; добыча
ocean [’oujan] п океан over [’ouva] prep над; свыше, более
October [ak'toubo] п октябрь be over кончаться
of [dv] p re p указы вает на принадлеж own [oun] а собственный; v владеть,
ность, передается род. падеж ом обладать
off [o f] : take off снимать
office [’ofis] n учреждение, контора; P
кабинет (в учреж дении) pack [psek] v запаковывать
often [’afn] a d v часто, много раз packet [’paekit] n пакет, пачка
oil* [ail] п нефть page [peid 3 ] n страница
old [ould] а старый paid [peid] cm. pay
Olympic [ou'lim pik] а олимпийский painting* [’peintirj] n живопись;
on [эп] prep на роспись; картина
once* [w ahs] a d v некогда, когда-то; palace [’paelis] n дворец
один раз pale* [pei 1] а бледный
one [wAn] п употребляется как за м е paper [’peipa] n бумага
213
parade [pa'reid] n парад; линейка, pig-farm [’pigfam] n свиноферма
построение; v строиться pioneer [,paia'nia] л пионер
be on parade быть на линейке Young Pioneer юный пионер
parent ['perant] n родитель; родитель pity* ['piti] л жалость
ница placard ['plaekcud] n плакат
park [pcuk] n парк place [pleis] л место
part [pat] n часть plain* [plein] n равнина
take part принимать участие plan [plaen] n план; v планировать
participation* [pcu,tisi’peijn] n участие plane [piein] n самолет
particular* [pa'tikjula] а особый, осо plant1 [plant] n растение; v сажать
бенный (деревья, растения)
party1 ['pati] n партия plant2* [plant] л завод
party2 ['pati] n команда, группа; plate [pleit] n тарелка
прием гостей; вечер platform ['plaetb:m] n платформа
pass1 [pas] v передавать; проходить play [plei] л пьеса; v играть
(о времени), сдавать (зачет, экзамен)', playground ['pleigraund] n площадка
принимать ( резолюцию) для игр
pass2* [pas] о пропуск pleasant ['plezant] а приятный
passenger ['paesind3 a] п пассажир please [plrz] v доставлять удовольствие
past1 [past] п прошлое; а прошлый Please! Пожалуйста!
прошедший pleasure [гр1езэ] n удовольствие
past2 [past] prep после; мимо plot [plat] ft участок земли (пришколь
five minutes past two пять минут ный)
третьего pocket* ['pakit] n карман
patriotic [.paetri'atik] а патриотический poem ['pouim] n поэма; стихотво
pay [pei] v (paid, paid) платить рение
peace [pi:s] n мир poet ['pouit] л поэт
peasant* [’pezant] n крестьянин point [paint] v указывать
pen [pen] n ручка policy ['palisi] ft политика
pencil [’pens!] n карандаш polite* [pa’lait] а вежливый
pensioner ['penjana] n пенсионер political [pa'litikal] а политический
people ['pi:pl] n люди, народ pollute* [pa'lu:t] v загрязнять окру
peoples народы жающую среду
per cent {pa'sent] n процент pollution [pa'lujan] о загрязнение
perform [pa'fa:m] v исполнять на сцене poor [риэ] а бедный
performance [pa'fa-mans] n спектакль popular ['papjula] а известный, попу
person* [’pa:sn] n человек; личность; лярный
особа population [,papju'leijn] п население
physical ['fizikl] а физический port [pad] n порт
physical training физкультура portrait ['pa:trit] n портрет
piano ['pjaenou] n пианино possible ['pasabl] а возможный
pick [pik] v собирать post [poust] v отправлять по почте
pick up поднимать, подбирать postcard [’poustkcud] n почтовая от
picture ['piktja] n картина крытка
picture-book ['piktjabuk] л книжка с postman ['poustman] n почтальон
картинками post-office ['poust.afis] n почта
piece [pfcs] n кусок potato [pa'teitou] n картофель
P>g [pig] n свинья pound [paund] n фунт
214
power* [’раиэ] n энергия; власть, мо quiet* ['kwaiat] а тихий, спокойный
гущество; держ ава quite* fkw ait] adv совсем; довольно,
prefer [pn'fa:] v предпочитать вполне
prepare [ргГреэ] v приготавливать
present1 ['prezant] а присутствующий R
present2 ['prezant] n подарок
race [reis] n состязание в беге; гонки
preserve* [pn'zarv] v сохранять radio ['reidiou] n радио
.pretend [pri'tend] v притворяться, д е radio-set радиоприемник
лать вид
railway [’reilw ei] n ж елезная дорога
price [prais] n цена rain [rein] n дож дь; v идти (о дожде)
private* [’praivit] а частный, личный It is raining. Идет дож дь,
prize [praiz] n приз, награда, премия
raincoat ['reinkout] n плащ
proclaim* [pra’kleim ] v провозглашать rainy ['reim ] а дождливый
produce [pra'dju:s] v производить raise* [reiz] v поднимать (ся)
product [ pradAkt] n изделие ran [raen] cm. run
production [pra'dAkJan] n производ rang [raerj] cm. ring
ство
range* [reind3 ] n цепь (гор)
profession [pra'fejn] n профессия reach* [rrtj*] v достигать, доходить
programme ['prougraem] n программа read [ri:d] v (read [red ], read [red ])
progress ['prougres] n прогресс читать
project* ['prDd3ektj n проект; ново- reader [’rrda] n читатель
тройка
reading-room ['rbdigrirm] n читальный
promise ['promts] v обещать зал
promote* [pra'm out) v способствовать,
ready ['redi] а готовый
содействовать ( развитию)
real [rial] а настоящий, действитель
property* ['propati] n собственность; ный
имущество
realize* ['rialaiz] v понимать; реали
propose [pra'pouz] v предлагать зовать, осуществлять
protect* [pra'tekt] v защ ищ ать, охра reason* ['ri;zn] n причина; повод; ос
нять
нование
protest ['proutestj n протест; [pra'test] receive [ri'sbv] v получать
v протестовать
recite [ri'sait] v декламировать
proud [praud] а гордый
record ['reksd] n рекорд
provide* [pra'vaid] v предоставлять, red [red] а красный
давать; обеспечивать
refrigerator [ri'frid3areita] n холодиль
publish* [’pAbliJ] v публиковать ник
pupil ['pju:pl] n ученик region ['гЬбзэп] n область
put [put] v (put, put) класть relation* [ri'leijn] rt связь, отношение
put a scarf on надеть галстук
relative ['relativ] n родственник
put down класть, опускать remember [ri’memba] v помнить, вспо
минать
repeat [ri'pi-t] v повторять
Q report [rfpa:t] n доклад; v доклады
вать
quarter ['kw sta] n четверть represent* [.repri'zent] v быть пред
queen* [kwi:n] n королева ставителем, представлять
question ['k w est Jan] n вопрос republic [гГрлЬЬк] n республика
quickly ['kw ikli] adv быстро research* [ri'ss:tj] n исследование
215
respect* [ris'pekt] v уваж ать; почи the sam e to you и вам того желаю
тать san g [sa g ] см. sin g
rest1* [rest] (th e ) n остаток; осталь sat [sact] cm. sit
ное; остальные Satu rd ay ['sastadi] n суббота
rest2 [rest] n отдых; v отдыхать sa u sa g e ['S3sid3] n колбаса
have a rest отдыхать save* [seiv] v спасать; экономить
result [ri'zAlt] n результат saw [sd:] cm. see
return* [ri'tom] v возвращ ать(ся) say [sei] v (sa id [sed], sa id ) говорить,
revise* [ri’vaiz] v повторять пройден сказать
ный учебный материал scarf [sk af] n шарф
revision* [n 'v i 3 n] n повторение прой Pioneer scarf пионерский галстук
денного учебного материала school [skud] n школа
revolution [.reva'Iujn ] п революция school-bag ['skulbaeg] n школьная
rich [n tj] п pi богатство; а богатый сумка
righ t1 [raitj п право schoolboy [’skulbai] n школьник
right2 [г a it] а правый; правильный schoolchildren ['skudtjildran] n школь
on the right направо ники
That’s all right. Все в порядке. schoolgirl [’skulgad] n школьница
That’s right! Правильно! schoolm ate [’skudmeit] n товарищ no
ring [rirj] v (r a n g , ru n g) звонить школе
rise [raiz] v (rose, risen ) подниматься; science* ['saiar.s] n наука
брать начало sience fiction научная фантастика
risen [’n zn ] см. rise scientist* [sa ia n tist] n ученый
river ['n v a] n река score [ska:] n счет (в игре); v вести
road [rouil] n дорога счет (e игре), выигрывать
room [ru:m] n комната; место, прост sea [si:] n море
ранство search* [sa:tj] v искать; обыскивать
r o se1 [rouz] n роза seaside ['srsaid] n морской берег
rose2 [rouz] cm. rise season ['si:zn] n время года
round [raund] а круглый; adv вокруг, seat [si:t]n место, сиденье; местона
кругом хождение
row [roil] n ряд second [’sckand] пит второй
rule [rud] n правило; v править secondary* [’sekan d an ] а средний (об
ruling c la ss правящий класс образовании)
ru n 1* [глп] n маршрут, рейс section ['sekJYi] n звено, отряд (пио
run2 [глп] v (ran, r u n ) бежать, бегать неров)
rung [глг)] см. ring see [si:] v (sa w , se e n ) видеть
R ussian [’гAjn] n русский язык; рус
see off провожать
ский, русская; а русский seem [si:m] v казаться
it seem s to me мне кажется
S
seen [si:n] cm. see
safeguard ['seifgad] v охранять, гаран self-governing* [’self 'gAvamg] а само
тировать управляющийся
said [sed] см. say sell [sei] v (so ld , so ld ) продавать
salm on* [’sasman] n лосось send [send] v (sen t, sen t) посылать
sa lt [sadt] n соль sent [sent] cm. send
salute [sa'lud] n салют; v салютовать sentence [’sentans] n ф раза, предло
sam e [seim] pron, а тот же самый жение
216
sentry* [’sentri] n часовой significance* [sig'nifikans] n значение,
separate'* [’separeit] v разделять(ся) смысл
separate2* ]'separit] а отдельный silk [silk] n шелк
Septem ber [sap'temba] n сентябрь simple* [’sim pl] а простой
serve [sa:v] v служить since [sins] adv с тех пор
service* ['sa v is] n заслуга; услуга; sing [sir;] v (sa n g , su n g ) петь
служ ба sister ['sista] n сестра
settler* ['setla] n поселенец, колонист sit [sit] v (sa t, s a t) сидеть
seven J'scvn] пит семь situated [’s itju e itid ]: be situated нахо
several [’sevral] pron несколько диться
shake [Jeik] v (shook, sh aken) трясти six [siks] пит шесть
shake hands* пожимать руку skate [skeit] n конек; v кататься на
shaken [’Xeikn] cm. shake коньках
she [Ji:j pron она skating-rink [’sk eitig n g k ] n каток
sheep [ji;p] n (pi sheep) овца ski [ski:] n лыжа; v ходить на лыжах
sh elf (JelfJ n (p i sh elv es) полка skill* [skil] n искусство, мастерство;
shine [Jain] v (sh one, shone) светить умение
ship [Jip] n корабль skirt [sko:t] n юбка
shirt [fa:t] ri рубашка sleep [slip] v (slep t, slep t) спать
shoe [Ju:] n туфля slept [slept] cm. sleep
shone [.fon] cm. shine slo g a n ['slougan] n лозунг
shook [J"uk] cm. shake slow ly [’slou li] adv медленно
shoot* [Jbt] v (sh ot, sh ot) стрелять sm all [smad] а маленький
shop [J"ap] n магазин sm ell* [sm el] n запах; v (sm elt, sm elt)
shop-girl [’Xapgad] n продавщица нюхать
shopm an ['Jopman] n продавец sm elt [sm elt] cm. sm ell
shopping ['Japig] n покупка; посеще sm ile [sm all] n улыбка
ние магазина snow [snou] n снег; v идти (о снеге)
do one’s shopping делать покупки sn ow b all [’snoubad] n снежок, сн еж
go shopping ходить no магазинам ный ком
shopping-bag [’Japirjbaeg] n сумка для sn ow m an ['snouman] n снежная баба
покупок so [sou] adv так, таким образом
soap [soup] n мыло
shop-w indow [’Jbpwmdou] n витрина
socialism [’sou jalizm ] n социализм
short [Jst ] а короткий
socialist ['soujb list] а социалистиче
shot [J"at] cm. shoot
ский
shout [J"aut] v кричать
society* [sa'saiati] n общ ество
sh o w 1 [Jou] n спектакль
sock [sak] n носок
show 2 [Jou] v (sh ow ed , sh ow n ) пока
sofa ['soufa] n софа; диван
зывать
sold [sou Id] CM. se ll
show ed [J"oud] cm. sh ow 2 soldier* ['sou!d3o] n солдат
show n [Joun] cm. show 2 solve [salv] v решать ( задачу, проблему)
shut [J>t] v (sh u t, sh u t) закрывать som e [ б л г п ] pron некоторые, несколько
side [said] n сторона som ehow * ['SAmhau] adv тем или иным
sideboard [’saidba:d] n сервант образом
sight [salt] n вид som etim es ['sAmtaimz] adv иногда
sigh tseein g ['saitshir)] n осмотр досто son [sAn] n сын
примечательностей so n g [sarj] n песня
217
soon [su:n] adv скоро, вскоре stone [stoun] /г камень
sorry [’s a r i]: be sorry сожалеть stood [stud] cm. stand
sound* [sau nd ] n звук; v звучать stop [stop] л остановка; v останавли
soup lsu:p] rt суп ваться
south [sauG] n юг store [sta;] п универсальный магазин
southern [’влбэп] а южный story [’sta ri] rt рассказ
Soviet [’souviet] а советский straight [streit] а прямой; a d v прямо
the Soviet Union Советский Союз strange* [streind3] а странный
space* [speis] n космос street [stri;t] n улица
speak [spi:k] v (spoke, spoken) гово strength* [stregG] n сила
рить stretch* [stretj] v простираться; тя
spend [spend] v (sp en t, sp en t) тратить; нуться
проводить (время) strike* [straik] v (struck, struck)
spent [spent] см. spend ударять (ся), бить
spirit* ['spirit] n дух; ( часто p i) на strong [strag] а сильный
строение; душ евное состояние struck [strAk] cm. strike
spiritual* [’s p ir itu a l] а духовный struggle [’strAgl] n борьба; v бороться
splendid [’splendid] а прекрасный student [’stju:dant] n студент
spoil* [spoil] v (spoilt, spoilt) портить stupid* [’stju:pid] а глупый
spoilt [’spoilt] cm. spoil subject1 J'sAbd3 ikt] n учебный предмет
spoke [spouk] cm. speak subject2* [sAb'd3 ekt] v подвергать
spoken [’spoukn] cm. speak success* [sak'ses] n успех
spoon [spu-n] n ложка such [sAtJ] а такой, подобный
Sport [spod] rt спорт suddenly* [’sAdanii] a d v вдруг
sportsman [’spadsm an] n спортсмен suffer* [’sAfa] v страдать
spring [sprirj] n весна suit* [sju:t] v подходить для чего-либо
square [skwea] n площадь; сквер; summer [’sAma] n лето
а квадратный sun [sAn] rt солнце
stadium [’steidjam ] n стадион Sunday [’sAndi] n воскресенье
stage [steid3] n сцена sung [saq] cm. sing
stamp [staemp] n марка ( почтовая) sunny [’sAni] а солнечный
sta n d 1 [staend] n стенд; трибуна supper [’sApa] n ужии
stand2 [staend] v (stood, stood) стоять support* [sa'pad] n поддержка
stand (for)* означать suppose [sa'pouz] v предполагать
stand up вставать; подниматься surface* [’sadis] n поверхность
star* [sta ] « звезда surprise* [sa'praiz] n удивление
state [steit] n государство swam [swaem] cm. swim
state farm совхоз sweep [swi:p] v (swept, swept) мести,
station [’steijn ] n станция подметать
stay [stei] v оставаться swept [swept] cm. sweep
swim [swim] v (swam, swum) плавать
steal* [stid] v (stole, stolen) воровать,
swum [swAm] cm. swim
красть
step* [step] v сделать шаг; насту
T
пать
still [stii] adv все еще table [’teibl] n стол; таблица
stocking ['stakir)] n чулок take [teik] v (took, taken) брать
stole [stou l] cm. steal take care (of) заботиться (о)
stolen [’stou in ] cm. steal take off снимать
218
take part (in) принимать участие (в) throughout* [6ru:'aut] a d v повсюду;
take place иметь место p rep в продолжение (всего времени)
taken I'teikn] см. take throw* [Grou] v (threw, thrown)
talk [tak] n разговор; v разговаривать бросать
tall [Ы ] а высокий thrown* [Groun] c m . throw
task [ta sk ] n задание ticket ['tikit] n билет
tea [ti:] n чай tie* [tat] n связь; галстук; v связы
teacher [’tidja] n учитель вать, привязывать
tear* [tea] v (tore [to:], torn [ta n ]) tights [taits] n колготки
рвать, разрывать till [til] p re p д о
tear off отрывать(ся) time [taim] n время
teeth* [ti:6] n (p i от tooth) зубы tired* ['taiad] а усталый, утомленный
telegram ['teligraem] n телеграмма title* ['taitl] n заголовок, заглавие
telephone ['telifoun] n телефон today [ta'dei] a d v сегодня
television [*teli,vi3 n] n телевидение together [ta'geha] a d v вместе
tell [tel] v (told, to ld ) рассказывать told [tould] c m . tell
temperature ['tem pritja] n температура tomorrow [ta'marou] a d v завтра
ten [ten] num. десять tonight [ta'nait] a d v сегодня вечером
tennis [’tenis] n теннис took [tuk] c m . take
terrible* [’terabl] а ужасный tooth [tu:G] n (p i teeth) зуб
thank [Gaegk] v благодарить tore [ta:] c m . tear
that [6aet] pron тот. та torn [tan] c m . tear
the [бэ] (перед согласны м и), [6i] total ['toutl] а полный, абсолютный
(перед гласны м и) определенны й ар touch [tAtf] v дотрагиваться
тикль towards* [ta'w adz] p rep по направле
the Stogovs Стоговы (семья Стоговых) нию к
them [ б е т ] p ro n им. их towel ['taual] n полотенце
themselves [6em 'selvz] p ron себя, сами town [taun | n город
then [беп] a d v затем, потом toy [tot] n игрушка
there [бед] a d v там tractor ['traekta] n трактор
these [6i:z| pron эти tractor-driver [’traekta 'draiva| n трак
they [6ei] pro n они торист
thick [9ik ] а толстый trade* [treid ] n ремесло, профессия;
thin [Bin | а тонкий торговля
thing [Bio ] n вещь trade union* [’treid.jumjan] n профсоюз
think [0iQk] v (thought, thought) ду train 1 [trem ] n поезд
мать train2 [trem ] v тренировать (ся)
third [Gad] п и т третий tram [traem] n трамвай
thirteen ['Ga:'ti:n] п и т тринадцать translate [traens’leit] v переводить
thirty ['0a:ti] п и т тридцать travel ['traevl] v путешествовать
this [6is] pron этот, эта. это treasure* [Чгезэ] n сокровище
those [6ouz| pron те treat* [trfct] о обращ аться (с кем-либо);
thought [Gat] c m . think относиться
thousand ['Gauzand] п и т тысяча tree [tri:] п дерево
three [0ri:] п и т три tribune ['tribjum] п трибуна
threw* [0ru:] c m . t h r o w tribute* ]'tribju:t] п даиь
through [0 r u t ] prep сквозь; посред trip [trip] п путешествие
ством; и з - з а trolley-bus [’tralihAs] п троллейбус
219
trousers ['trauzaz] n p i брюки visit ['vizit] n посещение; v посещать,
true* [tru-.] а верный, правильный; навещать
подлинный visitor [’vizita] n посетитель
truth* [tru:0] n правда; истина vocational* [vou'keijanl] а профес
try [trai] v стараться, пытаться сиональный
Tuesday ['tju:zdi] n вторник vote* [vout] v голосовать
turn* ]ta:n] n черед, очередь
W
U
uncle ['лг)к1] n дядя wait (for) [w eit] v ждать
under [4n d o] p rep под wake* [weik] v (woke, woken) про
underground [’Andagraund] n метро сыпаться; будить
underlined [.Anda'Iaind] а подчеркну walk [wa:k] n прогулка; v гулять
тый go for a walk идти на прогулку
understand [,Anda'sta?nd] v (understood, walk on идти, прогуливаться дальше
understood) понимать wall [wad] n стена
understood [.Anda'stud] cm. understand w ant [want] v хотеть
unemployed* [’Amm'plaid] n безработ war [wa:] n война
ный wardrobe [4va:droub] n гардероб (шкаф)
unemployment* [’Amm'plaimant] n б ез warm [warn] а теплый,
работица was [waz] cm. be
unit* ['ju:nit] n комплекс заданий wash [waj] v мыгь; умываться
в учебнике, урок; воинская часть waste* [w eist] n отбросы, отходы
unite [ju:'nait] v объединять watch1 [watj] n часы (наручные)
unity* [’jumiti] n единство watch2 [watj] v смотреть, наблюдать,
university [Ju:ni'vo:siti] n университет следить
unleash* [An’Ii:J] v развязать, дать watch TV смотреть телевизор
волю water [’wada] n вода; v поливать
unleash war развязать войну way [wei] n путь, дорога
up [лр] a d v вверх on the way по дороге, по пути
upper ['лра] а верхний, высший (куда-ли бо)
us [ a s ] pron нам, нас we [wi:] pron мы
use [ju:z] v употреблять wealth* [w el0] n богатство
useful ['ju:sful] а полезный weapon* ['wcpan] n оружие
usually [’ju:3 uali] a d v обычно wear [weo] v (wore, worn) носить
(одеж ду)
weather [’we6a] n погода
V
weave* [wi:v] v (wove, woven) ткать
valley* ['vaeli] n долина Wednesday [’vvenzdi] n среда
valuable* ['vaeljuabl] а ценный week [wi:k] n неделя
value* ['vaelju:] n ценность went [went] cm. go
variety [va'raiati] n концертное пред were [wa;] c m . be
ставление west [w est] n зап ад
vegetable [’ved 3 itabl] n овощ western [’w'estan] а западный
very [’veri] a d v очень what [wat] pron что, какой
victory [’v ik ta n ] n победа wheat [wid] n пшеница
view [vju:] n вид when [wen] a d v , cj когда
village [’vilid 3 ] n деревня where [wea] a d v , cj где; куда
220
which [witj] pron какой; который word [wa:d] n слово
while [wail] cj пока; в то время как; wore [wo:] c m . wear
когда work [wa:k] n работа; v работать
whisper* ['wispa] v говорить шепотом worker [’wa:ka] n рабочий
white [wait] а белый workshop ['watkjop] n мастерская
who [hu:] pron кто world [wa:ld] n мир
whole [houl] а весь worn [wo.n] cm . wear
whose [hu:z] pron чей worry* [ ' w a t i ] v беспокоиться, тре
why [wai] a d v почему вожиться
that’s why вот почему worse [wa:s] а (сравн. ст. от bad)
wide* [waid] а широкий худший
wife [waif] n жена worst [warst] а (превосх. ст. от bad)
wild* [watld] а дикий наихудший
win [win] v (won, won) победить; wove [wouv] c m . weave
выиграть woven ['wouvn] c m . weave
wind [wind] n ветер write [rait] v (wrote, w ritten) писать
windy ['windi] а ветреный writer ['raita] n писатель
window ['windou] n окно w ritten I'ritn] c m . write
winter J'wmta] n зима wrong [год] а неверный, неправильный
wish [wij] n пожелание; v желать wrote [rout] c m . write
with [wi6] prep с
within* [wi'6m] p re p в течение; в;
внутри Y
without [wi'Saut] prep без
woke [wouk] c m . wake yard [jcud] n двор
woken j'woukn] cm . wake year [jia] n год
woman ['wuman] n (p t women) женщина yellow ['jelou] а желтый
women ['wimin] n (p i от woman) yes [jes] a d v да
женщины yesterday ['jestadi] a d v вчера
won [wAn] c m . win yet [jet] a d v еще
wonder* ['wAnda] v удивляться; желать you [ju:] pron вы (ты), вам (тебе)
знать young []лг)] а молодой
wonderful [’wAndafui] а замечатель your [jo;] pron ваш (твой)
ный yourself [jo:'seif] pron себе, сам
wood [wud] n дерево (материал ) ; лес yourselves [jo;'seivz] pron . себе, сами
wool [wui] n шерсть youth* [ju:0] n юноша; молодежь
CONTENTS
i ........................................................................................................... 3
UNIT 1 ...............................................................................
§ * .............................................................................
A Lesson on P e a c e ....................................................
Canada. P a r t i ........................................................... 6
f2. . . ........................... 8
9
National Day of K n o w le d g e .......................................
S u f f i x e s ........................................................................
§ 3 ................................................................. 10
What Do You W ant to Be When You Leave School? .
Short C o n v e r s a tio n s .................................................... 11
Canada. P a r t I I ........................................................... 12
§ 4 ................................................................................................................................................................................................................................................................. 13
S u f f i x e s ........................................................................ 14
§ 6 ................................................................................................................................................................................................................................................................. 15
Komsomol P r o j e c t s ....................................................
Jobless March on P a r lia m e n t....................................... 16
Canada. P a r t I I I .....................................................
§ 6 ................................................................................................................................................................................................................................................................. 18
Rights and D u t i e s ...........................................................
§ 7 ................................................................................................................................................................................................................................................................. 21
On a Fishing B o a t ...........................................................
The I n f i n i t i v e ........................................................... 23
French C a n a d a ..................................................................
§ 8 ................................................................................................................................................................................................................................................................. 24
Canadian Young C o m m u n ists........................................ 25
The Infinitive C o n s tr u c tio n s ................................. 26
I I ........................................................................................................... 28
UNIT 2 ...............................................................................
The Commonwealth of Australia. P a r t i ..................................................... 29

§2 ................................................................................................................................................. 31
Talking About B o o k s ............................................................................................
The G e r u n d ......................................................................................................... 33
§3 ............................................................................................... 34
The Leading M u s e u m s ............................................................................................
The Commonwealth of Australia. P a r t I I .............................................. 36
§ 4 ...................................................................................................................................................................................................................................................................................................................................................................................... 37
Do You Enjoy I t ? ..................................................................................................
The Functions of the Gerund. The Gerundial Constructions . 39
§ 5 ................................................................................................................................................................................................................................................
The Commontvealth of Australia. P a r t I I I .................................................... 40
§6 ........................................................................................................ 41
Zita Dabars Is R i g h t ............................................................................................
§ 7 ...................................................................................................................................................................................................................................................................................................................................................................................... 44
Golden D re a m s .........................................................................................................
Ill ............................................................................................................................ 47
UNIT 3 ......................................................................................................................
§ 1 ..............................................................................................................
Examinations Are C o m in g .....................................................................................
New Zealand. P a r t i ..................................................................................... 48
§ 2 .............................................................................................................. 50
The Present P a r t i c i p l e ..................................................................................... 51
222
§ 3 . . .
Science and L ife ............................................................................................................. —
The Past P a r tic ip le ................................................................................................ 53
New Zealand. P a r t I I .......................................................................................... —
§ 4 ....................................................................................................................... 54
The Functions of the P a r tic ip le ........................................................................ 55
§ 5 ................................................................................................................................... 56
Academician K o ro ly o v ................................................................................................ —
New Zealand. P a r t I I I ..................................................................................... 58
§ 6 -
The Participle C o n s tr u c tio n s ........................................................................ 59
§ 7 60
Keep Our Environment C l e a n ................................................................................... 61
The Maori W a r s .................................................................................................. 62
§ 8 -
Water P o l l u t i o n .................................................................................................. 63
§ 9 ................................................................................................................................... 64
Woman-Cosmonaut Svetlana S a v its k a y a ............................................................... —
The Strange World of A ustralian A n im a ls ..................................................... 66
§ 1 0 ............................................................................................................................ 67
Why We Study Outer S p a c e ............................................................................... —
I V ................................................................................................................................... 70
UNIT 4 ...................................................................................................................... —
5 1 ....................................................................................................................................... -
The Decree on P e a c e ............................................................................................ —
What the Flags S a y ............................................................................................ 72
§ 2 . 73
Struggle for P e a c e .................................................................................................. —
| 3 ................................................................................................................................... 75
Lenin Peace Prize W in n e rs..................................................................................... —
Where Was Comrade Lenin B o r n ? .................................................................. 76
§ 4 ................................................................................................................................... 77
Foreign Languages in Lenin’s L if e ........................................................................ —
Britain Through Lenin’s E y e s ............................................................................... 79
§ 5 80
They Fought T o g e th e r ............................................................................................ 82
§ 6 ................................................................................................................................... 83
The 9th of M a y ......................................................................................................... —
§ 7 ..................................................................................................................... 85
June 1 — International Children’s D a y ........................................................... —
A Word in C o n c lu sio n ............................................................................................ 87
§ 8 88
Danke S c h o n ......................................................................................................... —
I r r e g u l a r V e r b s ............................................................................................ 90
R e f e r e n c e G r a m m a r ............................................................................... 93
K e y t o E x e r c i s e s ........................................................................... Ill
T o p i c a l W o r d s a n d E x p r e s s i o n s ............................................................113
READER
Reading in September and October
T ask 1. Elections in E a ta n s w ill..................................................................................... 118
T ask 2. John Barton’s Expedition toP a r lia m e n t...................................................... 121
T ask 3. Fighting to the L a s t ............................................................................................124
TdSk 4. How We Kept Mother’s B i r th d a y ..................................................................126
T ask 5. The L u n c h e o n ..................................................................................................128
T ask 6. T r i b u t e ............................................................................................................... 130
T ask 7. The Stolen Letter. P a r t i .............................................................................. 132
T ask 8. The Stolen Letter. P a г t I I ...................................................................... 134
. 223
R eading in Novem ber and Decem ber
Task 9. “Som e D ay” ................................................................................................................ 137
Task 10. Hero of the M i n e s ....................................................................................................... 139
Task 11. The S in gin g of the S u n ............................................................................................... 142
Task 12. F lossie and J o e ................................................................................................................ 144
Task 13. The S t o r y - T e l l e r .......................................................................................................146
Task 14. You Should H ave Seen the M e s s ......................................................................... 149
R eading in January, February and March
Task 15. The Cholera B acillu s. P a r t i ...........................................................................152
Task 16. The Cholera B acillus. P a r t I I .......................................................................... 155
Task 17. R o u g e .............................................................................................................................. 157
Task 18. P i a n o ...............................................................................................................................159
Task 19. A New J o b ....................................................................................................................... 162
Task 20. R u t h l e s s ....................................................................................................................... 164
Task 21. The P erfect Gift. P a r t I ................................................................................ 167
Task 22. The Perfect Gift. P a r t I I ................................................................................ 169
Task 23. The Perfect Gift. P a r t I I I ..........................................................................170
Task 24. The P erfect Gift. P a r t I V ..........................................................................172
R eading in April and M ay
Task 25.Stepa-a-n M a r k e ly c h ! ................................................................................................. 174
Task 26.P artisan s of the Kuban. P a r t i ...........................................................................176
Task 27.P artisan s of the Kuban. P a r t I I .......................................................................... 179
Task 28.A Second D a n k o ........................................................................................................ 180
Task 29.The P a ss and the Hom e-G irl. P a r t i .................................................................... 182
Task 30.The P a ss and the H om e-G irl. P ar t I I ..............................................................184
i n t e r n a t i o n a l W o r d L i s t .............................................................................................186
R e f e r e n c e s ...............................................................................................................................196
V o c a b u l a r y .............................................................................................................................. 201
Учебное издание
Старков Анатолий Петрович
Островский Борис Семенович
АНГЛИЙСКИЙ ЯЗЫК
Учебное пособие для 11 класса средней школы
КНИГА ДЛЯ ЧТЕНИЯ

Составитель Островский Борис Семенович
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An atomic p ow er station
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In the desert
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0 Этим значком отмечены упражнения, записанные на грам­

СВЕДЕН ИЯ О ПОЛЬЗОВАНИИ УЧЕБНИКОМ

Старков А. П., Островский Б. С.

ISBN 5-09-003090-1 © Издательство «Просвещение», 1986

1 to mark — отмечать; 2 to unleash [An'li:J] war — развязы­

1 plain — равнина; 2 h eart [hat] —

И Read the text of Task 1 (pp. 118— 120).

National Day of Knowledge

-ous -en -ive

famous blacken collective

Read the text of Task 2 (pp. 121— 123).

What Do You Want to Be

1 Correspondence [.koris'pondansj Department — заочное от­

1 per cent [pa'sent] — процент; 2 equality [i/kwoliti] — р а ­

и Read the text of Task 3 (pp. 124— 126).

15. Read and do the tasks:

16. R ead and say:

nationality reddish bookish

-ant (-ent) -ance (-ence)

1. You can always find time for your correspondence. 2. Unity

H O P Read the text of Task 4 (pp. 126— 127).

Projects of the Soviet Youth

1 to demand [di'mound.] — требовать;2 to unionize ['ju:njanaiz] —

1 commonwealth ['komanwelG] — содружество, федерация;

1. W hat kind of state is Canada? 2. How m any provinces and

y |/? e a d the text of Task 5 (pp. 128— 129).

Rights and Duties

1. What are the basic rights guaranteed by the Soviet Consti­

24. Read and discuss:

1. The right of Soviet citizens to work is guaranteed by Article

3. Article 45 of the Constitution reads: “Citizens of the USSR

4. One of the main duties imposed on all citizens by the Constitu­

1 leisure [Чез'э] — досуг; 2 amateur {'aemota:] — самодеятель­

Stop the weapons tests!

Festival of USSR culture

25. Read these headings of "Canadian Tribune" articles and say

^ 27. Read and copy the sentences underlining the Infinitives

Read the text of Task 6 (pp. 130— 132).

He asked the pupils on duty to open The Active

1. I w ant to take part in the table-tennis competition. 2. It is

1 French — французский, французский язык; 2 even ['i:van] —

Read the text of Task 7 (pp. 132— 134).

35. Read the text once and say what it is about:

Canadian Young Communists

1 oppression [a'prejan] — угнетение; 2 trade union — проф­

THE INFINITIVE CONSTRUCTIONS

I w ant you to come earlier. Objective with

It is difficult for me to do this For-Construction

They were asked to come earlier. Nominative with

1. A commission was set up to develop cooperation between the

Read the text of Task 8 (pp. 134— 136).

1. What were the first decrees of Soviet power?

4. Read the sentences and give R ussian equivalents of the under­

The Commonwealth of Australia

1 g ra s s la n d ['graslaend] — район лугов и пастбищ; 2 desert

The south-east of Australia is covered with forests of eucalyptus and other

Read the text of Task 9 (pp. 137 — 139).

1 event [rvent] — событие; 2 truthful ['tru:0fulj — правди­

I’m sorry for coming late.

Gerund When a boy he was fond of reading books

Noun The reading of the article took him only a few

Verb He is reading an interesting book.

1. You can find the sender’s address at the beginning of the

0 Этим значком отмечены упражнения, записанные на грам

1 to mark — отмечать; 2 to unleash [An'li:J] war — развязы

1 Correspondence [.koris'pondansj Department — заочное от

1 per cent [pa'sent] — процент; 2 equality [i/kwoliti] — р а

1. What are the basic rights guaranteed by the Soviet Consti

4. One of the main duties imposed on all citizens by the Constitu

1 leisure [Чез'э] — досуг; 2 amateur {'aemota:] — самодеятель

1 oppression [a'prejan] — угнетение; 2 trade union — проф

4. Read the sentences and give R ussian equivalents of the under

1 event [rvent] — событие; 2 truthful ['tru:0fulj — правди

1 to contain [kan'tein] — содержать; 2 exhibit [lg'zibit] — экс

1. I enjoy listening to music. 2. Youth play a big role in stre n g th

1. There is a letter addressed to the secretary of the YCL organi

1 timber ['timboj — строевой лес; 2 iron ore ['аюп'э:] — ж е